TXESS Revolution: Utilizing TERC's EarthLabs Cryosphere Module to Support Professional Development of Texas Teachers

NASA Astrophysics Data System (ADS)

Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.

2010-12-01

TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes over time, and it’s role in Earth’s climate system remains weak. Our results clearly reflect the challenges of addressing the complexity of climate science and critical need for climate literacy education.

Toxic Leak!: An Event-Based Science Module. Student Edition. Groundwater Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for the middle school students to 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, hands-on investigations, and…

Fire!: An Event-Based Science Module. Student Edition. Chemistry and Fire Ecology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school students to 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, hands-on investigations, and…

STS-40 Spacelab Life Science 1 (SLS-1) module in OV-102's payload bay (PLB)

NASA Image and Video Library

1991-06-14

STS040-610-010 (5-14 June 1991) --- The blue and white Earth forms the backdrop for this scene of the Spacelab Life Sciences (SLS-1) module in the cargo bay of the Earth-orbiting Columbia. The view was photographed through Columbia's aft flight deck windows with a handheld Rolleiflex camera. Seven crewmembers spent nine days in space aboard Columbia. Part of the tunnel/airlock system that linked them to the SLS-1 module is seen in center foreground.

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.

City Rocks and National Standards.

ERIC Educational Resources Information Center

Becker, Martin; Slattery, William; Finegan-Stoll, Colleen

1998-01-01

Presents a weeklong earth science module that allows students to explore the relationships between natural and manufactured materials. Relates rocks and minerals in the earth science curriculum to observations students make in their urban and suburban travels. (DDR)

Earth System Science Education Modules

NASA Astrophysics Data System (ADS)

Hall, C.; Kaufman, C.; Humphreys, R. R.; Colgan, M. W.

2009-12-01

The College of Charleston is developing several new geoscience-based education modules for integration into the Earth System Science Education Alliance (ESSEA). These three new modules provide opportunities for science and pre-service education students to participate in inquiry-based, data-driven experiences. The three new modules will be discussed in this session. Coastal Crisis is a module that analyzes rapidly changing coastlines and uses technology - remotely sensed data and geographic information systems (GIS) to delineate, understand and monitor changes in coastal environments. The beaches near Charleston, SC are undergoing erosion and therefore are used as examples of rapidly changing coastlines. Students will use real data from NASA, NOAA and other federal agencies in the classroom to study coastal change. Through this case study, learners will acquire remotely sensed images and GIS data sets from online sources, utilize those data sets within Google Earth or other visualization programs, and understand what the data is telling them. Analyzing the data will allow learners to contemplate and make predictions on the impact associated with changing environmental conditions, within the context of a coastal setting. To Drill or Not To Drill is a multidisciplinary problem based module to increase students’ knowledge of problems associated with nonrenewable resource extraction. The controversial topic of drilling in the Arctic National Wildlife Refuge (ANWR) examines whether the economic benefit of the oil extracted from ANWR is worth the social cost of the environmental damage that such extraction may inflict. By attempting to answer this question, learners must balance the interests of preservation with the economic need for oil. The learners are exposed to the difficulties associated with a real world problem that requires trade-off between environmental trust and economic well-being. The Citizen Science module challenges students to translate scientific information into words that are understandable and useful for policy makers and other stakeholders. The inability of scientists to effectively communicate with the public has been highlighted as a major reason for the anti-science attitude of a large segment of the public. This module, unlike other ESSEA modules, addresses this problem by first, investigating a global change environmental problem using Earth System Science methodologies, then developing several solutions to that problem, and finally writing a position paper for the policy makers to use. These three hands-on, real-world modules that engage students in authentic research share similar goals: 1) to use global change data sets to examine controversial environmental problems; 2) to use an earth system science approach to understand the complexity of global problems; and 3) to help students understand the political complexity of environmental problems where there is a clash between economic and ecological problems. The curriculum will meet National Standards in science, geography, math, etc.

Earth System Science Education Alliance (ESSEA) IPY Modules

NASA Astrophysics Data System (ADS)

Blaney, L. S.; Myers, R. J.; Schwerin, T.

2008-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. With additional support from NASA, the ESSEA program is being enhanced to reflect emphasis on the International Polar Year. From 1999-2005 the ESSEA program was based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. With NASA support, the K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. Additional modules examining the changes in black carbon, ice sheets and permafrost have been added for middle and high school levels. The new modules incorporate geoscience data and analysis tools into classroom instruction. By exploring IPY related topics and data, participating teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The ESSEA IPY modules will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the ESSEA courses and modules contributes to the achievement of that goal.

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-ended questionnaires about impact on students identify higher order thinking, critical evaluation of quantitative and qualitative information, cooperative learning, and engagement in STEM content through inquiry as core competencies of this educational method. This presentation will describe the program model and results from internal evaluation.

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 majors-level structural geology or geophysics courses that is now published on SERC and UNAVCO websites. Simpler exercises using PBO data have been beta-tested for introductory courses as well. Now UNAVCO has received NSF-funding to develop four more modules (two each for introductory and majors-level) that will feature PBO and other geodetic data. The goal is for these four to serve as the foundation for an ultimate collection of >10 modules.

EarthLabs Climate Detectives: Using the Science, Data, and Technology of IODP Expedition 341 to Investigate the Earth's Past Climate

NASA Astrophysics Data System (ADS)

Mote, A. S.; Lockwood, J.; Ellins, K. K.; Haddad, N.; Ledley, T. S.; Lynds, S. E.; McNeal, K.; Libarkin, J. C.

2014-12-01

EarthLabs, an exemplary series of lab-based climate science learning modules, is a model for high school Earth Science lab courses. Each module includes a variety of learning activities that allow students to explore the Earth's complex and dynamic climate history. The most recent module, Climate Detectives, uses data from IODP Expedition 341, which traveled to the Gulf of Alaska during the summer of 2013 to study past climate, sedimentation, and tectonics along the continental margin. At the onset of Climate Detectives, students are presented with a challenge engaging them to investigate how the Earth's climate has changed since the Miocene in southern Alaska. To complete this challenge, students join Exp. 341 to collect and examine sediments collected from beneath the seafloor. The two-week module consists of six labs that provide students with the content and skills needed to solve this climate mystery. Students discover how an international team collaborates to examine a scientific problem with the IODP, compete in an engineering design challenge to learn about scientific ocean drilling, and learn about how different types of proxy data are used to detect changes in Earth's climate. The NGSS Science and Engineering Practices are woven into the culminating activity, giving students the opportunity to think and act like scientists as they investigate the following questions: 1) How have environmental conditions in in the Gulf of Alaska changed during the time when the sediments in core U1417 were deposited? (2) What does the occurrence of different types of diatoms and their abundance reveal about the timing of the cycles of glacial advance and retreat? (3) What timeline is represented by the section of core? (4) How do results from the Gulf of Alaska compare with the global record of glaciations during this period based on oxygen isotopes proxies? Developed by educators in collaboration with Expedition 341 scientists, Climate Detectives is a strong example of how learners can engage in authentic research experiences using real data in the secondary science classroom. In this session you will receive a brief overview of the EarthLabs project, learn more about IODP Expedition 341, and see some of the resources that the module makes available to students to help them analyze the data.

Education and Outreach on Space Sciences and Technologies in Taiwan

NASA Astrophysics Data System (ADS)

Tiger Liu, Jann-Yeng; Chen, hao-Yen; Lee, I.-Te

2014-05-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Regarding the space technologies, we focus on remote sensing of Earth's surface by FORMOSAT-2 and occultation sounding by FORMOSAT-3/COSMIC of Taiwan space mission. Moreover, scientific camps are given to lead students a better understanding and interesting on space sciences/ technologies. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

A Modular Approach to Year 11 Science Courses

ERIC Educational Resources Information Center

Woolley, Terry G.

1976-01-01

Described is a secondary school science program which includes modularized courses in the earth science unified science, biology, chemistry, and physics. Students may continue in one science course or switch between courses upon completing modules. (SL)

Fertilizing ROSES through the STEM: Interdisciplinary Modules as Pre-service Research Experiences for Secondary STEM Educators (IMPRESS-Ed)

NASA Astrophysics Data System (ADS)

Kavic, Michael; Wiita, P. J.; Benoit, M.; Magee, N.

2013-01-01

IMPRESS-Ed is a program designed to provide authentic summer research experiences in the space, earth, and atmospheric sciences for pre-service K-12 educators at Long Island University (LIU) and The College of New Jersey (TCNJ). In 2011 and 2012, the program involved five students and took place over eight weeks with recruitment occurring during the preceding academic year. The program was divided into two modules: A common core module and an individual mentored research experience. The common module consisted of three units focusing on data-driven pedagogical approaches in astrophysics, tectonophysics, and atmospheric science, respectively. The common module also featured training sessions in observational astronomy, and use of a 3D geowall and state of the art planetarium. Participants in the program are also offered the opportunity to utilize the available TCNJ facilities with their future students. The individual mentored research module matched student interests with potential projects. All five students demonstrated strong gains in earth and space science literacy compared to a baseline measurement. Each student also reported gaining confidence to incorporate data and research-driven instruction in the space and earth sciences into the K-12 STEM classroom setting. All five research projects were also quite successful: several of the students plan to continue research during the academic year and two students are presenting research findings as first authors here at AAS. Other research results are likely to be presented at this year's American Geophysical Union meeting.

Place-based Learning About Climate with Elementary GLOBE

NASA Astrophysics Data System (ADS)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

Space Shuttle Projects

NASA Image and Video Library

1997-01-01

This is a view of the Russian Mir Space Station photographed by a crewmember of the fifth Shuttle/Mir docking mission, STS-81. The image shows: upper center - Progress supply vehicle, Kvant-1 module, and Core module; center left - Priroda module; center right - Spektr module; bottom left - Kvant-2 module; bottom center - Soyuz; and bottom right - Kristall module and Docking module. The Progress was an unmarned, automated version of the Soyuz crew transfer vehicle, designed to resupply the Mir. The Kvant-1 provided research in the physics of galaxies, quasars, and neutron stars, by measuring electromagnetic spectra and x-ray emissions. The Core module served as the heart of the space station and contained the primary living and working areas, life support, and power, as well as the main computer, communications, and control equipment. Priroda's main purpose was Earth remote sensing. The Spektr module provided Earth observation. It also supported research into biotechnology, life sciences, materials science, and space technologies. American astronauts used the Spektr as their living quarters. Kvant-2 was a scientific and airlock module, providing biological research, Earth observations, and EVA (extravehicular activity) capability. The Soyuz typically ferried three crewmembers to and from the Mir. A main purpose of the Kristall module was to develop biological and materials production technologies in the space environment. The Docking module made it possible for the Space Shuttle to dock easily with the Mir. The journey of the 15-year-old Russian Mir Space Station ended March 23, 2001, as the Mir re-entered the Earth's atmosphere and fell into the south Pacific Ocean.

Outreach Education Modules on Space Sciences in Taiwan

NASA Astrophysics Data System (ADS)

Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

2013-04-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

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.

STS-40 Spacelab Life Science 1 (SLS-1) module in OV-102's payload bay (PLB)

NASA Technical Reports Server (NTRS)

1991-01-01

STS-40 Spacelab Life Science 1 (SLS-1) module is documented in the payload bay (PLB) of Columbia, Orbiter Vehicle (OV) 102. Included in the view are: the spacelab (SL) transfer tunnel joggle section and support struts; SLS-1 module forward end cone with the European Space Agency (ESA) SL insignia, SLS-1 payload insignia, and the upper feed through plate (center); the orbiter maneuvering system (OMS) pods; and the vertical stabilizer with the Detailed Test Objective (DTO) 901 Shuttle Infrared Leeside Temperature Sensing (SILTS) at the top 24 inches. The vertical stabilizer points to the Earth's limb and the cloud-covered surface of the Earth below.

Fog Studies for University Students and High School Teachers

NASA Astrophysics Data System (ADS)

Witiw, M.; Ladochy, S.

2010-07-01

Over the past few years, fog studies have been introduced as part of courses in Earth system science for both university students and high school teachers at Seattle Pacific University. In the undergraduate course, about three hours are devoted to the study of fog starting with a discussion on sustainable water systems. This is followed by presentations on types of fog, the role of fog in the biosphere, biogeochemical cycles and fog, human influences on fog and fog intensity, and remote sensing of fog. We end with a description of fog collection. Fog education efforts increased for students when our campus was able to obtain fog collecting equipment from Richard Jagels at the University of Maine. The equipment included active and passive fog collectors as well as infrared-beam fog detectors. Two graduating students took on fog collection as their senior project. After setting up the newly acquired equipment, the students designed a fog collection project for the University’s Whidby Island location on Puget Sound, an area that experiences frequent advection fog. They built a passive fog detector and determined where to place it on the Island. Future projects planned include implementing a water system based upon fog collection on Whidby Island. We have also implemented a new module on fog for the Earth System Science Education Alliance (ESSEA) - The Camanchaca: Fog in the Earth System (available at: http://essea.strategies.org/module.php?module_id=54). Aspects of fog in the Earth system are discussed and participants are led to see the important role fog has throughout the Earth system. This module was successfully piloted as part of an Earth system science course for teachers offered in June-July, 2009.

Earth System Science Education Centered on Natural Climate Variability

NASA Astrophysics Data System (ADS)

Ramirez, P. C.; Ladochy, S.; Patzert, W. C.; Willis, J. K.

2009-12-01

Several new courses and many educational activities related to climate change are available to teachers and students of all grade levels. However, not all new discoveries in climate research have reached the science education community. In particular, effective learning tools explaining natural climate change are scarce. For example, the Pacific Decadal Oscillation (PDO) is a main cause of natural climate variability spanning decades. While most educators are familiar with the shorter-temporal events impacting climate, El Niño and La Niña, very little has trickled into the climate change curriculum on the PDO. We have developed two online educational modules, using an Earth system science approach, on the PDO and its role in climate change and variability. The first concentrates on the discovery of the PDO through records of salmon catch in the Pacific Northwest and Alaska. We present the connection between salmon abundance in the North Pacific to changing sea surface temperature patterns associated with the PDO. The connection between sea surface temperatures and salmon abundance led to the discovery of the PDO. Our activity also lets students explore the role of salmon in the economy and culture of the Pacific Northwest and Alaska and the environmental requirements for salmon survival. The second module is based on the climate of southern California and how changes in the Pacific Ocean , such as the PDO and ENSO (El Niño-Southern Oscillation), influence regional climate variability. PDO and ENSO signals are evident in the long-term temperature and precipitation record of southern California. Students are guided in the module to discover the relationships between Pacific Ocean conditions and southern California climate variability. The module also provides information establishing the relationship between climate change and variability and the state's water, energy, agriculture, wildfires and forestry, air quality and health issues. Both modules will be reviewed for inclusion on the ESSEA (Earth Systems Science Education Alliance) course module list. ESSEA is a NSF-funded organization dedicated to K-12 online Earth system science education.

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Space Shuttle Projects

NASA Image and Video Library

1995-11-01

This is a view of the Russian Mir Space Station photographed by a crewmember of the second Shuttle/Mir docking mission, STS-74. The image shows: top - Progress supply vehicle, Kvant-1 module, and the Core module; middle left - Spektr module; middle center - Kristall module and Docking module; middle right - Kvant-2 module; and bottom - Soyuz. The Progress was an unmarned, automated version of the Soyuz crew transfer vehicle, designed to resupply the Mir. The Kvant-1 provided research in the physics of galaxies, quasars, and neutron stars by measuring electromagnetic spectra and x-ray emissions. The Core module served as the heart of the space station and contained the primary living and working areas, life support, and power, as well as the main computer, communications, and control equipment. The Spektr module provided Earth observation. It also supported research into biotechnology, life sciences, materials science, and space technologies. American astronauts used the Spektr as their living quarters. A main purpose of the Kristall module was to develop biological and materials production technologies in the space environment. The Docking module made it possible for the Space Shuttle to dock easily with the Mir. Kvant-2 was a scientific and airlock module, providing biological research, Earth observations, and EVA (extravehicular activity) capability. The Soyuz typically ferried three crewmembers to and from the Mir. The journey of the 15-year-old Russian Mir Space Station ended March 23, 2001, as the Mir re-entered the Earth's atmosphere and fell into the south Pacific Ocean.

Crystal Clear Science

ERIC Educational Resources Information Center

Manner, Barbar; Beddard-Hess, Sharon; Daskalakis, Argy

2005-01-01

Subjects like Earth science often rely on "ready made" hands-on materials such as kits and modules to support understanding and science inquiry. However, sometimes the materials need adaptations to make sure they suit students' and teachers needs. As part of the Allegheny Schools Science Education and Technology (ASSET) program, the authors…

Incorporating Geodetic Data in Introductory Geoscience Classrooms through UNAVCO's GETSI "Ice Mass and Sea Level Changes" Module

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Walker, B.; Pratt-Sitaula, B.

2015-12-01

GETSI (Geodesy Tools for Societal Issues) is an NSF-funded partnership program between UNAVCO, Indiana University, Mt. San Antonio College, and the Science Education Resource Center (SERC). We present results from classroom testing and assessment of the GETSI Ice Mass and Sea Level Changes module that utilizes geodetic data to teach about ice sheet mass loss in introductory undergraduate courses. The module explores the interactions between global sea level rise, Greenland ice mass loss, and the response of the solid Earth. It brings together topics typically addressed in introductory Earth science courses (isostatic rebound, geologic measurements, and climate change) in a way that highlights the interconnectivity of the Earth system and the interpretation of geodetic data. The module was tested 3 times at 3 different institution types (R1 institution, comprehensive university, and community college), and formative and summative assessment data were obtained. We will provide an overview of the instructional materials, describe our teaching methods, and discuss how formative and summative assessment data assisted in revisions of the teaching materials and changes in our pedagogy during subsequent implementation of the module. We will also provide strategies for faculty who wish to incorporate the module into their curricula. Instructional materials, faculty and student resources, and implementation tips are freely available on the GETSI website.

STS 61-A crewmembers in Spacelab D-1 science module

NASA Image and Video Library

1985-10-30

61A-01-030 (30 Oct.-6 Nov. 1985) --- Mission specialist Guion S. Bluford prepares to perform a physics experiment onboard the D-1 science module in the cargo bay of the earth-orbiting Space Shuttle Challenger. In the backgroud, three European payload specialists busy themselves with experiment chores: (L-R) Wubbo J. Ockels (partially obscured), Reinhard Furrer and Ernst Messerschmid.

Earth System Science Education for the 21st Century: Progress and Plans

NASA Astrophysics Data System (ADS)

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

2005-12-01

Earth System Science Education for the 21st Century (ESSE 21) is a collaborative undergraduate/graduate Earth system science education program sponsored by NASA offering small grants to colleges and universities with special emphasis on including minority institutions to engage faculty and scientists in the development of Earth system science courses, curricula, degree programs and shared learning resources. The annual ESSE 21 meeting in Fairbanks in August, 2005 provided an opportunity for 70 undergraduate educators and scientists to share their best classroom learning resources through a series of short presentations, posters and skills workshops. This poster will highlight meeting results, advances in the development of ESS learning modules, and describe a community-led proposal to develop in the coming year a Design Guide for Undergraduate Earth system Science Education to be based upon the experience of the 63 NASA-supported ESSE teams over the past 15 years. As a living document on the Web, the Design Guide would utilize and share ESSE experiences that: - Advance understanding of the Earth as a system - Apply ESS to the Vision for Space Exploration - Create environments appropriate for teaching and learning ESS - Improve STEM literacy and broaden career paths - Transform institutional priorities and approaches to ESS - Embrace ESS within Minority Serving Institutions - Build collaborative interdisciplinary partnerships - Develop ESS learning resources and modules The Design Guide aims to be a synthesis of just how ESS has been and is being implemented in the college and university environment, listing items essential for undergraduate Earth system education that reflect the collective wisdom of the ESS education community. The Design Guide will focus the vision for ESS in the coming decades, define the challenges, and explore collaborative processes that utilize the next generation of information and communication technology.

Sun-Earth Connection EPO's with Multiple Uses and Audiences

NASA Astrophysics Data System (ADS)

Foster, S. Q.; Johnson, R. M.; Russell, R.; Lu, G.; Richmond, A.; Maute, A.; Haller, D.; Conery, C.; Bintner, G.; Kiessling, D.; Hughes, W. J.

2005-05-01

The three-year life of an EPO grant can be a journey guided by clear goals and enriched by collaborative and outreach opportunities connecting Space sciences to Earth sciences for both K-12 and public audiences. This point is illustrated by two EPO projects funded by NASA Sun-Earth Connection research grants to the High Altitude Observatory (HAO) at the National Center for Atmospheric Research. They are entering their final year coordinated by the Office of Education and Outreach at University Corporation for Atmospheric Research. The content focus of both projects is well aligned with HAO's research mission and the expertise of our scientists, addressing solar dynamics, space weather, and the impacts of solar events on the magnetosphere, as well as societies inhabiting Earth's surface. The first project (Gang Lu, PI) develops presentation resources, inquiry activities, and tips that will help HAO scientists be better prepared to visit K-12 classrooms. Unexpectedly, the simultaneous development of a Teachers' Guide to NCAR's new Climate Discovery exhibit, which takes an Earth system approach to climate and global change, has created a niche for this EPO resource to be revised and repurposed for a needed unit in the guide about the exhibit's graphic panels on Sun-Earth connections. The second project (Art Richmond, PI) engages two high school "Teachers in Residence" to develop resources they can utilize with their students. Excited by exceptional educational graphics and animations in the new Physics of the Aurora: Earth Systems module co-produced by HAO and the COMET Program for advanced undergraduate courses, they chose to adapt appropriate sections of the module to enrich Earth science and math concepts addressed in their 9th and 10th grade astronomy and general physics classes. Simultaneously, the Windows to the Universe web site, which continuously updates space science content and is now developing a new Space Weather section with support from the Center for Integrated Space Weather Modeling at Boston University, is able to integrate the resources developed through the EPOs and widely disseminate the high school version of the module to a large global audience. Thus, UCAR/NCAR-based EPOs are finding it beneficial to bring space sciences "down to Earth" to educate public and K-12 audiences.

Numerical analysis of seismic events distributions on the planetary scale and celestial bodies astrometrical parameters

NASA Astrophysics Data System (ADS)

Bulatova, Dr.

2012-04-01

Modern research in the domains of Earth sciences is developing from the descriptions of each individual natural phenomena to the systematic complex research in interdisciplinary areas. For studies of its kind in the form numerical analysis of three-dimensional (3D) systems, the author proposes space-time Technology (STT), based on a Ptolemaic geocentric system, consist of two modules, each with its own coordinate system: (1) - 3D model of a Earth, the coordinates of which provides databases of the Earth's events (here seismic), and (2) - a compact model of the relative motion of celestial bodies in space - time on Earth known as the "Method of a moving source" (MDS), which was developed in MDS (Bulatova, 1998-2000) for the 3D space. Module (2) was developed as a continuation of the geocentric Ptolemaic system of the world, built on the astronomical parameters heavenly bodies. Based on the aggregation data of Space and Earth Sciences, systematization, and cooperative analysis, this is an attempt to establish a cause-effect relationship between the position of celestial bodies (Moon, Sun) and Earth's seismic events.

Payload Specialist Taylor Wang performs repairs on Drop Dynamics Module

NASA Image and Video Library

1985-05-01

51B-03-035 (29 April-6 May 1985) --- Payload specialist Taylor G. Wang performs a repair task on the Drop Dynamics Module (DDM) in the Science Module aboard the Earth-orbiting Space Shuttle Challenger. The photo was taken with a 35mm camera. Dr. Wang is principal investigator for the first time-to-fly experiment, developed by his team at NASA?s Jet Propulsion Laboratory (JPL), Pasadena, California. This photo was among the first to be released by NASA upon return to Earth by the Spacelab 3 crew.

KSC-03pd0105

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. - STS-107 Payload Commander Michael Anderson is happy to being suiting up for launch on mission STS-107. The mission is devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

Estuarine Oceanography. CEGS Programs Publication Number 18.

ERIC Educational Resources Information Center

Wright, F. F.

Estuarine Oceanography is one in a series of single-topic problem modules intended for use in undergraduate and earth science courses. Designed for those interested in coastal oceanography or limnology, the module is structured as a laboratory supplement for undergraduate college classes but should be useful at all levels. The module has two…

Project TIMS (Teaching Integrated Math/Science)

NASA Technical Reports Server (NTRS)

Edwards, Leo, Jr.

1993-01-01

The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.

Earth Science

NASA Image and Video Library

1992-03-24

Space Shuttle Atlantis (STS-45) onboard photo of Atmospheric Laboratory for Applications and Science (Atlas-1) module in open cargo bay. Atlas-1 pallets are back dropped against the Atlas Mountains. Taken over Mali in the western Sahara, shows dunes in the Iguidi Dune Sea.

Elementary GLOBE: Inquiring About the Earth System Through Elementary Student Investigations

NASA Astrophysics Data System (ADS)

Henderson, S.; Hatheway, B.; Gardiner, L.; Gallagher, S.

2006-12-01

Elementary GLOBE was designed to introduce K-4 students to the study of Earth System Science (ESS). Elementary GLOBE forms an instructional unit comprised of five modules that address ESS and interrelated subjects including weather, hydrology, seasons, and soils. Each Elementary GLOBE module contains a science based storybook, classroom learning activities that complement the science content covered in each book, and teacher's notes. The storybooks explore a component of the Earth system and the associated classroom learning activities provide students with a meaningful introduction to technology, a basic understanding of the methods of inquiry, and connection to math and literacy skills. The science content in the books and activities serves as a springboard to GLOBE's scientific protocols. All Elementary GLOBE materials are freely downloadable (www.globe.gov/elementaryglobe) The use of science storybooks with elementary students has proven to be an effective practice in exposing students to science content while providing opportunities for students to improve their reading, writing, and oral communication skills. The Elementary GLOBE storybooks portray kids asking questions about the natural world, doing science investigations, and exploring the world around them. Through the storybook characters, scientific inquiry is modeled for young learners. The associated learning activities provide opportunities for students to practice science inquiry and investigation skills, including observation, recording, measuring, etc. Students also gain exposure and increase their comfort with different tools that scientists use. The learning activities give students experiences with asking questions, conducting scientific investigations, and scientific journaling. Elementary GLOBE fills an important niche in K-4 instruction. The international GLOBE Program brings together students, teachers, and scientists with the basic goals of increasing scientific understanding of the Earth, supporting improved student achievement in science and math, and enhancing environmental awareness. NASA provides the primary source of funding for GLOBE.

Planetary Exploration Education: As Seen From the Point of View of Subject Matter Experts

NASA Astrophysics Data System (ADS)

Milazzo, M. P.; Anderson, R. B.; Gaither, T. A.; Vaughan, R. G.

2016-12-01

Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) was selected as one of 27 new projects to support the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice. Our goal is to develop and disseminate out-of-school time (OST) curricular and related educator professional development modules that integrate planetary science, technology, and engineering. We are a partnership between planetary science Subject Matter Experts (SMEs), curriculum developers, science and engineering teacher professional development experts and OST teacher networks. The PLANETS team includes the Center for Science Teaching and Learning (CSTL) at Northern Arizona University (NAU); the U.S. Geological Survey (USGS) Astrogeology Science Center (Astrogeology), and the Boston Museum of Science (MOS). Here, we present the work and approach by the SMEs at Astrogeology. As part of this overarching project, we will create a model for improved integration of SMEs, curriculum developers, professional development experts, and educators. For the 2016 and 2017 Fiscal Years, our focus is on creating science material for two OST modules designed for middle school students. We will begin development of a third module for elementary school students in the latter part of FY2017. The first module focuses on water conservation and treatment as applied on Earth, the International Space Station, and at a fictional Mars base. This unit involves the science and engineering of finding accessible water, evaluating it for quality, treating it for impurities (i.e., dissolved and suspended), initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. The second module involves the science and engineering of remote sensing as it is related to Earth and planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In these activities and discussions we include observation and measurement techniques and tools, as well as collection and use of specific data of interest to scientists. These two modules will be tested and refined based on educator and student feedback, with expected final release in late summer of 2017.

"We Put on the Glasses and Moon Comes Closer!" Urban Second Graders Exploring the Earth, the Sun and Moon through 3D Technologies in a Science and Literacy Unit

ERIC Educational Resources Information Center

Isik-Ercan, Zeynep; Zeynep Inan, Hatice; Nowak, Jeffrey A.; Kim, Beomjin

2014-01-01

This qualitative case study describes (a) the ways 3D visualization, coupled with other science and literacy experiences, supported young children's first exploration of the Earth-Sun-Moon system and (b) the perspectives of classroom teachers and children on using 3D visualization. We created three interactive 3D software modules that simulate day…

International Space Station: becoming a reality.

PubMed

David, L

1999-07-01

An overview of the development of the International Space Station (ISS) is presented starting with a brief history of space station concepts from the 1960's to the decision to build the present ISS. Other topics discussed include partnerships with Japan, Canada, ESA countries, and Russia; design changes to the ISS modules, the use of the ISS for scientific purposes and the application of space research to medicine on Earth; building ISS modules on Earth, international funding for Russian components, and the political aspects of including Russia in critical building plans. Sidebar articles examine commercialization of the ISS, multinational efforts in the design and building of the ISS, emergency transport to Earth, the use of robotics in ISS assembly, application of lessons learned from the Skylab project to the ISS, initial ISS assembly in May 1999, planned ISS science facilities, and an overview of space stations in science fiction.

The U.S. Laboratory module arrives at KSC

NASA Technical Reports Server (NTRS)

1998-01-01

NASA's 'Super Guppy' aircraft arrives in KSC air space escorted by two T-38 aircraft after leaving Marshall Space Flight Center in Huntsville, Ala. The whale-like airplane carries the U.S. Laboratory module, considered the centerpiece of the International Space Station. The module will undergo final pre- launch preparations at KSC's Space Station Processing Facility. Scheduled for launch aboard the Shuttle Endeavour on mission STS- 98, the laboratory comprises three cylindrical sections with two end cones. Each end-cone contains a hatch opening for entering and exiting the lab. The lab will provide a shirtsleeve environment for research in such areas as life science, microgravity science, Earth science and space science. Designated Flight 5A, this mission is targeted for launch in early 2000.

Astronaut David Wolf draws blood from Martin Fettman for SLS-2 investigations

NASA Technical Reports Server (NTRS)

1993-01-01

Inside the science module aboard the Earth-orbiting Space Shuttle Columbia, Astronaut David A. Wolf draws blood from payload specialists Martin J. Fettman, DVM. Blood samples from crew members are critical to several Spacelab Life Sciences (SLS-2) investigations.

Using EarthLabs to Enhance Earth Science Curriculum in Texas

NASA Astrophysics Data System (ADS)

Chegwidden, D. M.; Ellins, K. K.; Haddad, N.; Ledley, T. S.

2012-12-01

As an educator in Texas, a state that values and supports an Earth Science curriculum, I find it essential to educate my students who are our future voting citizens and tax payers. It is important to equip them with tools to understand and solve the challenges of solving of climate change. As informed citizens, students can help to educate others in the community with basic knowledge of weather and climate. They can also help to dispose of the many misconceptions that surround the climate change, which is perceived as a controversial topic. As a participant in a NSF-sponsored Texas Earth and Space (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to develop and test education resources for the EarthLabs climate literacy collection. I am involved in the multiple phases of the project, including reviewing labs that comprise the Climate, Weather and Biosphere module during the development phase, pilot teaching the module with my students, participating in research, and delivering professional development to other Texas teachers to expose them to the content found in the module and to encourage them to incorporate it into their teaching. The Climate, Weather and the Biosphere module emphasizes different forms of evidence and requires that learners apply different inquiry-based approaches to build the knowledge they need to develop as climate literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's climate system and climate change. In addition, the project has produced vigorous classroom discussion among my students as well as encouraged me to collaborate with other educators through our delivery of professional development to other teachers. In my poster, I will share my experiences, describe the impact the curriculum has made on my students, and report on challenges and valuable lessons gained by being an active participant in the EarthLabs curriculum review, implementation and professional development process.

Dimensions of a Planet.

ERIC Educational Resources Information Center

Hayward, O. T.; And Others

This publication is one of a series of single-topic problem modules designed for use in undergraduate geology and earth science courses. The first section, "Ain't It Flat? A Series of Experiments in Geodesy," presents various experiments for determining the earth's circumference (historically) and describes the use of satellites in determining the…

K-4 Keepers Collection: A Service Learning Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Schwerin, T. G.; Blaney, L.; Myers, R. J.

2011-12-01

This poster focuses on the K-4 Keepers Collection, a service-learning program developed for the Earth System Science Education Alliance (ESSEA). ESSEA is a NOAA-, NASA- and NSF-supported program of teacher professional development that increases teachers' pedagogical content knowledge of climate-related Earth system science. The ESSEA program -- whether used in formal higher education courses or frequented by individual teachers who look for classroom activities in the environmental sciences -- provides a full suite of activities, lessons and units for teachers' use. The ESSEA network consists of 45 universities and education centers addressing climate and environment issues. K-4 Keepers Collection - ESSEA K-4 module collections focus on five specific themes of content development: spheres, Polar Regions, oceans, climate and service learning. The K-4 Keepers collection provides the opportunity for teachers to explore topics and learning projects promoting stewardship of the Earth's land, water, air and living things. Examination of the impacts of usage and pollution on water, air, land and living things through service-learning projects allows students to become informed stewards. All of the modules include short-term sample projects that either educate or initiate action involving caring for the environment. The K-4 Keepers course requires teachers to develop similar short or long-term projects for implementation in their classrooms. Objectives include: 1. Increase elementary teachers' environmental literacy addressing ocean, coastal, Great Lakes, stewardship, weather and climate science standards and using NOAA and NASA resources. 2. Develop elementary teachers' efficacy in employing service learning projects focused on conserving and preserving Earth's land, air, water and living things. 3. Prepare college faculty to incorporate service learning and environmental literacy into their courses through professional development and modules on the ESSEA website.

Earth Science

NASA Image and Video Library

1992-07-18

Workers at Launch Complex 17 Pad A, Kennedy Space Center (KSC) encapsulate the Geomagnetic Tail (GEOTAIL) spacecraft (upper) and attached payload Assist Module-D upper stage (lower) in the protective payload fairing. GEOTAIL project was designed to study the effects of Earth's magnetic field. The solar wind draws the Earth's magnetic field into a long tail on the night side of the Earth and stores energy in the stretched field lines of the magnetotail. During active periods, the tail couples with the near-Earth magnetosphere, sometimes releasing energy stored in the tail and activating auroras in the polar ionosphere. GEOTAIL measures the flow of energy and its transformation in the magnetotail and will help clarify the mechanisms that control the imput, transport, storage, release, and conversion of mass, momentum, and energy in the magnetotail.

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

Earth-Science Data Co-Locating Tool

NASA Technical Reports Server (NTRS)

Lee, Seungwon; Pan, Lei; Block, Gary L.

2012-01-01

This software is used to locate Earth-science satellite data and climate-model analysis outputs in space and time. This enables the direct comparison of any set of data with different spatial and temporal resolutions. It is written in three separate modules that are clearly separated for their functionality and interface with other modules. This enables a fast development of supporting any new data set. In this updated version of the tool, several new front ends are developed for new products. This software finds co-locatable data pairs for given sets of data products and creates new data products that share the same spatial and temporal coordinates. This facilitates the direct comparison between the two heterogeneous datasets and the comprehensive and synergistic use of the datasets.

Gradient Heating Facility in the Materials Science Double Rack (MSDR) on Spacelab-1 Module

NASA Technical Reports Server (NTRS)

1983-01-01

The Space Shuttle was designed to carry large payloads into Earth orbit. One of the most important payloads is Spacelab. The Spacelab serves as a small but well-equipped laboratory in space to perform experiments in zero-gravity and make astronomical observations above the Earth's obscuring atmosphere. In this photograph, Payload Specialist, Ulf Merbold, is working at Gradient Heating Facility on the Materials Science Double Rack (MSDR) inside the science module in the Orbiter Columbia's payload bay during STS-9, Spacelab-1 mission. Spacelab-1, the joint ESA (European Space Agency)/NASA mission, was the first operational flight for the Spacelab, and demonstrated new instruments and methods for conducting experiments that are difficult or impossible in ground-based laboratories. This facility performed, in extremely low gravity, a wide variety of materials processing experiments in crystal growth, fluid physics, and metallurgy. The Marshall Space Flight Center had overall management responsibilities.

Integrating Intelligent Systems Domain Knowledge Into the Earth Science Curricula

NASA Astrophysics Data System (ADS)

Güereque, M.; Pennington, D. D.; Pierce, S. A.

2017-12-01

High-volume heterogeneous datasets are becoming ubiquitous, migrating to center stage over the last ten years and transcending the boundaries of computationally intensive disciplines into the mainstream, becoming a fundamental part of every science discipline. Despite the fact that large datasets are now pervasive across industries and academic disciplines, the array of skills is generally absent from earth science programs. This has left the bulk of the student population without access to curricula that systematically teach appropriate intelligent-systems skills, creating a void for skill sets that should be universal given their need and marketability. While some guidance regarding appropriate computational thinking and pedagogy is appearing, there exist few examples where these have been specifically designed and tested within the earth science domain. Furthermore, best practices from learning science have not yet been widely tested for developing intelligent systems-thinking skills. This research developed and tested evidence based computational skill modules that target this deficit with the intention of informing the earth science community as it continues to incorporate intelligent systems techniques and reasoning into its research and classrooms.

Slope Stability. CEGS Programs Publication Number 15.

ERIC Educational Resources Information Center

Pestrong, Raymond

Slope Stability is one in a series of single-topic problem modules intended for use in undergraduate and earth science courses. The module, also appropriate for use in undergraduate civil engineering and engineering geology courses, is a self-standing introduction to studies of slope stability. It has been designed to supplement standard…

Updated WORF patch

NASA Image and Video Library

2012-08-16

This patch represents the essential elements associated with pressurized Earth science research aboard the International Space Station. At the top of the patch Klingon script spells out the acronym WORF making reference to the famed Star Trek character of the same name. In doing so it attests to the foresight, honor, integrity, and persistence of all those who made the WORF possible. To the right of the Klingon script is a single four pointed star in the form of a cross to honor the late Dr. Jack Estes and Dr. Dave Amsbury, the individuals most responsible for seeing to it that an optical quality, Earth science research window was added to the United States laboratory module, Destiny. The "flying eyeball" represents the ability of the ISS to allow scientists and astronauts to make and record continuous observations of natural and manmade processes on the surface of the Earth. The Destiny laboratory is depicted on the right of the patch above the Flag of the United States of America and highlights the position of the nadir looking, optical quality, science window in the module. The light emanating from the window from the lighted interior of the module appropriately illuminates the National Ensign for display during both day and night time. In the center of the patch, below the flying eyeball is a graphic representation of the WORF rack. A science instrument is mounted on the WORF payload shelf and is recording data of the Earth's surface through the nadir looking, science window over which the WORF rack is mounted. An astronaut represented by Mario Runco Jr., a designer, developer, and manager of the WORF and depicted as Star Trek's Mr. Spock, is to the left of the WORF rack and is shown in his flight suit with his STS-44 mission patch operating an imaging instrument, emphasizing the importance of astronaut participation to achieve the maximum scientific return from orbital research.

Online Student Learning and Earth System Processes

NASA Astrophysics Data System (ADS)

Mackay, R. M.

2002-12-01

Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

SpaceX Dragon before Departure

NASA Image and Video Library

2016-05-11

ISS047e109559 (05/11/2016) --- The SpaceX Dragon is seen berthed to the Earth-facing side of the station’s Harmony module shortly before departure. The vehicle was ultimately released by Expedition 47 robotic arm operator Tim Peake of ESA (European Space Agency) at 9:18 a.m. EDT. Dragon returned to Earth carrying more than 3,700 pounds of NASA cargo and science samples from human research, biology and biotechnology studies, physical science investigations and education activities sponsored by NASA and the U.S. national laboratory.

Development and sustainability of NSF-funded climate change education efforts: lessons learned and strategies used to develop the Reconstructing Earth's Climate History (REaCH) curriculum (Invited)

NASA Astrophysics Data System (ADS)

St John, K. K.; Jones, M. H.; Leckie, R. M.; Pound, K. S.; Krissek, L. A.

2013-12-01

The context for understanding modern global climate change lies in the records of Earth's past. This is demonstrated by decades of paleoclimate research by scientists in organizations such as IODP and ANDRILL, yet making that science accessible to educators has been a long-standing challenge. Furthermore, content transfer is not enough; in science education, addressing how we know is as important as addressing what we know about science. To that end, our initial NSF-CCLI/TUES objective of Teaching Anchor Concepts of Climate Change (NSF #0737335) was to put authentic data and published case studies of past climate change at students' fingertips in a series of 7 multipart inquiry-based exercise modules for undergraduate classroom and lab use. After 4 years of funding (incl. 2 no-cost extensions) we surpassed our project objective and established an avenue for sustainability that is proving successful. The purpose of this presentation is to share (1) the process by which we developed the curriculum and (2) the strategies used to ensure sustainability. The curriculum development process reflected many of the same successful strategies used in scientific research. It drew on the knowledge and skills of the team; it was collaborative, iterative, and primarily distributive, yet at times directive. The team included paleoclimate researchers and educators from a broad range of undergraduate institutions. We evaluated published data from scientific reports and peer-reviewed journal articles, and used these as the foundation for writing curriculum that was data-rich and inquiry-based. In total 14 multipart exercise modules were developed. The feedback from early and frequent meeting presentations, from formative evaluation by students in courses and by faculty in workshops, and from peer-review by paleoclimate scientists and undergraduate educators helped us fine-tune the materials to the needs of the education and paleoclimate science communities. It additionally helped us develop detailed instructor guides to accompany each module. After careful consideration of dissemination options, we choose to publish the full suite of exercise modules as a commercially-available book, Reconstructing Earth's Climate History, while also providing open online access to a subset of modules. Its current use in undergraduate paleoclimatology courses, and the availability of select modules for use in other courses demonstrate that creative, hybrid options can be found for lasting dissemination, and thus sustainability. In achieving our goal of making science accessible, we believe we have followed a curriculum development process and sustainability path that can be used by others to meet needs in earth, ocean, and atmospheric science education. Next steps for REaCH include exploration of its use in blended learning classrooms, and at minority serving institutions.

Incorporating the International Polar Year Into Introductory Geology Laboratories at Ohio State University

NASA Astrophysics Data System (ADS)

Judge, S. A.; Wilson, T. J.

2005-12-01

The International Polar Year (IPY) provides an excellent opportunity for highlighting polar research in education. The ultimate goal of our outreach and education program is to develop a series of modules that are focused on societally-relevant topics being investigated in Antarctic earth science, while teaching basic geologic concepts that are standard elements of school curricula. For example, we envision a university-level, undergraduate, introductory earth science class with the entire semester/quarter laboratory program focused on polar earth science research during the period of the International Polar Year. To attain this goal, a series of modules will be developed, including inquiry-based exercises founded on imagery (video, digital photos, digital core scans), GIS data layers, maps, and data sets available from OSU research groups. Modules that highlight polar research are also suitable for the K-12 audience. Scaleable/grade appropriate modules that use some of the same data sets as the undergraduate modules can be outlined for elementary through high school earth science classes. An initial module is being developed that focuses on paleoclimate data. The module provides a hands-on investigation of the climate history archived in both ice cores and sedimentary rock cores in order to understand time scales, drivers, and processes of global climate change. The paleoclimate module also demonstrates the types of polar research that are ongoing at OSU, allowing students to observe what research the faculty are undertaking in their respective fields. This will link faculty research with student education in the classroom, enhancing learning outcomes. Finally, this module will provide a direct link to U.S. Antarctic Program research related to the International Polar Year, when new ice and sedimentary rock cores will be obtained and analyzed. As a result of this laboratory exercise, the students will be able to: (1) Define an ice core and a sedimentary rock core. (Knowledge) (2) Identify climate indicators in each type of core by using digital core images. These include layers of particulate material (such as volcanic tephra) in ice cores and layers of larger grains (such as ice-rafted debris) in sedimentary rock cores. (Knowledge) (3) Describe how cores are taken in extreme environments, such as Antarctica. (Comprehension) (4) Use actual data from proxies in the ice and sedimentary records to graph changes through time in the cores. (Application) (5) Recognize variances in data sets that might illustrate periods of climate change. (Analysis) (6) Integrate data results from several proxies in order to construct a climate record for both ice cores and sedimentary rock cores. (Synthesis) (7) Interpret both the ice core and sedimentary rock core records to ascertain the effectiveness of both of these tools in archiving climate records. (Evaluation)

The Denali EarthScope Education Partnership: Creating Opportunities for Learning About Solid Earth Processes in Alaska and Beyond.

NASA Astrophysics Data System (ADS)

Roush, J. J.; Hansen, R. A.

2003-12-01

The Geophysical Institute of the University of Alaska Fairbanks, in partnership with Denali National Park and Preserve, has begun an education outreach program that will create learning opportunities in solid earth geophysics for a wide sector of the public. We will capitalize upon a unique coincidence of heightened public interest in earthquakes (due to the M 7.9 Denali Fault event of Nov. 3rd, 2002), the startup of the EarthScope experiment, and the construction of the Denali Science & Learning Center, a premiere facility for science education located just 43 miles from the epicenter of the Denali Fault earthquake. Real-time data and current research results from EarthScope installations and science projects in Alaska will be used to engage students and teachers, national park visitors, and the general public in a discovery process that will enhance public understanding of tectonics, seismicity and volcanism along the boundary between the Pacific and North American plates. Activities will take place in five program areas, which are: 1) museum displays and exhibits, 2) outreach via print publications and electronic media, 3) curriculum development to enhance K-12 earth science education, 4) teacher training to develop earth science expertise among K-12 educators, and 5) interaction between scientists and the public. In order to engage the over 1 million annual visitors to Denali, as well as people throughout Alaska, project activities will correspond with the opening of the Denali Science and Learning Center in 2004. An electronic interactive kiosk is being constructed to provide public access to real-time data from seismic and geodetic monitoring networks in Alaska, as well as cutting edge visualizations of solid earth processes. A series of print publications and a website providing access to real-time seismic and geodetic data will be developed for park visitors and the general public, highlighting EarthScope science in Alaska. A suite of curriculum modules will be developed for middle school classrooms to enrich earth science curricula by taking students into the field, and by providing opportunities to interact with scientists using real EarthScope data and research results. Curriculum modules will take advantage of Denali's new "Nature Area Network", an IEEE 802.11b wireless network serving the backcountry areas of the Park where students can engage in hands on learning about geology and geophysics and share their experiences with students worldwide via the Internet. Curricula will also focus on the new field of digital story telling, in which students will develop their own understanding of solid earth processes by creating digital stories using readily available digital moviemaking technology. A training course will be developed to enhance K-12 educators' ability to teach earth science utilizing real data and research results. And a series of public lectures both at Denali and in communities across Alaska will engage Geophysical Institute researchers with the public and foster wider participation in the EarthScope Experiment. The anticipated benefits of this project are many. An increase in public awareness and understanding of solid earth processes will lead to better preparedness, and improved decision making regarding the mitigation of risk from seismic and volcanic hazards. Earth science education will be made more vital and engaging for both students and teachers. And Alaska's visitors and residents will gain a better understand and greater appreciation for the dynamic tectonic processes that have created the rugged landscape of the state and its national parklands.

Providing Geospatial Education and Real World Applications of Data across the Climate Initiative Themes

NASA Astrophysics Data System (ADS)

Weigel, A. M.; Griffin, R.; Bugbee, K.

2015-12-01

Various organizations such as the Group on Earth Observations (GEO) have developed a structure for general thematic areas in Earth science research, however the Climate Data Initiative (CDI) is addressing the challenging goal of organizing such datasets around core themes specifically related to climate change impacts. These thematic areas, which currently include coastal flooding, food resilience, ecosystem vulnerability, water, transportation, energy infrastructure, and human health, form the core of a new college course at the University of Alabama in Huntsville developed around real-world applications in the Earth sciences. The goal of this course is to educate students on the data available and scope of GIS applications in Earth science across the CDI climate themes. Real world applications and datasets serve as a pedagogical tool that provide a useful medium for instruction in scientific geospatial analysis and GIS software. With a wide range of potential research areas that fall under the rubric of "Earth science", thematic foci can help to structure a student's understanding of the potential uses of GIS across sub-disciplines, while communicating core data processing concepts. The learning modules and use-case scenarios for this course demonstrate the potential applications of CDI data to undergraduate and graduate Earth science students.

COMPRES Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.

2012-12-01

The Consortium for Materials Properties Research in Earth Sciences (COMPRES) is a community-based consortium whose goal is to advance and facilitate experimental high pressure research in the Earth Sciences. An important aspect of this goal is sharing our knowledge with the next generation of researchers. To facilitate this, we have created a group of web-based educational modules on mineral physics topics. The modules reside in the On Cutting Edge, Teaching Mineralogy collection on the Science Education Resource Center (SERC) website. Although the modules are designed to function as part of a full semester course, each module can also stand alone. Potential users of the modules include mineral physics faculty teaching "bricks and mortar" classes at their own institutions, or in distance education setting, mineralogy teachers interested in including supplementary material in their mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other sub-disciplines who wish to brush up on a mineral physics topic. We used the modules to teach an on-line course entitled "Introduction to Mineral Physics" during the spring 2012 semester. More than 20 students and postdocs as well as 15 faculty and senior scientists participated in the course which met twice weekly as a webinar. Recordings of faculty lectures and student-led discussions of journal articles are now available upon request and edited versions of the lectures will be incorporated into the educational modules. Our experience in creating the modules and the course indicates that the use of 1) community-generated internet-based resources and 2) webinars to enable shared teaching between faculty at different universities, has the potential to both enrich graduate education and create efficiencies for university faculty.;

STS-40 Payload Specialist Hughes-Fulford "flies" through SLS-1 module

NASA Image and Video Library

1991-06-14

STS040-212-006 (5-14 June 1991) --- Payload specialist Millie Hughes-Fulford floats through the Spacelab Life Sciences (SLS-1) module aboard the Earth-orbiting Columbia. Astronaut James P. Bagian, mission specialist, is at the blood draw station in the background. The scene was photographed with a 35mm camera.

Crystallization of Magma. CEGS Programs Publication Number 14.

ERIC Educational Resources Information Center

Berry, R. W.

Crystallization of Magma is one of a series of single-topic problem modules intended for use in undergraduate geology and earth science courses. Through problems and observations based on two sets of experiments, this module leads to an understanding of how an igneous rock can form from molten material. Environmental factors responsible for…

Project ALERT: Forging New Partnerships to Improve Earth System Science Education for Pre-Service and In-Service Teachers

NASA Astrophysics Data System (ADS)

Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.

2002-05-01

Project ALERT (Augmented Learning Environment and Renewable Teaching) was founded in 1998, with funding from NASA and the California State University (CSU), to improve earth system science education for pre-service teachers. Project ALERT has formed linkages between ten campuses of the CSU, which prepares about 60 percent of California's teachers, and two NASA centers, Ames Research Center and the Jet Propulsion Laboratory. ALERT has also fostered alliances between earth science and science education faculty. The combined expertise of Project ALERT's diverse partners has led to a wide array of activities and products, including: 1) incorporation in university classrooms of NASA-developed imagery, data, and educational resources; 2) creation and/or enhancement of several courses that bring earth systems science to pre-service teachers; 3) fellowships for CSU faculty to participate in collaborative research and education projects at the NASA Centers; 4) development of teaching modules on such varied topics as volcanoes, landslides, and paleoclimate; and 5) a central web site that highlights resources for teaching introductory Earth system science. An outgrowth of Project ALERT is the increased interest on the part of CSU earth scientists in education issues. This has catalyzed their participation in other projects, including NASA's Project NOVA, Earth System Science Education Alliance, and Sun-Earth Connection Education Forum, the Digital Library for Earth System Science Education, and the California Science Project. Project ALERT has also expanded to provide professional development opportunities for in-service teachers, as exemplified by its support of the Bay Area Earth Science Institute (BAESI) at San Jose State University. Each year, BAESI offers 10-15 full-day workshops that supply teachers and teachers-to-be with a blend of science concepts and classroom activities, free instructional materials, and the opportunity to earn inexpensive university credit. These workshops have been enriched by the incorporation of earth and space science information and curricular materials from NASA. In addition, visits to Ames Research Center have given BAESI participants an opportunity to explore the Educator Resource Center, learn about NASA's programs for teachers and students, and experience presentations by NASA scientists engaged in cutting edge research about the earth system. Project ALERT demonstrates the power of a state-based partnership that unites scientists and educators with diverse perspectives and strengths in a synergistic effort to improve science education.

Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

NASA Astrophysics Data System (ADS)

Gordon, E. S.

2011-12-01

Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

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.

Population Growth. Understanding Global Change: Earth Science and Human Impacts. Global Change Instruction Program.

ERIC Educational Resources Information Center

Jacobsen, Judith E.

The Global Change Instruction Program was designed by college professors to fill a need for interdisciplinary materials on the emerging science of global change. This instructional module concentrates on interactions between population growth and human activities that produce global change. The materials are designed for undergraduate students…

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 of marine dead zones in the Gulf of Mexico, glacier melting and alpine ecotone migration due to global warming in Glacier National Park, USA, and destruction of Caribbean mangrove forests and its negative effects on coral reef biodiversity.

New Materials for the Undergraduate Classroom to Build Pre-Service Teachers' NGSS Skills and Knowledge

NASA Astrophysics Data System (ADS)

Egger, A. E.; Awad, A. A.; Baldwin, K. A.; Birnbaum, S. J.; Bruckner, M. Z.; DeBari, S. M.; Dechaine, J.; Ebert, J. R.; Gray, K. R.; Hauge, R.; Linneman, S. R.; Monet, J.; Thomas, J.; Varrella, G.

2014-12-01

As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate's five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing. In "Exploring Geoscience Methods with Secondary Education Students," pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In "Soils and Society," pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In "Interactions between Water, Earth's Surface, and Human Activity," students explore the effects of running water on shaping Earth's surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river. The modules are freely available at http://serc.carleton.edu/integrate/teaching_materials/modules_courses.html and include Instructor Stories, where each author describes how they adapted the module to their teaching environment. The goal of showing different implementations of the materialst is to facilitate adoption and adaption beyond the team of authors.

Astronaut Richard M. Linnehan, mission specialist, works out in the Life and Microgravity Spacelab

NASA Technical Reports Server (NTRS)

1996-01-01

STS-78 ONBOARD VIEW --- Astronaut Richard M. Linnehan, mission specialist, works out in the Life and Microgravity Spacelab (LMS-1) Science Module aboard the Earth-orbiting Space Shuttle Columbia. With an almost 17-day mission away from Earths gravity, crew members maintained an exercise regimen above and beyond their assigned LMS-1 duty assignments.

Bringing the Science of Climate Change to Elementary Students with new Classroom Activities from Elementary GLOBE

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Taylor, J.; Chambers, L. H.; Stanitski, D.

2016-12-01

To address the dearth of climate education resources at the elementary level, we have developed a new module of Elementary GLOBE to showcase the science of climate change for young learners. Elementary GLOBE builds K-4 student understanding of the science concepts and the practices of science research. At the heart of each Elementary GLOBE module is a fiction storybook, describing how three kids investigate a science question. Accompanying classroom activities allow students to explore the science concepts in the book in more depth and in a context appropriate for young learners. The book for the Elementary GLOBE climate module, "What in the World Is Happening to Our Climate?," is the account of an adventure to explore climate change, how it is affecting melting glacial ice and sea level rise, and how climate change is a problem that can be solved. Three hands-on activities, which will be presented at this session, allow students to explore the topics in greater depth including differences between weather and climate, how sea level rise affects coastal areas, and how they can shrink their carbon footprint to help address recent climate change. Each activity includes instructions for teachers, background information, and activity sheets for students, and is aligned to the Next Generation Science Standards and Common Core Math and Language Arts Standards. The storybook and activities were field tested in classrooms and reviewed by climate and Earth system scientists as well as elementary education and climate education specialists and educators to ensure scientific accuracy and clear explanations, and that the resources are age appropriate and reflect the needs of the climate education community. Other Elementary GLOBE modules include the science of seasonal change, water, soil, clouds, aerosols, and Earth as a system. All Elementary GLOBE educational resources are freely available online (www.globe.gov/elementaryglobe).

Spacelab Accomplishments Forum 4

NASA Technical Reports Server (NTRS)

Emond, J. (Editor); Bennet, N. (Compiler); McCauley, D. (Compiler); Murphy, K. (Compiler); Baugher, Charles R. (Technical Monitor)

1999-01-01

The Spacelab Module, exposed platforms, and supporting instrumentation were designed and developed by the European Space Agency to house advanced experiments inside the Space Shuttle cargo bay. The Spacelab program has hosted a cross-disciplinary research agenda over a 17-year flight history. Several variations of Spacelab were used to host payloads for almost every space research discipline that NASA pursues-life sciences, microgravity research, space sciences, and earth observation studies. After seventeen years of flight, Spacelab modules, pallets, or variations thereof flew on the Shuttle 36 times for a total of 375 flight days.

USRA's NCSEFSE: a new National Center for Space, Earth, and Flight Sciences Education

NASA Astrophysics Data System (ADS)

Livengood, T. A.; Goldstein, J.; Vanhala, H.; Hamel, J.; Miller, E. A.; Pulkkinen, K.; Richards, S.

2005-08-01

A new National Center for Space, Earth, and Flight Sciences Education (NCSEFSE) has been created in the Washington, DC metropolitan area under the auspices of the Universities Space Research Association. The NCSEFSE provides education and public outreach services in the areas of NASA's research foci in programs of both national and local scope. Present NCSEFSE programs include: Journey through the Universe, which unites formal and informal education within communities and connects a nationally-distributed network of communities from Hilo, HI to Washington, DC with volunteer Visiting Researchers and thematic education modules; the Voyage Scale Model Solar System exhibition on the National Mall, a showcase for planetary science placed directly outside the National Air and Space Museum; educational module development and distribution for the MESSENGER mission to Mercury through a national cadre of MESSENGER Educator Fellows; Teachable Moments in the News, which capitalizes on current events in space, Earth, and flight sciences to teach the science that underlies students' natural interests; the Voyages Across the Universe Speakers' Bureau; and Family Science Night at the National Air and Space Museum, which reaches audiences of 2000--3000 each year, drawn from the Washington metropolitan area. Staff scientists of NCSEFSE maintain active research programs, presently in the areas of planetary atmospheric composition, structure, and dynamics, and in solar system formation. NCSEFSE scientists thus are able to act as authentic representatives of frontier scientific research, and ensure accuracy, relevance, and significance in educational products. NCSEFSE instructional designers and educators ensure pedagogic clarity and effectiveness, through a commitment to quantitative assessment.

The Examining Your Environment through the Power of Data Project (EYE-POD) Project at NAU: Professional Development for Secondary Education Teachers Using Earth Sciences and GIS

NASA Astrophysics Data System (ADS)

Sample, J. C.; Rubino-Hare, L.; Claesgens, J.; Fredrickson, K.; Manone, M.; White, M.

2010-12-01

The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-“Mapping our World” and “Analyzing our World”. Participants learn the technical aspects of GIS software while investigating real phenomena. The science/GIS learning activities are augmented by laboratory demonstrations and field data collection using Labquest handheld field measurement systems with a variety of probes. At the end of the first week teacher-participants presented the solution to a problem, using GIS-based climate and weather data, involving travel to various locations on Earth. The second week focused on classroom, lab, and field activities devoted to recommendations to the City of Flagstaff for development in the Rio de Flag floodplain. Teacher-participant groups presented solutions making claims and recommendations supported by evidence from georeferenced field data and other GIS data acquired from various sources. At the close of the workshop teachers were provided with GIS software, hardware for field data collection, and several reference materials to aid in curriculum development. They have been tasked with implementing two GIS-based Earth science content modules in their schools, to one science class and one CTE class. One module must involve a field-based problem at their school site. The EYE-POD team will provide support to each school team through site visits and phone consultation. As part of the project, data on learning efficacy is being collected by an independent evaluator and analyzed by a science education faculty member (summarized in companion paper by Claesgens, et al.).

Simulating resonance-mediated two-photon absorption enhancement in rare-earth ions by a rectangle phase modulation

NASA Astrophysics Data System (ADS)

Qi, Da-Long; Zheng, Ye; Cheng, Wen-Jing; Yao, Yun-Hua; Deng, Lian-Zhong; Feng, Dong-Hai; Jia, Tian-Qing; Sun, Zhen-Rong; Zhang, Shi-An

2018-01-01

Not Available Project supported by the National Natural Science Foundation of China (Grant No. 11474096), the Science and Technology Commission of Shanghai Municipality, China (Grant Nos. 14JC1401500, 17ZR146900, and 16520721200), and the Higher Education Key Program of He’nan Province of China (Grant No. 17A140025).

Aquatic Activities for Middle School Children. A Focus on the Effects of Acid Precipitation.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Minnesota Sea Grant Program.

Basic water-related concepts and underlying principles of acid rain are described in this curriculum in a manner that young children can understand. The curriculum consists of activities presented in four units: Background Unit, Earth Science Unit, Life Science Unit, and Extension Unit. The first three units consist of several modules, each module…

KSC-03PP-0146

NASA Technical Reports Server (NTRS)

2003-01-01

KENNEDY SPACE CENTER, FLA. - STS-107 David Brown chats with the Closeout Crew during final preparations of his launch and entry suit in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. The hatch is seen in the background right. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0146

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. - STS-107 David Brown chats with the Closeout Crew during final preparations of his launch and entry suit in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. The hatch is seen in the background right. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0145

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. - STS-107 Mission Specialist Laurel Clark waves to a camera out of view during final preparations of her launch and entry suit in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. The hatch is seen in the background right. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0144

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- STS-107 Mission Specialist Kalpana Chawla gets help with her launch and entry suit from the Closeout Crew in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. The hatch is seen in the background right. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0147

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- STS-107 Payload Commander Michael Anderson gets help with his launch and entry suit from the Closeout Crew in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. Behind him is Pilot William "Willie" McCool. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0148

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. - STS-107 Pilot William "Willie" McCool (center) gets help with his launch and entry suit from the Closeout Crew in the White Room. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. In the foreground, left, is Mission Specialist David Brown. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-98pc1694

NASA Image and Video Library

1998-11-13

KENNEDY SPACE CENTER, FLA. -- NASA's "Super Guppy" aircraft arrives in KSC air space escorted by two T-38 aircraft after leaving Marshall Space Flight Center in Huntsville, Ala. The whale-like airplane carries the U.S. Laboratory module, considered the centerpiece of the International Space Station. The module will undergo final pre-launch preparations at KSC's Space Station Processing Facility. Scheduled for launch aboard the Shuttle Endeavour on mission STS-98, the laboratory comprises three cylindrical sections with two end cones. Each end-cone contains a hatch opening for entering and exiting the lab. The lab will provide a shirtsleeve environment for research in such areas as life science, microgravity science, Earth science and space science. Designated Flight 5A, this mission is targeted for launch in early 2000

Laboratory Earth: Connecting Everything to Everything Else Online for Pre-college Educators

NASA Astrophysics Data System (ADS)

Gosselin, D.; Bonnstetter, R.; Yendra, S.; Slater, T.

2007-12-01

The Laboratory Earth professional development series, which has been funded by NASA, consists of three, three- credit hour, graduate level, distance-delivered, online courses designed for K- 8 (and above) educators. Currently, we have delivered two module-based courses, Laboratory Earth I: Earth and its Systems and Laboratory Earth II: Earth's Natural Resource Systems. A third course tentatively titled, Laboratory Earth: Earth's Changing Environments, is under development. Our objectives are to deliver a high quality professional development experience, improve participant's ability to understand and apply Earth system science concepts in their classroom, and to increase teacher's sense of belonging to a community. Each course consists of four modules that engage students using multiple strategies to meet a variety of learning styles. To document learning, content questions are used to focus the student on the concepts they will be learning throughout the course. These questions are also used to assess the progress the student has made toward learning the concepts from the beginning to the end of the course. Analysis of the responses to the content questions from Lab Earth I demonstrates significant knowledge gains from the beginning to the end of the course. Preliminary data also suggests that the extent of learning is higher in the 8-week version than it is in the 16-week version of the course. An implicit goal of the courses is to help participants focus on learning, not grades. Unfortunately, grades have to be issued. Our grading strategy has evolved to a system that uses the ability of students to master course content along with active participation and the on-time, quality completion of the grading elements in the course. Course content mastery can be demonstrated in a variety of ways and it is up to the student to choose the method that they would like to use. Methods include writing essays, creating presentations, preparing an oral journal, and developing concept maps. If tasks that a student submits are not complete, they are asked to revisit the assignment. The goal is for the student to be intrinsically motivated to learn the material and reduce the need for grades as a motivator and distract from their learning. We want everyone to work until they have the required concept knowledge and understanding. The combined results from STEBI-A (teacher efficacy for teaching science scale), LEO, (scale to assess teacher's sense of community within the course), and BES (Beliefs About Earth Science to assess the degree to which teachers enjoy teaching science) demonstrate statistically significant growth in teachers' sense of cohesion of the course and the value they place on teaching Earth science. The Laboratory Earth series is a key component of an initiative to create a collaborative online, distance delivered, masters degree program at UNL.

STS-40 Spacelab Life Science 1 (SLS-1) module in OV-102's payload bay (PLB)

NASA Technical Reports Server (NTRS)

1991-01-01

STS-40 Spacelab Life Science 1 (SLS-1) module is documented in the payload bay (PLB) of Columbia, Orbiter Vehicle (OV) 102. Included in the view are: the spacelab (SL) transfer tunnel joggle section and support struts; SLS-1 module forward end cone with the European Space Agency (ESA) SL insignia, SLS-1 payload insignia, and the upper feed through plate (center); the orbiter maneuvering system (OMS) pods; and the vertical stabilizer with the Detailed Test Objective (DTO) 901 Shuttle Infrared Leeside Temperature Sensing (SILTS) at the top 24 inches. The vertical stabilizer is parallel to the Earth's limb which is highlighted by the sunlight at sunrise/sunset.

International Space Station Capabilities and Payload Accommodations

NASA Technical Reports Server (NTRS)

Kugler, Justin; Jones, Rod; Edeen, Marybeth

2010-01-01

This slide presentation reviews the research facilities and capabilities of the International Space Station. The station can give unique views of the Earth, as it provides coverage of 85% of the Earth's surface and 95% of the populated landmass every 1-3 days. The various science rack facilities are a resource for scientific research. There are also external research accom0dations. The addition of the Japanese Experiment Module (i.e., Kibo) will extend the science capability for both external payloads and internal payload rack locations. There are also slides reviewing the post shuttle capabilities for payload delivery.

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 keeping with SJSU's alliance with NASA Centers, the Geology Department is proud to offer ESSEA online courses as part of its multi-dimensional approach to Earth Systems teacher education. SJSU plans to offer both the middle- and high-school courses to a national audience, beginning spring 2003. The addition of ESSEA courses will complement existing projects, and will help to build a stronger Earth Systems-savvy community.

Coupling population dynamics with earth system models: the POPEM model.

PubMed

Navarro, Andrés; Moreno, Raúl; Jiménez-Alcázar, Alfonso; Tapiador, Francisco J

2017-09-16

Precise modeling of CO 2 emissions is important for environmental research. This paper presents a new model of human population dynamics that can be embedded into ESMs (Earth System Models) to improve climate modeling. Through a system dynamics approach, we develop a cohort-component model that successfully simulates historical population dynamics with fine spatial resolution (about 1°×1°). The population projections are used to improve the estimates of CO 2 emissions, thus transcending the bulk approach of existing models and allowing more realistic non-linear effects to feature in the simulations. The module, dubbed POPEM (from Population Parameterization for Earth Models), is compared with current emission inventories and validated against UN aggregated data. Finally, it is shown that the module can be used to advance toward fully coupling the social and natural components of the Earth system, an emerging research path for environmental science and pollution research.

Science Meets Literacy and Art at the Library

NASA Astrophysics Data System (ADS)

LaConte, K. M.; Shipp, S. S.; Halligan, E.

2011-12-01

The Lunar and Planetary Institute's Explore! program is designed to engage and inspire children in Earth and space science in the library and other informal learning environments. Eight online thematic Explore! modules make up-to-date science accessible to rural communities - often where the library is the closest center of public learning - and other underserved audiences. The program prepares librarians to engage their communities in science through experiences with the modules, interactions with scientists, exploration of the resources available within the library learning environment, and development of local partnerships. Through hands-on science activities, art, and reading, Explore! reaches library patrons between the ages of 8 and 13 through librarian-led, locally facilitated programs across the nation. For example, NASA Lunar Science Institute research into lunar formation, evolution, and orbital dynamics are woven into a comic book that serves as a journal and art piece for participants in Marvel Moon programs (http://www.lpi.usra.edu/explore/marvelMoon). In another example, children compare cloud types and atmospheric structure on Earth and Jupiter, and then they consider artwork of Jupiter's clouds and the future discoveries of NASA's upcoming Juno mission as they write "Jovian Poetry" (http://www.lpi.usra.edu/explore/solar_system/activities/weatherStations). Explore! program facilitators are provided resources for making use of children's science books and local professional scientists and engineers.

Making Real Life Connections and Engaging High School Students as They Become Climate Detectives using data obtained through JOIDES Resolution Expedition 341

NASA Astrophysics Data System (ADS)

Chegwidden, D.; Mote, A. S.; Manley, J.; Ledley, T. S.; Haddad, N.; Ellins, K.; Lynds, S. E.

2016-02-01

Texas is a state that values and supports an Earth Science curriculum, and as an experienced educator in Texas, I find it crucial to educate my students about the various Ocean Science careers that exist and also be able to use the valuable data that is obtained in a core sample from the ocean floor. "Climate Detective" is an EarthLabs module that is supported by TERC and International Ocean Discovery Program (IODP) Expedition 341. This module contains hands-on activities, many opportunities to interpret actual data from a core sample, and collaborative team skills to solve a problem. Through the module, students are able to make real connections with scientists when they understand various roles aboard the JOIDES Resolution. Students can also visually experience real-time research via live video streaming within the research vessel. In my classroom, the use of the "Climate Detective" not only establishes a beneficial relationship between teacher and marine scientists, but such access to the data also helps enhance the climate-related concepts and explanatory procedures involved in obtaining reports. Data is applied to a challenge question for all student groups to answer at the end of the module. This Project-based learning module emphasizes different forms of evidence and requires that learners apply different inquiry approaches to build the knowledge each one needs to acquire, as they become climate-literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's systems and climate change. In addition, this experience has led me to become an advocate who promotes vigorous classroom discussion among my students; additionally, I am encouraged to collaborate with other educators through the delivery of professional development across the state of Texas. Regularly, I connect with scientists in my classroom and such connection truly enriches not only my personal knowledge, but also provides a foundational understanding for my students.

An Information NEXUS: The NASA Global Hawk Link Module

NASA Technical Reports Server (NTRS)

Sullivan, D. V.

2012-01-01

The Link Module described in this paper was first developed for the NASA Global Hawk Pacific Mission (GloPAC), four flights of 30 hour duration, supporting the Aura Validation Experiment (AVE). Its second use was during the Genesis and Rapid Intensification Processes (GRIP) experiment, a NASA Earth Science field experiment to better understand how tropical storms form and develop into major hurricanes. In these missions, the Link module negotiated all communication over the high bandwidth Ku satellite link, archived al the science data from onboard experiments in a spatially enable database, routed command and control of the instruments from the Global Hawk Operations Center, and retransmitted select data sets directly to experimenters control and analysis systems. The availability of aggregated information from collections of sensors, and remote control capabilities, in real-time, is revolutionizing the way Airborne Science is being conducted. Also described is the next generation Link Module now being designed and tested to support the NASA Earth Venture missions, the Hurricane and Severe Storm Sentinel (HS3) mission, and Airborne Tropical Tropopause Experiment (ATTREX) mission. Advanced data fusion technologies being developed will further advance the Scientific productivity, flexibility and robustness of these systems. Historically, the Link module evolved from the instrument and communication interface controller used by NASA's Pathfinder and Pathfinder plus solar powered UAS's in the late 1990's. It later was expanded for use in the AIRDAS four channel scanner flown on the NASA Altus UAS, and then again to a module in the AMS twelve channel multispectral scanner flying on the NASA (Predator-b) Ikhana UAS. The current system is the next step in the evolution, a multi board system packaged in a Curtiss Wright MIL-spec, flight qualified enclosure.

Clouds and Climate Change. Understanding Global Change: Earth Science and Human Impacts. Global Change Instruction Program.

ERIC Educational Resources Information Center

Shaw, Glenn E.

The Global Change Instruction Program was designed by college professors to fill a need for interdisciplinary materials on the emerging science of global change. This instructional module introduces the basic features and classifications of clouds and cloud cover, and explains how clouds form, what they are made of, what roles they play in…

The Role of the NASA Global Hawk Link Module as an Information Nexus For Atmospheric Mapping Missions

NASA Technical Reports Server (NTRS)

Sullivan, D. V.

2015-01-01

The Link Module described in this paper was developed for the NASA Uninhabited Aerial System (UAS) Global Hawk Pacific Mission (GloPAC) Airborne Science Campaign; four flights of 30 hour duration, supporting the Aura Validation Experiment (AVE). It was used again during the Genesis and Rapid Intensification Processes (GRIP) experiment, a NASA Earth Science field experiment to better understand how tropical storms form and develop into major hurricanes. In these missions, the Link Module negotiated all communication over the high bandwidth Ku satellite link, archived all the science data from onboard experiments in a spatially enabled database, routed command and control of the instruments from the Global Hawk Operations Center, and re-transmitted select data sets directly to experimenters control and analysis systems. The availability of aggregated information from collections of sensors, and remote control capabilities, in real-time, is revolutionizing the way Airborne Science is being conducted. The Link Module NG now being flown in support of the NASA Earth Venture missions, the Hurricane and Severe Storm Sentinel (HS3) mission, and Airborne Tropical Tropopause Experiment (A TTREX) mission, has advanced data fusion technologies that are further advancing the Scientific productivity, flexibility and robustness of these systems. On-the-fly traffic shaping has been developed to allow the high definition video, used for critical flight control segments, to dynamically allocate variable bandwidth on demand. Historically, the Link Module evolved from the instrument and communication interface controller used by NASA's Pathfinder and Pathfinder plus solar powered UAS's in the late 1990' s. It later was expanded for use in the AIRDAS four channel scanner flown on the NASA Altus UAS, and then again to a module in the AMS twelve channel multispectral scanner flying on the NASA (Predator-b) Ikhana UAS. The current system is the answer to the challenges imposed by extremely long duration UASs, with on-board multi-instrument (>= 12) Sensor Webs.

RUSALKA

NASA Image and Video Library

2009-10-08

ISS020-E-049859 (8 Oct. 2009) --- Russian cosmonaut Maxim Suraev, Expedition 21/22 flight engineer, uses science hardware RUSALKA at a window in the Zvezda Service Module of the International Space Station to take methane and carbon dioxide measurements in Earth's atmosphere at sunset.

Advanced earth observation spacecraft computer-aided design software: Technical, user and programmer guide

NASA Technical Reports Server (NTRS)

Farrell, C. E.; Krauze, L. D.

1983-01-01

The IDEAS computer of NASA is a tool for interactive preliminary design and analysis of LSS (Large Space System). Nine analysis modules were either modified or created. These modules include the capabilities of automatic model generation, model mass properties calculation, model area calculation, nonkinematic deployment modeling, rigid-body controls analysis, RF performance prediction, subsystem properties definition, and EOS science sensor selection. For each module, a section is provided that contains technical information, user instructions, and programmer documentation.

NSF-CAREER outreach at the K-6 level through Project Excite, Center for Talent Development, School of Education and Social Policy at Northwestern University

NASA Astrophysics Data System (ADS)

Jacobsen, S. D.; Cockrell, K.

2011-12-01

Many scientists can attribute their careers to some kind of impressionable exposure to experimentation and research at an early age. However, children across the country receive varying levels of exposure to professional scientists depending upon local resources and socioeconomic composition. Outreach goals under this NSF-CAREER award are predicated on the idea that children can develop a life-long interest in science and mathematics at a very early age. The PI has focused on geoscience education to local K-6 students who might not otherwise get exposure to the field at a critical stage of their intellectual development. Working with educators at Northwestern's Center for Talent Development, the PI leads Earth science modules in Project Excite, a longitudinal program that recruits minority third-grade students from local elementary schools for a six-year program involving regular visits to the Department of Earth and Planetary Sciences. The primary goal is to boost minority enrollment in advanced placement courses in science and mathematics at Evanston Township High School. Hands-on demonstration modules have been developed on Mars rovers, renewable energy, as well as rock and mineral identification. Research under this CAREER award examines the role of silicate minerals in Earth's deep water cycle from atomic to geophysical scales. Under laboratory-simulated mantle conditions of 400-700 km depth, high-pressure minerals can incorporate a remarkable amount of water into their structures, resulting in modified physical properties. Experimental studies focus on determining hydration mechanisms at the atomic scale, and understanding the influence of hydration on the behavior of Earth materials at high pressures. Results will provide geophysical indicators of mantle hydration and facilitate detection of potential deep-mantle reservoirs of water remotely using seismic waves.

21st Century Learning Skills Embedded in Climate Literacy Teacher Professional Development

NASA Astrophysics Data System (ADS)

Myers, R. J.; Schwerin, T. G.; Blaney, L.

2011-12-01

Trilling and Fadel's "21st Century Learning Skills" defines a vision of how to infuse an expanded set of skills, competencies and flexibilities into the classroom. Among these skills are global awareness, health and environmental literacy. The authors contend that in order for our students to compete, they will need critical thinking and problem solving skills, communication and collaboration, and creativity and innovation. Students will also need to be digital savvy. This poster outlines a program of preparing teachers to implement inquiry-based modules that allow students to exercise hypothetical deductive reasoning to address climate literacy issues such as: the Dust Bowl, thermohaline circulation, droughts, the North Atlantic Oscillation, climate variability and energy challenges. This program is implemented through the Earth System Science Education Alliance. ESSEA supports the educational goal of "attracting and retaining students in science careers" and the associated goal of "attracting and retaining students in science through a progression of educational opportunities for students, teachers and faculty." ESSEA provides long-duration educator professional development that results in deeper content understanding and confidence in teaching global climate change and science disciplines. The target audience for this effort is pre-service and in-service K-12 teachers. The ESSEA program develops shared educational resources - including modules and courses - that are based on NASA and NOAA climate science and data. The program is disseminated through the ESSEA Web site: http://essea.courses.strategies.org. ESSEA increases teachers' access to high-quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on online courses for K-12 teachers, ESSEA includes the participation of faculty at 45 universities and science centers. Over 3,500 pre- and in-service K-12 teachers have completed ESSEA courses. In addition to 21st Century learning skills, the ESSEA program is based on the urgent need for professional development for pre- and in-service teachers of Earth science. The Revolution in Earth and Space Science Education (2001) cites the Glenn Report saying "...the way to interest children in mathematics and science is through teachers who are not only enthusiastic about their subjects, but who are also steeped in their disciplines and who have the professional training - as teachers - to teach those subjects well. Nor is this teacher training simply a matter of preparation; it depends just as much - or even more - on sustained, high-quality professional development" (p. 1). This treatise states that Earth and space sciences are in the greatest need for professional development. Teachers find themselves inadequately qualified to teach science and find that professional development is not available or lacking in quality. The ESSEA program addresses its educational priorities through enriching pre- and in-service Earth science teachers' backgrounds in Earth system science, specifically in the area of global climate change, and through developing educational materials in support of science education.

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.

KSC-03PP-0149

NASA Technical Reports Server (NTRS)

2003-01-01

KENNEDY SPACE CENTER, FLA. -- STS-107 Payload Specialist Ilan Ramon, who represents the Israel Space Agency, chats with the Closeout Crew in the White Room before entering Columbia. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. Ramon is the first Israeli astronaut to fly in the Shuttle. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

KSC-03pp0149

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- STS-107 Payload Specialist Ilan Ramon, who represents the Israel Space Agency, chats with the Closeout Crew in the White Room before entering Columbia. The environmentally controlled chamber is mated to Space Shuttle Columbia for entry into the Shuttle. Ramon is the first Israeli astronaut to fly in the Shuttle. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST.

Implementation of InTeGrate Modules into Introductory Courses in the El Paso Higher Education Community

NASA Astrophysics Data System (ADS)

Doser, D. I.; Villalobos, J. I.; Henry, I. E.

2014-12-01

InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) has developed teaching modules that focus on Earth sustainability and Earth-centered societal issues. We have begun to implement modules on climate change, earth materials and freshwater into introductory geology and environmental science courses taught at the University of Texas at El Paso (UTEP), El Paso Community College (EPCC) and local early college high schools (ECHS) for classes of 20 to 220 students. Our eventual goal is to insure students taking introductory classes at any institution will be exposed to comparable content and be similarly prepared for advanced courses. Our initial results suggest that the modules' use of case studies and analysis of authentic data sets are very appealing to our student body (over 70% Hispanic). Since many students do not speak English at home, they were challenged by vocabulary presented in some modules. Modules containing glossaries and extensive background material (such as concept maps and annotated figures) proved very helpful to these students. The use of pre-activity quizzes insured that the students had mastered basic concepts needed for in-class activities. Modifications required to teach these modules in larger classes included condensing materials and reducing the amount of color figures to save paper and printer costs, streamlining dissemination/collection of in-class group assignments, and adapting assignments such as jigsaws and gallery walks to the confines of a large lecture hall with fixed seating. Student reflections indicated students were able to make connections to societal issues and retain these ideas through the end of the courses.

Mars for Earthlings: an analog approach to Mars in undergraduate education.

PubMed

Chan, Marjorie; Kahmann-Robinson, Julia

2014-01-01

Mars for Earthlings (MFE) is a terrestrial Earth analog pedagogical approach to teaching undergraduate geology, planetary science, and astrobiology. MFE utilizes Earth analogs to teach Mars planetary concepts, with a foundational backbone in Earth science principles. The field of planetary science is rapidly changing with new technologies and higher-resolution data sets. Thus, it is increasingly important to understand geological concepts and processes for interpreting Mars data. MFE curriculum is topically driven to facilitate easy integration of content into new or existing courses. The Earth-Mars systems approach explores planetary origins, Mars missions, rocks and minerals, active driving forces/tectonics, surface sculpting processes, astrobiology, future explorations, and hot topics in an inquiry-driven environment. Curriculum leverages heavily upon multimedia resources, software programs such as Google Mars and JMARS, as well as NASA mission data such as THEMIS, HiRISE, CRISM, and rover images. Two years of MFE class evaluation data suggest that science literacy and general interest in Mars geology and astrobiology topics increased after participation in the MFE curriculum. Students also used newly developed skills to create a Mars mission team presentation. The MFE curriculum, learning modules, and resources are available online at http://serc.carleton.edu/marsforearthlings/index.html.

Russian Earth Science Research Program on ISS

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

Armand, N. A.; Tishchenko, Yu. G.

1999-01-22

Version of the Russian Earth Science Research Program on the Russian segment of ISS is proposed. The favorite tasks are selected, which may be solved with the use of space remote sensing methods and tools and which are worthwhile for realization. For solving these tasks the specialized device sets (submodules), corresponding to the specific of solved tasks, are working out. They would be specialized modules, transported to the ISS. Earth remote sensing research and ecological monitoring (high rates and large bodies transmitted from spaceborne information, comparatively stringent requirements to the period of its processing, etc.) cause rather high requirements tomore » the ground segment of receiving, processing, storing, and distribution of space information in the interests of the Earth natural resources investigation. Creation of the ground segment has required the development of the interdepartmental data receiving and processing center. Main directions of works within the framework of the ISS program are determined.« less

CAN-DOO: The Climate Action Network through Direct Observations and Outreach

NASA Astrophysics Data System (ADS)

Taubman, B.; Sherman, J. P.; Perry, L. B.; Markham, J.; Kelly, G.

2011-12-01

The urgency of climate change demands a greater understanding of our climate system, not only by the leaders of today, but by the scientists, policy makers, and citizens of tomorrow. Unfortunately, a large segment of the population currently possesses inadequate knowledge of climate science. In direct response to a need for greater scientific literacy with respect to climate science, researchers from Appalachian State University's Appalachian Atmospheric Interdisciplinary Research (AppalAIR) group, with support from NASA, have developed CAN-DOO: the Climate Action Network through Direct Observations and Outreach. CAN-DOO addresses climate science literacy by 1) Developing the infrastructure for sustaining and expanding public outreach through long-term climate measurements capable of complementing existing NASA measurements, 2) Enhancing public awareness of climate science and NASA's role in advancing our understanding of the Earth System, and 3) Introducing Science, Technology, Engineering, and Mathematics principles to homeschooled, public school, and Appalachian State University students through applied climate science activities. Project partners include the Grandfather Mountain Stewardship Foundation, Pisgah Astronomical Research Institute, and local elementary schools. In partnership with Grandfather Mountain, climate science awareness is promoted through citizen science activities, interactive public displays, and staff training. CAN-DOO engages students by involving them in the entire scientific investigative process as applied to climate science. We introduce local elementary and middle school students, homeschooled students throughout North Carolina, and undergraduate students in a new Global Climate Change course and select other courses at Appalachian State University to instrument assembly, measurement techniques, data collection, hypothesis testing, and drawing conclusions. Results are placed in the proper context via comparisons with other student data products, local research-grade measurements, and NASA measurements. Several educational modules have been developed that address specific topics in climate science. The modules are scalable and have been successfully implemented at levels ranging from 2nd grade through first-year graduate as well as with citizen science groups. They also can be applied in user-desired segments to a variety of Earth Science units. In this paper, we will introduce the project activities and present results from the first year of observations and outreach, with a special emphasis on two of the developed modules, the surface energy balance and aerosol optical depth module.

ESSEA K-4 Online Course: Polar Connections

NASA Astrophysics Data System (ADS)

Blaney, L.; Myers, R. J.; Schwerin, T.

2007-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. Started in 2000 and based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. The original K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. The new K-4 Land, Living Things, Water and Air modules contain inquiry-based investigations exploring our polar regions. Each module lists a set of essential questions that guide teachers and their students as they build content knowledge. The course structure requires teachers to work individually and in teams to build content knowledge and pedagogical understanding of how their students learn. This group investigation approach and a "Teacher as Researcher" theme promote reflection and collaboration to develop criteria for effective concept building. By exploring the characteristics of polar landscapes, atmosphere, and polar life, teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The K-4 course will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the K-4 course contributes to the achievement of that goal.

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

KSC-03pd0129

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- Pulling free of Earth's gravity, and leaving a trail of smoke behind, Space Shuttle Columbia roars toward space on mission STS-107. Following a flawless and uneventful countdown, liftoff occurred on-time at 10:39 a.m. EST. The 16-day research mission will include FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences.. Landing of Columbia is scheduled at about 8:53 a.m. EST on Saturday, Feb. 1. This mission is the first Shuttle mission of 2003. Mission STS-107 is the 28th flight of the orbiter Columbia and the 113th flight overall in NASA's Space Shuttle program.

GFFC, Commander Ken Bowersox monitors Spacelab experiment

NASA Image and Video Library

1995-11-05

STS073-363-032 (20 October - 5 November 1995) --- Astronaut Kenneth D. Bowersox, STS-73 mission commander, studies the movement of fluids in microgravity at the Geophysical Fluid Flow Cell (GFFC) workstation in the science module of the Earth-orbiting Space Shuttle Columbia. Bowersox was joined by four other NASA astronauts and two guest researchers for almost 16-days of Earth-orbit research in support of the U.S. Microgravity Laboratory (USML-2) mission.

The 25 kW power module evolution study. Part 1: Payload requirements and growth scenarios

NASA Technical Reports Server (NTRS)

1978-01-01

Payload power level requirements and their general impact on the baseline and growth versions of the 25 kW power module during the 1983 to 1990 period are discussed. Extended duration Orbiter sortie flight, supported by a power module, with increased payload power requirements per flight, and free-flyer payload missions are included. Other payload disciplines considered, but not emphasized for the 1983 to 1986 period include astrophysics/astronomy, earth observations, solar power satellite, and life sciences. Of these, only the solar power satellite is a prime driver for the power module.

Teaching Earth Sciences as an interdisciplinary subject: Novel module design involving research literature

NASA Astrophysics Data System (ADS)

Tong, Vincent C. H.

2010-05-01

The study of Earth Sciences requires an interdisciplinary approach as it involves understanding scientific knowledge originating from a wide spectrum of research areas. Not only does it include subjects ranging from, for instance, hydrogeology to deep crustal seismology and from climate science to oceanography, but it also has many direct applications in closely related disciplines such as environmental engineering and natural resources management. While research crossing traditional disciplinary boundaries in geosciences is becoming increasingly common, there is only limited integration of interdisciplinary research in the teaching of the subject. Given that the transition from undergraduate education based on subject modules to postgraduate interdisciplinary research is never easy, such integration is a highly desirable pedagogical approach at both undergraduate and postgraduate levels. My presentation is based on a recent teaching project involving novel design of an undergraduate course. The course is implemented in order to address the synergy between research and teaching (Tong, 2009). This project has been shown to be effective and successful in teaching geosciences undergraduates at the University of London. The module consists of studying core geophysical principles and linking them directly to a selection of recently published research papers in a wide range of interdisciplinary applications. Research reviewing and reporting techniques are systematically developed, practised and fully integrated into teaching of the core scientific theories. A fully-aligned assignment with a feedback website invites the students to reflect on the scientific knowledge and the study skills related to research literature they have acquired in the course. This teaching project has been recognized by a teaching award (http://www.clpd.bbk.ac.uk/staff/BETA). In this presentation, I will discuss how undergraduate teaching with a focus on research literature in Earth Sciences can be addressed through careful module design with aligned assessments and feedback. By providing an overview of the teaching project, I will highlight the importance of introducing interdisciplinary research at undergraduate levels (Tong, Nature, 2010). Main project outcomes with student feedback will also be assessed and explored for better teaching practices. References: Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature, v. 463, p. 157, 2010. Tong, C. H., Approaching research literature: Module design with Electronic feedback package on written assignment (Project report), 2009. (http://www.clpd.bbk.ac.uk/staff/BETA/vtong)

Advanced Compact Holographic Data Storage System

NASA Technical Reports Server (NTRS)

Chao, Tien-Hsin; Zhou, Hanying; Reyes, George

2000-01-01

JPL, under current sponsorship from NASA Space Science and Earth Science Programs, is developing a high-density, nonvolatile and rad-hard Advanced Holographic Memory (AHM) system to enable large-capacity, high-speed, low power consumption, and read/write of data in a space environment. The entire read/write operation will be controlled with electro-optic mechanism without any moving parts. This CHDS will consist of laser diodes, photorefractive crystal, spatial light modulator, photodetector array, and I/O electronic interface. In operation, pages of information would be recorded and retrieved with random access and highspeed. The nonvolatile, rad-hard characteristics of the holographic memory will provide a revolutionary memory technology to enhance mission capabilities for all NASA's Earth Science Mission. In this paper, recent technology progress in developing this CHDS at JPL will be presented.

STS-40 Spacelab Life Science 1 (SLS-1) module in OV-102's payload bay (PLB)

NASA Image and Video Library

1991-06-14

STS040-612-005 (5-14 June 1991) --- This view showing the Spacelab Life Sciences (SLS-1) module in Columbia's cargo bay was taken through windows on the aft flight deck. Under some lighting conditions the multi-layered Shuttle windows have internal reflections that provide a kaleidoscopic effect. In this image the sunrays as seen on the clouds also appear to be present in space. Note how the white sunlight toward the Sun at the Earth's limb becomes separated into the colors of the visible spectrum towards that part of the limb further into darkness due to atmosphere acting as a natural prism.

STS-58 Mission Insignia

NASA Technical Reports Server (NTRS)

1993-01-01

Designed by members of the flight crew, the STS-58 insignia depicts the Space Shuttle Columbia with a Spacelab module in its payload bay in orbit around Earth. The Spacelab and the lettering Spacelab Life Sciences ll highlight the primary mission of the second Space Shuttle flight dedicated to life sciences research. An Extended Duration Orbiter (EDO) support pallet is shown in the aft payload bay, stressing the scheduled two-week duration of the longest Space Shuttle mission to date. The hexagonal shape of the patch depicts the carbon ring, a molecule common to all living organisms. Encircling the inner border of the patch is the double helix of DNA, representing the genetic basis of life. Its yellow background represents the sun, energy source for all life on Earth. Both medical and veterinary caducei are shown to represent the STS- 58 life sciences experiments. The position of the spacecraft in orbit about Earth with the United States in the background symbolizes the ongoing support of the American people for scientific research intended to benefit all mankind.

Space Shuttle Projects

NASA Image and Video Library

1993-05-01

Designed by members of the flight crew, the STS-58 insignia depicts the Space Shuttle Columbia with a Spacelab module in its payload bay in orbit around Earth. The Spacelab and the lettering Spacelab Life Sciences ll highlight the primary mission of the second Space Shuttle flight dedicated to life sciences research. An Extended Duration Orbiter (EDO) support pallet is shown in the aft payload bay, stressing the scheduled two-week duration of the longest Space Shuttle mission to date. The hexagonal shape of the patch depicts the carbon ring, a molecule common to all living organisms. Encircling the inner border of the patch is the double helix of DNA, representing the genetic basis of life. Its yellow background represents the sun, energy source for all life on Earth. Both medical and veterinary caducei are shown to represent the STS- 58 life sciences experiments. The position of the spacecraft in orbit about Earth with the United States in the background symbolizes the ongoing support of the American people for scientific research intended to benefit all mankind.

Spacelab

NASA Image and Video Library

1983-11-28

A Space Shuttle mission STS-9 onboard view show's Spacelab-1 (SL-1) module in orbiter Columbia's payload bay. Spacelab-1 was a cooperative venture of NASA and the European Space Agency. Scientists from eleven European nations plus Canada, Japan and the U.S. provided instruments and experimental procedures for over 70 different investigations in five research areas of disciplines: astronomy and solar physics, space plasma physics, atmospheric physics and Earth observations, life sciences and materials science.

STS-55 German Payload Specialist Walter at the SL-D2 Fluid Physics Module

NASA Technical Reports Server (NTRS)

1993-01-01

STS-55 German Payload Specialist 1 Ulrich Walter conducts an experiment using the advanced fluid physics module located in Spacelab Deutsche 2 (SL-D2) Rack 8 Werkstofflabor (WL) (Material Sciences Laboratory) aboard Earth-orbiting Columbia, Orbiter Vehicle (OV) 102. Walter uses intravehicular activity (IVA) foot restraints to position himself in front of the rack. Walter represents the German Aerospace Research Establishment (DLR) on the 10-day mission.

STS-42 MS/PLC Norman E. Thagard adjusts Rack 10 FES equipment in IML-1 module

NASA Image and Video Library

1992-01-30

STS042-05-006 (22-30 Jan 1992) --- Astronaut Norman E. Thagard, payload commander, performs the Fluids Experiment System (FES) in the International Microgravity Laboratory (IML-1) science module. The FES is a NASA-developed facility that produces optical images of fluid flows during the processing of materials in space. The system's sophisticated optics consist of a laser to make holograms of samples and a video camera to record images of flows in and around samples. Thagard was joined by six fellow crewmembers for eight days of scientific research aboard Discovery in Earth-orbit. Most of their on-duty time was spent in this IML-1 science module, positioned in the cargo bay and attached via a tunnel to Discovery's airlock.

Meteorological Instrumentation and Measurements Open Resource Training Modules for Undergraduate and Graduate Education

NASA Astrophysics Data System (ADS)

Rockwell, A.; Clark, R. D.; Stevermer, A.

2016-12-01

The study of observational science crosses all other subject areas and requires a new innovative paradigm: a collaboration of experts to create high quality, content-rich learning modules that will elevate the scientific literacy and technical competency of undergraduate and graduate students. This collaborative project will design, develop, and openly distribute a series of interactive, multimedia, online modules that can be effectively integrated into meteorology courses on instrumentation, measurement science, and observing systems to supplement traditional pedagogies and enhance blended instruction. The modules will address topics such as principles of instrumentation and measurement to the theory and practice of measuring a host of meteorological variables. The impact will have a profound effect on the atmospheric observational sciences community by fulfilling a need for contemporary, interactive, multimedia guided education and training modules integrating the latest instructional design and assessment tools in observational science. Thousands of undergraduate and graduate students will benefit, while course instructors will value a set of high quality modules to use as supplements to their courses. The modules can serve as an alternative to observational research training and fill the void between field projects or assist those schools that lack the resources to stage a field- or laboratory-based instrumentation experience. This project brings together the intellectual capital of the scientists and engineers of National Center for Atmospheric Research Earth Observing Laboratory as subject matter experts, the artistic talents and instructional design acumen of the COMET program, and the project leadership, vision, teaching expertise in instruments and observational science at Millersville University.

NASA's Global Climate Change Education (GCCE) Program: New modules

NASA Astrophysics Data System (ADS)

Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

2010-12-01

In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.

Meteorological Instrumentation and Measurements Open Resource Training Modules for Undergraduate and Graduate Education

NASA Astrophysics Data System (ADS)

Rockwell, A.; Clark, R. D.; Stevermer, A.

2017-12-01

The National Center for Atmospheric Research Earth Observing Laboratory, Millersville University and The COMET Program are collaborating to produce a series of nine online modules on the the topic of meteorological instrumentation and measurements. These interactive, multimedia educational modules can be integrated into undergraduate and graduate meteorology courses on instrumentation, measurement science, and observing systems to supplement traditional pedagogies and enhance blended instruction. These freely available and open-source training tools are designed to supplement traditional pedagogies and enhance blended instruction. Three of the modules are now available and address the theory and application of Instrument Performance Characteristics, Meteorological Temperature Instrumentation and Measurements, and Meteorological Pressure Instrumentation and Measurements. The content of these modules is of the highest caliber as it has been developed by scientists and engineers who are at the forefront of the field of observational science. Communicating the availability of these unique and influential educational resources with the community is of high priority. These modules will have a profound effect on the atmospheric observational sciences community by fulfilling a need for contemporary, interactive, multimedia guided education and training modules integrating the latest instructional design and assessment tools in observational science. Thousands of undergraduate and graduate students will benefit, while course instructors will value a set of high quality modules to use as supplements to their courses. The modules can serve as an alternative to observational research training and fill the void between field projects or assist those schools that lack the resources to stage a field- or laboratory-based instrumentation experience.

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.

View of Skylab space station cluster in Earth orbit from CSM

NASA Image and Video Library

2008-08-18

SL4-143-4706 (8 Feb. 1974) --- An overhead view of the Skylab space station cluster in Earth orbit as photographed from the Skylab 4 Command and Service Modules (CSM) during the final fly-around by the CSM before returning home. The space station is contrasted against a cloud-covered Earth. Note the solar shield which was deployed by the second crew of Skylab and from which a micro meteoroid shield has been missing since the cluster was launched on May 14, 1973. The Orbital Workshop (OWS) solar panel on the left side was also lost on workshop launch day. Inside the Command Module (CM) when this picture was made were astronaut Gerald P. Carr, commander; scientist-astronaut Edward G. Gibson, science pilot; and astronaut William R. Pogue, pilot. The crew used a 70mm hand-held Hasselblad camera to take this photograph. Photo credit: NASA

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

NASA Astrophysics Data System (ADS)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

Mars for Earthlings: An Analog Approach to Mars in Undergraduate Education

PubMed Central

Kahmann-Robinson, Julia

2014-01-01

Abstract Mars for Earthlings (MFE) is a terrestrial Earth analog pedagogical approach to teaching undergraduate geology, planetary science, and astrobiology. MFE utilizes Earth analogs to teach Mars planetary concepts, with a foundational backbone in Earth science principles. The field of planetary science is rapidly changing with new technologies and higher-resolution data sets. Thus, it is increasingly important to understand geological concepts and processes for interpreting Mars data. MFE curriculum is topically driven to facilitate easy integration of content into new or existing courses. The Earth-Mars systems approach explores planetary origins, Mars missions, rocks and minerals, active driving forces/tectonics, surface sculpting processes, astrobiology, future explorations, and hot topics in an inquiry-driven environment. Curriculum leverages heavily upon multimedia resources, software programs such as Google Mars and JMARS, as well as NASA mission data such as THEMIS, HiRISE, CRISM, and rover images. Two years of MFE class evaluation data suggest that science literacy and general interest in Mars geology and astrobiology topics increased after participation in the MFE curriculum. Students also used newly developed skills to create a Mars mission team presentation. The MFE curriculum, learning modules, and resources are available online at http://serc.carleton.edu/marsforearthlings/index.html. Key Words: Mars—Geology—Planetary science—Astrobiology—NASA education. Astrobiology 14, 42–49. PMID:24359289

Philips with stowage bags in MPLM

NASA Image and Video Library

2005-07-30

ISS011-E-11331 (30 July 2005) --- Astronaut John L. Phillips, Expedition 11 NASA space station science officer and flight engineer, retrieves supplies from the Raffaello Multi-Purpose Logistics Module (MPLM), which was brought to Earth-orbit by the seven-member STS-114 crew of the space shuttle Discovery.

KSC-03pd0110

NASA Image and Video Library

2003-01-16

KENNEDY SPACE CENTER, FLA. -- The STS-107 crew heads for the Astrovan and a ride to Launch Pad 39A for liftoff. From left to right are Payload Commander Michael Anderson, Mission Specialist David Brown, Payload Specialist Ilan Ramon, Mission Specialists Laurel Clark and Kalpana Chawla, Mission Commandaer Rick Husband and Pilot William "Willie" McCool. Ramon is the first astronaut from Israel to fly on a Shuttle. The 16-day mission is devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. The payload on Space Shuttle Columbia includes FREESTAR (Fast Reaction Experiments Enabling Science, Technology, Applications and Research) and the SHI Research Double Module (SHI/RDM), known as SPACEHAB. Experiments on the module range from material sciences to life sciences. Liftoff is scheduled for 10:39 a.m. EST. [Photo courtesy of Scott Andrews

DPM and Glovebox, Payload Commander Kathy Thornton and Payload Specialist Albert Sacco in Spacelab

NASA Image and Video Library

1995-10-21

STS073-E-5003 (23 Oct. 1995) --- Astronaut Kathryn C. Thornton, STS-73 payload commander, works at the Drop Physics Module (DPM) on the portside of the science module aboard the Space Shuttle Columbia in Earth orbit. Payload specialist Albert Sacco Jr. conducts an experiment at the Glovebox. This frame was exposed with the color Electronic Still Camera (ESC) assigned to the 16-day United States Microgravity Laboratory (USML-2) mission.

Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

2013-12-01

The development and adoption of the Next Generation Science Standards (NGSS) raises a challenge in teacher preparation: few current teacher preparation programs prepare students to teach science the way it is presented in the NGSS, which emphasize systems thinking, interdisciplinary science, and deep engagement in the scientific process. In addition, the NGSS include more geoscience concepts and methods than previous standards, yet this is a topic area in which most college students are traditionally underprepared. Although nationwide, programmatic reform is needed, there are a few targets where relatively small, course-level changes can have a large effect. One of these targets is the 'science methods' course for pre-service elementary teachers, a requirement in virtually all teacher preparation programs. Since many elementary schools, both locally and across the country, have adopted a kit based science curriculum, examining kits is often a part of a science methods course. Unfortunately, solely relying on a kit based curriculum may leave gaps in science content curriculum as one prepares teachers to meet the NGSS. Moreover, kits developed at the national level often fall short in connecting geoscientific content to the locally relevant societal issues that engage students. This highlights the need to train pre-service elementary teachers to supplement kit curriculum with inquiry based geoscience investigations that consider relevant societal issues, promote systems thinking and incorporate connections between earth, life, and physical systems. We are developing a module that teaches geoscience concepts in the context of locally relevant societal issues while modeling effective pedagogy for pre-service elementary teachers. Specifically, we focus on soils, an interdisciplinary topic relevant to multiple geoscience-related societal grand challenges (e.g., water, food) that is difficult to engage students in. Module development is funded through InTeGrate, NSF's STEP Center in the geosciences. The module goals are: 1) Pre-service teachers will apply classification methods, testing procedures and interdisciplinary systems thinking to analyze and evaluate a relevant societal issue in the context of soils, 2) Pre-service teachers will design, develop, and facilitate a standards-based K-8 soils unit, incorporating a relevant broader societal issue that applies authentic geoscientific data, and incorporates geoscientific habits of mind. In addition, pre-service teachers will look toward the NGSS and align activities with content standards, systems thinking, and science and engineering practices. This poster will provide an overview of module development to date as well as a summary of pre-semester survey results indicating pre-service elementary teachers' ideas (beliefs, attitudes, preconceptions, and content knowledge) about teaching soils, and making science relevant in a K-8 classroom.

Space Shuttle Projects

NASA Image and Video Library

1985-03-01

The Space Shuttle Discovery and its science module payload are featured in the insignia for the STS-51B / Spacelab-3 mission. The seven stars of the constellation Pegasus surround the orbiting spacehip above the flag draped Earth. Surnames of the seven crewmembers encircle the scene. The artwork was done by Carol Ann Lind.

Impact of Interactive Energy-Balance Modeling on Student Learning in a Core-Curriculum Earth Science Course

NASA Astrophysics Data System (ADS)

Mandock, R. L.

2008-12-01

An interactive instructional module has been developed to study energy balance at the earth's surface. The module uses a graphical interface to model each of the major energy components involved in the partitioning of energy at this surface: net radiation, sensible and latent heat fluxes, ground heat flux, heat storage, anthropogenic heat, and advective heat transport. The graphical interface consists of an energy-balance diagram composed of sky elements, a line or box representing the air or sea surface, and arrows which indicate magnitude and direction of each of the energy fluxes. In April 2005 an energy-balance project and laboratory assignment were developed for a core-curriculum earth science course at Clark Atlanta University. The energy-balance project analyzes surface weather data from an assigned station of the Georgia Automated Environmental Monitoring Network (AEMN). The first part of the project requires the student to print two observations of the "Current Conditions" web page for the assigned station: one between the hours of midnight and 5:00 a.m., and the other between the hours of 3:00- 5:00 p.m. A satellite image of the southeastern United States must accompany each of these printouts. The second part of the project can be completed only after the student has modeled the 4 environmental scenarios taught in the energy-balance laboratory assignment. The student uses the energy-balance model to determine the energy-flux components for each of the printed weather conditions at the assigned station. On successful completion of the project, the student has become familiar with: (1) how weather observations can be used to constrain parameters in a microclimate model, (2) one common type of error in measurement made by weather sensors, (3) some of the uses and limitations of environmental models, and (4) fundamentals of the distribution of energy at the earth's surface. The project and laboratory assignment tie together many of the earth science concepts taught in the course: geology (soils), oceanography (surface mixed layer), and atmospheric science (meteorology of the lowest part of the atmosphere). Details of the project and its impact on student assessment tests and surveys will be presented.

Summary of the Science Performed Onboard the International Space Station within the United States Orbital Segment during Increments 16 and 17

NASA Technical Reports Server (NTRS)

Jules, Kenol; Istasse, Eric; Stenuit, Hilde; Murakami, Jeiji; Yoshizaki, Izumi; Johnson-Green, Perry

2008-01-01

With the launch of the STS-122 on February 7, 2008, which delivered the European Columbus science module and the upcoming STS-124 flight, which will deliver the Japanese Kibo science module in May 2008, the International Space Station will become truly International with Europe and Japan joining the United States of America and Russia to perform science on a continuous basis in a wide spectrum of science disciplines. The last science module, Kibo, of the United States Orbital Segment (USOS) will be mated to the station on time to celebrate its first decade in low Earth orbit in October 2008 (end of Increment 17), thus ushering in the second decade of the station with all the USOS science modules mated and performing science. The arrival of the Kibo science module will also mark continuous human presence on the station for eighty eight (88) months, and, with the addition of the ESA science module during the STS-122 flight, the USOS will be made up of four space agencies: CSA, ESA, JAXA and NASA, spanning three continents. With the additional partners coming onboard with different research needs, every effort is being made to coordinate science across the USOS segment in an integrated manner for the benefit of all parties. One of the objectives of this paper is to discuss the integrated manner in which science planning/replanning and prioritization during the execution phase of an increment is being done. The main focus, though, of this paper is to summarize and to discuss the science performed during Increments 16 and 17 (October 2007 to October 2008). The discussion will focus mainly on the primary objectives of each investigation and their associated hypotheses that were investigated during these two Increments. Also, preliminary science results will be discussed for each of the investigation as science results availability permit. Additionally, the paper will briefly touch on what the science complement for these two increments was and what was actually accomplished due to real time science implementation and constraints. Finally, the paper will briefly discuss the science research complements for the next three Increments: Increments 18 to 20, in order to preview how much science might be accomplished during these three upcoming Increments of the station next decade.

Land Cover Change Community-based Processing and Analysis System (LC-ComPS): Lessons Learned from Technology Infusion

NASA Astrophysics Data System (ADS)

Masek, J.; Rao, A.; Gao, F.; Davis, P.; Jackson, G.; Huang, C.; Weinstein, B.

2008-12-01

The Land Cover Change Community-based Processing and Analysis System (LC-ComPS) combines grid technology, existing science modules, and dynamic workflows to enable users to complete advanced land data processing on data available from local and distributed archives. Changes in land cover represent a direct link between human activities and the global environment, and in turn affect Earth's climate. Thus characterizing land cover change has become a major goal for Earth observation science. Many science algorithms exist to generate new products (e.g., surface reflectance, change detection) used to study land cover change. The overall objective of the LC-ComPS is to release a set of tools and services to the land science community that can be implemented as a flexible LC-ComPS to produce surface reflectance and land-cover change information with ground resolution on the order of Landsat-class instruments. This package includes software modules for pre-processing Landsat-type satellite imagery (calibration, atmospheric correction, orthorectification, precision registration, BRDF correction) for performing land-cover change analysis and includes pre-built workflow chains to automatically generate surface reflectance and land-cover change products based on user input. In order to meet the project objectives, the team created the infrastructure (i.e., client-server system with graphical and machine interfaces) to expand the use of these existing science algorithm capabilities in a community with distributed, large data archives and processing centers. Because of the distributed nature of the user community, grid technology was chosen to unite the dispersed community resources. At that time, grid computing was not used consistently and operationally within the Earth science research community. Therefore, there was a learning curve to configure and implement the underlying public key infrastructure (PKI) interfaces, required for the user authentication, secure file transfer and remote job execution on the grid network of machines. In addition, science support was needed to vet that the grid technology did not have any adverse affects of the science module outputs. Other open source, unproven technologies, such as a workflow package to manage jobs submitted by the user, were infused into the overall system with successful results. This presentation will discuss the basic capabilities of LC-ComPS, explain how the technology was infused, and provide lessons learned for using and integrating the various technologies while developing and operating the system, and finally outline plans moving forward (maintenance and operations decisions) based on the experience to date.

`We put on the glasses and Moon comes closer!' Urban Second Graders Exploring the Earth, the Sun and Moon Through 3D Technologies in a Science and Literacy Unit

NASA Astrophysics Data System (ADS)

Isik-Ercan, Zeynep; Zeynep Inan, Hatice; Nowak, Jeffrey A.; Kim, Beomjin

2014-01-01

This qualitative case study describes (a) the ways 3D visualization, coupled with other science and literacy experiences, supported young children's first exploration of the Earth-Sun-Moon system and (b) the perspectives of classroom teachers and children on using 3D visualization. We created three interactive 3D software modules that simulate day and night, Moon phases and seasons. These modules were used in a science and literacy unit for 35 second graders at an urban elementary school in Midwestern USA. Data included pre- and post-interviews, audio-taped lessons and classroom observations. Post-interviews demonstrated that children's knowledge of the shapes and the movements of the Earth and Moon, alternation of day and night, the occurrence of the seasons, and Moon's changing appearance increased. Second graders reported that they enjoyed expanding their knowledge through hands-on experiences; through its reality effect, 3D visualization enabled them to observe the space objects that move in the virtual space. The teachers noted that 3D visualization stimulated children's interest in space and that using 3D visualization in combination with other teaching methods-literacy experiences, videos and photos, simulations, discussions, and presentations-supported student learning. The teachers and the students still experienced challenges using 3D visualization due to technical problems with 3D vision and time constraints. We conclude that 3D visualization offers hands-on experiences for challenging science concepts and may support young children's ability to view phenomena that would typically be observed through direct, long-term observations in outer space. Results imply a reconsideration of assumed capabilities of young children to understand astronomical phenomena.

Alignment of Content and Pedagogy in an Earth Systems Course for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Cole, T.; Teed, R.; Slattery, W.

2006-12-01

In 2003 the Ohio Department of Education developed the Ohio K-12 Science Content Standards. These new science standards substantially tracked the goals and objectives of The National Research Council's National Science Education Standards. The Ohio K-12 Science Content Standards followed the National Standards in the content areas of Physical Science, Life Science and Earth and Space Science. At the same time, the state's K-12 schools were gearing up for a new high school graduation requirement, the successful passing of a high-stakes Ohio Graduation Test, given during a student's tenth grade year. Earth and Space science questions make up approximately one third of the science test items. To make it more likely that teachers have the requisite science content knowledge Ohio has recently changed from certification of K-12 teachers to a more content rich licensure standard. This new licensure requirement splits the older certification designation of K-8 into the elementary and middle school licensure areas. Under the new licensure requirements middle school licensure candidates wishing to earn a science concentration now have to take 15 semester hours of content class work in Science. The Ohio Department of Education has strongly suggested that teacher preparation institutions develop new courses for middle school educators in all four areas of concentration, including science. In response to this call for new courses science education faculty in all science areas worked together to develop a comprehensive suite of courses that would target the science content standards guidelines in the state and national standards. The newly developed Earth and Space science course is titled Earth Systems. The course carries 4.5quarter hours of credit and is intended expressly for pre-service middle school (grades 4- 9) science teachers. The content is structured around three modules of study that are designed to develop interdisciplinary science content within the context of past, present and future Earth Systems science. Because the course is created for pre-service teachers, the class models the jigsaw teaching technique, an effective and age-appropriate method of science instruction. This enables pre-service teachers to experience a technique they can use in their own classroom. Course content is aligned with all state and national 4-10 Earth/Space Science standards, which supports pre- service Middle School Science teachers by covering the content areas tested in the Praxis Middle School Science test, a requirement for graduation with licensure from Wright State University. It also helps the pre- service teachers gain experience with the content that they will need to teach to their K-12 students, so they will be able to pass the high-stakes Ohio Graduation Test. Assessment of the Earth Systems course suggests that the course leads to increased science content knowledge that leads to success in passing the Praxis Middle Childhood Science Test, and that the pedagogy modeled in the course is used by the pre- service teachers in their own K-12 teaching upon graduation.

ASTRONAUT LOUSMA, JACK - EGRESS - SKYLAB 3 COMMAND MODULE - PACIFIC

NASA Image and Video Library

1973-09-25

S73-36435 (25 Sept. 1973) --- Astronaut Jack R. Lousma, Skylab 3 pilot, egresses the Skylab 3 Command Module aboard the prime recovery ship, USS New Orleans, during recovery operations in the Pacific Ocean. Astronauts Lousma; Alan L. Bean, commander; and Owen L. Garriott, science pilot, had just completed a successful 59-day visit to the Skylab space station in Earth orbit. The Skylab 3 spacecraft splashed down in the Pacific about 230 miles southwest of San Diego, California. Photo credit: NASA

SPX-8 Dragon Approach and Retreat Monitoring

NASA Image and Video Library

2016-04-10

ISS047e050792 (04/10/2016) --- The SpaceX Dragon cargo craft approaches to be grappled by the International Space Station Expedition 47 crew. This view is from the Cupola where the primary controls of the Canadarm 2 are located. Crewmembers use the robotic arm to grapple the spaceship before berthing it to the Earth-facing port on the Harmony module. The spacecraft delivered about 7,000 pounds of science and research investigations, including the Bigelow Expandable Activity Module, known as BEAM.

STS-55 German payload specialists Walter and Schlegel work in SL-D2 module

NASA Technical Reports Server (NTRS)

1993-01-01

STS-55 German Payload Specialist 1 Ulrich Walter, wearing special head gear, conducts Tissue Thickness and Compliance Along Body Axis salt-water balance experiment in the Spacelab Deutsche 2 (SL-D2) science module aboard the Earth-orbiting Columbia, Orbiter Vehicle (OV) 102. Walter's activities in front of Rack 9 Anthrorack (AR) are monitored by German Payload Specialist 2 Hans Schlegel. Walter uses intravehicular activity (IVA) foot restraints. Walter and Schlegel represent the German Aerospace Research Establishment (DLR).

STS-47 crew poses for official onboard (in space) portrait in SLJ module

NASA Image and Video Library

1992-09-20

STS047-12-002 (12 - 20 Sept 1992) --- The crew members assemble for their traditional in-flight portrait in this 35mm frame photographed in the Science Module aboard the Earth-orbiting Space Shuttle Endeavour. Left to right (front) are N. Jan Davis, Mark C. Lee and Mamoru Mohri; and (rear) Curtis L. Brown, Jr., Jerome (Jay) Apt, Robert L. Gibson and Mae C. Jemison. The seven spent eight days in space in support of the Spacelab-J mission.

STS-47 Payload Specialist Mohri tosses an apple during SLJ demonstration

NASA Technical Reports Server (NTRS)

1992-01-01

STS-47 Payload Specialist Mamoru Mohri tosses an apple in the weightless environment of the Spacelab Japan (SLJ) science module aboard the Earth-orbitng Endeavour, Orbiter Vehicle (OV) 105. Mohri was handling the space end of a space-to-Earth youth Conference with students in his home country (Japan) in which he gave a brief demonstration on the specifics of his mission as well as general information on space travel and space physics. Mohri conducts his demonstration in front of the NASDA Material Sciences Rack 10. In the background is the SLJ end cone with Detailed Test Objective (DTO), Foot restraint evaluation, base plate, a banner from Auburn University, and portraits of the backup payload specialists. Mohri represents Japan's National Space Development Agency (NASDA).

Science on Spacelab. [astronomy, high energy astrophysics, life sciences, and solar, atmospheric and space physics

NASA Technical Reports Server (NTRS)

Schmerling, E. R.

1977-01-01

Spacelab was developed by the European Space Agency for the conduction of scientific and technological experiments in space. Spacelab can be taken into earth orbit by the Space Shuttle and returned to earth after a period of 1-3 weeks. The Spacelab modular system of pallets, pressurized modules, and racks can contain large payloads with high power and telemetry requirements. A working group has defined the 'Atmospheres, Magnetospheres, and Plasmas-in-Space' project. The project objectives include the absolute measurement of solar flux in a number of carefully selected bands at the same time at which atmospheric measurements are made. NASA is committed to the concept that the scientist is to play a key role in its scientific programs.

STS-58 Crew Insignia

NASA Technical Reports Server (NTRS)

1993-01-01

The STS-58 crew insignia depicts the Space Shuttle Columbia with a Spacelab module in its payload bay in orbit around Earth. The Spacelab and the lettering 'Spacelab Life Sciences II' highlight its primary mission. An Extended Duration Orbiter (EDO) support pallet is shown in the aft payload bay, stressing the length of the mission. The hexagonal shape of the patch depicts the carbon ring. Encircling the inner border of the patch is the double helix of DNA. Its yellow background represents the sun. Both medical and veterinary caducei are shown to represent the STS-58 life sciences experiments. The position of the spacecraft in orbit about Earth with the United States in the background symbolizes the ongoing support of the American people for scientific research.

Initial Results of On-Line Earth System Science Course Offerings at the University of Nebraska-Omaha Through the Earth System Science Education Alliance

NASA Astrophysics Data System (ADS)

Shuster, R. D.; Grandgenett, N. F.; Schnase, W. L.; Hamersky, S.; Moshman, R.

2008-12-01

The University of Nebraska at Omaha has been offering on-line Earth System Science coursework to teachers in Nebraska since 2002. UNO was one of the initial members in the Earth Systems Science Education Alliance (ESSEA) and has offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. Our experiences in delivering this coursework have involved both teachers who have received a stipend to take the course and those who have paid their own tuition and fees and received graduate credit for the course. We will report on the online behavior of teachers from both populations and also discuss pros and cons of each approach. UNO has also experimented with different approaches in the support and management of the course, including using undergraduate majors as content experts. This improves access of teachers to content-related feedback and is a positive experience for the undergraduate major. Feedback surveys from earlier ESSEA offerings 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 also describe online course modules being developed within the UNO online course efforts, including one focusing on the global amphibian crisis.

Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

NASA Astrophysics Data System (ADS)

Steer, D. N.; McConnell, D. A.; Owens, K.

2001-12-01

Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily assessments of knowledge-level learning included evaluations of student responses to pre- and post-instruction conceptual test questions, short group exercises and content-oriented exam questions. Higher level thinking skills were assessed when students completed exercises that required the completion of Venn diagrams, concept maps and/or evaluation rubrics both during class periods and on exams. Initial results indicate that these techniques improved student attendance significantly and improved overall retention in the course by 8-14% over traditional lecture formats. Student scores on multiple choice exam questions were slightly higher (1-3%) for students taught in the active learning environment and short answer questions showed larger gains (7%) over students' scores in a more traditional class structure.

Focusing the EarthScope for a Broader Audience

NASA Astrophysics Data System (ADS)

Smith-Konter, B. R.

2011-12-01

One of the most challenging milestones of scientific research is often the translation of a technical result into a clear "teachable moment" that is accessible (and interesting!) to a broader audience. The success of this milestone can largely be measured by its effectiveness to inspire interest and enthusiasm in the non-scientist. Moreover, as 4D multimedia now dominates most aspects of our social environment, science "teaching" now also requires intervention of visualization technology and animation to portray research results in an inviting and stimulating manner. In response to these needs, a primary objective of the EarthScope Education and Outreach program is to transform technical science into teachable products for a technologically thriving generation. Following the Incorporated Research Institutions for Seismology (IRIS)'s lead in developing interactive Earth science kiosk multimedia (bundled in a free product called Active Earth), a major focus of this EarthScope CAREER project is aimed at the construction and installation of customized EarthScope-themed touch screen kiosks in local communities. These kiosks are helping to educate a broader audience about EarthScope's unique instrumentation and observations using interactive animations, games, and virtual field trips. An additional focus of this CAREER project is aimed at the development of several Earthquakes in Action teaching modules for grades 6-12, which have been successfully tested and implemented in both teacher-prep courses and an annual high school summer geosciences camp at the University of Texas at El Paso. These activities are beginning to shape a new pathway for how teachers teach and students learn about planet Earth and its fantastic EarthScope - one click (and touch) at a time.

Development of a Grid-Independent Geos-Chem Chemical Transport Model (v9-02) as an Atmospheric Chemistry Module for Earth System Models

NASA Technical Reports Server (NTRS)

Long, M. S.; Yantosca, R.; Nielsen, J. E; Keller, C. A.; Da Silva, A.; Sulprizio, M. P.; Pawson, S.; Jacob, D. J.

2015-01-01

The GEOS-Chem global chemical transport model (CTM), used by a large atmospheric chemistry research community, has been re-engineered to also serve as an atmospheric chemistry module for Earth system models (ESMs). This was done using an Earth System Modeling Framework (ESMF) interface that operates independently of the GEOSChem scientific code, permitting the exact same GEOSChem code to be used as an ESM module or as a standalone CTM. In this manner, the continual stream of updates contributed by the CTM user community is automatically passed on to the ESM module, which remains state of science and referenced to the latest version of the standard GEOS-Chem CTM. A major step in this re-engineering was to make GEOS-Chem grid independent, i.e., capable of using any geophysical grid specified at run time. GEOS-Chem data sockets were also created for communication between modules and with external ESM code. The grid-independent, ESMF-compatible GEOS-Chem is now the standard version of the GEOS-Chem CTM. It has been implemented as an atmospheric chemistry module into the NASA GEOS- 5 ESM. The coupled GEOS-5-GEOS-Chem system was tested for scalability and performance with a tropospheric oxidant-aerosol simulation (120 coupled species, 66 transported tracers) using 48-240 cores and message-passing interface (MPI) distributed-memory parallelization. Numerical experiments demonstrate that the GEOS-Chem chemistry module scales efficiently for the number of cores tested, with no degradation as the number of cores increases. Although inclusion of atmospheric chemistry in ESMs is computationally expensive, the excellent scalability of the chemistry module means that the relative cost goes down with increasing number of cores in a massively parallel environment.

School-Based Multidisciplinary Teacher Team-Building Combining On-Line Professional Development (ESSEA) and Field-Based Environmental Monitoring (GLOBE)

NASA Astrophysics Data System (ADS)

Low, R.

2003-12-01

The multidisciplinary nature of Earth system science provides a strong foundation for integrated science teaching at the K-12 level. In a Minneapolis-St. Paul based project, urban middle school teaching teams composed of language arts and math specialists as well as physical, Earth, and biological science teachers participate in the NASA Earth system science course (ESSEA) and in the international GLOBE environmental monitoring project. For students, the goal is to integrate science throughout the curriculum as well as involve classes from different subjects in a high-interest school science project. For teachers, the project provides greatly-needed classroom support and teacher team building, as well as professional development. The on-line course provides continuity and communication between the different team members. Face-to-face meetings with the instructors on site are conducted every 4 weeks. The problem-based learning approach to environmental issues developed in the ESSEA course lends itself to application to local environmental issues. New ESSEA modules developed for the project highlight environmental problems associated with flooding, introduced species, and eutrofication of lakes and rivers located near the participating schools. In addition, ESSEA participants are certified as GLOBE teachers, and assist their students in monitoring water quality. The synergistic partnership of ESSEA and GLOBE provides an attractive package upon which long-term school-based environmental monitoring projects can be based.

Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management

ERIC Educational Resources Information Center

Smith, Mark; Polglase, Giles; Parry, Carolyn

2012-01-01

Belbin team role self and observer perceptions were applied to a large cohort (145) of Geography, Earth and Environmental Sciences undergraduates in a module assessed through two separate group projects. Students self-selected groups for the first project; for the second, groups were more "balanced." Results show slight improvement in…

NASA's James Webb Space Telescope Science Instruments Begin Final Super Cold Test at Goddard

NASA Image and Video Library

2017-12-08

At NASA's James Webb Space Telescope's final destination in space, one million miles away from Earth, it will operate at incredibly cold temperatures of -387 degrees Fahrenheit, or 40 degrees Kelvin. This is 260 degrees Fahrenheit colder than any place on the Earth’s surface has ever been. So first, this final super cold test at Goddard will prepare the Integrated Science Instrument Module (ISIM), or the “heart” of the telescope, for space. Read more: go.nasa.gov/1KFPwJG Credit: NASA/Goddard/Chris Gunn NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Baseball caps of the Atlanta Braves and Cleveland Indians in the flight deck

NASA Image and Video Library

1995-10-25

STS073-E-5135 (26 Oct. 1995) --- Baseball caps from the two 1995 World Series representative franchises float near the cabin windows of the Earth-orbiting space shuttle Columbia, with the Earth in the background. The American League champion Cleveland Indians and their National League counterpart Atlanta Braves were engaged in a scheduled best-of-seven World Series throughout the first portion of the scheduled 16-day mission in space. Off-duty crewmembers came out of a rest period to set up the scene in tribute to the October classic. The crew will continue working in shifts around the clock on a diverse assortment of United States Microgravity Laboratory (USML-2) experiments located in the science module. Fields of study include fluid physics, materials science, biotechnology, combustion science and commercial space processing technologies. The frame was exposed with an Electronic Still Camera (ESC).

Spacelab

NASA Image and Video Library

1983-01-01

This double exposure image shows Spacelab-1 in the cargo bay of orbiter Columbia. From top to bottom inside the cargo bay are the Spacelab Access Turnel, which is connected to the mid-deck of the orbiter; the Spacelab module, a pressurized module in which scientists conduct experiments not possible on Earth; and Spacelab pallets, which can hold instruments for the experiments requiring direct exposure to space. The first Spacelab mission, Spacelab-1, sponsored jointly and shared equally by NASA and the European Space Agency, was a multidisciplinary mission; that is, investigations were performed in several different fields of scientific research. The overall goal of the mission was to verify Spacelab performance through a variety of scientific experiments. The disciplines represented by these experiments were astronomy and solar physics, earth observations, space plasma physics, materials sciences, atmospheric physics, and life sciences. International in nature, Spacelab-1 conducted experiments from the United States, Japan, the Netherlands, United Kingdom, Beluga, France, Germany, Italy, and Switzerland. Spacelab-1 was launched from the Kennedy Space Center on November 28, 1983 aboard the orbiter Columbia (STS-9). The Marshall Space Flight Center was responsible for managing the Spacelab missions.

Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming

NASA Astrophysics Data System (ADS)

Varma, Keisha; Linn, Marcia C.

2012-08-01

In this work, we examine middle school students' understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called Global Warming: Virtual Earth. In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth's temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students' understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system.

Unlocking Resources: Self-Guided Student Explorations of Science Museum and Aquarium Exhibits

NASA Astrophysics Data System (ADS)

Kirkby, K. C.; Phipps, M.; Hamilton, P.

2010-12-01

Remarkably few undergraduate programs take full advantage of the rich resources provided by science museums, aquariums and other informal science education institutions. This is not surprising considering the logistical hurdles of class trips, but an even more fundamental barrier is that these institutions’ exhibit text seldom explicitly convey their information at a level suitable for undergraduate curriculum. Traditionally, this left the burden of interpretation on individual instructors, who rarely have the time to undertake it. To overcome these hurdles, the University of Minnesota has partnered with the Science Museum of Minnesota and Underwater Adventures Aquarium to test the efficacy of self-guided student explorations in revealing the rich data encoded in museum and aquarium exhibits. An initial module at the Science Museum of Minnesota focused on interpreting animal designs, specifically exploring how differences in dinosaur skeletal features reflected variations in the animals’ lifestyles. Students learn to interpret diet and lifestyle not only from characteristics of the skull and teeth, but also from variations in vertebrae and rib design or the relative proportion of limb elements. A follow-up module, based on exhibits at Underwater Adventures Aquarium focuses on interpreting energy flow through ecosystems from the behavior of living organisms. Students explore the information on lifestyle and diet that is encoded in a sturgeon’s ceaseless glide or a muskellunge’s poised stillness. These modules proved to be immensely popular with students. In classes with up to 500 students, half to two-thirds of the students volunteered to complete the modules, despite the additional expense and distances of up to 13 miles between the University and partner institutions. More importantly, quantitative assessment with pre-instruction and post-instruction surveys demonstrate that these ungraded, self-guided explorations match or exceed the efficacy of traditional graded lab instruction and completely eclipse the range of gains normally achieved by traditional lecture instruction. In addition, the modules accomplish the remarkable goal of integrating undergraduate earth science instruction into students’ social life. Over three-fourths of the students complete the explorations with friends or family who were not enrolled in the class, expanding the course to include a broader, more diverse, audience. A third module, currently in development, will use a walking tour of Saint Anthony Falls to highlight the impact of geological processes on human society. Students will explore the waterfalls’ evolution, its early interpretation by 18th and 19th century Dakota and Euro-America societies, as well as its subsequent social and economic impacts on human history. The outdoor nature of this self-guided exploration is a first step towards expanding the modules’ concept to integrate self-guided field trips into undergraduate earth science curriculums.

Understanding Student Cognition about Complex Earth System Processes Related to Climate Change

NASA Astrophysics Data System (ADS)

McNeal, K. S.; Libarkin, J.; Ledley, T. S.; Dutta, S.; Templeton, M. C.; Geroux, J.; Blakeney, G. A.

2011-12-01

The Earth's climate system includes complex behavior and interconnections with other Earth spheres that present challenges to student learning. To better understand these unique challenges, we have conducted experiments with high-school and introductory level college students to determine how information pertaining to the connections between the Earth's atmospheric system and the other Earth spheres (e.g., hydrosphere and cryosphere) are processed. Specifically, we include psychomotor tests (e.g., eye-tracking) and open-ended questionnaires in this research study, where participants were provided scientific images of the Earth (e.g., global precipitation and ocean and atmospheric currents), eye-tracked, and asked to provide causal or relational explanations about the viewed images. In addition, the students engaged in on-line modules (http://serc.carleton.edu/eslabs/climate/index.html) focused on Earth system science as training activities to address potential cognitive barriers. The developed modules included interactive media, hands-on lessons, links to outside resources, and formative assessment questions to promote a supportive and data-rich learning environment. Student eye movements were tracked during engagement with the materials to determine the role of perception and attention on understanding. Students also completed a conceptual questionnaire pre-post to determine if these on-line curriculum materials assisted in their development of connections between Earth's atmospheric system and the other Earth systems. The pre-post results of students' thinking about climate change concepts, as well as eye-tracking results, will be presented.

An Interdisciplinary Module on Regulating Carbon Emissions to Mitigate Climate Change

NASA Astrophysics Data System (ADS)

Penny, S.; Sethi, G.; Smyth, R.; Leibensperger, E. M.; Gervich, C.; Batur, P.

2016-12-01

The dynamics of the unfolding carbon regulatory process presents a unique and timely opportunity to teach students about the grand challenge brought by climate change and the importance of systems thinking and interdisciplinary problem solving. In this poster, we summarize our recently developed 4-week activity-based class module "Regulating Carbon Emissions to Mitigate Climate Change," which we have developed as part of the InTeGrate ("Interdisciplinary Teaching about Earth for a Sustainable Future") program. These materials are suitable for introductory non-majors, environmental sciences majors, and political science majors, and we have formally piloted in each of these settings. This module is truly interdisciplinary and spans topics such as the Supreme Court ruling in Massachusetts v. EPA, costs and benefits of carbon abatement, and climate sensitivity. We discuss the unique challenges (and rewards!) that we experienced teaching materials entirely outside one's expertise.

Payload specialist Merbold performing experiment in Spacelab

NASA Image and Video Library

1983-11-28

STS009-13-699 (28 Nov - 8 Dec 1983) --? Ulf Merbold, Spacelab 1 payload specialist, carries out one of the experiments using the gradient heating facility on the materials science double rack facility in the busy science module aboard the Earth-orbiting Space Shuttle Columbia. Representing the European Space Agency, Dr. Merbold comes from Max-Planck Institute in Stuttgart, the Federal Republic of Germany. He is a specialist in crystal lattice defects and low temperature physics. The photograph was made with a 35mm camera.

Transparent Alloys Operation

NASA Image and Video Library

2018-03-26

iss055e005543 (March 26, 2018) --- Expedition 55 Flight Engineer and astronaut Scott Tingle is pictured conducting the Transparent Alloys experiment inside the Destiny lab module's Microgravity Science Glovebox. The Transparent Alloys study is a set of five experiments that seeks to improve the understanding of melting-solidification processes in plastics without the interference of Earth's gravity environment. Results may impact the development of new light-weight, high-performance structural materials for space applications. Observations may also impact fuel efficiency, consumption and recycling of materials on Earth potentially reducing costs and increasing industrial competitiveness.

Challenges of the NGSS for Future Geoscience Education

NASA Astrophysics Data System (ADS)

Wysession, M. E.; Colson, M.; Duschl, R. A.; Lopez, R. E.; Messina, P.; Speranza, P.

2013-12-01

The new Next Generation Science Standards (NGSS), which spell out a set of K-12 performance expectations for life science, physical science, and Earth and space science (ESS), pose a variety of opportunities and challenges for geoscience education. Among the changes recommended by the NGSS include establishing ESS on an equal footing with both life science and physical sciences, at the full K-12 level. This represents a departure from the traditional high school curriculum in most states. In addition, ESS is presented as a complex, integrated, interdisciplinary, quantitative Earth Systems-oriented set of sciences that includes complex and politically controversial topics such as climate change and human impacts. The geoscience communities will need to mobilize in order to assist and aid in the full implementation of ESS aspects of the NGSS in as many states as possible. In this context, the NGSS highlight Earth and space science to an unprecedented degree. If the NGSS are implemented in an optimal manner, a year of ESS will be taught in both middle and high school. In addition, because of the complexity and interconnectedness of the ESS content (with material such as climate change and human sustainability), it is recommended (Appendix K of the NGSS release) that much of it be taught following physics, chemistry, and biology. However, there are considerable challenges to a full adoption of the NGSS. A sufficient work force of high school geoscientists qualified in modern Earth Systems Science does not exist and will need to be trained. Many colleges do not credit high school geoscience as a lab science with respect to college admission. The NGSS demand curricular practices that include analyzing and interpreting real geoscience data, and these curricular modules do not yet exist. However, a concerted effort on the part of geoscience research and education organizations can help resolve these challenges.

BingEO: Enable Distributed Earth Observation Data for Environmental Research

NASA Astrophysics Data System (ADS)

Wu, H.; Yang, C.; Xu, Y.

2010-12-01

Our planet is facing great environmental challenges including global climate change, environmental vulnerability, extreme poverty, and a shortage of clean cheap energy. To address these problems, scientists are developing various models to analysis, forecast, simulate various geospatial phenomena to support critical decision making. These models not only challenge our computing technology, but also challenge us to feed huge demands of earth observation data. Through various policies and programs, open and free sharing of earth observation data are advocated in earth science. Currently, thousands of data sources are freely available online through open standards such as Web Map Service (WMS), Web Feature Service (WFS) and Web Coverage Service (WCS). Seamless sharing and access to these resources call for a spatial Cyberinfrastructure (CI) to enable the use of spatial data for the advancement of related applied sciences including environmental research. Based on Microsoft Bing Search Engine and Bing Map, a seamlessly integrated and visual tool is under development to bridge the gap between researchers/educators and earth observation data providers. With this tool, earth science researchers/educators can easily and visually find the best data sets for their research and education. The tool includes a registry and its related supporting module at server-side and an integrated portal as its client. The proposed portal, Bing Earth Observation (BingEO), is based on Bing Search and Bing Map to: 1) Use Bing Search to discover Web Map Services (WMS) resources available over the internet; 2) Develop and maintain a registry to manage all the available WMS resources and constantly monitor their service quality; 3) Allow users to manually register data services; 4) Provide a Bing Maps-based Web application to visualize the data on a high-quality and easy-to-manipulate map platform and enable users to select the best data layers online. Given the amount of observation data accumulated already and still growing, BingEO will allow these resources to be utilized more widely, intensively, efficiently and economically in earth science applications.

Integrated Instrument Simulator Suites for Earth Science

NASA Technical Reports Server (NTRS)

Tanelli, Simone; Tao, Wei-Kuo; Matsui, Toshihisa; Hostetler, Chris; Hair, Johnathan; Butler, Carolyn; Kuo, Kwo-Sen; Niamsuwan, Noppasin; Johnson, Michael P.; Jacob, Joseph C.;

Biosphere 2 test module experimentation program

NASA Technical Reports Server (NTRS)

Alling, Abigail; Leigh, Linda S.; Maccallum, Taber; Alvarez-Romo, Norberto

1990-01-01

The Biosphere 2 Test Module is a facility which has the capability to do either short or long term closures: five month closures with plants were conducted. Also conducted were investigations of specific problems, such as trace gas purification by bioregenerative systems by in-putting a fixed concentration of a gas and observing its uptake over time. In other Test Module experiments, the concentration of one gas was changed to observe what effects this has on other gases present or on the system. The science of biospherics which encompasses the study of closed biological systems provides an opening into the future in space as well as in the Earth's biosphere.

Reuse International Space Station (ISS) Modules as Lunar Habitat

NASA Technical Reports Server (NTRS)

Miernik, Janie; Owens, James E.; Floyd, Brian A.; Strong, Janet; Sanford, Joseph

2005-01-01

NASA currently projects ending the ISS mission in approximately 2016, due primarily to the expense of re-boost and re-supply. Lunar outposts are expected to be in place in the same timeframe. In support of these mission goals, a scheme to reuse ISS modules on the moon has been identified. These modules could function as pressurized volumes for human habitation in a lunar vacuum as they have done in low-earth orbit. The ISS hull is structurally capable of withstanding a lunar landing because there is no atmospheric turbulence or friction. A compelling reason to send ISS modules to the moon is their large mass; a large portion of the ISS would survive re-entry if allowed to de-orbit to Earth. ISS debris could pose a serious risk to people or structures on Earth unless a controlled re-entry is performed. If a propulsive unit is devised to be attached to the ISS and control re-entry, a propulsion system could be used to propel the modules to the moon and land them there. ISS modules on the lunar surface would not require re-boost. Radiation protection can be attained by burying the module in lunar regolith. Power and a heat removal system would be required for the lunar modules which would need little support structure other than the lunar surface. With planetary mass surrounding the module, heat flux may be controlled by conductance. The remaining requirement is the re-supply of life-support expendables. There are raw materials on the moon to supplement these vital resources. The lunar maria is known to contain approximately 40% oxygen by mass in inorganic mineral compounds. Chemical conversion of moon rocks to release gaseous oxygen is known science. Recycling and cleaning of air and water are currently planned to be accomplished with ISS Environmental Control & Life Support Systems (ECLSS). By developing a Propulsion and Landing Module (PLM) to dock to the Common Berthing Mechanism (CBM), several identical PLMs could be produced to rescue and transfer the ISS modules to the lunar surface, one by one. The propulsion does not need to be as swift as Apollo, nor would the modules need to be manned during transportation to the moon. The trajectory from low-Earth to lunar orbit would avoid or quickly pass through the Van Allen belts to minimize radiation exposure to electronics onboard. A landing technology similar to Apollo's could be utilized to land an ISS module on the moon. Since the mission will be unmanned, system redundancy could be minimized to keep the cost down. If the mission failed and a module crashed landed on the moon, the risk of debris landing on Earth would be avoided and the raw materials could be used in future lunar missions.

"What's A Geoscientist Do?": A Student Recruitment And Education Tool

NASA Astrophysics Data System (ADS)

Hughes, C. G.

2015-12-01

Student perception of science, particularly the earth sciences, is not based on actual science jobs. Students have difficulty envisioning themselves as scientists, or in understanding the role of science in their lives as a result. Not all students can envision themselves as scientists when first enrolling in college. While student recruitment into geoscience programs starts before college enrollment at many universities, general education science requirements can act as a gateway into these majors as well. By providing students in general education science classes with more accurate insights into the scientific process and what it means to be a scientist, these classes can help students envision themselves as scientists. A short module, to be embedded within lectures, has been developed to improve recruitment from Clarion University's Introductory Earth Science classes entitled "What's A Geoscientist Do?". As this module aims to help students visualize themselves as geoscientists through examples, diversity of the examples is critical to recruiting students from underrepresented groups. Images and subjects within these modules are carefully selected to emphasize the fact that the geosciences are not, and should not be, the exclusive province of the stereotypical older, white, male scientist. Noteworthy individuals (e.g. John Wesley Powell, Roger Arliner Young) may be highlighted, or the discussion may focus on a particular career path (e.g. hydrologist) relevant to that day's material. While some students are initially attracted to the geosciences due to a love of the outdoors, many students have never spent a night outdoors, and do not find this aspect of the geosciences particularly appealing. "What's A Geoscientist Do?" has been designed to expose these students to the breadth of the field, including a number of geoscience jobs focused on laboratory (e.g. geochemistry) or computer (e.g. GIS, remote sensing, scientific illustration) work instead of focusing exclusively on fieldwork. As Clarion University students tend to be very job-oriented, information on careers includes average starting salaries with the hope of improving student's opinions of the position as possible future employment - helping students (and their families) realize they can support themselves in a geoscience career.

STS-55 Payload Specialist Schlegel collects fungi sample at SL-D2 Rack 1

NASA Image and Video Library

1993-05-06

STS055-106-037 (26 April-6 May 1993) --- Hans Schlegel works with a fungi experiment in the Spacelab D-2 Science Module onboard the Earth-orbiting Space Shuttle Columbia. Schlegel was one of two payload specialists representing the German Aerospace Research Establishment (DLR) on the 10-day Spacelab D-2 mission.

LIF - Payload commander Voss in front of experiment rack

NASA Image and Video Library

2016-08-12

STS083-318-001 (4-8 April 1997) --- Mission specialist Janice E. Voss, payload commander, participates in the activation of the Spacelab Science Module aboard the Earth-orbiting Space Shuttle Columbia. Crewed by Voss, four other NASA astronauts and two payload specialists, the scheduled 16-day mission was later cut short by a power shortage.

Metabolic Tracking

NASA Image and Video Library

2018-04-11

iss055e018653 (April 11, 2018) --- NASA astronaut Scott Tingle performs research operations with the Microgravity Sciences Glovebox inside the U.S. Destiny laboratory module. Tingle was working on the Metabolic Tracking experiment that looks at a particular type of medicine and how it interacts with human tissue cultures. Results could improve therapies in space and lead to better, cheaper drugs on Earth.

CASIS Metabolic Tracking

NASA Image and Video Library

2018-04-13

iss055e035338 (April 13, 2018) --- NASA astronaut Scott Tingle performs research operations with the Microgravity Sciences Glovebox inside the U.S. Destiny laboratory module. Tingle was working on the Metabolic Tracking experiment that looks at a particular type of medicine and how it interacts with human tissue cultures. Results could improve therapies in space and lead to better, cheaper drugs on Earth.

A Guide to Field Studies for the Coastal Environment. Project CAPE Teaching Module.

ERIC Educational Resources Information Center

Barker, Wells J.

Twenty-five coastal field study investigations, comprising this supplement to a junior high school earth science curriculum, are designed to help students obtain a fuller understanding of: (1) their coastal environment, (2) some of the problems which confront it, (3) the interrelationships between the land and the surrounding bodies of water, and…

Investigating Arsenic Contents in Surface and Drinking Water by Voltammetry and the Method of Standard Additions

ERIC Educational Resources Information Center

Cheng, Anran; Tyne, Rebecca; Kwok, Yu Ting; Rees, Louis; Craig, Lorraine; Lapinee, Chaipat; D'Arcy, Mitch; Weiss, Dominik J.; Salau¨n, Pascal

2016-01-01

Testing water samples for arsenic contamination has become an important water quality issue worldwide. Arsenic usually occurs in very small concentrations, and a sensitive analytical method is needed. We present here a 1-day laboratory module developed to introduce Earth Sciences and/or Chemistry student undergraduates to key aspects of this…

How iSamples (Internet of Samples in the Earth Sciences) Improves Sample and Data Stewardship in the Next Generation of Geoscientists

NASA Astrophysics Data System (ADS)

Hallett, B. W.; Dere, A. L. D.; Lehnert, K.; Carter, M.

2016-12-01

Vast numbers of physical samples are routinely collected by geoscientists to probe key scientific questions related to global climate change, biogeochemical cycles, magmatic processes, mantle dynamics, etc. Despite their value as irreplaceable records of nature the majority of these samples remain undiscoverable by the broader scientific community because they lack a digital presence or are not well-documented enough to facilitate their discovery and reuse for future scientific and educational use. The NSF EarthCube iSamples Research Coordination Network seeks to develop a unified approach across all Earth Science disciplines for the registration, description, identification, and citation of physical specimens in order to take advantage of the new opportunities that cyberinfrastructure offers. Even as consensus around best practices begins to emerge, such as the use of the International Geo Sample Number (IGSN), more work is needed to communicate these practices to investigators to encourage widespread adoption. Recognizing the importance of students and early career scientists in particular to transforming data and sample management practices, the iSamples Education and Training Working Group is developing training modules for sample collection, documentation, and management workflows. These training materials are made available to educators/research supervisors online at http://earthcube.org/group/isamples and can be modularized for supervisors to create a customized research workflow. This study details the design and development of several sample management tutorials, created by early career scientists and documented in collaboration with undergraduate research students in field and lab settings. Modules under development focus on rock outcrops, rock cores, soil cores, and coral samples, with an emphasis on sample management throughout the collection, analysis and archiving process. We invite others to share their sample management/registration workflows and to develop training modules. This educational approach, with evolving digital materials, can help prepare future scientists to perform research in a way that will contribute to EarthCube data integration and discovery.

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.

DPM, Payload Commander Kathy Thornton and Commander Ken Bowersox in Spacelab

NASA Image and Video Library

1995-11-05

STS073-229-014 (20 October - 5 November 1995) --- Astronauts Kathryn C. Thornton, STS-73 payload commander, and Kenneth D. Bowersox, mission commander, observe a liquid drop's activity at the Drop Physics Module (DPM) in the science module aboard the Earth-orbiting Space Shuttle Columbia. The drop is partially visible at the center of the left edge of the frame. The two were joined by three other NASA astronauts and two guest researchers for almost 16-days of in-orbit research in support of the U.S. Microgravity Laboratory (USML-2) mission.

Teaching climate change: A 16-year record of introducing undergraduates to the fundamentals of the climate system and its complexities

NASA Astrophysics Data System (ADS)

Winckler, G.; Pfirman, S. L.; Hays, J. D.; Schlosser, P.; Ting, M.

2011-12-01

Responding to climate change challenges in the near and far future, will require a wide range of knowledge, skills and a sense of the complexities involved. Since 1995, Columbia University and Barnard College have offered an undergraduate class that strives to provide students with some of these skills. The 'Climate System' course is a component of the three-part 'Earth Environmental Systems' series and provides the fundamentals needed for understanding the Earth's climate system and its variability. Being designed both for science majors and non-science majors, the emphasis of the course is on basic physical explanations, rather than mathematical derivations of the laws that govern the climate system. The course includes lectures, labs and discussion. Laboratory exercises primarily explore the climate system using global datasets, augmented by hands-on activities. Course materials are available for public use at http://eesc.columbia.edu/courses/ees/climate/camel_modules/ and http://ncseonline.org/climate/cms.cfm?id=3783. In this presentation we discuss the experiences, challenges and future demands of conveying the science of the Earth's Climate System and the risks facing the planet to a wide spectrum of undergraduate students, many of them without a background in the sciences. Using evaluation data we reflect how the course, the students, and the faculty have evolved over the past 16 years as the earth warmed, pressures for adaptation planning and mitigation measures increased, and public discourse became increasingly polarized.

Affordable Space Tourism: SpaceStationSim

NASA Technical Reports Server (NTRS)

2006-01-01

For over 5 years, people have been living and working in space on the International Space Station (ISS), a state-of-the-art laboratory complex orbiting high above the Earth. Offering a large, sustained microgravity environment that cannot be duplicated on Earth, the ISS furthers humankind s knowledge of science and how the body functions for extended periods of time in space all of which will prove vital on long-duration missions to Mars. On-orbit construction of the station began in November 1998, with the launch of the Russian Zarya Control Module, which provided battery power and fuel storage. This module was followed by additional components and supplies over the course of several months. In November 2000, the first ISS Expedition crew moved in. Since then, the ISS has continued to change and evolve. The space station is currently 240 feet wide, measured across the solar arrays, and 171 feet long, from the NASA Destiny Laboratory to the Russian Zvezda Habitation Module. It is 90 feet tall, and it weighs approximately 404,000 pounds. Crews inhabit a living space of about 15,000 cubic feet. To date, 90 scientific investigations have been conducted on the space station. New results from space station research, from basic science to exploration research, are being published each month, and more breakthroughs are likely to come. It is not all work on the space station, though. The orbiting home affords many of the comforts one finds on Earth. There is a weightless "weight room" and even a musical keyboard alongside research facilities. Holidays are observed, and with them, traditional foods such as turkey and cobbler are eaten, with lemonade to wash them down

Reusable Social Networking Capabilities for an Earth Science Collaboratory

NASA Astrophysics Data System (ADS)

Lynnes, C.; Da Silva, D.; Leptoukh, G. G.; Ramachandran, R.

2011-12-01

A vast untapped resource of data, tools, information and knowledge lies within the Earth science community. This is due to the fact that it is difficult to share the full spectrum of these entities, particularly their full context. As a result, most knowledge exchange is through person-to-person contact at meetings, email and journal articles, each of which can support only a limited level of detail. We propose the creation of an Earth Science Collaboratory (ESC): a framework that would enable sharing of data, tools, workflows, results and the contextual knowledge about these information entities. The Drupal platform is well positioned to provide the key social networking capabilities to the ESC. As a proof of concept of a rich collaboration mechanism, we have developed a Drupal-based mechanism for graphically annotating and commenting on results images from analysis workflows in the online Giovanni analysis system for remote sensing data. The annotations can be tagged and shared with others in the community. These capabilities are further supplemented by a Research Notebook capability reused from another online analysis system named Talkoot. The goal is a reusable set of modules that can integrate with variety of other applications either within Drupal web frameworks or at a machine level.

Collaborative Project: Building improved optimized parameter estimation algorithms to improve methane and nitrogen fluxes in a climate model

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

Mahowald, Natalie

Soils in natural and managed ecosystems and wetlands are well known sources of methane, nitrous oxides, and reactive nitrogen gases, but the magnitudes of gas flux to the atmosphere are still poorly constrained. Thus, the reasons for the large increases in atmospheric concentrations of methane and nitrous oxide since the preindustrial time period are not well understood. The low atmospheric concentrations of methane and nitrous oxide, despite being more potent greenhouse gases than carbon dioxide, complicate empirical studies to provide explanations. In addition to climate concerns, the emissions of reactive nitrogen gases from soils are important to the changing nitrogenmore » balance in the earth system, subject to human management, and may change substantially in the future. Thus improved modeling of the emission fluxes of these species from the land surface is important. Currently, there are emission modules for methane and some nitrogen species in the Community Earth System Model’s Community Land Model (CLM-ME/N); however, there are large uncertainties and problems in the simulations, resulting in coarse estimates. In this proposal, we seek to improve these emission modules by combining state-of-the-art process modules for emissions, available data, and new optimization methods. In earth science problems, we often have substantial data and knowledge of processes in disparate systems, and thus we need to combine data and a general process level understanding into a model for projections of future climate that are as accurate as possible. The best methodologies for optimization of parameters in earth system models are still being developed. In this proposal we will develop and apply surrogate algorithms that a) were especially developed for computationally expensive simulations like CLM-ME/N models; b) were (in the earlier surrogate optimization Stochastic RBF) demonstrated to perform very well on computationally expensive complex partial differential equations in earth science with limited numbers of simulations; and, c) will be (as part of the proposed research) significantly improved both by adding asynchronous parallelism, early truncation of unsuccessful simulations, and the improvement of both serial and parallel performance by the use of derivative and sensitivity information from global and local surrogate approximations S(x). The algorithm development and testing will be focused on the CLM-ME/N model application, but the methods are general and are expected to also perform well on optimization for parameter estimation of other climate models and other classes of continuous multimodal optimization problems arising from complex simulation models. In addition, this proposal will compile available datasets of emissions of methane, nitrous oxides and reactive nitrogen species and develop protocols for site level comparisons with the CLM-ME/N. Once the model parameters are optimized against site level data, the model will be simulated at the global level and compared to atmospheric concentration measurements for the current climate, and future emissions will be estimated using climate change as simulated by the CESM. This proposal combines experts in earth system modeling, optimization, computer science, and process level understanding of soil gas emissions in an interdisciplinary team in order to improve the modeling of methane and nitrogen gas emissions. This proposal thus meets the requirements of the SciDAC RFP, by integrating state-of-the-art computer science and earth system to build an improved earth system model.« less

Science Objectives and Design of the European Seas Observatory NETwork (ESONET)

NASA Astrophysics Data System (ADS)

Ruhl, H.; Géli, L.; Karstensen, J.; Colaço, A.; Lampitt, R.; Greinert, J.; Phannkuche, O.; Auffret, Y.

2009-04-01

The needs for a network of ocean observing systems cross many applied and research areas of earth and marine science. Many of the science areas that can be examined using such systems have direct impacts on societal health and well being and our understanding of ocean function in a shifting climate. The European Seas Observatory NETwork (ESONET) Network of Excellence has been evaluating ocean observatory design requirements, data management needs, standardization and interoperability concerns, social implications, outreach and education, as well as financial and legal aspects of developing such a system. ESONET has great potential to address a growing set of Earth science questions that require a broad and integrated network of ocean and seafloor observations. ESONET activities are also importantly integrating researchers in the European Community, as well as internationally. There is now wide recognition that research addressing science questions of international priority, such as understanding the potential impacts of climate change or geohazards like earthquakes and tsunamis should be conducted in a framework that can address questions across adequate temporal and spatial scales. We will present the relevant science priorities in the four interconnected fields of geoscience, physical oceanography, biogeochemistry, and marine ecology, and some of the practical ways in which these questions can be addressed using ESONET. Several key questions persist that will require comprehensive interdisciplinary approaches including: How can monitoring of factors such as seismic activity, fluid pore chemistry and pressure, improve seismic, slope failure, and tsunami warning? To what extent do seabed processes influence ocean physics, biogeochemistry, and marine ecosystems? How are physical and biogeochemical processes that occur at differing scales related? What aspects of physical oceanography and biogeochemical cycling will be most sensitive to climate change? What will the important feedbacks of potential ecological change be on biogeochemical cycles? What are the factors that control the distribution and abundance of marine life and what will the influence of anthropogenic change be? We will outline a set of science objectives and observation parameters to be collected at all ESONET sites, as well as a set of rather specific objectives and thus parameters that might only be measured at some sites. We will also present the preliminary module specifications now being considered by ESONET. In a practical sense the observatory design has been divided into those that will be included in a so called ‘generic' module and those that will be part of science-specific modules. Outlining preliminary module specifications is required to move forward with studies of observatory design and operation. These specifications are importantly provisional and can be updated as science needs and feasibility change. A functional cleavage not only comes between aspects that are considered generic or specific, but also the settings in which those systems will be used. For example, some modules will be on the seabed and some will be moored in the water column. In order to address many of the questions posed above ESONET users will require other supporting data from other programs from local to international levels. Examples of these other data sources include satellite oceanographic data, climatic data, air-sea interface data, and the known distribution and abundances of marine fauna. Thus the connection of ESONET to other programs is integral to its success. The development of ESONET provides a substantial opportunity for ocean science to evolve in Europe. Furthermore, ESONET and several other developing ocean observatory programs are integrating into larger science frameworks including the Global Earth Observation System of Systems (GEOSS) and Global Monitoring of Environment and Security (GMES) programs. It is only in a greater integrated framework that the full potential of the component systems will be realized.

Amira: Multi-Dimensional Scientific Visualization for the GeoSciences in the 21st Century

NASA Astrophysics Data System (ADS)

Bartsch, H.; Erlebacher, G.

2003-12-01

amira (www.amiravis.com) is a general purpose framework for 3D scientific visualization that meets the needs of the non-programmer, the script writer, and the advanced programmer alike. Provided modules may be visually assembled in an interactive manner to create complex visual displays. These modules and their associated user interfaces are controlled either through a mouse, or via an interactive scripting mechanism based on Tcl. We provide interactive demonstrations of the various features of Amira and explain how these may be used to enhance the comprehension of datasets in use in the Earth Sciences community. Its features will be illustrated on scalar and vector fields on grid types ranging from Cartesian to fully unstructured. Specialized extension modules developed by some of our collaborators will be illustrated [1]. These include a module to automatically choose values for salient isosurface identification and extraction, and color maps suitable for volume rendering. During the session, we will present several demonstrations of remote networking, processing of very large spatio-temporal datasets, and various other projects that are underway. In particular, we will demonstrate WEB-IS, a java-applet interface to Amira that allows script editing via the web, and selected data analysis [2]. [1] G. Erlebacher, D. A. Yuen, F. Dubuffet, "Case Study: Visualization and Analysis of High Rayleigh Number -- 3D Convection in the Earth's Mantle", Proceedings of Visualization 2002, pp. 529--532. [2] Y. Wang, G. Erlebacher, Z. A. Garbow, D. A. Yuen, "Web-Based Service of a Visualization Package 'amira' for the Geosciences", Visual Geosciences, 2003.

Classroom virtual lab experiments as teaching tools for explaining how we understand planetary processes

NASA Astrophysics Data System (ADS)

Hill, C. N.; Schools, H.; Research Team Members

2012-12-01

This presentation will report on a classroom pilot study in which we teamed with school teachers in four middle school classes to develop and deploy course modules that connect the real-world to virtual forms of laboratory experiments.The broad goal is to help students realize that seemingly complex Earth system processes can be connected to basic properties of the planet and that this can be illustrated through idealized experiment. Specifically the presentation will describe virtual modules based on on-demand cloud computing technologies that allow students to test the notion that pole equator gradients in radiative forcing together with rotation can explain characteristic patterns of flow in the atmosphere. The module developed aligns with new Massachusetts science standard requirements regarding understanding of weather and climate processes. These new standards emphasize an appreciation of differential solar heating and a qualitative understanding of the significance of rotation. In our preliminary classroom pilot studies we employed pre and post evaluation tests to establish that the modules had increased student knowledge of phenomenology and terms. We will describe the results of these tests as well as results from anecdotal measures of student response. This pilot study suggests that one way to help make Earth science concepts more tractable to a wider audience is through virtual experiments that distill phenomena down, but still retain enough detail that students can see the connection to the real world. Modern computer technology and developments in research models appear to provide an opportunity for more work in this area. We will describe some follow-up possibilities that we envisage.

Inquiring with Geoscience Datasets: Instruction and Assessment

NASA Astrophysics Data System (ADS)

Zalles, D.; Quellmalz, E.; Gobert, J.

2005-12-01

This session will describe a new NSF-funded project in Geoscience education, Inquiring with Geoscience Data Sets. The goals of the project are to (1) Study the impacts on student learning of Web-based supplementary curriculum modules that engage secondary-level students in inquiry projects addressing important geoscience problems using an Earth System Science approach. Students will use technologies to access real data sets in the geosciences and to interpret, analyze, and communicate findings based on the data sets. The standards addressed will include geoscience concepts, inquiry abilities in NSES and Benchmarks for Science Literacy, data literacy, NCTM standards, and 21st-century skills and technology proficiencies (NETTS/ISTE). (2) Develop design principles, specification templates, and prototype exemplars for technology-based performance assessments that provide evidence of students' geoscientific knowledge and inquiry skills (including data literacy skills) and students' ability to access, use, analyze, and interpret technology-based geoscience data sets. (3) Develop scenarios based on the specification templates that describe curriculum modules and performance assessments that could be developed for other Earth Science standards and curriculum programs. Also to be described in the session are the project's efforts to differentiate among the dimensions of data literacy and scientific inquiry that are relevant for the geoscience discplines, and how recognition and awareness of the differences can be effectively channelled for the betterment of geoscience education.

Incorporating a built environment module into an accelerated second-degree community health nursing course.

PubMed

Hays, Judith C; Davis, Jeffrey A; Miranda, Marie Lynn

2006-01-01

Environmental quality is a leading indicator of population health. Environmental health content has been integrated into the curriculum of an Accelerated Bachelor of Science in Nursing program for second-degree students through development of an environmental health nursing module for the final-semester community health nursing course. The module was developed through collaboration between two professional schools at Duke University (the School of Nursing and the Nicholas School of the Environment and Earth Sciences). It focused on the role of the built environment in community health and featured a mix of teaching strategies, including five components: (1) classroom lecture with associated readings, (2) two rounds of online small-group student discussions, (3) assessment of the built environment in local neighborhoods by student teams, (4) team presentation of the neighborhood assessments, and (5) individual student papers synthesizing the conclusions from all team presentations. The goal of the module was to provide nursing students with an organizing framework for integrating environmental health into clinical practice and an innovative tool for understanding community-level components of public health.

Internet Protocol Over Telemetry Testing for Earth Science Capability Demo Summary

NASA Technical Reports Server (NTRS)

Franz, Russ; Pestana, Mark; Bessent, Shedrick; Hang, Richard; Ng, Howard

2006-01-01

The development and flight tests described here focused on utilizing existing pulse code modulation (PCM) telemetry equipment to enable on-vehicle networks of instruments and computers to be a simple extension of the ground station network. This capability is envisioned as a necessary component of a global range that supports test and development of manned and unmanned airborne vehicles.

NanoRacks CubeSat Deployment

NASA Image and Video Library

2015-02-27

ISS042E290579 (02/27/2015) --- On Feb. 27 2015, a series of CubeSats, small experimental satellites, were deployed via a special device mounted on the Japanese Experiment Module (JEM) Remote Manipulator System (JEMRMS). Deployed satellites included twelve Dove sats, one TechEdSat-4, one GEARRSat, one LambdaSat, one MicroMas. These satellites perform a variety of functions from capturing new Earth imagery, to using microwave scanners to create 3D images of hurricanes, to even developing new methods for returning science samples back to Earth from space. The small satellites were deployed through the first week in March.

Using Geophysical Data in the Texas High School Course, Geology, Meteorology, and Oceanography

NASA Astrophysics Data System (ADS)

Ellins, K.; Olson, H.; Pulliam, J.; Schott, M. J.

2002-12-01

Science educators working directly with scientists to develop inquiry-based instructional materials in Earth science yield some of the best results. The TEXTEAMS (Texas Teachers Empowered for Achievement in Mathematics and Science) Leadership Training for the Texas high school science course, Geology, Meteorology and Oceanography (GMO) is one example of a successful program that provides high-quality training to master teachers using geophysical data collected by scientists at The University of Texas Institute for Geophysics (UTIG). TEXTEAMS is a certification program of professional development and leadership training sponsored by the National Science Foundation that is part of the Texas Statewide Systemic Initiative. UTIG scientists teamed with science educators at the Charles A. Dana Center for Mathematics and Science Education at UT and the Texas Education Agency to develop inquiry-based instructional materials for eight GMO modules. Our learning activities help students and teachers understand how Earth scientists interpret the natural world and test their hypotheses, and provide opportunities for the use of technology in classroom science learning; they are aligned with national and state teaching standards. Examples of TEXTEAMS GMO learning activities that use geophysical data. 1. Neotectonics: radiocarbon dates and elevation above current sea level of raised coral reefs in the New Georgia Islands are used to calculate rates of tectonic uplift and as a basis for the development of a conceptual model to explain the pattern of uplift that emerges from the data. 2. Large Igneous Provinces:geophysical logging data collected on ODP Leg 183 (Kerguelen Plateau) are analyzed to identify the transition from sediment to basement rock. 3. The Search for Black Gold: petroleum exploration requires the integration of geology, geophysics, petrophysics and geochemistry. Knowledge gained in previous GMO modules is combined with fundamental knowledge about economics to construct a petroleum prospect for a small oil and gas company. TEXTEAMS GMO Leadership Training uses mentoring of teachers by fellow teachers to implement effective teaching strategies and rigorous science curricula. More than 75 GMO teachers participated in the institutes and they in turn have trained about 2,250 other teachers. The number of students reached is about 67,500. The success of the GMO institutes have led to new partnerships between scientists and educators, and allowed UTIG to secure additional funds to promote K-12 Earth science education in Texas. They can serve as a template for other programs that are relevant to local communities and which utilize geophysical data and science.

Environmental Data-Driven Inquiry and Exploration (EDDIE)- Water Focused Modules for interacting with Big Hydrologic Data

NASA Astrophysics Data System (ADS)

Meixner, T.; Gougis, R.; O'Reilly, C.; Klug, J.; Richardson, D.; Castendyk, D.; Carey, C.; Bader, N.; Stomberg, J.; Soule, D. C.

2016-12-01

High-frequency sensor data are driving a shift in the Earth and environmental sciences. The availability of high-frequency data creates an engagement opportunity for undergraduate students in primary research by using large, long-term, and sensor-based, data directly in the scientific curriculum. Project EDDIE (Environmental Data-Driven Inquiry & Exploration) has developed flexible classroom activity modules designed to meet a series of pedagogical goals that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. The modules cover a wide range of topics, including lake physics and metabolism, stream discharge, water quality, soil respiration, seismology, and climate change. In this presentation we will focus on a sequence of modules of particular interest to hydrologists - stream discharge, water quality and nutrient loading. Assessment results show that our modules are effective at making students more comfortable analyzing data, improved understanding of statistical concepts, and stronger data analysis capability. This project is funded by an NSF TUES grant (NSF DEB 1245707).

NASA's James Webb Space Telescope Science Instruments Begin Final Super Cold Test at Goddard

NASA Image and Video Library

2017-12-08

At NASA's James Webb Space Telescope's final destination in space, one million miles away from Earth, it will operate at incredibly cold temperatures of -387 degrees Fahrenheit, or 40 degrees Kelvin. This is 260 degrees Fahrenheit colder than any place on the Earth’s surface has ever been. So first, this final super cold test at Goddard will prepare the Integrated Science Instrument Module (ISIM), or the “heart” of the telescope, for space. Read more: go.nasa.gov/1KFPwJG Contamination Control Engineer Alan Abeel conducts final inspections and places contamination foils before the start of the test. Credit: NASA/Goddard/Chris Gunn NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

Using NASA's Giovanni Web Portal to Access and Visualize Satellite-Based Earth Science Data in the Classroom

NASA Astrophysics Data System (ADS)

Lloyd, S. A.; Acker, J. G.; Prados, A. I.; Leptoukh, G. G.

2008-12-01

One of the biggest obstacles for the average Earth science student today is locating and obtaining satellite- based remote sensing datasets in a format that is accessible and optimal for their data analysis needs. At the Goddard Earth Sciences Data and Information Services Center (GES-DISC) alone, on the order of hundreds of Terabytes of data are available for distribution to scientists, students and the general public. The single biggest and time-consuming hurdle for most students when they begin their study of the various datasets is how to slog through this mountain of data to arrive at a properly sub-setted and manageable dataset to answer their science question(s). The GES DISC provides a number of tools for data access and visualization, including the Google-like Mirador search engine and the powerful GES-DISC Interactive Online Visualization ANd aNalysis Infrastructure (Giovanni) web interface. Giovanni provides a simple way to visualize, analyze and access vast amounts of satellite-based Earth science data. Giovanni's features and practical examples of its use will be demonstrated, with an emphasis on how satellite remote sensing can help students understand recent events in the atmosphere and biosphere. Giovanni is actually a series of sixteen similar web-based data interfaces, each of which covers a single satellite dataset (such as TRMM, TOMS, OMI, AIRS, MLS, HALOE, etc.) or a group of related datasets (such as MODIS and MISR for aerosols, SeaWIFS and MODIS for ocean color, and the suite of A-Train observations co-located along the CloudSat orbital path). Recently, ground-based datasets have been included in Giovanni, including the Northern Eurasian Earth Science Partnership Initiative (NEESPI), and EPA fine particulate matter (PM2.5) for air quality. Model data such as the Goddard GOCART model and MERRA meteorological reanalyses (in process) are being increasingly incorporated into Giovanni to facilitate model- data intercomparison. A full suite of data analysis and visualization tools is also available within Giovanni. The GES DISC is currently developing a systematic series of training modules for Earth science satellite data, associated with our development of additional datasets and data visualization tools for Giovanni. Training sessions will include an overview of the Earth science datasets archived at Goddard, an overview of terms and techniques associated with satellite remote sensing, dataset-specific issues, an overview of Giovanni functionality, and a series of examples of how data can be readily accessed and visualized.

An improved land biosphere module for use in the DCESS Earth system model (version 1.1) with application to the last glacial termination

NASA Astrophysics Data System (ADS)

Eichinger, Roland; Shaffer, Gary; Albarrán, Nelson; Rojas, Maisa; Lambert, Fabrice

2017-09-01

Interactions between the land biosphere and the atmosphere play an important role for the Earth's carbon cycle and thus should be considered in studies of global carbon cycling and climate. Simple approaches are a useful first step in this direction but may not be applicable for certain climatic conditions. To improve the ability of the reduced-complexity Danish Center for Earth System Science (DCESS) Earth system model DCESS to address cold climate conditions, we reformulated the model's land biosphere module by extending it to include three dynamically varying vegetation zones as well as a permafrost component. The vegetation zones are formulated by emulating the behaviour of a complex land biosphere model. We show that with the new module, the size and timing of carbon exchanges between atmosphere and land are represented more realistically in cooling and warming experiments. In particular, we use the new module to address carbon cycling and climate change across the last glacial transition. Within the constraints provided by various proxy data records, we tune the DCESS model to a Last Glacial Maximum state and then conduct transient sensitivity experiments across the transition under the application of explicit transition functions for high-latitude ocean exchange, atmospheric dust, and the land ice sheet extent. We compare simulated time evolutions of global mean temperature, pCO2, atmospheric and oceanic carbon isotopes as well as ocean dissolved oxygen concentrations with proxy data records. In this way we estimate the importance of different processes across the transition with emphasis on the role of land biosphere variations and show that carbon outgassing from permafrost and uptake of carbon by the land biosphere broadly compensate for each other during the temperature rise of the early last deglaciation.

Southeast Regional Clearinghouse(SERCH)Mini-grants:Big Impacts on Future Explorers

NASA Astrophysics Data System (ADS)

Runyon, C.; Guimond, K.

2004-12-01

SERCH is one of seven regional Broker/Facilitator programs funded by NASA's Space Science Mission Directorate. Our purpose is to promote space science awareness and to enhance interest in science, math, and technology through the use of NASA's mission data, information, and educational products. We work closely with educators and NASA-funded scientists in 14 states (AL, AR, DC, FL, GA, KY, LA, MD, MS, NC, PR, SC/VI, TN, and VA) throughout the southeastern U.S. to share what NASA is doing in space science. Every year SERCH dedicates money from its budget to support education/outreach initiatives that increase the awareness and understanding of the four major scientific themes, or forums from NASA's space science program: 1) Sun-Earth Connection, 2) Solar System Exploration, 3) Structure and Evolution of the Universe, and 4) Astronomical Search for Origins and Planetary Systems. SERCH is particularly interested in proposals for education/outreach efforts that establish strong and lasting partnerships between the space science and education communities and that support the NASA's education mission. We encourage innovative, inter-disciplinary teams involving both scientists and educators to apply. These peer-reviewed grants are awarded for a period of one year in amounts usually ranging from 5,000 to 10,000. Three examples of highly successful previous grant awards include: 1) Teaching Astronomy and Space Science in Kentucky (KY): Designed to improve knowledge of science core concepts and teaching skills in astronomy and space science and increased expertise in achieving current Kentucky academic expectations; 2) Development of Multi-media Space Science Education/Tutorial Modules (MD): The objective is the production of three "turn-key" internet-based multi-media student tutorial modules to enable the mostly part-time professors/instructors teaching introductory astronomy in community colleges to add exciting and cutting-edge topics to their existing astronomy courses; and 3) Space Science the Special Way (SSS Way) (VA): This conference focused on solutions to the challenges faced when accommodating inclusive earth/space science instruction to students from the following special needs groups: blind and visually impaired, deaf and hard of hearing and the learning disabled.

A Space and Atmospheric Visualization Science System

NASA Technical Reports Server (NTRS)

Szuszczewicz, E. P.; Blanchard, P.; Mankofsky, A.; Goodrich, C.; Kamins, D.; Kulkarni, R.; Mcnabb, D.; Moroh, M.

1994-01-01

SAVS (a Space and Atmospheric Visualization Science system) is an integrated system with user-friendly functionality that employs a 'push-button' software environment that mimics the logical scientific processes in data acquisition, reduction, analysis, and visualization. All of this is accomplished without requiring a detailed understanding of the methods, networks, and modules that link the tools and effectively execute the functions. This report describes SAVS and its components, followed by several applications based on generic research interests in interplanetary and magnetospheric physics (IMP/ISTP), active experiments in space (CRRES), and mission planning focused on the earth's thermospheric, ionospheric, and mesospheric domains (TIMED). The final chapters provide a user-oriented description of interface functionalities, hands-on operations, and customized modules, with details of the primary modules presented in the appendices. The overall intent of the report is to reflect the accomplishments of the three-year development effort and to introduce potential users to the power and utility of the integrated data acquisition, analysis, and visualization system.

Teaching And Learning Tectonics With Web-GIS

NASA Astrophysics Data System (ADS)

Anastasio, D. J.; Sahagian, D. L.; Bodzin, A.; Teletzke, A. L.; Rutzmoser, S.; Cirucci, L.; Bressler, D.; Burrows, J. E.

2012-12-01

Tectonics is a new curriculum enhancement consisting of six Web GIS investigations designed to augment a traditional middle school Earth science curriculum. The investigations are aligned to Disciplinary Core Ideas: Earth and Space Science from the National Research Council's (2012) Framework for K-12 Science Education and to tectonics benchmark ideas articulated in the AAAS Project 2061 (2007) Atlas of Science Literacy. The curriculum emphasizes geospatial thinking and scientific inquiry and consists of the following modules: Geohazards, which plate boundary is closest to me? How do we recognize plate boundaries? How does thermal energy move around the Earth? What happens when plates diverge? What happens when plate move sideways past each other? What happens when plates collide? The Web GIS interface uses JavaScript for simplicity, intuition, and convenience for implementation on a variety of platforms making it easier for diverse middle school learners and their teachers to conduct authentic Earth science investigations, including multidisciplinary visualization, analysis, and synthesis of data. Instructional adaptations allow students who are English language learners, have disabilities, or are reluctant readers to perform advanced desktop GIS functions including spatial analysis, map visualization and query. The Web GIS interface integrates graphics, multimedia, and animation in addition to newly developed features, which allow users to explore and discover geospatial patterns that would not be easily visible using typical classroom instructional materials. The Tectonics curriculum uses a spatial learning design model that incorporates a related set of frameworks and design principles. The framework builds on the work of other successful technology-integrated curriculum projects and includes, alignment of materials and assessments with learning goals, casting key ideas in real-world problems, engaging students in scientific practices that foster the use of key ideas, uses geospatial technology, and supports for teachers in adopting and implementing GIS and inquiry-based activities.

Earth Science Observations from the International Space Station: An Overview (Invited)

NASA Astrophysics Data System (ADS)

Kaye, J. A.

2013-12-01

The International Space Station (ISS) provides a unique and valuable platform for observing the Earth. With its mid-inclination (~51 degree) orbit, it provides the opportunity to view most of the Earth, with data acquisition possible over a full range of local times, in an orbit that nicely complements the polar sun-synchronous orbits used for much of space-based Earth observation, and can draw on a heritage of mid-inclination observations from both free flying satellites and the Space Shuttle program. The ISS, including its component observing modules supplied by NASA's international partners, can provide needed resources and viewing opportunities by a broad range of Earth-viewing scientific instruments. In this talk, the overall picture of Earth viewing from ISS will be presented, with examples from a range of past, current, and projected sensors being shared; talks on the ISS implementation for a subset of current and projected payload will be presented in individual talks presented by their their respective teams.

STS-55 German payload specialist Schlegel and MS3 Harris work in SL-D2 module

NASA Technical Reports Server (NTRS)

1993-01-01

STS-55 German Payload Specialist 2 Ulrich Walter, wearing special head gear, finds plenty of room to 'spread out' (head to the floor, feet at the ceiling) while conducting Tissue Thickness and Compliance Along Body Axis salt-water balance experiment in the Spacelab Deutsche 2 (SL-D2) science module aboard the Earth-orbiting Columbia, Orbiter Vehicle (OV) 102. Schlegel represents the German Aerospace Research Establishment (DLR). In the background, Mission Specialist 3 (MS3) Bernard A. Harris, Jr monitors an experiment in Rack 11, an experiment rack.

STS-42 crewmembers work in the IML-1 module located in OV-103's payload bay

NASA Image and Video Library

1992-01-30

STS042-201-009 (22-30 Jan 1992) --- Canadian Roberta L. Bondar, payload specialist representing the Canadian Space Agency (CSA), works at the International Microgravity Laboratory's (IML-1) biorack while astronaut Stephen S. Oswald, pilot, changes a film magazine on the IMAX camera. The two were joined by five fellow crew members for eight-days of scientific research aboard the Space Shuttle Discovery in Earth-orbit. Most of their on-duty time was spent in this IML-1 Science Module, positioned in the cargo bay and attached via a tunnel to Discovery's airlock.

Climate and the Carbon Cycle

NASA Astrophysics Data System (ADS)

Manley, Jim

2017-04-01

Climate and the Carbon Cycle EOS3a Science in tomorrow's classroom Students, like too much of the American public, are largely unaware or apathetic to the changes in world climate and the impact that these changes have for life on Earth. A study conducted by Michigan State University and published in 2011 by Science Daily titled 'What carbon cycle? College students lack scientific literacy, study finds'. This study relates how 'most college students in the United States do not grasp the scientific basis of the carbon cycle - an essential skill in understanding the causes and consequences of climate change.' The study authors call for a new approach to teaching about climate. What if teachers better understood vital components of Earth's climate system and were able to impart his understanding to their students? What if students based their responses to the information taught not on emotion, but on a deeper understanding of the forces driving climate change, their analysis of the scientific evidence and in the context of earth system science? As a Middle School science teacher, I have been given the opportunity to use a new curriculum within TERC's EarthLabs collection, Climate and the Carbon Cycle, to awaken those brains and assist my students in making personal lifestyle choices based on what they had learned. In addition, with support from TERC and The University of Texas Institute for Geophysics I joined others to begin training other teachers on how to implement this curriculum in their classrooms to expose their students to our changing climate. Through my poster, I will give you (1) a glimpse into the challenges faced by today's science teachers in communicating the complicated, but ever-deepening understanding of the linkages between natural and human-driven factors on climate; (2) introduce you to a new module in the EarthLabs curriculum designed to expose teachers and students to global scientific climate data and instrumentation; and (3) illustrate how student worldviews are changed though exposure to the latest in scientific discovery and understanding.

Connecting with Teachers and Students through K-12 Outreach Activities

NASA Astrophysics Data System (ADS)

Chapman, Susan; Lindbo, David; Robinson, Clay

2014-05-01

The Soil Science Society of America has invested heavily in a significant outreach effort to reach teachers and students in the primary/secondary grades (K-12 grades in US/Canada) to raise awareness of soil as a critical resource. The SSSA K-12 committee has been charged with increasing interest and awareness of soil science as a scientific pursuit and career choice, and providing resources that integrate more information on soil science into biology, chemistry, physics, and earth science areas taught at multiple grade levels. Activities center around five main areas: assessment and standards, learning modules/lesson plans, website development, and books and materials, and partnership activities. Members (professionals and students) of SSSA are involved through committee participation, local events, materials review, and project development.

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

NASA Astrophysics Data System (ADS)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC framework therefore have the potential for users to develop and impliment inderdisciplinary lesson plans, including multi-segmented units designed to function as independent educational segments, that combine to provide broader subject exploration and deeper understanding of Earth system relationships.

STS-47 MS Davis holds mixed protein sample while working at SLJ Rack 7 FFEU

NASA Image and Video Library

1992-09-20

STS047-03-024 (12 - 20 Sept 1992) --- Astronaut N. Jan Davis, mission specialist, talks to ground controllers as she works with the Free Flow Electrophoresis Unit (FFEU) in the Science Module of the Earth-orbiting Space Shuttle Endeavour. Davis joined five other NASA astronauts and a Japanese payload specialist for eight days of scientific research onboard Endeavour.

The Story of the Oceans and Salt. What We Take from Our Environment. Science and Technology Education in Philippine Society.

ERIC Educational Resources Information Center

Philippines Univ., Quezon City. Science Education Center.

This module provides information on: (1) the origin of the oceans; (2) sources of minerals and salt found in the sea; and (3) the role and uses of salt in various cultures (stating, for example, that the expression "salt of the earth" describes a person who is considered one of the best). (JN)

Water Exploration: An Online High School Water Resource Education Program

NASA Astrophysics Data System (ADS)

Ellins, K. K.; McCall, L. R.; Amos, S.; McGowan, R. F.; Mote, A.; Negrito, K.; Paloski, B.; Ryan, C.; Cameron, B.

2010-12-01

The Institute for Geophysics at The University of Texas at Austin and 4empowerment.com, a Texas-based for-profit educational enterprise, teamed up with the Texas Water Development Board to develop and implement a Web-based water resources education program for Texas high school students. The program, Water Exploration uses a project-based learning approach called the Legacy Cycle model to permit students to conduct research and build an understanding about water science and critical water-related issues, using the Internet and computer technology. The three Legacy Cycle modules in the Water Exploration curriculum are: Water Basics, Water-Earth Dynamics and People Need Water. Within each Legacy Cycle there are three different challenges, or instructional modules, laid out as projects with clearly stated goals for students to carry out. Each challenge address themes that map to the water-related “Big Ideas” and supporting concepts found in the new Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science. As students work through a challenge they follow a series of steps, each of which is associated (i.e., linked online) with a manageable number of corresponding, high quality, research-based learning activities and Internet resources, including scholarly articles, cyber tools, and visualizations intended to enhance understanding of the concepts presented. The culmination of each challenge is a set of “Go Public” products that are the students’ answers to the challenge and which serve as the final assessment for the challenge. The “Go Public” products are posted to a collaborative workspace on the Internet as the “legacy” of the students’ work, thereby allowing subsequent groups of students who take the challenge to add new products. Twenty-two science educators have been trained on the implementation of the Water Exploration curriculum. A graduate student pursuing a master’s degree in science education through The University of Texas’ UTEACH program is conducting research to track the teachers’ implementation of Water Exploration and assess their comfort with cyber-education through classroom observations, students and teacher surveys, and evaluation of students’ “Go Public” products.

A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.

A Gigabit-per-Second Ka-Band Demonstration Using a Reconfigurable FPGA Modulator

NASA Technical Reports Server (NTRS)

Lee, Dennis; Gray, Andrew A.; Kang, Edward C.; Tsou, Haiping; Lay, Norman E.; Fong, Wai; Fisher, Dave; Hoy, Scott

2005-01-01

Gigabit-per-second communications have been a desired target for future NASA Earth science missions, and for potential manned lunar missions. Frequency bandwidth at S-band and X-band is typically insufficient to support missions at these high data rates. In this paper, we present the results of a 1 Gbps 32-QAM end-to-end experiment at Ka-band using a reconfigurable Field Programmable Gate Array (FPGA) baseband modulator board. Bit error rate measurements of the received signal using a software receiver demonstrate the feasibility of using ultra-high data rates at Ka-band, although results indicate that error correcting coding and/or modulator predistortion must be implemented in addition. Also, results of the demonstration validate the low-cost, MOS-based reconfigurable modulator approach taken to development of a high rate modulator, as opposed to more expensive ASIC or pure analog approaches.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Infusion of Climate Change and Geospatial Science Concepts into Environmental and Biological Science Curriculum

NASA Astrophysics Data System (ADS)

Balaji Bhaskar, M. S.; Rosenzweig, J.; Shishodia, S.

2017-12-01

The objective of our activity is to improve the students understanding and interpretation of geospatial science and climate change concepts and its applications in the field of Environmental and Biological Sciences in the College of Science Engineering and Technology (COEST) at Texas Southern University (TSU) in Houston, TX. The courses of GIS for Environment, Ecology and Microbiology were selected for the curriculum infusion. A total of ten GIS hands-on lab modules, along with two NCAR (National Center for Atmospheric Research) lab modules on climate change were implemented in the "GIS for Environment" course. GIS and Google Earth Labs along with climate change lectures were infused into Microbiology and Ecology courses. Critical thinking and empirical skills of the students were assessed in all the courses. The student learning outcomes of these courses includes the ability of students to interpret the geospatial maps and the student demonstration of knowledge of the basic principles and concepts of GIS (Geographic Information Systems) and climate change. At the end of the courses, students developed a comprehensive understanding of the geospatial data, its applications in understanding climate change and its interpretation at the local and regional scales during multiple years.

Seamless online science workflow development and collaboration using IDL and the ENVI Services Engine

NASA Astrophysics Data System (ADS)

Harris, A. T.; Ramachandran, R.; Maskey, M.

2013-12-01

The Exelis-developed IDL and ENVI software are ubiquitous tools in Earth science research environments. The IDL Workbench is used by the Earth science community for programming custom data analysis and visualization modules. ENVI is a software solution for processing and analyzing geospatial imagery that combines support for multiple Earth observation scientific data types (optical, thermal, multi-spectral, hyperspectral, SAR, LiDAR) with advanced image processing and analysis algorithms. The ENVI & IDL Services Engine (ESE) is an Earth science data processing engine that allows researchers to use open standards to rapidly create, publish and deploy advanced Earth science data analytics within any existing enterprise infrastructure. Although powerful in many ways, the tools lack collaborative features out-of-box. Thus, as part of the NASA funded project, Collaborative Workbench to Accelerate Science Algorithm Development, researchers at the University of Alabama in Huntsville and Exelis have developed plugins that allow seamless research collaboration from within IDL workbench. Such additional features within IDL workbench are possible because IDL workbench is built using the Eclipse Rich Client Platform (RCP). RCP applications allow custom plugins to be dropped in for extended functionalities. Specific functionalities of the plugins include creating complex workflows based on IDL application source code, submitting workflows to be executed by ESE in the cloud, and sharing and cloning of workflows among collaborators. All these functionalities are available to scientists without leaving their IDL workbench. Because ESE can interoperate with any middleware, scientific programmers can readily string together IDL processing tasks (or tasks written in other languages like C++, Java or Python) to create complex workflows for deployment within their current enterprise architecture (e.g. ArcGIS Server, GeoServer, Apache ODE or SciFlo from JPL). Using the collaborative IDL Workbench, coupled with ESE for execution in the cloud, asynchronous workflows could be executed in batch mode on large data in the cloud. We envision that a scientist will initially develop a scientific workflow locally on a small set of data. Once tested, the scientist will deploy the workflow to the cloud for execution. Depending on the results, the scientist may share the workflow and results, allowing them to be stored in a community catalog and instantly loaded into the IDL Workbench of other scientists. Thereupon, scientists can clone and modify or execute the workflow with different input parameters. The Collaborative Workbench will provide a platform for collaboration in the cloud, helping Earth scientists solve big-data problems in the Earth and planetary sciences.

Cyberlearning for Climate Literacy: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Buhr, S. M.; Gold, A. U.; Ledley, T. S.; Mooney, M. E.; Niepold, F.

2010-12-01

Cyberlearning tools provide cost and carbon-efficient avenues for fostering a climate literate society through online engagement with learners. With climate change education becoming a Presidential Priority in 2009, funding for grants from NSF, NASA and NOAA is leading to a new generation of cyberlearning resources that supplement existing online resources. This paper provides an overview of challenges and opportunities relating to the online delivery of high quality, often complex climate science by examining several existing and emerging efforts, including the Climate Literacy and Energy Awareness Network (CLEAN,) a National Science Digital Library Pathway, the development by CIRES Education and Outreach of the Inspiring Climate Education Excellence (ICEE) online course, TERC’s Earth Exploration Toolbook (EET,) DataTools, and EarthLab modules, the NOAA Climate Stewards Education Program (CSEP) that utilizes the NSTA E-Learning Center, online efforts by members of the Federation of Earth Science Information Partners (ESIP), UCAR’s Climate Discovery program, and the Climate Adaptation, Mitigation e-Learning (CAMeL) project. In addition, we will summarize outcomes of the Cyberlearning for Climate Literacy workshop held in Washington DC in the Fall of 2009 and examine opportunities for teachers to develop and share their own lesson plans based on climate-related web resources that currently lack built-in learning activities, assessments or teaching tips.

Engaging students in geodesy: A quantitative InSAR module for undergraduate tectonics and geophysics classes

NASA Astrophysics Data System (ADS)

Taylor, H.; Charlevoix, D. J.; Pritchard, M. E.; Lohman, R. B.

2013-12-01

In the last several decades, advances in geodetic technology have allowed us to significantly expand our knowledge of processes acting on and beneath the Earth's surface. Many of these advances have come as a result of EarthScope, a community of scientists conducting multidisciplinary Earth science research utilizing freely accessible data from a variety of instruments. The geodetic component of EarthScope includes the acquisition of synthetic aperture radar (SAR) images, which are archived at the UNAVCO facility. Interferometric SAR complements the spatial and temporal coverage of GPS and allows monitoring of ground deformation in remote areas worldwide. However, because of the complex software required for processing, InSAR data are not readily accessible to most students. Even with these challenges, exposure at the undergraduate level is important for showing how geodesy can be applied in various areas of the geosciences and for promoting geodesy as a future career path. Here we present a module focused on exploring the tectonics of the western United States using InSAR data for use in undergraduate tectonics and geophysics classes. The module has two major objectives: address topics concerning tectonics in the western U.S. including Basin and Range extension, Yellowstone hotspot activity, and creep in southern California, and familiarize students with how imperfect real-world data can be manipulated and interpreted. Module questions promote critical thinking skills and data literacy by prompting students to use the information given to confront and question assumptions (e.g. 'Is there a consistency between seismic rates and permanent earthquake deformation? What other factors might need to be considered besides seismicity?'). The module consists of an introduction to the basics of InSAR and three student exercises, each focused on one of the topics listed above. Students analyze pre-processed InSAR data using MATLAB, or an Excel equivalent, and draw on GPS and creepmeter datasets for comparison. Exercises were developed following Backward Design and initial feedback was provided by curriculum experts and several undergraduate students. Evaluation of the impact of the module on student understanding of InSAR will be conducted in the fall with volunteers from tectonics and geophysics classes. Students will be given pre- and post-module surveys to evaluate overall effectiveness and areas for improvement. This module will be disseminated on the UNAVCO website after finalization.

Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

NASA Astrophysics Data System (ADS)

Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of "Water in the Solar System" and lessons learned.

Evolution of NASA's Near-Earth Tracking and Data Relay Satellite System (TDRSS)

NASA Technical Reports Server (NTRS)

Flaherty, Roger; Stocklin, Frank; Weinberg, Aaron

2006-01-01

NASA's Tracking and Data Relay Satellite System (TDRSS) is now in its 23rd year of operations and its spacecraft fleet includes three second-generation spacecraft launched since the year 2000; a figure illustrates the first generation TDRSS spacecraft. During this time frame the TDRSS has provided communications relay support to a broad range of missions, with emphasis on low-earth-orbiting (LEO) spacecraft that include unmanned science spacecraft (e.g., Hubble Space Telescope), and human spaceflight (Space Shuttle and Space Station). Furthermore, the TDRSS has consistently demonstrated its uniqueness and adaptability in several ways. First, its S- and K-band services, combined with its multi-band/steerable single-access (SA) antennas and ground-based configuration flexibility, have permitted the mission set to expand to unique users such as scientific balloons and launch vehicles. Second, the bent-pipe nature of the system has enabled the introduction of new/improved services via technology insertion and upgrades at each of the ground terminals; a specific example here is the Demand Access Service (DAS), which, for example, is currently providing science-alert support to NASA science missions Third, the bent-pipe nature of the system, combined with the flexible ground-terminal signal processing architecture has permitted the demonstration/vaIidation of new techniques/services/technologies via a real satellite channel; over the past 10+ years these have, for example, included demonstrations/evaluations of emerging modulation/coding techniques. Given NASA's emerging Exploration plans, with missions beginning later this decade and expanding for decades to come, NASA is currently planning the development of a seamless, NASA-wide architecture that must accommodate missions from near-earth to deep space. Near-earth elements include Ground-Network (GN) and Near-Earth Relay (NER) components and both must efficiently and seamlessly support missions that encompass: earth orbit, including dedicated science missions and lunar support/cargo vehicles; earth/moon transit; lunar in-situ operations; and other missions within approximately 2 million km of earth (e.g., at the sun/earth libration points). Given that the NER is an evolution of TDRSS, one element of this NASA-wide architecture development activity is a trade study of future NER architecture candidates. The present paper focuses on trade study aspects associated with the NER, highlights study elements, and provides representative interim results.

Advanced Colloids Experiment-1 (ACE-1)

NASA Image and Video Library

2013-07-22

ISS036-E-023770 (22 July 2013) --- NASA astronaut Chris Cassidy, Expedition 36 flight engineer, conducts science work with the ongoing experiment Advanced Colloids Experiment-1 (ACE-1) inside the Fluids Integrated Rack. The experiment observes colloids, microscopic particles evenly dispersed throughout materials, with the potential for manufacturing improved materials and products on Earth. Cassidy is working at the Light Microscopy Module (LMM) in the Destiny laboratory of the International Space Station.

KSC-98pc1707

NASA Image and Video Library

1998-11-16

KENNEDY SPACE CENTER, FLA. -- In the last light before nightfall, workers watch as others check the fittings on the cranes lowering the container that encases U.S. laboratory module onto the bed of a trailer, waiting with its lights on for the move to the Space Station Processing Facility. Intended for the International Space Station, the lab is scheduled to undergo pre-launch preparations before its launch aboard the Shuttle Endeavour on mission STS-98. The laboratory comprises three cylindrical sections with two end cones. Each end-cone contains a hatch opening for entering and exiting the lab. The lab will provide a shirtsleeve environment for research in the areas of life science, microgravity science, Earth science and space science. Designated Flight 5A, this mission is targeted for launch in early 2000

Apollo 15 Mission Report

NASA Technical Reports Server (NTRS)

1971-01-01

A detailed discussion is presented of the Apollo 15 mission, which conducted exploration of the moon over longer periods, greater ranges, and with more instruments of scientific data acquisition than previous missions. The topics include trajectory, lunar surface science, inflight science and photography, command and service module performance, lunar module performance, lunar surface operational equipment, pilot's report, biomedical evaluation, mission support performance, assessment of mission objectives, launch phase summary, anomaly summary, and vehicle and equipment descriptions. The capability of transporting larger payloads and extending time on the moon were demonstrated. The ground-controlled TV camera allowed greater real-time participation by earth-bound personnel. The crew operated more as scientists and relied more on ground support team for systems monitoring. The modified pressure garment and portable life support system provided better mobility and extended EVA time. The lunar roving vehicle and the lunar communications relay unit were also demonstrated.

STS-55 Pilot Henricks with baroreflex collar in SL-D2 module onboard OV-102

NASA Image and Video Library

1993-05-06

STS055-233-019 (26 April-6 May 1993) --- Terence T. (Tom) Henricks, STS-55 pilot, wears a special collar for a space adaptation experiment in the science module onboard the Earth-orbiting Space Shuttle Columbia. The Baroreflex (BA) experiment is designed to investigate the theory that light-headedness and a reduction in blood pressures upon standing after landing may arise because the normal reflex system regulating blood pressure behaves differently after having adapted to a microgravity environment. These space-based measurements of the baroreflex will be compared to ground measurements to determine if microgravity affects the reflex.

STS-50 Columbia, Orbiter Vehicle (OV) 102, crew insignia

NASA Image and Video Library

1999-07-26

STS050-S-001 (January 1992) --- Designed by the flight crew, the insignia for the United States Microgravity Laboratory (USML-1), captures a space shuttle traveling above Earth while trailing the USML banner. The orbiter is oriented vertically in a typical attitude for microgravity science and in this position represents the numeral 1 in the mission's abbreviated title. This flight represents the first in a series of USML flights on which the primary objective is microgravity science, planned and executed through the combined efforts of the United States of America's government, industry and academia. Visible in the payload bay are the Spacelab module, and the extended duration orbiter "cryo" pallet which will be making its first flight. The small g and Greek letter mu on the Spacelab module symbolize the microgravity environment being used for research in the areas of materials science and fluid physics. The large block letter U extends outside the patch perimeter, symbolizing the potential for the experiments on this flight to expand the current boundaries of knowledge in microgravity science. The Stars and Stripes of the USML block letters and the United States landmass in the Earth scene below reflect the crew's pride in the United States origin of all onboard experiments. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the forms of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, the change will be publicly announced. Photo credit: NASA

From Pixels to Planets

NASA Technical Reports Server (NTRS)

Brownston, Lee; Jenkins, Jon M.

2015-01-01

The Kepler Mission was launched in 2009 as NASAs first mission capable of finding Earth-size planets in the habitable zone of Sun-like stars. Its telescope consists of a 1.5-m primary mirror and a 0.95-m aperture. The 42 charge-coupled devices in its focal plane are read out every half hour, compressed, and then downlinked monthly. After four years, the second of four reaction wheels failed, ending the original mission. Back on earth, the Science Operations Center developed the Science Pipeline to analyze about 200,000 target stars in Keplers field of view, looking for evidence of periodic dimming suggesting that one or more planets had crossed the face of its host star. The Pipeline comprises several steps, from pixel-level calibration, through noise and artifact removal, to detection of transit-like signals and the construction of a suite of diagnostic tests to guard against false positives. The Kepler Science Pipeline consists of a pipeline infrastructure written in the Java programming language, which marshals data input to and output from MATLAB applications that are executed as external processes. The pipeline modules, which underwent continuous development and refinement even after data started arriving, employ several analytic techniques, many developed for the Kepler Project. Because of the large number of targets, the large amount of data per target and the complexity of the pipeline algorithms, the processing demands are daunting. Some pipeline modules require days to weeks to process all of their targets, even when run on NASA's 128-node Pleiades supercomputer. The software developers are still seeking ways to increase the throughput. To date, the Kepler project has discovered more than 4000 planetary candidates, of which more than 1000 have been independently confirmed or validated to be exoplanets. Funding for this mission is provided by NASAs Science Mission Directorate.

Globalization and Mobilization of Earth Science Education with GeoBrain Geospatial Web Service Technology

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2005-12-01

The needs for Earth science education to prepare students as globally-trained geoscience workforce increase tremendously with globalization of the economy. However, current academic programs often have difficulties in providing students world-view training or experiences with global context due to lack of resources and suitable teaching technology. This paper presents a NASA funded project with insights and solutions to this problem. The project aims to establish a geospatial data-rich learning and research environment that enable the students, faculty and researchers from institutes all over the world easily accessing, analyzing and modeling with the huge amount of NASA EOS data just like they possess those vast resources locally at their desktops. With the environment, classroom demonstration and training for students to deal with global climate and environment issues for any part of the world are possible in any classroom with Internet connection. Globalization and mobilization of Earth science education can be truly realized through the environment. This project, named as NASA EOS Higher Education Alliance: Mobilization of NASA EOS Data and Information through Web Services and Knowledge Management Technologies for Higher Education Teaching and Research, is built on profound technology and infrastructure foundations including web service technology, NASA EOS data resources, and open interoperability standards. An open, distributed, standard compliant, interoperable web-based system, called GeoBrain, is being developed by this project to provide a data-rich on-line learning and research environment. The system allows users to dynamically and collaboratively develop interoperable, web-executable geospatial process and analysis modules and models, and run them on-line against any part of the peta-byte archives for getting back the customized information products rather than raw data. The system makes a data-rich globally-capable Earth science learning and research environment, backed by NASA EOS data and computing resources that are unavailable to students and professors before, available to them at their desktops free of charge. In order to efficiently integrate this new environment into Earth science education and research, a NASA EOS Higher Education Alliance (NEHEA) is formed. The core members of NEHEA consist of the GeoBrain development team led by LAITS at George Mason University and a group of Earth science educators selected from an open RFP process. NEHEA is an open and free alliance. NEHEA welcomes Earth science educators around the world to join as associate members. NEHEA promotes international research and education collaborations in Earth science. NEHEA core members will provide technical support to NEHEA associate members for incorporating the data-rich learning environment into their teaching and research activities. The responsibilities of NEHEA education members include using the system in their research and teaching, providing feedback and requirements to the development team, exchanging information on the utilization of the system capabilities, participating in the system development, and developing new curriculums and research around the environment provided by GeoBrain.

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.

Interdisciplinary Climate Change Curriculum Materials based on the Next Generation Science Standards and The Earth Charter

NASA Astrophysics Data System (ADS)

Barbosa, A.; Robertson, W. H.

2013-12-01

In the 2012, the National Research Council (NRC) of the National Academies' reported that one of the major issues associated with the development of climate change curriculum was the lack of interdisciplinary materials that also promoted a correlation between science standards and content. Therefore, in order to respond to this need, our group has developed an interdisciplinary climate change curriculum that has had as its fundamental basis the alignment with the guidelines presented by the Next Generation Science Standards (NGSS) and the ones presented by the international document entitled The Earth Charter. In this regards, while the alignment with NGSS disciplinary core ideas, cross-concepts and students' expectations intended to fulfill the need for the development of climate change curriculum activities that were directly associated with the appropriate set of NGSS guidelines, the alignment with The Earth Charter document intended to reinforce the need the for the integration of sociological, philosophical and intercultural analysis of the theme 'climate change'. Additionally, our curriculum was also developed as part of a collaborative project between climate scientists and engineers, who are responsible for the development of a Regional Arctic Simulation Model (RASM). Hence, another important curriculum constituent was the feedback, suggestions and reviews provided by these professionals, who have also contributed to these pedagogical materials' scientific accuracy by facilitating the integration of datasets and visualizations developed by RASM. Furthermore, our group has developed a climate change curriculum for two types of audience: high school and early undergraduate students. Each curriculum unit is divided into modules and each module contains a set of lesson plans. The topics selected to compose each unit and module were designated according to the surveys conducted with scientists and engineers involved with the development of the climate change simulation model. Inside each module, we have provided a description of the general topic being addressed, the appropriate grade levels, students' required prior knowledge, the correspondent NGSS topics, disciplinary core ideas and students' performance expectations, purpose of the activities, and lesson plan activities. Each lesson plan activity is composed by the following: an introductory text that aims at explaining the topic, activities description (classroom tasks and optional classroom activities), time frame, materials, assessment, additional readings and online resources (scientific journals, online simulation models, and books). Each module presents activities and discussions that incorporate historical, philosophical, sociological and/or scientific perspectives on the topics being addressed. Moreover, the activities and lesson plans designed to compose our curriculum have the potential of being used either individually or together, according to the teacher and topic of interest, at the same time that each unit can also be used as a full semester course.

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.

A Comparison of Astronomy/Science Attitudes Among Students and Secondary Teachers

NASA Astrophysics Data System (ADS)

Kareva, Anna; Miller, S.; Foster, A.; James, C. R.

2014-01-01

The Astronomy Summer School of East Texas was designed to address the needs of rural schools in the Walker County region of East Texas. This region is populated by poorer schools with fewer science resources and underperforming students on standardized tests, resulting in many of the school districts being rated as “academically unacceptable”. The goal of the workshop was to provide a suite of active learning modules to regional 6 - 12 grade teachers, which they can then use in their classrooms to actively engage their students in the use of real science data. As part of the workshop, we administered Zeilik’s pre/post attitude survey towards astronomy/science to assess whether the participant’s attitudes changed over the course of the two-week workshop. While we found no statistically significant shift in attitudes, we were surprised at some of the attitudes that secondary science teachers held. We will summarize their attitudes and compare them with attitude data gathered from their students, along with those of college students enrolled in introductory astronomy courses at Sam Houston State University. With this data, we will present the differences in attitudes with age between middle school, high school and college students, along with difference in attitudes between teachers and students. This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

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…

Engaging Undergraduates in Methods of Communicating Global Climate Change

NASA Astrophysics Data System (ADS)

Hall, C.; Colgan, M. W.; Humphreys, R. R.

2010-12-01

Global Climate Change has become a politically contentious issue in large part because of the failure of scientists to effectively communicate this complex subject to the general public. In a Global Change class, offered within a science department and therefore focused primarily on the underlying science, we have incorporated a citizen science module into the course to raise awareness among future scientists to the importance of communicating information to a broad and diverse audience. The citizen science component of this course focuses on how the predicted climate changes will alter the ecologic and economic landscape of the southeastern region. Helping potential scientists to learn to effectively communicate with the general public is particularly poignant for this predominate southern student body. A Pew Research Center for the People and the Press study found that less than 50% of Southerners surveyed felt that global warming is a very serious problem and over 30% of Southerners did not believe that there was any credible evidence that the Earth is warming. This interdisciplinary and topical nature of the course attracts student from a variety of disciplines, which provides the class with a cross section of students not typically found in most geology classes. This mixture provides a diversity of skills and interest that leads to success of the Citizen Science component. This learning approach was adapted from an education module developed through the Earth System Science Education Alliance and a newly developed component to that program on citizen science. Student teams developed several citizen science-related public service announcements concerning projected global change effects on Charleston and the South Carolina area. The scenario concerned the development of an information campaign for the City of Charleston, culminating with the student presentations on their findings to City officials. Through this real-life process, the students developed new strategies that inform their own means of communicating science, whether to the general public, to peers, or to other scientists. This course with the citizen science component serves as a model for other programs. Incorporating a communication aspect into science courses that revolve around complex but socially important topics, such as global climate change, is necessary in building the confidence in our science students to communicate effectively, imaginatively, and memorably. In addition, the students gain a deeper understanding and appreciation of the necessity to communicate to public audiences and the value of outreach to the community.

Rising Above the Storm: DIG TEXAS

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Miller, K. C.; Bednarz, S. W.; Mosher, S.

2011-12-01

For a decade Texas educators, scientists and citizens have shown a commitment to earth science education through planning at the national and state levels, involvement in earth science curriculum and teacher professional development projects, and the creation of a model senior level capstone Earth and Space Science course first offered in 2010 - 2011. The Texas state standards for Earth and Space Science demonstrate a shift to rigorous content, career relevant skills and use of 21st century technology. Earth and Space Science standards also align with the Earth Science, Climate and Ocean Literacy framework documents. In spite of a decade of progress K-12 earth science education in Texas is in crisis. Many school districts do not offer Earth and Space Science, or are using the course as a contingency for students who fail core science subjects. The State Board for Educator Certification eliminated Texas' secondary earth science teacher certification in 2009, following the adoption of the new Earth and Space Science standards. This makes teachers with a composite teacher certification (biology, physics and chemistry) eligible to teach Earth and Space Science, as well other earth science courses (e.g., Aquatic Science, Environmental Systems/Science) even if they lack earth science content knowledge. Teaching materials recently adopted by the State Board of Education do not include Earth and Space Science resources. In July 2011 following significant budget cuts at the 20 Education Service Centers across Texas, the Texas Education Agency eliminated key staff positions in its curriculum division, including science. This "perfect storm" has created a unique opportunity for a university-based approach to confront the crisis in earth science education in Texas which the Diversity and Innovation in the Geosciences (DIG) TEXAS alliance aims to fulfill. Led by the Texas A&M University College of Geosciences and The University of Texas Jackson School of Geosciences, with initial assistance of the American Geophysical Union, the alliance comprises earth scientists and educators at higher education institutions across the state, and science teachers, united to improve earth science literacy (geoscience-earth, ocean, atmospheric, planetary, and geography) among Texas science teachers in order to attract individuals from groups underrepresented in STEM fields to pursue earth science as a career. Members of the alliance are affiliated with one of eight regional DIG TEXAS hub institutions. With an NSF planning grant, DIG TEXAS leaders created the DIG TEXAS brand, developed a project website, organized and held the first community meeting in March, 2011 at Exxon Mobil's Training Center in Houston. DIG TEXAS members have also delivered testimony to the State Board for Educator Certification in support of a new earth science teacher certification and collaborated on proposals that seek funding to support recommendations formulated at the community meeting.

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.

STS-40 crewmembers remove specimens from SLS-1 Rack 9 Refrigerator / Freezer

NASA Image and Video Library

1991-06-14

STS040-202-033 (5-14 June 1991) --- A medium closeup scene shows astronaut James P. Bagian (left) and an unidentified crewmember (partially out of frame) looking at a vacant refrigerator in the Spacelab Life Sciences (SLS-1) module aboard the Earth-orbiting Space Shuttle Columbia. Following the detection of problems with the refrigerator, its contents were temporarily removed. This scene was photographed with a 35mm camera.

STDCE, Payload Specialist Fred Leslie works at the STDCE rack in USML-2 Spacelab

NASA Image and Video Library

1995-11-05

STS073-103-015 (20 October-5 November 1995) --- Payload specialist Fred W. Leslie works with the Surface Tension Driven Convection Experiment (STDCE) aboard the science module in the cargo bay of the Earth-orbiting Space Shuttle Columbia. Leslie joined another guest researcher and five NASA astronauts for 16 full days of in-space research in support of the United States Microgravity Laboratory (USML-2) mission.

EarthLabs Meet Sister Corita Kent

NASA Astrophysics Data System (ADS)

Quartini, E.; Ellins, K. K.; Cavitte, M. G.; Thirumalai, K.; Ledley, T. S.; Haddad, N.; Lynds, S. E.

2013-12-01

The EarthLabs project provides a framework to enhance high school students' climate literacy and awareness of climate change. The project provides climate science curriculum and teacher professional development, followed by research on students' learning as teachers implement EarthLabs climate modules in the classroom. The professional development targets high school teachers whose professional growth is structured around exposure to current climate science research, data observation collection and analysis. During summer workshops in Texas and Mississippi, teachers work through the laboratories, experiments, and hand-on activities developed for their students. In summer 2013, three graduate students from the University of Texas at Austin Institute for Geophysics with expertise in climate science participated in two weeklong workshops. The graduate students partnered with exemplary teacher leaders to provide scientific content and lead the EarthLabs learning activities. As an experiment, we integrated a visit to the Blanton Museum and an associated activity in order to motivate participants to think creatively, as well as analytically, about science. This exercise was inspired by the work and educational philosophy of Sister Corita Kent. During the visit to the Blanton Museum, we steered participants towards specific works of art pre-selected to emphasize aspects of the climate of Texas and to draw participants' attention to ways in which artists convey different concepts. For example, artists use of color, lines, and symbols conjure emotional responses to imagery in the viewer. The second part of the exercise asked participants to choose a climate message and to convey this through a collage. We encouraged participants to combine their experience at the museum with examples of Sister Corita Kent's artwork. We gave them simple guidelines for the project based on techniques and teaching of Sister Corita Kent. Evaluation results reveal that participants enjoyed the activity and saw its value for enhancing their own appreciation of climate science. However, participants expressed skepticism about using the exercise with their own students. Teachers' perception was that students would not make the same connections that they did. From our perspective and participants' enthusiasm we encourage collaboration between art and science teachers in joint activities that emphasize the link between art and science.

Sample Curation at a Lunar Outpost

NASA Technical Reports Server (NTRS)

Allen, Carlton C.; Lofgren, Gary E.; Treiman, A. H.; Lindstrom, Marilyn L.

2007-01-01

The six Apollo surface missions returned 2,196 individual rock and soil samples, with a total mass of 381.6 kg. Samples were collected based on visual examination by the astronauts and consultation with geologists in the science back room in Houston. The samples were photographed during collection, packaged in uniquely-identified containers, and transported to the Lunar Module. All samples collected on the Moon were returned to Earth. NASA's upcoming return to the Moon will be different. Astronauts will have extended stays at an out-post and will collect more samples than they will return. They will need curation and analysis facilities on the Moon in order to carefully select samples for return to Earth.

ISCE: A Modular, Reusable Library for Scalable SAR/InSAR Processing

NASA Astrophysics Data System (ADS)

Agram, P. S.; Lavalle, M.; Gurrola, E. M.; Sacco, G. F.; Rosen, P. A.

2016-12-01

Traditional community SAR/InSAR processing software tools have primarily focused on differential interferometry and Solid Earth applications. The InSAR Scientific Computing Environment (ISCE) was specifically designed to support the Earth Sciences user community as well as large scale operational processing tasks, thanks to its two-layered (Python+C/Fortran) architecture and modular framework. ISCE is freely distributed as a source tarball, allowing advanced users to modify and extend it for their research purposes and developing exploratory applications, while providing a relatively simple user interface for novice users to perform routine data analysis efficiently. Modular design of the ISCE library also enables easier development of applications to address the needs of Ecosystems, Cryosphere and Disaster Response communities in addition to the traditional Solid Earth applications. In this talk, we would like to emphasize the broader purview of the ISCE library and some of its unique features that sets it apart from other freely available community software like GMTSAR and DORIS, including: Support for multiple geometry regimes - Native Doppler (ALOS-1) as well Zero Doppler (ESA missions) systems. Support for data acquired by airborne platforms - e.g, JPL's UAVSAR and AirMOSS, DLR's F-SAR. Radiometric Terrain Correction - Auxiliary output layers from the geometry modules include projection angles, incidence angles, shadow-layover masks. Dense pixel offsets - Parallelized amplitude cross correlation for cryosphere / ionospheric correction applications. Rubber sheeting - Pixel-by-pixel offsets fields for resampling slave imagery for geometric co-registration/ ionospheric corrections. Preliminary Tandem-X processing support - Bistatic geometry modules. Extensibility to support other non-Solid Earth missions - Modules can be directly adopted for use with other SAR missions, e.g., SWOT. Preliminary support for multi-dimensional data products- multi-polarization, multi-frequency, multi-temporal, multi-baseline stacks via the PLANT and GIAnT toolboxes. Rapid prototyping - Geometry manipulation functionality at the python level allows users to prototype and test processing modules at the interpreter level before optimal implementation in C/C++/Fortran.

A Teachable Moment in Earth Deformation: An Undergraduate Strain Module Incorporating GPS Measurement of the August 24, 2014 M6.0 South Napa Earthquake

NASA Astrophysics Data System (ADS)

Resor, P. G.; Cronin, V. S.; Hammond, W. C.; Pratt-Sitaula, B.; Olds, S. E.

2014-12-01

The August 24, 2014 M 6.0 South Napa Earthquake was the largest earthquake to occur in the San Francisco Bay Area, home to more than 7 million people, in almost 25 years. The event occurred within an area of dense GPS instrumentation including continuous stations from the EarthScope Plate Boundary Observatory, Bay Area Regional Deformation Network and other networks. Coseismic displacements of up to 3 cm were rapidly estimated within one day after the event, providing a map of Earth shape change at over one hundred stations around the epicenter. The earthquake thus presets as an excellent "teachable moment" to introduce students to basic geoscience concepts, modern geophysical methods, and the state of knowledge in earthquake science. We have developed an example exercise that uses GPS-derived interseismic velocities and coseismic offsets to explore deformation in the vicinity of the earthquake rupture. This exercise builds on the UNAVCO education resource "Infinitesimal Strain Analysis Using GPS Data" (http://www.unavco.org/education/resources/educational-resources/lesson/majors-gps-strain/majors-gps-strain.html), a module designed to introduce undergraduate geoscience majors to concepts of crustal deformation using GPS velocity data. In the module students build their intuition about infinitesimal strain through manipulation of physical models, apply this intuition to interpret maps of GPS velocity vectors, and ultimately calculate the instantaneous deformation rate of triangles on the Earth's surface defined by three GPS sites. The South Napa data sets provide an example with clear societal relevance that can be used to explore the basic concepts of deformation, but may also be extended to explore topics such as strain accumulation, release, and transfer associated with the earthquake cycle. The UNAVCO module could be similarly extended to create additional exercises in response to future events with clear geodetic signals.

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 agencies allocate funds to interdisciplinary Earth system science and technology? Finally, how should the Earth system science education community evolve?

Entering a New ERA: Education Resources and AGU

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Johnson, R. M.

2001-12-01

Professional societies play a unique role in the on-going battle to improve public education in the Earth and space sciences. With guidance from its Committee on Education and Human Resources (CEHR), AGU has traditionally sponsored strong programs that provide mechanisms for linking its research membership with the formal/informal science education communities. Among the most successful of these are tutorials for K-12 teachers taught by AGU members during national meetings (e.g., GIFT - Geophysical Information For Teachers) and internships that allow teachers to experience geophysical science research first-hand (e.g., STaRS - Science Teacher and Research Scientist). AGU also co-sponsors major symposia to discuss and develop strategies for Earth science education reform (e.g., the NSF-sponsored Shaping the Future workshop) and provides an annual forum for the Heads and Chairs of undergraduate geoscience departments to discuss common problems and share solutions. In the fall of 2001, AGU expects to unveil a major new education and outreach website that will provide enhanced opportunities for communicating to students, teachers and the public about AGU members' research and new directions in geophysical science education. The most important contribution that AGU makes, however, is to validate and prominently endorse the education and outreach efforts of its members, both by sponsoring well-attended, education-related special sessions at AGU national meetings and by annually honoring individuals or groups with the Excellence in Geoscience Education award. Recent staff changes at AGU headquarters have brought new opportunities to expand upon these successful existing programs and move in other directions that capitalize on the strengths of the organization. Among new initiatives being considered are programs that partner education efforts with those being developed as part of several large research programs, curriculum modules that will promote teaching earth sciences-related materials within core physics, chemistry, and math curricula, and more sophisticated informal science education programs. Efforts to better coordinate AGU's education programs with those being developed by other professional geoscience organizations are also underway.

The GEOFLOW experiment missions in the Fluid Science Laboratory on ISS

NASA Astrophysics Data System (ADS)

Picker, Gerold; Carpy, Rodrigo; Fabritius, Gerd; Dettmann, Jan; Minster, Olivier; Winter, Josef; Ranebo, Hans; Dewandre, Thierry; Castiglione, Luigi; Mazzoni, Stefano; Egbers, Christoph; Futterer, Birgit

The GEOFLOW I experiment has been successfully performed on the International Space Sta-tion (ISS) in 2008 in the Columbus module in order to study the stability, pattern formation and transition to turbulence in a viscous incompressible fluid layer enclosed in two concentric co-rotating spheres subject to a radial temperature gradient and a radial volumetric force field. The objective of the study is the experimental investigation of large scale astrophysical and geophysical phenomena in spherical geometry stipulated by rotation, thermal convections and radial gravity fields. These systems include earth outer core or mantle convection, differen-tial rotation effects in the sun, atmosphere of gas planets as well as a variety of engineering applications. The GEOFLOW I experimental instrument consists of an experiment insert for operation in the Fluid Science Laboratory, which is part of the Columbus Module of the ISS. It was first launched in February 2008 together with Columbus Module on STS 122, operated periodically for 9 month and returned to ground after 14 month on orbit with STS 119. The primary objective was the experimental modelling of outer earth core convection flow. In order to allow for variations of the characteristic scaling for different physical phenomena, the experiment was designed and qualified for a total of nine flights to the ISS, with ground refurbishment and geometrical or fluid modification after each mission. The second mission of GEOFLOW (II) is currently under preparation in terms of hardware refurbishment and modification, as well as science parameter development in order to allow use of a new experimental model fluid with a strongly temperature dependent viscosity, a adaptation of the experimental thermal parameter range in order to provide a representative model for earth mantle convection. The GEOFLOW II instrument is foreseen to be launched with the second mission of the Eu-ropean Automated Transfer Vehicle (ATV). The flight to ISS is planned on ATV 2 "Johannes-Kepler" and foreseen for launch with Ariane 5 in November / December 2010. The objective of the presentation is to give an overview on the Geoflow instrument, its scien-tific performances, the experimental procedures with particular focus on the evolution of the instrument and experiment from its first mission to the second mission. The GEOFLOW project is funded by ESA/ESTEC for the industrial activities and the support of the GEOFLOW science topical team and by German Aerospace Center DLR for the ground based research at BTU Cottbus/Germany. The flight hardware was developed and built by an industrial team led by ASTRIUM Space Transportation Friedrichshafen/Germany.

Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

NASA Astrophysics Data System (ADS)

Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

2011-12-01

We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors resulting in this improvement will be shared, and placed in the context of other assessment results.

Earth Science Europe "Is Earth Science Europe an interesting and useful construct?"

NASA Astrophysics Data System (ADS)

Ludden, John

2015-04-01

In 2014 we managed to have a group of earth scientists from across the spectrum: from academic, survey, industry and government, pull together to create the first output for Earth Science Europe http://www.bgs.ac.uk/earthScienceEurope/downloads/EarthScienceEuropeBrochure.pdf In this document we stated that Earth scientists need a united, authoritative voice to enhance the status and impact of Earth science across Europe. The feeling was that there were many diverse infrastructure and research initiatives spanning the terrestrial and oceanic realms and science ranged from historical geology to active dynamics on Earth, and that a level of coordination and mutual knowledge sharing was necessary. In addition to a better understanding of the Earth in general, we thought there was a need to have Earth Science Europe develop a strategic research capacity in geohazards, georesources and environmental earth sciences, through a roadmap addressing fundamental and societal challenges. This would involve a robust research infrastructure to deliver strategic goals, enabling inspirational research and promoting solutions to societal challenges. In this talk I will propose some next steps and discuss what this "authoritative voice" could look like and ask the question - "is Earth Science Europe and interesting and useful concept?"

The first Spacelab payload - A joint NASA/ESA venture

NASA Technical Reports Server (NTRS)

Kennedy, R.; Pace, R.; Collet, J.; Sanfourche, J. P.

1977-01-01

Planning for the 1980 qualification flight of Spacelab, which will involve a long module and one pallet, is discussed. The mission will employ two payload specialists, one sponsored by NASA and the other by ESA. Management of the Spacelab mission functions, including definition and execution of the on-board experiments, development of the experimental hardware and training of the payload specialists, is considered; studies proposed in the areas of atmospheric physics, space plasma physics, solar physics, earth observations, astronomy, astrophysics, life sciences and material sciences are reviewed. Analyses of the Spacelab environment and the Spacelab-to-orbiter and Spacelab-to-experiment interactions are also planned.

Standalone GPS L1 C/A Receiver for Lunar Missions.

PubMed

Capuano, Vincenzo; Blunt, Paul; Botteron, Cyril; Tian, Jia; Leclère, Jérôme; Wang, Yanguang; Basile, Francesco; Farine, Pierre-André

2016-03-09

Global Navigation Satellite Systems (GNSSs) were originally introduced to provide positioning and timing services for terrestrial Earth users. However, space users increasingly rely on GNSS for spacecraft navigation and other science applications at several different altitudes from the Earth surface, in Low Earth Orbit (LEO), Medium Earth Orbit (MEO), Geostationary Earth Orbit (GEO), and feasibility studies have proved that GNSS signals can even be tracked at Moon altitude. Despite this, space remains a challenging operational environment, particularly on the way from the Earth to the Moon, characterized by weaker signals with wider gain variability, larger dynamic ranges resulting in higher Doppler and Doppler rates and critically low satellite signal availability. Following our previous studies, this paper describes the proof of concept "WeakHEO" receiver; a GPS L1 C/A receiver we developed in our laboratory specifically for lunar missions. The paper also assesses the performance of the receiver in two representative portions of an Earth Moon Transfer Orbit (MTO). The receiver was connected to our GNSS Spirent simulator in order to collect real-time hardware-in-the-loop observations, and then processed by the navigation module. This demonstrates the feasibility, using current technology, of effectively exploiting GNSS signals for navigation in a MTO.

Preparing teachers to address climate change with project-based instructional modules

NASA Astrophysics Data System (ADS)

Powers, S. E.; DeWaters, J.; Small, M.; Dhaniyala, S.

2012-12-01

Clarkson University's Project-Based Global Climate Change Education project funded by NASA has created and disseminated several instructional modules for middle and high school teachers. The modules were developed by a team of teachers and university students and faculty. Fundamental to these inquiry-based modules are questions about climate change or mitigation efforts, use of real-world data to explore historical climate changes, and review of IPCC model results to understand predictions of further changes over the next century. As an example, the Climate Connections module requires middle school students to investigate a geographic region, learn about the culture and likely carbon footprint, and then acquire and analyze data sets of historical and predicted temperature changes. The findings are then interpreted in relation to the impact of these changes on the region's culture. NOAA, NASA, IPCC and DOE databases are used extensively. The inquiry approach and core content included in these modules are well aligned with the new Framework for K-12 Science Education. The climate change science in these modules covers aspects of the disciplinary core subjects (dimension 3) and most of the cross cutting concepts (dimension 2). Our approach for inquiry and analysis are also authentic ways to include most of the science and engineering practices (dimension 1) included in the framework. Dissemination of the modules to teachers in New York State has been a joint effort by NYSERDA (New York State Energy Research and Development Authority) and Clarkson. Half-day and full-day workshops and week-long institutes provided opportunities to either introduce the modules and the basics of finding and using temperature data, or delve into the science concepts and integration of the modules into an instructional plan. A significant challenge has been identified by the workshop instructors - many science teachers lack the skills necessary to fully engage in the science and engineering practices required for dimension 1 of the Framework for K-12 Science Education. Downloading data, using a spreadsheet to plot and analyze data and calculating basic statistical parameters are new skills for many of the teachers with whom we have worked. But our teacher professional development opportunities have been effective. 23 teachers attended the intensive one or two week-long institutes. A pre- and post-climate literacy survey administered to these teachers showed statistically significant gains (p <0.01) in their climate change content knowledge and attitudes. For example, the percentage of teachers who agreed or strongly agreed to the statement "Life on earth will continue without major disruptions only if we take immediate and drastic action to reduce global warming" increased from 52% to 90% (pre, post). Changes in responses to the behavior items were not significant. Presentation of this work will include a brief introduction to the instructional modules and climate literacy assessment as a basis for identifying the prerequisite skill sets needed by science teachers to effectively incorporate new content and engineering practices through projects that require accessing and analyzing real-world climate change and mitigation data.

Testing the Efficacy of Student Explorations of Earth Science Museum Exhibits

NASA Astrophysics Data System (ADS)

Kirkby, K.; Phipps, M.; Tzenis, C.; Morin, P. J.; Hamilton, P.

2009-12-01

With their rock and mineral displays, fossil exhibits and hands-on nature, museum exhibits are a proven resource for elementary and secondary earth science education. However, due to a number of obstacles this success has not been emulated at the undergraduate level. Self-guided student explorations of science museum exhibits appear to be an effective way to circumvent these obstacles and easily expand earth science programs to include museum resources and tap their potential. Preliminary testing of this concept as an extra credit option by the University of Minnesota and the Science Museum of Minnesota not only showed that students enthusiastically respond to such explorations, but that explorations can be remarkably effective in changing student understanding of science concepts. Previously, a number of factors discouraged the integration of museum resources into undergraduate programs. Museum displays geared towards the general public often lack the level of detailed information necessary to integrate them into undergraduate science curriculum. Consequently, without an experienced guide (such as the course instructor), exhibits are of limited use. The logistics of arranging class visits can be daunting and given the limited opportunities for class trips, earth science instructors justifiably tend to choose field over museum experiences. However, well-designed explorations of the exhibits allow students to guide themselves through the exhibits, on their own or with friends and family, greatly expanding the range of course experiences with minimal cost to the program infrastructure. Student response to the preliminary testing of an exploration of dinosaur and pterosaur displays was very encouraging. Nearly half the class, 84 out of 176 students, volunteered to travel the eight miles to the museum to complete an exploration of the fossil gallery. When asked their likeliness of recommending the experience to others on a scale of 1-10 with 1 being “I would not recommend this to anyone” and 10 being “I would recommend this experience to anyone” the median response was 9 with 41% choosing 10. More importantly, pre-instruction and post-instruction testing showed significant gains among students who completed the module, compared to traditional instruction, demonstrating that the explorations were not only popular, but effective. An unexpected bonus was that these explorations appear to resonate well with students traditionally underrepresented in science careers. Women and minority students volunteered to complete the self-guided exploration in disproportionate numbers. In addition, students who struggled with the traditional course instruction posted significant improvements in test performance as a result of their participation in the exhibit exploration. Providing a more varied range of experiences in earth science courses may prove to be a way to not only make science more accessible, but to create a more diverse scientific community.

OnEarth: An Open Source Solution for Efficiently Serving High-Resolution Mapped Image Products

NASA Astrophysics Data System (ADS)

Thompson, C. K.; Plesea, L.; Hall, J. R.; Roberts, J. T.; Cechini, M. F.; Schmaltz, J. E.; Alarcon, C.; Huang, T.; McGann, J. M.; Chang, G.; Boller, R. A.; Ilavajhala, S.; Murphy, K. J.; Bingham, A. W.

2013-12-01

This presentation introduces OnEarth, a server side software package originally developed at the Jet Propulsion Laboratory (JPL), that facilitates network-based, minimum-latency geolocated image access independent of image size or spatial resolution. The key component in this package is the Meta Raster Format (MRF), a specialized raster file extension to the Geospatial Data Abstraction Library (GDAL) consisting of an internal indexed pyramid of image tiles. Imagery to be served is converted to the MRF format and made accessible online via an expandable set of server modules handling requests in several common protocols, including the Open Geospatial Consortium (OGC) compliant Web Map Tile Service (WMTS) as well as Tiled WMS and Keyhole Markup Language (KML). OnEarth has recently transitioned to open source status and is maintained and actively developed as part of GIBS (Global Imagery Browse Services), a collaborative project between JPL and Goddard Space Flight Center (GSFC). The primary function of GIBS is to enhance and streamline the data discovery process and to support near real-time (NRT) applications via the expeditious ingestion and serving of full-resolution imagery representing science products from across the NASA Earth Science spectrum. Open source software solutions are leveraged where possible in order to utilize existing available technologies, reduce development time, and enlist wider community participation. We will discuss some of the factors and decision points in transitioning OnEarth to a suitable open source paradigm, including repository and licensing agreement decision points, institutional hurdles, and perceived benefits. We will also provide examples illustrating how OnEarth is integrated within GIBS and other applications.

Where Is Earth Science? Mining for Opportunities in Chemistry, Physics, and Biology

ERIC Educational Resources Information Center

Thomas, Julie; Ivey, Toni; Puckette, Jim

2013-01-01

The Earth sciences are newly marginalized in K-12 classrooms. With few high schools offering Earth science courses, students' exposure to the Earth sciences relies on the teacher's ability to incorporate Earth science material into a biology, chemistry, or physics course. ''G.E.T. (Geoscience Experiences for Teachers) in the Field'' is an…

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…

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.

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

NASA Astrophysics Data System (ADS)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing volunteer resources, (4) meeting new state curricular standards, (5) developing publicly available lesson plans for other teachers and outreach programs, (6) institutionalizing the outreach program within the DEEPS community, and (7) cultivating STEM retention at the grassroots level.

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…

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...

Developing an Education and Public Outreach (EPO) program for Caltech's Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2012-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past four years, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) inspire students to learn Earth Sciences, particularly tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools and community colleges. Our work toward these goals includes hosting local high school teachers and students each summer for six weeks of research experience (as part of Caltech's "Summer Research Connection"); organizing and hosting an NAGT conference aimed at Geoscience teachers at community colleges; participating in teacher training workshops (organized by the local school district); hosting tours for K-12 students from local schools as well as from China; and bringing hands-on activities into local elementary, middle, and high school classrooms. We also lead local school students and teachers on geology field trips through nearby canyons; develop education modules for undergraduate classes (as part of MARGINS program); write educational web articles on TO research (http://www.tectonics.caltech.edu/outreach/highlights/), and regularly give presentations to the general public. This year, we started providing content expertise for the development of video games to teach Earth Science, being created by GameDesk Institute. And we have just formed a scientist/educator partnership with a 6th grade teacher, to help in the school district's pilot program to incorporate new national science standards (NSTA's Next Generation Science Standards, current draft), as well as use Project-Based Learning. This presentation gives an overview of these activities.

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.

Approaches for Improving Earth System Science Education in Middle Schools and High Schools in the United States (Invited)

NASA Astrophysics Data System (ADS)

Adams, P. E.

2009-12-01

Earth system science is an often neglected subject in the US science curriculum. The state of Kansas State Department of Education, for example, has provided teachers with a curriculum guide for incorporating earth system science as an ancillary topic within the subjects of physics, chemistry, and the biological sciences. While this does provide a means to have earth system science within the curriculum, it relegates earth system science topics to a secondary status. In practice, earth system science topics are considered optional or only taught if there is time within an already an overly crowded curriculum. Given the importance of developing an educated citizenry that is capable of understanding, coping, and deciding how to live in a world where climate change is a reality requires a deeper understanding of earth system science. The de-emphasis of earth system science in favor of other science disciplines makes it imperative to seek opportunities to provide teachers, whose primary subject is not earth system science, with professional development opportunities to develop content knowledge understanding of earth system science, and pedagogical content knowledge (i.e. effective strategies for teaching earth system science). This is a noble goal, but there is no single method. At Fort Hays State University we have developed multiple strategies from face-to-face workshops, on-line coursework, and academic year virtual and face-to-face consultations with in-service and pre-service teachers. A review of the techniques and measures of effectiveness (based on teacher and student performance), and strengths and limitations of each method will be presented as an aid to other institutions and programs seeking to improve the teaching and learning of earth system science in their region.

School, Earth and Imagination

NASA Astrophysics Data System (ADS)

Merlini, Anna; Grieco, Giovanni; Oneta, Cristina

2015-04-01

Geology needs to be explained and narrated to the people, focusing on the goal of making that big change of mindset that will allow individuals and the entire community to tune into the timing and the ways in which the Earth evolves. In order to achieve these important goals it is necessary to educate children from an early age so that they learn to live an environmentally friendly life. With the project "School, Earth and imagination" we introduce, with a fun and new way, notions and topics in geological and environmental sciences in schools at all levels with the final goal of improving both knowledge and sensibility for these topics into the community. Through this project we start from the children (kindergarten and primary school, ages between 3 and 8 years) because they are the foundation of our society, and without foundations nothing can be built. The "School, Earth and imagination" project wants to give the children a real opportunity to approach reality and in general the surrounding environment, for the first time even before the traditional scholastic experience, with a scientific point of view, experimenting some basic physical concepts like temperature, weight, hardness and so on directly through their body. The project is structured and developed in modules that provide a high flexibility in order to meet needs and requirements of different schools in different situations. Each module is part of the journey of Mariolino, a character that represents a very curious child who introduces basic concepts associating them to geological processes. The Journey of Mariolino, as each module, follows an insistent scheme that starts from the presentation of the problem, follows with its discussion through direct questions and ends with experimentation of the hypotheses that children have proposed to validate the solution of the problem. Each module is independent and never ends without giving children a solution and is always structured with a practical activity that uses most of the five senses to approach materials of the Earth. In this way children discover the different spheres of the Earth materials, like water, soils, minerals, rocks. In the second part of each module children discover that knowledge can be applied acting on the geological objects. So they learn how to clean water using different kinds of soils or how to separate garbage according to the materials of which objects are made and not to other more showy characteristics like shape, size or color. The reiteration in time of the same scheme through the different modules is fundamental to give children a solid method of approach to the problems that children have to face, giving the basics to start the scholastic experience in the best possible way. Indeed, following structured modules activity, children will become accustomed with various situations inside and outside school with this analytical and experimental approach, overcoming sensory preconceptions and building their own perception based on an empirical method.

The Neptune/Triton Explorer Mission: A Concept Feasibility Study

NASA Technical Reports Server (NTRS)

Esper, Jaime

2003-01-01

Technological advances over the next 10 to 15 years promise to enable a number of smaller, more capable science missions to the outer planets. With the inception of miniaturized spacecraft for a wide range of applications, both in large clusters around Earth, and for deep space missions, NASA is currently in the process of redefining the way science is being gathered. Technologies such as 3-Dimensional Multi-Chip Modules, Micro-machined Electromechanical Devices, Multi Functional Structures, miniaturized transponders, miniaturized propulsion systems, variable emissivity thermal coatings, and artificial intelligence systems are currently in research and development, and are scheduled to fly (or have flown) in a number of missions. This study will leverage on these and other technologies in the design of a lightweight Neptune orbiter unlike any other that has been proposed to date. The Neptune/Triton Explorer (NExTEP) spacecraft uses solar electric earth gravity assist and aero capture maneuvers to achieve its intended target orbit. Either a Taurus or Delta-class launch vehicle may be used to accomplish the mission.

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.

Architectural design proposal for a Martian base to continue NASA Mars Design Reference Mission

NASA Astrophysics Data System (ADS)

Kozicki, Janek

The issue of extraterrestrial bases has recently been a very vivid one. There are orbital stations currently existing and humans will travel to Mars around 2030. They will need stations established there, which will provide them the proper living conditions. Firstly, it might be a small module brought from Earth (e.g. NASA Mars Design Reference Mission module (DRM)), in later stages equivalents of Earth houses may be built from local resources. The goal of this paper is to propose an architectural design for an intermediate stage — for a larger habitable unit transported from Earth. It is inspired by terrestrial portable architecture ideas. A pneumatic structure requires small volume during transportation. However, it provides large habitable space after deployment. It is designed for transport by DRM transportation module and its deployment is considerable easy and brief. An architectural solution analogous to a terrestrial house with a studio and a workshop was assumed. Its form was a result of technical and environmental limitations, and the need for an ergonomic interior. The spatial placement of following zones was carefully considered: residential, agricultural and science, as well as a garage with a workshop, transportation routes, and a control and communication center. The issues of Life Support System, energy, food, water and waste recycling were also discussed. This Martian base was designed to be crewed by a team of eight people to stay on Mars for at least 1.5 year. An Open Plan architectural solution was assumed in pneumatic modules, with a high level of modularity. Walls of standardized sizes with zip-fasteners allow free rearrangement of the interior to adapt to a new situation (e.g. damage of one of the pneumatic modules or a psychological ,,need of a change"). The architectural design focuses on ergonomic and psychological aspects of longer stay in hostile Martian environment. This solution provides Martian crew with a comfortable habitable space larger than DRM modules. It is proposed to send this base in a DRM transportation module after the first successful human mission. The author of this paper hopes that this, or other similar Martian base designs will help establishing a permanent presence of humans on Mars.

Spacelab

NASA Image and Video Library

1992-01-22

Onboard Space Shuttle Discovery (STS-42) Astronaut Norman E. Thagard, payload commander, and Canadian payload specialist Roberta L. Bondar are busily engaged with experiments in the International Microgravity Laboratory (IML-1) science module. Bondar reads a checklist near the Biorack while Thagard performs a VCR tape change-out. The two, along with four other NASA astronauts and a second IML-1 payload specialist spent more than eight days conducting experiments in Earth orbit. Part of the Space Acceleration Measurement System is in center foreground.

Impacts of an Inquiry Teaching Method on Earth Science Students' Learning Outcomes and Attitudes at the Secondary School Level.

ERIC Educational Resources Information Center

Mao, Song-Ling; Chang, Chun-Yen

This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy…

The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

NASA Astrophysics Data System (ADS)

Llerandi Roman, Pablo Antonio

The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching. Some participants successfully integrated inquiry-based lessons on the nature of science and earth science at their schools, but were unsuccessful in integrating field trips. The lack of teacher education programs and the inadequacy of earth science conceptual and pedagogical understanding held by in-service teachers are the main barriers for effective earth science teaching in Puerto Rico. This study established a foundation for future earth science education projects for Latino teachers. Additionally, as a result of this investigation various recommendations were made to effectively implement earth science teacher education programs in Puerto Rico and internationally.

Experiment module concepts study. Volume 2: Experiments and mission operations

NASA Technical Reports Server (NTRS)

Macdonald, J. M.

1970-01-01

The baseline experiment program is concerned with future space experiments and cover the scientific disciplines of astronomy, space physics, space biology, biomedicine and biotechnology, earth applications, materials science, and advanced technology. The experiments within each discipline are grouped into functional program elements according to experiments that support a particular area of research or investigation and experiments that impose similar or related demand on space station support systems. The experiment requirements on module subsystems, experiment operating modes and time profiles, and the role of the astronaut are discussed. Launch and rendezvous with the space station, disposal, and on-orbit operations are delineated. The operational interfaces between module and other system elements are presented and include space station and logistic system interfaces. Preliminary launch and on-orbit environmental criteria and requirements are discussed, and experiment equipment weights by functional program elements are tabulated.

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…

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.

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...

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"…

Talkoot Portals: Discover, Tag, Share, and Reuse Collaborative Science Workflows

NASA Astrophysics Data System (ADS)

Wilson, B. D.; Ramachandran, R.; Lynnes, C.

2009-05-01

A small but growing number of scientists are beginning to harness Web 2.0 technologies, such as wikis, blogs, and social tagging, as a transformative way of doing science. These technologies provide researchers easy mechanisms to critique, suggest and share ideas, data and algorithms. At the same time, large suites of algorithms for science analysis are being made available as remotely-invokable Web Services, which can be chained together to create analysis workflows. This provides the research community an unprecedented opportunity to collaborate by sharing their workflows with one another, reproducing and analyzing research results, and leveraging colleagues' expertise to expedite the process of scientific discovery. However, wikis and similar technologies are limited to text, static images and hyperlinks, providing little support for collaborative data analysis. A team of information technology and Earth science researchers from multiple institutions have come together to improve community collaboration in science analysis by developing a customizable "software appliance" to build collaborative portals for Earth Science services and analysis workflows. The critical requirement is that researchers (not just information technologists) be able to build collaborative sites around service workflows within a few hours. We envision online communities coming together, much like Finnish "talkoot" (a barn raising), to build a shared research space. Talkoot extends a freely available, open source content management framework with a series of modules specific to Earth Science for registering, creating, managing, discovering, tagging and sharing Earth Science web services and workflows for science data processing, analysis and visualization. Users will be able to author a "science story" in shareable web notebooks, including plots or animations, backed up by an executable workflow that directly reproduces the science analysis. New services and workflows of interest will be discoverable using tag search, and advertised using "service casts" and "interest casts" (Atom feeds). Multiple science workflow systems will be plugged into the system, with initial support for UAH's Mining Workflow Composer and the open-source Active BPEL engine, and JPL's SciFlo engine and the VizFlow visual programming interface. With the ability to share and execute analysis workflows, Talkoot portals can be used to do collaborative science in addition to communicate ideas and results. It will be useful for different science domains, mission teams, research projects and organizations. Thus, it will help to solve the "sociological" problem of bringing together disparate groups of researchers, and the technical problem of advertising, discovering, developing, documenting, and maintaining inter-agency science workflows. The presentation will discuss the goals of and barriers to Science 2.0, the social web technologies employed in the Talkoot software appliance (e.g. CMS, social tagging, personal presence, advertising by feeds, etc.), illustrate the resulting collaborative capabilities, and show early prototypes of the web interfaces (e.g. embedded workflows).

Enabling Climate Science Investigations by Students Using Cryosphere Climate Data Records (CDRs)

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Youngman, B.; Meier, W.; Bardar, E.

2010-12-01

The polar regions are particularly sensitive to changes in the climate system, and as such changes can be recognized there first. Scientists make use of this to help them develop and execute research programs that will deepen and expand our understanding of the climate system. However, the same cryosphere CDRs collected by scientists are a useful and reliable resource for helping students investigate and discover the manifestations and implications of global climate change. We have developed a number of avenues to facilitate the use of cryosphere CDRs in educational contexts. These include the Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet), DataSheets (http://serc.carleton.edu/usingdata/browse_sheets.html), and Cryosphere-EarthLabs (http://serc.carleton.edu/dev/earthlabs/cryosphere). The EET is an online resource comprised of “chapters”, each of which focuses on a specific Earth science dataset and data analysis tool. Chapters provide step-by-step instructions for accessing the dataset and analysis tool, putting the data into the tool, and conducting an analysis around a specific scientific concept or issue. There are a number of EET chapters that utilize cryosphere CDRs. The EET chapter “Whither Arctic Sea Ice?” uses ~30 years of Arctic sea ice extent images and image processing software to study changes in sea ice extent. “Is Greenland Melting?” uses ice thickness data, ice melting extents and weather station data to examine the changes in the Greenland Ice Sheet. Other EET chapters that utilize cryosphere CDRs include “Using NASA NEO and ImageJ to Explore the Role of Snow Cover in Shaping Climate” and “Envisioning Climate Change Using a Global Climate Model.” In addition to creating these activities to facilitate the use of cryosphere CDRs we have also created DataSheets for these CDRs. DataSheets are educationally relevant human readable metadata about a dataset that provide both the scientific background information about the dataset as well as the topics and skills that can be taught using the dataset. DataSheets enable an educator to make effective use of a dataset outside the context of an educational activity. A DataSheet created for the sea ice index used in the “Whither Arctic Sea Ice? EET chapter is “Exploring Sea Ice Data From Satellites.” An EarthLabs module is a suite of 7-9 labs intended to be the laboratory component of a high-school capstone Earth and Space Science course. The Cryosphere-EarthLabs module focuses on sea ice to help students deepen their understanding of change over time in the climate system on multiple and embedded time scales. The module contains hands-on activities and investigations using online cryosphere CDRs to help students understand the how sea ice forms and varies, how the cryosphere changes, and the causes of those changes on time scales ranging from the seasonal to ice age time scales. In this presentation we will examine the EET and EarthLabs resources that help educators and students explore climate change using cryosphere CDRs; examine the DataSheets for these datasets; and describe how your cryosphere CDRs can be made available through these resources.

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.

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.

Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry

NASA Astrophysics Data System (ADS)

Morgan, P.; Bloom, J. W.

2006-12-01

For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their research experiences and overall expressed a new understanding of science and research.

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...

Inflight - Apollo 9 (Crew Activities)

NASA Image and Video Library

1969-03-06

S69-26150 (6 March 1969) --- Television watchers on Earth saw this view of the Apollo 9 Command Module during the second live telecast from Apollo 9 early Thursday afternoon on the fourth day in space. This view is looking through the docking window of the Lunar Module. The cloud-covered Earth can be seen in the background. Inside the Lunar Module "Spider" were Astronauts James A. McDivitt, Apollo 9 commander; and Russell L. Schweickart, lunar module pilot. At this moment Apollo 9 was orbiting Earth with the Command and Service Modules docked nose-to-nose with the Lunar Module. Astronaut David R. Scott, command module pilot, remained at the controls in the Command Module "Gumdrop" while the other two astronauts checked out the Lunar Module. McDivitt and Schweickart moved into the Lunar Module from the Command Module by way of the docking tunnel.

NASA's Earth Science Flight Program Meets the Challenges of Today and Tomorrow

NASA Technical Reports Server (NTRS)

Ianson, Eric E.

2016-01-01

NASA's Earth science flight program is a dynamic undertaking that consists of a large fleet of operating satellites, an array of satellite and instrument projects in various stages of development, a robust airborne science program, and a massive data archiving and distribution system. Each element of the flight program is complex and present unique challenges. NASA builds upon its successes and learns from its setbacks to manage this evolving portfolio to meet NASA's Earth science objectives. NASA fleet of 16 operating missions provide a wide range of scientific measurements made from dedicated Earth science satellites and from instruments mounted to the International Space Station. For operational missions, the program must address issues such as an aging satellites operating well beyond their prime mission, constellation flying, and collision avoidance with other spacecraft and orbital debris. Projects in development are divided into two broad categories: systematic missions and pathfinders. The Earth Systematic Missions (ESM) include a broad range of multi-disciplinary Earth-observing research satellite missions aimed at understanding the Earth system and its response to natural and human-induced forces and changes. Understanding these forces will help determine how to predict future changes, and how to mitigate or adapt to these changes. The Earth System Science Pathfinder (ESSP) program provides frequent, regular, competitively selected Earth science research opportunities that accommodate new and emerging scientific priorities and measurement capabilities. This results in a series of relatively low-cost, small-sized investigations and missions. Principal investigators whose scientific objectives support a variety of studies lead these missions, including studies of the atmosphere, oceans, land surface, polar ice regions, or solid Earth. This portfolio of missions and investigations provides opportunity for investment in innovative Earth science that enhances NASA's capability for better understanding the current state of the Earth system. ESM and ESSP projects often involve partnerships with other US agencies and/or international organizations. This adds to the complexity of mission development, but allows for a greater scientific return on NASA's investments. The Earth Science Airborne Science Program provides manned and unmanned aircraft systems that further science and advance the use of satellite data. NASA uses these assets worldwide in campaigns to investigate extreme weather events, observe Earth system processes, obtain data for Earth science modeling activities, and calibrate instruments flying aboard Earth science spacecraft. The Airborne Science Program has six dedicated aircraft and access to many other platforms. The Earth Science Multi-Mission Operations program acquires, preserves, and distributes observational data from operating spacecraft to support Earth Science research focus areas. The Earth Observing System Data and Information System (EOSDIS), which has been in operations since 1994, primarily accomplishes this. EOSDIS acquires, processes, archives, and distributes Earth Science data and information products. The archiving of NASA Earth Science information happens at eight Distributed Active Archive Centers (DAACs) and four disciplinary data centers located across the United States. The DAACs specialize by topic area, and make their data available to researchers around the world. The DAACs currently house over 9 petabytes of data, growing at a rate of 6.4 terabytes per day. NASA's current Earth Science portfolio is responsive to the National Research Council (NRC) 2007 Earth Science Decadal Survey and well as the 2010 NASA Response to President Obama's Climate Plan. As the program evolves into the future it will leverage the lessons learned from the current missions in operations and development, and plan for adjustments to future objectives in response to the anticipated 2017 NRC Decadal Survey.

Spacelab Life Science-1 Mission Onboard Photograph

NASA Technical Reports Server (NTRS)

1991-01-01

The laboratory module in the cargo bay of the Space Shuttle Orbiter Columbia was photographed during the Spacelab Life Science-1 (SLS-1) mission. SLS-1 was the first Spacelab mission dedicated solely to life sciences. The main purpose of the SLS-1 mission was to study the mechanisms, magnitudes, and time courses of certain physiological changes that occur during space flight, to investigate the consequences of the body's adaptation to microgravity and readjustment to Earth's gravity, and to bring the benefits back home to Earth. The mission was designed to explore the responses of the heart, lungs, blood vessels, kidneys, and hormone-secreting glands to microgravity and related body fluid shifts; examine the causes of space motion sickness; and study changes in the muscles, bones and cells. The five body systems being studied were: The Cardiovascular/Cardiopulmonary System (heart, lungs, and blood vessels), the Renal/Endocrine System (kidney and hormone-secreting organs), the Immune System (white blood cells), the Musculoskeletal System (muscles and bones), and the Neurovestibular System (brain and nerves, eyes, and irner ear). The SLS-1 was launched aboard the Space Shuttle Orbiter Columbia (STS-40) on June 5, 1995.

STS-90 Mission Insignia

NASA Technical Reports Server (NTRS)

1997-01-01

The STS-90 crew patch reflects the dedication of the mission to neuroscience in celebration of the decade of the brain. Earth is revealed through a neuron-shaped window, which symbolizes new perspectives in the understanding of nervous system development, structure and function, both here on Earth and in the microgravity environment of space. The Space Shuttle Columbia is depicted with its open payload bay doors revealing the Spacelab within. An integral component of the mission, the laboratory/science module provided by the European Space Agency (ESA), signifies the strong international involvement in the mission. The seven crew members and two alternate payload specialists, Chiaki Naito-Mukai and Alexander W. Dunlap, are represented by the nine major stars of the constellation Cetus (the whale) in recognition of the International Year of the Ocean. The distant stars illustrate the far reaching implications of the mission science to the many sponsoring agencies, helping prepare for long-duration space flight aboard the International Space Station (ISS). The moon and Mars are depicted to reflect the crew's recognition that those two celestial bodies will be the next great challenges in human exploration of space and represent the key role that life science research will play in supporting such missions.

Space Shuttle Projects

NASA Image and Video Library

1997-12-08

The STS-90 crew patch reflects the dedication of the mission to neuroscience in celebration of the decade of the brain. Earth is revealed through a neuron-shaped window, which symbolizes new perspectives in the understanding of nervous system development, structure and function, both here on Earth and in the microgravity environment of space. The Space Shuttle Columbia is depicted with its open payload bay doors revealing the Spacelab within. An integral component of the mission, the laboratory/science module provided by the European Space Agency (ESA), signifies the strong international involvement in the mission. The seven crew members and two alternate payload specialists, Chiaki Naito-Mukai and Alexander W. Dunlap, are represented by the nine major stars of the constellation Cetus (the whale) in recognition of the International Year of the Ocean. The distant stars illustrate the far reaching implications of the mission science to the many sponsoring agencies, helping prepare for long-duration space flight aboard the International Space Station (ISS). The moon and Mars are depicted to reflect the crew's recognition that those two celestial bodies will be the next great challenges in human exploration of space and represent the key role that life science research will play in supporting such missions.

Design and Delivery of Professional Development Through Partnerships: Long-Term, Short-Term, and Everything In-Between

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Curry, B.; Hairston, M. R.

2009-12-01

Professional development for teachers can take a variety of forms, each with unique challenges and needs. At the University of Texas at Dallas (UTD), we have leveraged partnerships between multiple groups including the Masters of Arts in Teaching program in Science Education, the joint US Air Force/NASA CINDI mission, an ionospheric explorer built at UTD, and the UTD Regional Collaborative for Excellence in Science Teaching. Each effort models, and in the case of the later two has created, inquiry-based lessons around Earth-systems science. A space science mission, currently in low Earth orbit aboard the Air Force satellite C/NOFS, provides real world connections to classroom science, scientific data and visualizations, and funding to support delivery of professional development in short courses and workshops at teacher conferences. Workshops and short course in turn often serve to recruit teachers into our longer-term programs. Long-term professional development programs such as the Collaborative provide opportunities to test curriculum and teacher learning, an interface to high-quality sustained efforts within talented communities of teachers, and much more. From the birth of our CINDI Educational Outreach program to the Collaborative project that produced geoscience kit-based modules and associated professional development adopted throughout the state of Texas, we will share highlights of our major professional development initiatives and how our partnerships have enabled us to better serve the needs of K-12 teachers expected to deliver geoscience and space science content in their classrooms.

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…

Fish-eye view of Williams, Searfoss and Pawelczyk on middeck during meal

NASA Image and Video Library

1998-05-15

STS090-351-009 (17 April - 3 May 1998) --- Three members of the Neurolab crew were photographed during off-duty time on the mid-deck aboard the Earth-orbiting Space Shuttle Columbia. Left to right are James A. (Jim) Pawelczyk, payload specialist, and astronauts Richard A. Searfoss, mission commander; and Richard M. Linnehan, payload commander. Linnehan is in the hatchway of the tunnel that connected the crew members to the Spacelab Science Module in Columbia's cargo bay. A "fish-eye" lens on a 35mm camera gives the scene a slightly distorted look. Five NASA astronauts and two payload specialists went on to spend a little more than 16-days in Earth-orbit in support of the Neurolab mission.

Materials Science Research Rack Onboard the International Space Station

NASA Technical Reports Server (NTRS)

Reagan, Shawn E.; Lehman, John R.; Frazier, Natalie C.

2014-01-01

The Materials Science Research Rack (MSRR) is a highly automated facility developed in a joint venture/partnership between NASA and ESA center dot Allows for the study of a variety of materials including metals, ceramics, semiconductor crystals, and glasses onboard the International Space Station (ISS) center dot Multi-user facility for high temperature materials science research center dot Launched on STS-128 in August 2009, and is currently installed in the U.S. Destiny Laboratory Module ?Research goals center dot Provide means of studying materials processing in space to develop a better understanding of the chemical and physical mechanisms involved center dot Benefit materials science research via the microgravity environment of space where the researcher can better isolate the effects of gravity during solidification on the properties of materials center dot Use the knowledge gained from experiments to make reliable predictions about conditions required on Earth to achieve improved materials

Space Shuttle Projects

NASA Image and Video Library

1997-01-14

The crew patch for NASA's STS-83 mission depicts the Space Shuttle Columbia launching into space for the first Microgravity Sciences Laboratory 1 (MSL-1) mission. MSL-1 investigated materials science, fluid dynamics, biotechnology, and combustion science in the microgravity environment of space, experiments that were conducted in the Spacelab Module in the Space Shuttle Columbia's cargo bay. The center circle symbolizes a free liquid under microgravity conditions representing various fluid and materials science experiments. Symbolic of the combustion experiments is the surrounding starburst of a blue flame burning in space. The 3-lobed shape of the outermost starburst ring traces the dot pattern of a transmission Laue photograph typical of biotechnology experiments. The numerical designation for the mission is shown at bottom center. As a forerunner to missions involving International Space Station (ISS), STS-83 represented the hope that scientific results and knowledge gained during the flight will be applied to solving problems on Earth for the benefit and advancement of humankind.

EarthInquiry: Using On-Line Data to Help Students Explore Fundamental Concepts in Geoscience

NASA Astrophysics Data System (ADS)

Alfano, M.; Keane, C. M.; Ridky, R. W.

2002-12-01

Using local case studies to learn about earth processes increases the relevance of science instruction. Students are encouraged to think about how geological processes affect their lives and experiences. Today, with many global data sets available on-line, instructors have unprecedented opportunities to bring local data into the classroom. However, while the resources are available, using on-line data presents a particular set of challenges. Access and entry to web sites frequently change and data format can be unpredictable. Often, instructors are faced with non-functional web sites on the day, or week, that they plan to assign a given activity. The American Geological Institute, with the participation of numerous geoscience professors, has developed EarthInquiry, a series of activities that utilize the abundant real-time and archived geoscience data available on-line. These modules are developed primarily for introductory college students. EarthInquiry modules follow a structured format, beginning with familiar examples at the global and national level to introduce students to the on-line data and the EarthInquiry web site. The web site offers detailed and up-to-date instructions on how to access the data, cached copies of sample data that can be used to complete each activity in the event of a network outage, and an assessment activity that helps students determine how well they have achieved an understanding of key concepts. The EarthInquiry booklet contains a series of engaging questions that allow students to solve problems in a scientific manner. As students gain content understanding and confidence in the requisite analysis, they examine the presented material at a more local level. In one activity, students explore the recurrence interval of a local stream. In other activities, they investigate the mineral resources and earthquake histories of their state. All modules are developed with the intent of building an appropriate cognitive foundation, while complimenting the topics typically discussed in an introductory physical or environmental geology course. The project is a collaboration of the American Geological Institute and W.H. Freeman and Company Publishers.

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…

EOS Aqua: Mission Status at the Earth Science Constellation (ESC) Mission Operations Working Group (MOWG) Meeting at the Kennedy Space Center (KSC)

NASA Technical Reports Server (NTRS)

Guit, Bill

2017-01-01

This presentation at the Earth Science Constellation Mission Operations Working Group meeting at KSC in December 2017 to discuss EOS (Earth Observing System) Aqua Earth Science Constellation status. Reviewed and approved by Eric Moyer, ESMO (Earth Science Mission Operations) Deputy Project Manager.

Earth Science: Then and Now

ERIC Educational Resources Information Center

Orgren, James R.

1969-01-01

Reviews history of earth science in secondary schools. From early nineteenth century to the present, earth science (and its antecedents, geology, physical geography, and astronomy) has had an erratic history for several reasons, but particularly because of lack of earth science teacher-training programs. (BR)

Undergraduate students' earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan

NASA Astrophysics Data System (ADS)

Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-06-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to explore the relationships among undergraduates' conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students' conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students' conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.

Key Science Instrument Installed into Webb Structure

NASA Image and Video Library

2013-05-03

A technician is installing the bolts that will hold the MIRI, or Mid-Infrared Instrument, to the composite Integrated Science Instrument Module (ISIM) structure, or the black frame. The MIRI is attached to a balance beam, called the Horizontal Integration Tool (HIT), hanging from a precision overhead crane. That's the same tool that Hubble engineers used to prepare hardware for its servicing missions. Photo Credit: NASA/Chris Gunn; Text Credit: NASA/Laura Betz ---- Engineers worked meticulously to implant the James Webb Space Telescope's Mid-Infrared Instrument into the ISIM, or Integrated Science Instrument Module, in the cleanroom at NASA's Goddard Space Flight Center in Greenbelt, Md. As the successor to NASA's Hubble Space Telescope, the Webb telescope will be the most powerful space telescope ever built. It will observe the most distant objects in the universe, provide images of the first galaxies formed and see unexplored planets around distant stars. For more information, visit: www.jwst.nasa.gov NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

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…

Earth Science Information Center

USGS Publications Warehouse

,

1991-01-01

An ESIC? An Earth Science Information Center. Don't spell it. Say it. ESIC. It rhymes with seasick. You can find information in an information center, of course, and you'll find earth science information in an ESIC. That means information about the land that is the Earth, the land that is below the Earth, and in some instances, the space surrounding the Earth. The U.S. Geological Survey (USGS) operates a network of Earth Science Information Centers that sell earth science products and data. There are more than 75 ESIC's. Some are operated by the USGS, but most are in other State or Federal agencies. Each ESIC responds to requests for information received by telephone, letter, or personal visit. Your personal visit.

The Role of Research in Online Curriculum Development: The Case of "EarthLabs" Climate Change and Earth System Modules

ERIC Educational Resources Information Center

McNeal, Karen S.; Libarkin, Julie C.; Ledley, Tamara Shapiro; Bardar, Erin; Haddad, Nick; Elins, Kathy; Dutta, Saranee

2014-01-01

This study reports on an effort to illustrate the coupling of educational research with ongoing curriculum development to promote effective and evidence-based online learning. The research findings have been used to inform the "EarthLabs" curriculum development team as they revise existing modules and create new modules, in order to…

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.

KSC-06pd1684

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, Japan Aerospace Exploration Agency (JAXA) technicians install piping insulation on the Japanese Experiment Module (JEM). The JEM, developed by JAXA for use on the International Space Station, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

KSC-06pd1685

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, Japan Aerospace Exploration Agency (JAXA) technicians install piping insulation on the Japanese Experiment Module (JEM). The JEM, developed by JAXA for use on the International Space Station, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

KSC-06pd1682

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, a Japan Aerospace Exploration Agency (JAXA) technician inspects the wiring on the Japanese Experiment Module (JEM). The JEM, developed by JAXA for use on the International Space Station, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

KSC-06pd1683

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, Japan Aerospace Exploration Agency (JAXA) technicians inspect the wiring on the Japanese Experiment Module (JEM). The JEM, developed by JAXA for use on the International Space Station, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

KSC-06pd1687

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, the Japanese Experiment Module (JEM) awaits its flight to the International Space Station (ISS). The JEM, developed by the Japan Aerospace Exploration Agency (JAXA) for installation on the ISS, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

ASTRONAUT KERWIN, JOSEPH P. - EXTRAVEHICULAR ACTIVITY (EVA) - SKYLAB (SL)-2

NASA Image and Video Library

1973-06-01

S73-27562 (June 1973) --- Scientist-astronaut Joseph P. Kerwin, Skylab 2 science pilot, performs extravehicular activity (EVA) at the Skylab 1 and 2 space station cluster in Earth orbit, as seen in this reproduction taken from a color television transmission made by a TV camera aboard the station. Kerwin is just outside the Airlock Module. Kerwin assisted astronaut Charles Conrad Jr., Skylab 2 commander, during the successful EVA attempt to free the stuck solar array system wing on the Orbital Workshop. Photo credit: NASA

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…

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),…

Utilizing Remote Sensing Data to Ascertain Soil Moisture Applications and Air Quality Conditions

NASA Technical Reports Server (NTRS)

Leptoukh, Gregory; Kempler, Steve; Teng, William; Friedl, Lawrence; Lynnes, Chris

2009-01-01

Recognizing the significance of NASA remote sensing Earth science data in monitoring and better understanding our planet's natural environment, NASA Earth Applied Sciences has implemented the 'Decision Support Through Earth Science Research Results' program. Several applications support systems through collaborations with benefiting organizations have been implemented. The Goddard Earth Sciences Data and Information Services Center (GES DISC) has participated in this program on two projects (one complete, one ongoing), and has had opportune ad hoc collaborations utilizing NASA Earth science data. GES DISC's understanding of Earth science missions and resulting data and information enables the GES DISC to identify challenges that come with bringing science data to research applications. In this presentation we describe applications research projects utilizing NASA Earth science data and a variety of resulting GES DISC applications support system project experiences. In addition, defining metrics that really evaluate success will be exemplified.

Resources and References for Earth Science Teachers

ERIC Educational Resources Information Center

Wall, Charles A.; Wall, Janet E.

1976-01-01

Listed are resources and references for earth science teachers including doctoral research, new textbooks, and professional literature in astronomy, space science, earth science, geology, meteorology, and oceanography. (SL)

Facilitation of the ESSEA On-Line Course for Middle School Teachers: A Key to Retention and Learning

NASA Astrophysics Data System (ADS)

Slattery, W.

2001-12-01

There are fundamental differences between an on-line course and a traditional face to face classroom course offering. On-line courses are front-loaded, that is, students taking on-line courses first have to navigate an unfamiliar website as they become familiar with the organization of the course. In addition, students in an on-line course in many cases have the stress of having to relate with an instructor and collaborate with colleagues that they may never meet. Many may be unfamiliar with the use of telecommunications technology. These forces can combine to produce students that become disillusioned with the on-line learning process, and consequently drop the course. The stress associated with an on-line course can be significantly reduced by the methods used by the facilitator of the course. Therefore, facilitation of an on-line course can be a key to student retention in on-line courses, and strengthen learning experiences for all students. The Earth System Science Education Alliance on-line course for practicing middle school teachers begins with a three week non-graded module designed to permit the facilitator and students to introduce themselves, provides opportunities to participants to explore the website, and allows participants to practice working with each other to develop Earth systems interactions. These group products are evaluated by the facilitator, and returned with detailed comments to the participants. Once graded work begins during the fourth week of the on-line course, it is guided by rubrics that assign higher value to products that contain multiple examples of supporting evidence of scientific assertions, are accurate, and express depth of reasoning. The facilitator guides participant learning through group threaded discussions, providing feedback for individual journal entries, and on-line comments and suggestions regarding classroom activities developed by the participants. Post-course evaluations suggest that K-12 teacher participants in the on-line Earth systems science course increase their content knowledge of Earth system science, develop proficiency in the use of telecommunications technology, and use the activities developed in the on-line course in their own classrooms. Their responses to evaluation instruments also indicate that the un-graded introductory module and facilitator support is critical to their success in the course.

Progress and Setbacks in K-12 Earth and Space Science Education During the Past Decade

NASA Astrophysics Data System (ADS)

Geary, E.; Hoffman, M.; Stevermer, A.; Barstow, D.

2005-12-01

Since publication of the National Science Education Standards in 1996, key Earth and space science concepts have been incorporated into the science education standards in virtually every state. However, the degree to which Earth and space science standards have been implemented in actual classroom curriculum and state science assessments varies greatly from state to state. In a similar vein, the No Child Left Behind legislation calls for a highly qualified teacher in every classroom: in Idaho over 96 percent of high school teachers are certified to teach Earth science, while in Illinois, less than 42 percent of teachers are certified. Furthermore, in some states, like New York, approximately 20 percent of high school students will take introductory Earth science each year, while in other states, like Texas, less than 1 percent of high school students will take introductory Earth science each year. Why do we have this high degree of variability with respect to the teaching and learning of Earth science across the United States? The answer is complex, as there are many institutional, attitudinal, budgetary, and policy factors affecting the teaching of Earth and space sciences. This presentation will summarize data on the current status of Earth and space science education in the United States, discuss where progress has been made and where setbacks have occurred during the past decade, and provide some suggestions and ideas for improving access to high quality Earth and space science education courses, curricula, assessments, and teachers at the state and local level.

Provenance-Powered Automatic Workflow Generation and Composition

NASA Astrophysics Data System (ADS)

Zhang, J.; Lee, S.; Pan, L.; Lee, T. J.

2015-12-01

In recent years, scientists have learned how to codify tools into reusable software modules that can be chained into multi-step executable workflows. Existing scientific workflow tools, created by computer scientists, require domain scientists to meticulously design their multi-step experiments before analyzing data. However, this is oftentimes contradictory to a domain scientist's daily routine of conducting research and exploration. We hope to resolve this dispute. Imagine this: An Earth scientist starts her day applying NASA Jet Propulsion Laboratory (JPL) published climate data processing algorithms over ARGO deep ocean temperature and AMSRE sea surface temperature datasets. Throughout the day, she tunes the algorithm parameters to study various aspects of the data. Suddenly, she notices some interesting results. She then turns to a computer scientist and asks, "can you reproduce my results?" By tracking and reverse engineering her activities, the computer scientist creates a workflow. The Earth scientist can now rerun the workflow to validate her findings, modify the workflow to discover further variations, or publish the workflow to share the knowledge. In this way, we aim to revolutionize computer-supported Earth science. We have developed a prototyping system to realize the aforementioned vision, in the context of service-oriented science. We have studied how Earth scientists conduct service-oriented data analytics research in their daily work, developed a provenance model to record their activities, and developed a technology to automatically generate workflow starting from user behavior and adaptability and reuse of these workflows for replicating/improving scientific studies. A data-centric repository infrastructure is established to catch richer provenance to further facilitate collaboration in the science community. We have also established a Petri nets-based verification instrument for provenance-based automatic workflow generation and recommendation.

Standalone GPS L1 C/A Receiver for Lunar Missions

PubMed Central

Capuano, Vincenzo; Blunt, Paul; Botteron, Cyril; Tian, Jia; Leclère, Jérôme; Wang, Yanguang; Basile, Francesco; Farine, Pierre-André

2016-01-01

Global Navigation Satellite Systems (GNSSs) were originally introduced to provide positioning and timing services for terrestrial Earth users. However, space users increasingly rely on GNSS for spacecraft navigation and other science applications at several different altitudes from the Earth surface, in Low Earth Orbit (LEO), Medium Earth Orbit (MEO), Geostationary Earth Orbit (GEO), and feasibility studies have proved that GNSS signals can even be tracked at Moon altitude. Despite this, space remains a challenging operational environment, particularly on the way from the Earth to the Moon, characterized by weaker signals with wider gain variability, larger dynamic ranges resulting in higher Doppler and Doppler rates and critically low satellite signal availability. Following our previous studies, this paper describes the proof of concept “WeakHEO” receiver; a GPS L1 C/A receiver we developed in our laboratory specifically for lunar missions. The paper also assesses the performance of the receiver in two representative portions of an Earth Moon Transfer Orbit (MTO). The receiver was connected to our GNSS Spirent simulator in order to collect real-time hardware-in-the-loop observations, and then processed by the navigation module. This demonstrates the feasibility, using current technology, of effectively exploiting GNSS signals for navigation in a MTO. PMID:27005628

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

STS-58 Crew Insignia

NASA Image and Video Library

1993-05-01

STS058-S-001 (May 1993) --- Designed by members of the flight crew, the STS-58 insignia depicts the space shuttle Columbia with a Spacelab module in its payload bay in orbit around Earth. The Spacelab and the lettering "Spacelab Life Sciences II" highlight the primary mission of the second space shuttle flight dedicated to life sciences research. An Extended Duration Orbiter (EDO) support pallet is shown in the aft payload bay, stressing the scheduled two-week duration of the longest space shuttle mission to date. The hexagonal shape of the patch depicts the carbon ring, a molecule common to all living organisms. Encircling the inner border of the patch is the double helix of DNA, representing the genetic basis of life. Its yellow background represents the sun, energy source for all life on Earth. Both medical and veterinary caducei are shown to represent the STS-58 life sciences experiments. The position of the spacecraft in orbit about Earth with the United States in the background symbolizes the ongoing support of the American people for scientific research intended to benefit all mankind. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the form of illustrations by the various news media. When and if there is any change in this policy, which we do not anticipate, it will be publicly announced. Photo credit: NASA

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.

Low-Complexity, Digital Encoder/Modulator Developed for High-Data-Rate Satellite B-ISDN Applications

NASA Technical Reports Server (NTRS)

1996-01-01

The Space Electronics Division at the NASA Lewis Research Center is developing advanced electronic technologies for the space communications and remote sensing systems of tomorrow. As part of the continuing effort to advance the state-of-the-art in satellite communications and remote sensing systems, Lewis developed a low-cost, modular, programmable, and reconfigurable all-digital encoder-modulator (DEM) for medium- to high-data-rate radiofrequency communication links. The DEM is particularly well suited to high-data-rate downlinks to ground terminals or direct data downlinks from near-Earth science platforms. It can support data rates up to 250 megabits per second (Mbps) and several modulation schemes, including the traditional binary phase-shift keying (BPSK) and quadrature phase-shift keying (QPSK) modes, as well as higher order schemes such as 8 phase-shift keying (8PSK) and 16 quadrature amplitude modulation (16QAM). The DEM architecture also can precompensate for channel disturbances and alleviate amplitude degradations caused by nonlinear transponder characteristics.

Apollo 13 Service Module and Lunar Module as entering Earth's atmosphere

NASA Image and Video Library

1970-04-18

S70-17646 (18 April 1970) --- An unidentified airline passenger snapped these bright objects, believed to be the Apollo 13 Service Module (SM) and Lunar Module (LM) as they entered Earth's atmosphere over the Pacific Ocean on April 18, 1970. The aircraft, an Air New Zealand DC-8 was midway between the Fiji Islands (Nandi Island to be specific) and Auckland, New Zealand, when the photograph was taken. The crew men of the problem plagued Apollo 13 mission jettisoned the LM and SM prior to entering Earth's atmosphere in the Apollo 13 Command Module (CM).

Aura Atmospheric Data Products and Their Availability from NASA Goddard Earth Sciences DAAC

NASA Technical Reports Server (NTRS)

Ahmad, S.; Johnson, J.; Gopalan, A.; Smith, P.; Leptoukh, G.; Kempler, S.

2004-01-01

NASA's EOS-Aura spacecraft was launched successfully on July 15, 2004. The four instruments onboard the spacecraft are the Microwave Limb Sounder (MLS), the Ozone Monitoring Instrument (OMI), the Tropospheric Emission Spectrometer (TES), and the High Resolution Dynamics Limb Sounder (HBDLS). The Aura instruments are designed to gather earth sciences measurements across the ultraviolet, visible, infra-red, thermal and microwave regions of the electromagnetic spectrum. Aura will provide over 70 distinct standard atmospheric data products for use in ozone layer and surface UV-B monitoring, air quality forecast, and atmospheric chemistry and climate change studies (http://eosaura.gsfc.nasa.gov/). These products include earth-atmosphere radiances and solar spectral irradiances; total column, tropospheric, and profiles of ozone and other trace gases, surface W-B flux; clouds and aerosol characteristics; and temperature, geopotential height, and water vapor profiles. The MLS, OMI, and HIRDLS data products will be archived at the NASA Goddard Earth Sciences (GES) Distributed Active Archive Center (DAAC), while data from TES will be archived at NASA Langley Research Center DAAC. Some of the standard products which have gone through quick preliminary checks are already archived at the GES DAAC (http://daac.nsfc.nasa.gov/) and are available to the Aura science team and data validation team members for data validation; and to the application and visualization software developers, for testing their application modules. Once data are corrected for obvious calibration problems and partially validated using in-situ observations, they would be made available to the broader user community. This presentation will provide details of the whole suite of Aura atmospheric data products, and the time line of the availability of the rest of the preliminary products and of the partially validated provisional products. Software and took available for data access, visualization, and data mining will also be discussed.

Climate Data Service in the FP7 EarthServer Project

NASA Astrophysics Data System (ADS)

Mantovani, Simone; Natali, Stefano; Barboni, Damiano; Grazia Veratelli, Maria

2013-04-01

EarthServer is a European Framework Program project that aims at developing and demonstrating the usability of open standards (OGC and W3C) in the management of multi-source, any-size, multi-dimensional spatio-temporal data - in short: "Big Earth Data Analytics". In order to demonstrate the feasibility of the approach, six thematic Lighthouse Applications (Cryospheric Science, Airborne Science, Atmospheric/ Climate Science, Geology, Oceanography, and Planetary Science), each with 100+ TB, are implemented. Scope of the Atmospheric/Climate lighthouse application (Climate Data Service) is to implement the system containing global to regional 2D / 3D / 4D datasets retrieved either from satellite observations, from numerical modelling and in-situ observations. Data contained in the Climate Data Service regard atmospheric profiles of temperature / humidity, aerosol content, AOT, and cloud properties provided by entities such as the European Centre for Mesoscale Weather Forecast (ECMWF), the Austrian Meteorological Service (Zentralanstalt für Meteorologie und Geodynamik - ZAMG), the Italian National Agency for new technologies, energies and sustainable development (ENEA), and the Sweden's Meteorological and Hydrological Institute (Sveriges Meteorologiska och Hydrologiska Institut -- SMHI). The system, through an easy-to-use web application permits to browse the loaded data, visualize their temporal evolution on a specific point with the creation of 2D graphs of a single field, or compare different fields on the same point (e.g. temperatures from different models and satellite observations), and visualize maps of specific fields superimposed with high resolution background maps. All data access operations and display are performed by means of OGC standard operations namely WMS, WCS and WCPS. The EarthServer project has just started its second year over a 3-years development plan: the present status the system contains subsets of the final database, with the scope of demonstrating I/O modules and visualization tools. At the end of the project all datasets will be available to the users.

The Adopt-A-Buoy Project: A Firsthand Experience for Students in Collecting, Processing and Analyzing Environmental Data

NASA Astrophysics Data System (ADS)

Richter-Menge, J.; Stott, G.; Harriman, C.; Perovich, D. K.; Elder, B. C.; Polashenski, C.

2013-12-01

Over the past 4 school years, our team of Arctic sea ice researchers and middle school teachers has collaborated in an educational outreach activity to develop a series of earth science classes aimed at 8th grade science students. Central to the effort is an environmental observation site installed at the school, designed to closely mimic sea ice mass balance buoys deployed as part of an NSF-sponsored Arctic Observing Network (AON) project. The site located at the school collects data on air temperature, barometric pressure, snow depth, and snow and ground temperatures. Working directly with the research team over the course of the school year, students learn to collect, process, and analyze the local environmental data. Key to the experience is the students' opportunity to pose and address open-ended questions about a set of scientific data that is inherently familiar to them, since it reflects the seasonal conditions they are witnessing (e.g. the 2011-12 New England winter with no snow). During the series of classes, students are also exposed to the similar set of environmental data collected in the Arctic, via a sea ice mass balance buoy they ';adopt.' The arctic data set opens the door to discussions about climate change and its particularly dramatic affect on the arctic environment. Efforts are underway to transform this outreach project into an expanded earth science classroom module for use at other schools. Portability will require an approach that makes connections to the Arctic without a reliance on the multiple visits to the classroom by the research team (e.g. forming and facilitating partnerships with Arctic schools and field researchers via the internet). We are also evaluating the possibility of constructing low cost, portable weather stations to be used with the module.

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…

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...

NASA's Webb Telescope ISIM Gets Cubed for Gravity Test

NASA Image and Video Library

2017-12-08

The James Webb Space Telescope's ISIM structure recently endured a "gravity sag test" as it was rotated in what looked like giant cube in a NASA clean room. The Integrated Science Instrument Module (ISIM) that will fly on the Webb telescope was rotated upside down inside a cube-like structure in the cleanroom at NASA's Goddard Space Flight Center in Greenbelt, Maryland. The purpose of "cubing" the ISIM was to test it for "gravity sag," which is to see how much the structure changes under its own weight due to gravity. The Integrated Science Instrument Module (ISIM) is one of three major elements that comprise the Webb Observatory flight system. The others are the Optical Telescope Element (OTE) and the Spacecraft Element (Spacecraft Bus and Sunshield). Read more: 1.usa.gov/1ze7u2l Credit: NASA/Goddard/Chris Gunn NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

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

STS-55 German Payload Specialist Schlegel manipulates ROTEX controls in SL-D2

NASA Image and Video Library

1993-05-06

STS055-106-100 (26 April-6 May 1993) --- Hans Schlegel, wearing special glasses, works at the Robotics Experiment (ROTEX) workstation in the science module aboard the Earth-orbiting Space Shuttle Columbia. Schlegel was one of two payload specialists representing the German Aerospace Research Establishment (DLR) on the 10-day Spacelab D-2 mission. ROTEX is a robotic arm that operates within an enclosed workcell in rack 6 of the Spacelab module and uses teleoperation from both an onboard station located nearby in rack 4 and from a station on the ground. The device uses teleprogramming and artificial intelligence to look at the design, verification and operation of advanced autonomous systems for use in future applications.

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.

System design and specifications. Earth Observatory Satellite system definition study (EOS)

NASA Technical Reports Server (NTRS)

1974-01-01

A design summary of the Earth Observatory Satellite (EOS) is presented. The systems considered in the summary are: (1) the spacecraft structure, (2) electrical power modules, (3) communications and data handling module, (4) attitude determination module, (5) actuation module, and (6) solar array and drive module. The documents which provide the specifications for the systems and the equipment are identified.

Spacelab Science Results Study

NASA Technical Reports Server (NTRS)

Naumann, R. J.; Lundquist, C. A.; Tandberg-Hanssen, E.; Horwitz, J. L.; Germany, G. A.; Cruise, J. F.; Lewis, M. L.; Murphy, K. L.

2009-01-01

Beginning with OSTA-1 in November 1981 and ending with Neurolab in March 1998, a total of 36 Shuttle missions carried various Spacelab components such as the Spacelab module, pallet, instrument pointing system, or mission peculiar experiment support structure. The experiments carried out during these flights included astrophysics, solar physics, plasma physics, atmospheric science, Earth observations, and a wide range of microgravity experiments in life sciences, biotechnology, materials science, and fluid physics which includes combustion and critical point phenomena. In all, some 764 experiments were conducted by investigators from the U.S., Europe, and Japan. The purpose of this Spacelab Science Results Study is to document the contributions made in each of the major research areas by giving a brief synopsis of the more significant experiments and an extensive list of the publications that were produced. We have also endeavored to show how these results impacted the existing body of knowledge, where they have spawned new fields, and if appropriate, where the knowledge they produced has been applied.

Assessing Student Learning about the Earth through the InTeGrate Project

NASA Astrophysics Data System (ADS)

Gilbert, L. A.; Iverson, E. A. R.; Steer, D. N.; Birnbaum, S. J.; Manduca, C. A.

2016-12-01

InTeGrate, a five-year community-based project comprised of faculty in the sciences and other disciplines, educational specialists, and evaluation experts at diverse institutions, instills learning about Earth in the context of societal issues through teaching materials developed into 2-3 week modules or courses. Materials were tested by over 135 materials authors and faculty interested in using these materials in undergraduate courses at a range of institution types across the US in geoscience, engineering, humanities, and social science courses. To assess impact on student learning, the InTeGrate project has collected student work from over 4,600 students enrolled in courses using these materials. To evaluate the influence of the materials on learning gains related to geoscience literacy, a set of 8 multiple choice items were developed, tested, and then administered in the first and last week of class in approximately 180 courses. The items were developed by 14 community members with assessment expertise and address content and concepts in the Earth, Climate, Atmosphere, and Ocean Science literacy documents. In a sample of 2,023 paired first and last week responses, students exhibit a 10% normalized gain (equivalent to 1 point of a 12 point total) regardless of their initial score. Students in the lowest quartile at the beginning of the course demonstrate the highest gains (4th quartile gain of 1.8) versus the higher quartile where a ceiling effect is present. In addition, a free-response essay was administered in the last week of the course which tests students' understanding for how Earth system interactions influence people's ability to make decisions about global societal challenges. Analysis of these essays demonstrates a strong relationship between the InTeGrate content and the subject matter of the student essay. These preliminary findings suggest that the use of InTeGrate materials increases students' understanding of geoscience literacies and the materials give students a topical hook for connecting learning about Earth to societal challenges.

The O/OREOS Mission - Astrobiology in Low Earth Orbit. [Astrobiology in Low Earth Orbit

NASA Technical Reports Server (NTRS)

Ehrenfreund, P.; Ricco, A. J.; Squires, D.; Kitts, C.; Agasid, E.; Bramall, N.; Bryson, K.; Chittenden, J.; Conley, C.; Cook, A.;

The Astrobiology in Secondary Classrooms (ASC) curriculum: focusing upon diverse students and teachers.

PubMed

Arino de la Rubia, Leigh S

2012-09-01

The Minority Institution Astrobiology Collaborative (MIAC) began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms (ASC) modules emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Field-testing of the Astrobiology in Secondary Classrooms materials occurred over three years in eight U.S. locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics. Analysis of the educational research upon the high school students participating in the ASC project showed statistically significant increases in students' perceived knowledge and science reasoning. The curriculum is in its final stages, preparing for review to become a NASA educational product.

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.

Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

ERIC Educational Resources Information Center

Hoffman, Martos; Barstow, Daniel

2007-01-01

The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

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

Federal Register 2010, 2011, 2012, 2013, 2014

2011-04-14

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (11-040)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

75 FR 65673 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-26

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-141)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

77 FR 27253 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-09

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (12-033)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

77 FR 58412 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-20

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12-075] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

78 FR 52216 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-22

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: 13- 099] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

78 FR 18373 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-26

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 13-031] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

76 FR 49508 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-10

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 11-073] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

75 FR 41899 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-19

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice: (10-082)] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth Science...

77 FR 12086 - NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-28

... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice 12-018] NASA Advisory Council; Science Committee; Earth Science Subcommittee; Meeting AGENCY: National Aeronautics and Space Administration. ACTION... amended, the National Aeronautics and Space Administration (NASA) announces a meeting of the Earth 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

Planning NGSS-Based Instruction: Where Do You Start?

ERIC Educational Resources Information Center

Colson, Mary; Colson, Russ

2016-01-01

Mary Colson is an eighth-grade Earth science teacher at Horizon Middle School, and Russ Colson is a professor of geology and Earth science education in the Department of Anthropology and Earth Science at Minnesota State University Moorhead, both in Moorhead, Minnesota. Since her first year in teaching eighth grade Earth science, in 1986,…

Reusable Reentry Satellite (RRS) system design study: System cost estimates document

NASA Technical Reports Server (NTRS)

1991-01-01

The Reusable Reentry Satellite (RRS) program was initiated to provide life science investigators relatively inexpensive, frequent access to space for extended periods of time with eventual satellite recovery on earth. The RRS will provide an on-orbit laboratory for research on biological and material processes, be launched from a number of expendable launch vehicles, and operate in Low-Altitude Earth Orbit (LEO) as a free-flying unmanned laboratory. SAIC's design will provide independent atmospheric reentry and soft landing in the continental U.S., orbit for a maximum of 60 days, and will sustain three flights per year for 10 years. The Reusable Reentry Vehicle (RRV) will be 3-axis stabilized with artificial gravity up to 1.5g's, be rugged and easily maintainable, and have a modular design to accommodate a satellite bus and separate modular payloads (e.g., rodent module, general biological module, ESA microgravity botany facility, general botany module). The purpose of this System Cost Estimate Document is to provide a Life Cycle Cost Estimate (LCCE) for a NASA RRS Program using SAIC's RRS design. The estimate includes development, procurement, and 10 years of operations and support (O&S) costs for NASA's RRS program. The estimate does not include costs for other agencies which may track or interface with the RRS program (e.g., Air Force tracking agencies or individual RRS experimenters involved with special payload modules (PM's)). The life cycle cost estimate extends over the 10 year operation and support period FY99-2008.

Three-dimensional presentation of the earth and planets in classrooms and science centers with a spherical screen

NASA Astrophysics Data System (ADS)

Saito, A.; Tsugawa, T.; Odagi, Y.; Nishi, N.; Miyazaki, S.; Ichikawa, H.

2012-12-01

Educational programs have been developed for the earth and planetary science using a three-dimensional presentation system of the Earth and planets with a spherical screen. They have been used in classrooms of universities, high schools, elementary schools, and science centers. Two-dimensional map is a standard tool to present the data of the Earth and planets. However the distortion of the shape is inevitable especially for the map of wide areas. Three-dimensional presentation of the Earth, such as globes, is an only way to avoid this distortion. There are several projects to present the earth and planetary science results in three-dimension digitally, such as Science on a sphere (SOS) by NOAA, and Geo-cosmos by the National Museum of Emerging Science and Innovation (Miraikan), Japan. These projects are relatively large-scale in instruments and cost, and difficult to use in classrooms and small-scale science centers. Therefore we developed a portable, scalable and affordable system of the three-dimensional presentation of the Earth and planets, Dagik Earth. This system uses a spherical screen and a PC projector. Several educational programs have been developed using Dagik Earth under collaboration of the researchers of the earth and planetary science and science education, school teachers, and curators of science centers, and used in schools and museums in Japan, Taiwan and other countries. It helps learners to achieve the proper cognition of the shape and size of the phenomena on the Earth and planets. Current status and future development of the project will be introduced in the presentation.

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.

NASA Enterprise Architecture and Its Use in Transition of Research Results to Operations

NASA Astrophysics Data System (ADS)

Frisbie, T. E.; Hall, C. M.

2006-12-01

Enterprise architecture describes the design of the components of an enterprise, their relationships and how they support the objectives of that enterprise. NASA Stennis Space Center leads several projects involving enterprise architecture tools used to gather information on research assets within NASA's Earth Science Division. In the near future, enterprise architecture tools will link and display the relevant requirements, parameters, observatories, models, decision systems, and benefit/impact information relationships and map to the Federal Enterprise Architecture Reference Models. Components configured within the enterprise architecture serving the NASA Applied Sciences Program include the Earth Science Components Knowledge Base, the Systems Components database, and the Earth Science Architecture Tool. The Earth Science Components Knowledge Base systematically catalogues NASA missions, sensors, models, data products, model products, and network partners appropriate for consideration in NASA Earth Science applications projects. The Systems Components database is a centralized information warehouse of NASA's Earth Science research assets and a critical first link in the implementation of enterprise architecture. The Earth Science Architecture Tool is used to analyze potential NASA candidate systems that may be beneficial to decision-making capabilities of other Federal agencies. Use of the current configuration of NASA enterprise architecture (the Earth Science Components Knowledge Base, the Systems Components database, and the Earth Science Architecture Tool) has far exceeded its original intent and has tremendous potential for the transition of research results to operational entities.

AF-GEOSpace Version 2.0: Space Environment Software Products for 2002

NASA Astrophysics Data System (ADS)

Hilmer, R. V.; Ginet, G. P.; Hall, T.; Holeman, E.; Tautz, M.

2002-05-01

AF-GEOSpace Version 2.0 (release 2002 on WindowsNT/2000/XP) is a graphics-intensive software program developed by AFRL with space environment models and applications. It has grown steadily to become a development tool for automated space weather visualization products and helps with a variety of tasks: orbit specification for radiation hazard avoidance; satellite design assessment and post-event analysis; solar disturbance effects forecasting; frequency and antenna management for radar and HF communications; determination of link outage regions for active ionospheric conditions; and physics research and education. The object-oriented C++ code is divided into five module classes. Science Modules control science models to give output data on user-specified grids. Application Modules manipulate these data and provide orbit generation and magnetic field line tracing capabilities. Data Modules read and assist with the analysis of user-generated data sets. Graphics Modules enable the display of features such as plane slices, magnetic field lines, line plots, axes, the Earth, stars, and satellites. Worksheet Modules provide commonly requested coordinate transformations and calendar conversion tools. Common input data archive sets, application modules, and 1-, 2-, and 3-D visualization tools are provided to all models. The code documentation includes detailed examples with click-by-click instructions for investigating phenomena that have well known effects on communications and spacecraft systems. AF-GEOSpace Version 2.0 builds on the success of its predecessors. The first release (Version 1.21, 1996/IRIX on SGI) contained radiation belt particle flux and dose models derived from CRRES satellite data, an aurora model, an ionosphere model, and ionospheric HF ray tracing capabilities. Next (Version 1.4, 1999/IRIX on SGI) science modules were added related to cosmic rays and solar protons, low-Earth orbit radiation dosages, single event effects probability maps, ionospheric scintillation, and shock propagation models. New application modules for estimating linear energy transfer (LET) and single event upset (SEU) rates in solid-state devices, and graphic modules for visualizing radar fans, communication domes, and satellite detector cones and links were added. Automated FTP scripts permitted users to update their global input parameter set directly from NOAA/SEC. What?s New? Version 2.0 includes the first true dynamic run capabilities and offers new and enhanced graphical and data visualization tools such as 3-D volume rendering and eclipse umbra and penumbra determination. Animations of all model results can now be displayed together in all dimensions. There is a new realistic day-to-day ionospheric scintillation simulation generator (IONSCINT), an upgrade to the WBMOD scintillation code, a simplified HF ionospheric ray tracing module, and applications built on the NASA AE-8 and AP-8 radiation belt models. User-generated satellite data sets can now be visualized along with their orbital ephemeris. A prototype tool for visualizing MHD model results stored in structured grids provides a hint of where future space weather model development efforts are headed. A new graphical user interface (GUI) with improved module tracking and renaming features greatly simplifies software operation. AF-GEOSpace is distributed by the Space Weather Center of Excellence in the Space Vehicles Directorate of AFRL. Recently released for WindowsNT/2000/XP, versions for UNIX and LINUX operating systems will follow shortly. To obtain AF-GEOSpace Version 2.0, please send an e-mail request to the first author.

Low SWaP Semiconductor Laser Transmitter Modules For ASCENDS Mission Applications

NASA Technical Reports Server (NTRS)

Prasad, Narasimha S.; Rosiewicz, Alex; Coleman, Steven M.

2012-01-01

The National Research Council's (NRC) Decadal Survey (DS) of Earth Science and Applications from Space has identified the Active Sensing of CO2 Emissions over Nights, Days, and Seasons (ASCENDS) as an important atmospheric science mission. NASA Langley Research Center, working with its partners, is developing fiber laser architecture based intensity modulated CW laser absorption spectrometer for measuring XCO2 in the 1571 nm spectral band. In support of this measurement, remote sensing of O2 in the 1260 nm spectral band for surface pressure measurements is also being developed. In this paper, we will present recent progress made in the development of advanced transmitter modules for CO2 and O2 sensing. Advanced DFB seed laser modules incorporating low-noise variable laser bias current supply and low-noise variable temperature control circuit have been developed. The 1571 nm modules operate at >80 mW and could be tuned continuously over the wavelength range of 1569-1574nm at a rate of 2 pm/mV. Fine tuning was demonstrated by adjusting the laser drive at a rate of 0.7 pm/mV. Heterodyne linewidth measurements have been performed showing linewidth 200 kHz and frequency jitter 75 MHz. In the case of 1260 nm DFB laser modules, we have shown continuous tuning over a range of 1261.4 - 1262.6 nm by changing chip operating temperature and 1261.0 - 1262.0 nm by changing the laser diode drive level. In addition, we have created a new laser package configuration which has been shown to improve the TEC coefficient of performance by a factor of 5 and improved the overall efficiency of the laser module by a factor of 2.

Activities, Animations, and Online Tools to Enable Undergraduate Student Learning of Geohazards, Climate Change, and Water Resources

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Walker, B.; Douglas, B. J.; Cronin, V. S.; Funning, G.; Stearns, L. A.; Charlevoix, D.; Miller, M. M.

2017-12-01

The NSF-funded GEodesy Tools for Societal Issues (GETSI) project is developing teaching resources for use in introductory and majors-level courses, emphasizing a broad range of geodetic methods and data applied to societally important issues. The modules include a variety of hands-on activities, demonstrations, animations, and interactive online tools in order to facilitate student learning and engagement. A selection of these activities will be showcased at the AGU session. These activities and data analysis exercises are embedded in 4-6 units per module. Modules can take 2-3 weeks of course time total or individual units and activities can be selected and used over just 1-2 class periods. Existing modules are available online via serc.carleton.edu/getsi/ and include "Ice mass and sea level changes", "Imaging active tectonics with LiDAR and InSAR", "Measuring water resources with GPS, gravity, and traditional methods", "Surface process hazards", and "GPS, strain, and earthquakes". Modules, and their activities and demonstrations were designed by teams of faculty and content experts and underwent rigorous classroom testing and review using the process developed by the Science Education Resource Center's InTeGrate Project (serc.carleton.edu/integrate). All modules are aligned to Earth Science and Climate literacy principles. GETSI collaborating institutions are UNAVCO (which runs NSF's Geodetic Facility), Indiana University, and Mt San Antonio College. Initial funding came from NSF's TUES (Transforming Undergraduate Education in STEM). A second phase of funding from NSF IUSE (Improving Undergraduate STEM Education) is just starting and will fund another six modules (including their demonstrations, activities, and hands-on activities) as well as considerably more instructor professional development to facilitate implementation and use.

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.

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.

77 FR 70482 - Notice of Establishment of a NASA Federal Advisory Committee; Applied Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-26

... Analysis Group (ASAG) as a task group under the auspices of the Earth Science Subcommittee of the NASA... and prioritizing the Earth Science Division's Applied Sciences Program activities and has served as a... recommendations to the Director, Earth Science Division, Science Mission Directorate, NASA Headquarters, on...

Development and Performance of the Modularized, High-performance Computing and Hybrid-architecture Capable GEOS-Chem Chemical Transport Model

NASA Astrophysics Data System (ADS)

Long, M. S.; Yantosca, R.; Nielsen, J.; Linford, J. C.; Keller, C. A.; Payer Sulprizio, M.; Jacob, D. J.

2014-12-01

The GEOS-Chem global chemical transport model (CTM), used by a large atmospheric chemistry research community, has been reengineered to serve as a platform for a range of computational atmospheric chemistry science foci and applications. Development included modularization for coupling to general circulation and Earth system models (ESMs) and the adoption of co-processor capable atmospheric chemistry solvers. This was done using an Earth System Modeling Framework (ESMF) interface that operates independently of GEOS-Chem scientific code to permit seamless transition from the GEOS-Chem stand-alone serial CTM to deployment as a coupled ESM module. In this manner, the continual stream of updates contributed by the CTM user community is automatically available for broader applications, which remain state-of-science and directly referenceable to the latest version of the standard GEOS-Chem CTM. These developments are now available as part of the standard version of the GEOS-Chem CTM. The system has been implemented as an atmospheric chemistry module within the NASA GEOS-5 ESM. The coupled GEOS-5/GEOS-Chem system was tested for weak and strong scalability and performance with a tropospheric oxidant-aerosol simulation. Results confirm that the GEOS-Chem chemical operator scales efficiently for any number of processes. Although inclusion of atmospheric chemistry in ESMs is computationally expensive, the excellent scalability of the chemical operator means that the relative cost goes down with increasing number of processes, making fine-scale resolution simulations possible.

Overview of the Education and Public Outreach (EPO) program of the Caltech Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2009-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past year, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) stimulate the interest of students and the general public in Earth Sciences, particularly in the study of tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries and advancements, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools. We have hosted local high school students and teachers to provide them with research experience (as part of Caltech’s “Summer Research Connection”); participated in teacher training workshops (organized by the local school district); hosted tours for local elementary school students; and brought hands-on activities into local elementary and middle school classrooms, science clubs, and science nights. We have also led local school students and teachers on geology field trips through nearby parks. In addition, we have developed education modules for undergraduate classes (as part of MARGINS program), and have written educational web articles on TO research (http://www.tectonics.caltech.edu/outreach). The presentation will give an overview of these activities and their impact on our educational program.

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

NASA Astrophysics Data System (ADS)

Pottinger, James E.

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space science courses are different than typical online courses in that they need to incorporate an inquiry-based component to ensure students fully understand the course concepts and science principles in the Earth and Space sciences. Studies have addressed the barriers in other inquiry-based online science courses, including biology, physics, and chemistry. This holistic, multiple-case qualitative study investigated perceived barriers and strategies to effective online Earth and Space science instruction through in-depth interviews with six experienced post-secondary online science instructors. Data from this study was analyzed using a thematic analysis approach and revealed four common themes when teaching online Earth and Space science. A positive perception and philosophy of online teaching is essential, the instructor-student interaction is dynamic, course structure and design modification will occur, and online lab activities must make science operational and relevant. The findings in this study demonstrated that online Earth and Space science instructors need institutional support in the form of a strong faculty development program and support staff in order to be as effective as possible. From this study, instructors realize that the instructor-student relationship and course structure is paramount, especially when teaching online science with labs. A final understanding from this study was that online Earth and Space science lab activities must incorporate the use and application of scientific skills and knowledge. Recommendations for future research include (a) qualitative research conducted in specific areas within the Earth and Space sciences to determine if similar conclusions may be reached, (b) conduct a quantitative study looking at the available online technologies and their effectiveness in each area, and (c) utilize students that took online Earth and Space science classes and compare their perception of effectiveness to the instructor's perception of effectiveness in the online Earth and Space science classroom.

Teaching and Learning about the Earth. ERIC Digest.

ERIC Educational Resources Information Center

Lee, Hyonyong

This ERIC Digest investigates the earth and space science guidelines of the National Science Education Standards. These guidelines are frequently referred to as the earth system and include components such as plate tectonics, the water cycle, and the carbon cycle. This Digest describes the development of earth systems science and earth systems…

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.

Talkoot Portals: Discover, Tag, Share, and Reuse Collaborative Science Workflows (Invited)

NASA Astrophysics Data System (ADS)

Wilson, B. D.; Ramachandran, R.; Lynnes, C.

2009-12-01

A small but growing number of scientists are beginning to harness Web 2.0 technologies, such as wikis, blogs, and social tagging, as a transformative way of doing science. These technologies provide researchers easy mechanisms to critique, suggest and share ideas, data and algorithms. At the same time, large suites of algorithms for science analysis are being made available as remotely-invokable Web Services, which can be chained together to create analysis workflows. This provides the research community an unprecedented opportunity to collaborate by sharing their workflows with one another, reproducing and analyzing research results, and leveraging colleagues’ expertise to expedite the process of scientific discovery. However, wikis and similar technologies are limited to text, static images and hyperlinks, providing little support for collaborative data analysis. A team of information technology and Earth science researchers from multiple institutions have come together to improve community collaboration in science analysis by developing a customizable “software appliance” to build collaborative portals for Earth Science services and analysis workflows. The critical requirement is that researchers (not just information technologists) be able to build collaborative sites around service workflows within a few hours. We envision online communities coming together, much like Finnish “talkoot” (a barn raising), to build a shared research space. Talkoot extends a freely available, open source content management framework with a series of modules specific to Earth Science for registering, creating, managing, discovering, tagging and sharing Earth Science web services and workflows for science data processing, analysis and visualization. Users will be able to author a “science story” in shareable web notebooks, including plots or animations, backed up by an executable workflow that directly reproduces the science analysis. New services and workflows of interest will be discoverable using tag search, and advertised using “service casts” and “interest casts” (Atom feeds). Multiple science workflow systems will be plugged into the system, with initial support for UAH’s Mining Workflow Composer and the open-source Active BPEL engine, and JPL’s SciFlo engine and the VizFlow visual programming interface. With the ability to share and execute analysis workflows, Talkoot portals can be used to do collaborative science in addition to communicate ideas and results. It will be useful for different science domains, mission teams, research projects and organizations. Thus, it will help to solve the “sociological” problem of bringing together disparate groups of researchers, and the technical problem of advertising, discovering, developing, documenting, and maintaining inter-agency science workflows. The presentation will discuss the goals of and barriers to Science 2.0, the social web technologies employed in the Talkoot software appliance (e.g. CMS, social tagging, personal presence, advertising by feeds, etc.), illustrate the resulting collaborative capabilities, and show early prototypes of the web interfaces (e.g. embedded workflows).

NASA's Earth Science Data Systems - Lessons Learned and Future Directions

NASA Technical Reports Server (NTRS)

Ramapriyan, Hampapuram K.

2010-01-01

In order to meet the increasing demand for Earth Science data, NASA has significantly improved the Earth Science Data Systems over the last two decades. This improvement is reviewed in this slide presentation. Many Earth Science disciplines have been able to access the data that is held in the Earth Observing System (EOS) Data and Information System (EOSDIS) at the Distributed Active Archive Centers (DAACs) that forms the core of the data system.

Observing Active Volcanism on Earth and Beyond With an Autonomous Science Investigation Capability

NASA Astrophysics Data System (ADS)

Davies, A. G.; Mjolsness, E. D.; Fink, W.; Castano, R.; Park, H. G.; Zak, M.; Burl, M. C.

2001-12-01

Operational constraints imposed by restricted downlink and long communication delays make autonomous systems a necessity for exploring dynamic processes in the Solar System and beyond. Our objective is to develop an onboard, modular, automated science analysis tool that will autonomously detect unexpected events, identify rare events at predicted sites, quantify the processes under study, and prioritize the science data and analyses as they are collected. A primary target for this capability is terrestrial active volcanism. Our integrated, science-driven command and control package represents the next stage of the automatic monitoring of volcanic activity pioneered by GOES. The resulting system will maximize science return from day-to-day instrument use and provide immediate reaction to capture the fullest information from infrequent events. For example, a sensor suite consisting of a Galileo-like multi-filter visible wavelength camera and an infrared spectrometer, can acquire high-spatial resolution data of eruptions of lava and volcanic plumes and identify large concentrations of volcanic SO2. After image/spectrum formation, software is applied to the data which is capable of change detection (in the visible and infrared), feature identification (both in imagery and spectra), and novelty detection. In this particular case, the latter module detects change in the parameter space of an advanced multi-component black-body volcanic thermal emission model by means of a novel technique called the "Grey-Box" method which analyzes time series data through a combination of deterministic and stochastic models. This approach can be demonstrated using data obtained by the Galileo spacecraft of ionian volcanism. The system autonomously identifies the most scientifically important targets and prioritizes data and analyses for return. All of these techniques have been successfully demonstrated in laboratory experiments, and are ready to be tested in an operational environment. After identification of a target of interest, an onboard planner prioritizes resources to obtain the best possible dataset of the identified process. We emphasize that the software is modular. The change detection and feature identification modules can be applied to any imaged dataset, and are not confined to volcanic targets. Applications are therefore widespread, across all NASA Enterprises. Examples include detection and quantification of extraterrestrial volcanism (Io, Triton), the monitoring of features in planetary atmospheres (Earth, Gas Giants), the ebb and flow of ices (Earth, Mars), asteriod, comet and supernova detection, change detection in magnetic fields, and identification of structure within radio outbursts.

Spacelab

NASA Image and Video Library

1991-06-01

The laboratory module in the cargo bay of the Space Shuttle Orbiter Columbia was photographed during the Spacelab Life Science-1 (SLS-1) mission. SLS-1 was the first Spacelab mission dedicated solely to life sciences. The main purpose of the SLS-1 mission was to study the mechanisms, magnitudes, and time courses of certain physiological changes that occur during space flight, to investigate the consequences of the body's adaptation to microgravity and readjustment to Earth's gravity, and to bring the benefits back home to Earth. The mission was designed to explore the responses of the heart, lungs, blood vessels, kidneys, and hormone-secreting glands to microgravity and related body fluid shifts; examine the causes of space motion sickness; and study changes in the muscles, bones and cells. The five body systems being studied were: The Cardiovascular/Cardiopulmonary System (heart, lungs, and blood vessels), the Renal/Endocrine System (kidney and hormone-secreting organs), the Immune System (white blood cells), the Musculoskeletal System (muscles and bones), and the Neurovestibular System (brain and nerves, eyes, and irner ear). The SLS-1 was launched aboard the Space Shuttle Orbiter Columbia (STS-40) on June 5, 1995.

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, developed in collaboration between teachers and JMU faculty members, provide a tangible, relevant setting in which students can apply and understand mathematical applications and scientific processes related to evolving Earth systems. Initial results from student questionnaires and teacher focus groups suggest that the anticipated impacts of MAESTRO on students are being realized, including increased valuing of mathematics and Earth science in society and transfer between mathematics and science courses. As a high percentage of students in the MAESTRO schools are of low socio-economic status, they also face the prospect of becoming first-generation college students, hopefully considering STEM academic pathways. MAESTRO will drive the development of challenging and engaging instruction designed to draw a larger pool of students into STEM career pathways.

Student Geoscientists Explore the Earth during Earth Science Week 2005

ERIC Educational Resources Information Center

Benbow, Ann E.; Camphire, Geoff

2005-01-01

Taking place October 9-15, Earth Science Week 2005 will celebrate the theme "Geoscientists Explore the Earth." The American Geological Institute (AGI) is organizing the event, as always, to help people better understand and appreciate the Earth sciences and to encourage stewardship of the planet. This year, the focus will be on the wide range of…

Aqua Education and Public Outreach

NASA Astrophysics Data System (ADS)

Graham, S. M.; Parkinson, C. L.; Chambers, L. H.; Ray, S. E.

2011-12-01

NASA's Aqua satellite was launched on May 4, 2002, with six instruments designed to collect data about the Earth's atmosphere, biosphere, hydrosphere, and cryosphere. Since the late 1990s, the Aqua mission has involved considerable education and public outreach (EPO) activities, including printed products, formal education, an engineering competition, webcasts, and high-profile multimedia efforts. The printed products include Aqua and instrument brochures, an Aqua lithograph, Aqua trading cards, NASA Fact Sheets on Aqua, the water cycle, and weather forecasting, and an Aqua science writers' guide. On-going formal education efforts include the Students' Cloud Observations On-Line (S'COOL) Project, the MY NASA DATA Project, the Earth System Science Education Alliance, and, in partnership with university professors, undergraduate student research modules. Each of these projects incorporates Aqua data into its inquiry-based framework. Additionally, high school and undergraduate students have participated in summer internship programs. An earlier formal education activity was the Aqua Engineering Competition, which was a high school program sponsored by the NASA Goddard Space Flight Center, Morgan State University, and the Baltimore Museum of Industry. The competition began with the posting of a Round 1 Aqua-related engineering problem in December 2002 and concluded in April 2003 with a final round of competition among the five finalist teams. The Aqua EPO efforts have also included a wide range of multimedia products. Prior to launch, the Aqua team worked closely with the Special Projects Initiative (SPI) Office to produce a series of live webcasts on Aqua science and the Cool Science website aqua.nasa.gov/coolscience, which displays short video clips of Aqua scientists and engineers explaining the many aspects of the Aqua mission. These video clips, the Aqua website, and numerous presentations have benefited from dynamic visualizations showing the Aqua launch, instrument deployments, instrument sensing, and the Aqua orbit. More recently, in 2008 the Aqua team worked with the ViewSpace production team from the Space Telescope Science Institute to create an 18-minute ViewSpace feature showcasing the science and applications of the Aqua mission. Then in 2010 and 2011, Aqua and other NASA Earth-observing missions partnered with National CineMedia on the "Know Your Earth" (KYE) project. During January and July 2010 and 2011, KYE ran 2-minute segments highlighting questions that promoted global climate literacy on lobby LCD screens in movie theaters throughout the U.S. Among the ongoing Aqua EPO efforts is the incorporation of Aqua data sets onto the Dynamic Planet, a large digital video globe that projects a wide variety of spherical data sets. Aqua also has a highly successful collaboration with EarthSky communications on the production of an Aqua/EarthSky radio show and podcast series. To date, eleven productions have been completed and distributed via the EarthSky network. In addition, a series of eight video podcasts (i.e., vodcasts) are under production by NASA Goddard TV in conjunction with Aqua personnel, highlighting various aspects of the Aqua mission.

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.

Teachers' Perspectives of the New Western Australian Earth and Environmental Science Course: Lessons for the Australian Curriculum

ERIC Educational Resources Information Center

Dawson, Vaille; Moore, Leah

2011-01-01

In 2007, a new upper secondary course, Earth and Environmental Science (EES) was introduced in Western Australia. The development and implementation of the course was supported by Earth Science Western Australia (ESWA), a consortium of universities, the CSIRO and other organisations. The role of ESWA is to support the teaching of earth science in…

ISIM Lowered into Thermal Vacuum Chamber

NASA Image and Video Library

2017-12-08

An overhead glimpse inside the thermal vacuum chamber at NASA's Goddard Space Flight Center in Greenbelt, Md., as engineers ready the James Webb Space Telescope's Integrated Science Instrument Module, just lowered into the chamber for its first thermal vacuum test. The ISIM and the ISIM System Integration Fixture that holds the ISIM Electronics Compartment is completely covered in protective blankets to shield it from contamination. Image credit: NASA/Chris Gunn NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

@Astro_Wheels Tweetup

NASA Image and Video Library

2011-03-16

Astronaut Doug Wheelock discusses his experiences while living on the International Space Station during a tweetup at NASA Headquarters in Washington, Wednesday, March 16, 2011. Wheelock, who has accumulated a total of 178 days in space, assumed command of the International Space Station and the Expedition 25 crew. During Expedition 25, there were more than 120 microgravity experiments in human research; biology and biotechnology; physical and materials sciences; technology development; and Earth and space sciences. Wheelock also responded to an emergency shutdown of half of the station's external cooling system and supported three unplanned spacewalks to replace the faulty pump module that caused the shutdown. His efforts restored the station's critical cooling system to full function. The mission duration was 163 days. Photo Credit: (NASA/Paul E. Alers)

Malenchenko and Lu in Pirs Docking Compartment (DC-1) module

NASA Image and Video Library

2003-10-20

ISS007-E-17761 (20 October 2003) --- The Expedition 7 crewmembers, cosmonaut Yuri I. Malenchenko, mission commander representing Rosaviakosmos; and astronaut Edward T. Lu, NASA ISS science officer and flight engineer, pose for a photo by a camera triggered for a change by something other than auto-set or remote means. The photographer in this case was one of the newly arrived Expedition 8 crewmembers, astronaut C. Michael Foale, American commander and NASA ISS science officer and cosmonaut Alexander Kaleri, Russian flight engineer and Soyuz commander; or possibly European Space Agency astronaut Pedro Duque, who joined the Expedition 8 crew for the trip "up" and who will return to Earth on Oct. 28 with the Expedition 7 crew.

Three-dimensional presentation of the earth and space science data in collaboration among schools, science museums and scientists

NASA Astrophysics Data System (ADS)

Saito, Akinori; Tsugawa, Takuya

Three-dimensional presentation of the earth and space science data is a best tool to show the scientific data of the earth and space. It can display the correct shape on the Earth while any two-dimensional maps distort shapes. Furthermore it helps audience to understand the scale size and phenomena of the earth and planets in an intuitive way. There are several projects of the 3-D presentation of the Earth, such as Science on a Sphere (SOS) by NOAA, and Geo-cosmos by Miraikan, Japan. We are developing a simple, portable and affordable 3-D presentation system, called Dagik Earth. It uses a spherical or hemispherical screen to project data and images using normal PC and PC projector. The minimum size is 8cm and the largest size is 8m in diameter. The Dagik Earth project has developed the software of the 3-D projection in collaboration with scientists, and provides the software to the science museums and school teachers. Because the same system can be used in museums and schools, several science museums play a roll of hub for the school teachers' training on the earth and planetary science class with Dagik Earth. International collaboration with Taiwan, Thailand, and other countries is in progress. In the presentation, we introduce the system of Dagik Earth and the activities using it in the collaboration among schools, science centers, universities and research institutes.

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.

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.

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.

Enabling the Usability of Earth Science Data Products and Services by Evaluating, Describing, and Improving Data Quality throughout the Data Lifecycle

NASA Astrophysics Data System (ADS)

Downs, R. R.; Peng, G.; Wei, Y.; Ramapriyan, H.; Moroni, D. F.

2015-12-01

Earth science data products and services are being used by representatives of various science and social science disciplines, by planning and decision-making professionals, by educators and learners ranging from primary through graduate and informal education, and by the general public. The diversity of users and uses of Earth science data is gratifying and offers new challenges for enabling the usability of these data by audiences with various purposes and levels of expertise. Users and other stakeholders need capabilities to efficiently find, explore, select, and determine the applicability and suitability of data products and services to meet their objectives and information needs. Similarly, they need to be able to understand the limitations of Earth science data, which can be complex, especially when considering combined or simultaneous use of multiple data products and services. Quality control efforts of stakeholders, throughout the data lifecycle, can contribute to the usability of Earth science data to meet the needs of diverse users. Such stakeholders include study design teams, data producers, data managers and curators, archives, systems professionals, data distributors, end-users, intermediaries, sponsoring organizations, hosting institutions, and others. Opportunities for engaging stakeholders to review, describe, and improve the quality of Earth science data products and services throughout the data lifecycle are identified and discussed. Insight is shared from the development of guidelines for implementing the Group on Earth Observations (GEO) Data Management Principles, the recommendations from the Earth Science Data System Working Group (ESDSWG) on Data Quality, and the efforts of the Information Quality Cluster of the Federation of Earth Science Information Partners (ESIP). Examples and outcomes from quality control efforts of data facilities, such as scientific data centers, that contribute to the usability of Earth science data also are offered.

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 recent developments in data preservation and provenance.

What to do when the Universities reject High School Earth Science

NASA Astrophysics Data System (ADS)

Van Norden, W.

2011-12-01

It is hard to imagine a state of the union more affected by Earth processes than the state of California. However, the University of California actively discourages High School students from taking Earth Science courses. For admission into the University of California students are required to take at least 2 years of courses that offer a fundamental knowledge in at least two of these three foundational subjects: biology, chemistry, and physics. Earth Science courses simply don't qualify as laboratory science courses. The UC Admissions will sometimes make an exception for an Earth Science course only if it is shown to contain a large component of biology, chemistry and physics topics. Since students don't get credit for admission for taking Earth Science, High Schools are quick to drop Earth Science courses for their college-bound students. A group of teachers and University professors have been working to reverse this policy by creating a rigorous capstone Earth Science course that clearly merits laboratory status. Getting this course accepted by the University of California is well on its way, but getting the course into the High Schools will take a lot of work and probably some extra funding.

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.

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.

Implementation of small group discussion as a teaching method in earth and space science subject

NASA Astrophysics Data System (ADS)

Aryani, N. P.; Supriyadi

2018-03-01

In Physics Department Universitas Negeri Semarang, Earth and Space Science subject is included in the curriculum of the third year of physics education students. There are various models of teaching earth and space science subject such as textbook method, lecturer, demonstrations, study tours, problem-solving method, etc. Lectures method is the most commonly used of teaching earth and space science subject. The disadvantage of this method is the lack of two ways interaction between lecturers and students. This research used small group discussion as a teaching method in Earth and Space science. The purpose of this study is to identify the conditions under which an efficient discussion may be initiated and maintained while students are investigating properties of earth and space science subjects. The results of this research show that there is an increase in student’s understanding of earth and space science subject proven through the evaluation results. In addition, during the learning process, student’s activeness also increase.

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.

The HYSPIRI Decadal Survey Mission: Update on the Mission Concept and Science Objectives for Global Imaging Spectroscopy and Multi-Spectral Thermal Measurements

NASA Technical Reports Server (NTRS)

Green, Robert O.; Hook, Simon J.; Middleton, Elizabeth; Turner, Woody; Ungar, Stephen; Knox, Robert

2012-01-01

The NASA HyspIRI mission is planned to provide global solar reflected energy spectroscopic measurement of the terrestrial and shallow water regions of the Earth every 19 days will all measurements downlinked. In addition, HyspIRI will provide multi-spectral thermal measurements with a single band in the 4 micron region and seven bands in the 8 to 12 micron region with 5 day day/night coverage. A direct broadcast capability for measurement subsets is also planned. This HyspIRI mission is one of those designated in the 2007 National Research Council (NRC) Decadal Survey: Earth Science and Applications from Space. In the Decadal Survey, HyspIRI was recognized as relevant to a range of Earth science and science applications, including climate: "A hyperspectral sensor (e.g., FLORA) combined with a multispectral thermal sensor (e.g., SAVII) in low Earth orbit (LEO) is part of an integrated mission concept [described in Parts I and II] that is relevant to several panels, especially the climate variability panel." The HyspIRI science study group was formed in 2008 to evaluate and refine the mission concept. This group has developed a series of HyspIRI science objectives: (1) Climate: Ecosystem biochemistry, condition & feedback; spectral albedo; carbon/dust on snow/ice; biomass burning; evapotranspiration (2) Ecosystems: Global plant functional types, physiological condition, and biochemistry including agricultural lands (3) Fires: Fuel status, fire frequency, severity, emissions, and patterns of recovery globally (4) Coral reef and coastal habitats: Global composition and status (5) Volcanoes: Eruptions, emissions, regional and global impact (6) Geology and resources: Global distributions of surface mineral resources and improved understanding of geology and related hazards These objectives are achieved with the following measurement capabilities. The HyspIRI imaging spectrometer provides: full spectral coverage from 380 to 2500 at 10 nm sampling; 60 m spatial sampling with a 150 km swath; and fully downlinked coverage of the Earth's terrestrial and shallow water regions every 19 days to provide seasonal cloud-free coverage of the terrestrial surface. The HyspIRI Multi-Spectral Thermal instrument provides: 8 spectral bands from 4 to 12 microns; 60 m spatial sampling with a 600 km swath; and fully downlinked coverage of the Earth's terrestrial shallow water regions every 5 days (day/night) to provide nominally cloud-free monthly coverage. The HyspIRI mission also includes an on-board processing and direct broadcast capability, referred to as the Intelligent Payload Module (IPM), which will allow users with the appropriate antenna to download a subset of the HyspIRI data stream to a local ground station. These science and science application objectives are critical today and uniquely addressed by the combined imaging spectroscopy, thermal infrared measurements, and IPM direct broadcast capability of HyspIRI. Two key objectives are: (1) The global HyspIRI spectroscopic measurements of the terrestrial biosphere including vegetation composition and function to constrain and reduce the uncertainty in climate-carbon interactions and terrestrial biosphere feedback. (2) The global 8 band thermal measurements to provide improved constraint of fire related emissions. In this paper the current HyspIRI mission concept that has been reviewed and refined to its current level of maturity with a Data Products Symposium, Science Workshop and NASA HWorkshop is presented including traceability between the measurements and the science and science application objectives.

Teaching with Games: Online Resources and Examples for Entry Level Courses

NASA Astrophysics Data System (ADS)

Teed, R.; Manduca, C.

2004-12-01

Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game-Based Learning, Interactive Lectures, or Using an Earth History Approach. These modules describe teaching tools and techniques, provide examples and advice about using them in an introductory geoscience class, and give instructors details on how to create their own exercises.

Entropy Masking

NASA Technical Reports Server (NTRS)

Watson, Andrew B.; Stone, Leland (Technical Monitor)

1997-01-01

This paper details two projects that use the World Wide Web (WWW) for dissemination of curricula that focus on remote sensing. 1) Presenting grade-school students with the concepts used in remote sensing involves educating the teacher and then providing the teacher with lesson plans. In a NASA-sponsored project designed to introduce students in grades 4 through 12 to some of the ideas and terminology used in remote sensing, teachers from local grade schools and middle schools were recruited to write lessons about remote sensing concepts they could use in their classrooms. Twenty-two lessons were produced and placed in seven modules that include: the electromagnetic spectrum, two- and three-dimensional perception, maps and topography, scale, remote sensing, biotic and abiotic concepts, and landscape chi rise. Each lesson includes a section that evaluates what students have learned by doing the exercise. The lessons, instead of being published in a workbook and distributed to a limited number of teachers, have been placed on a WWW server, enabling much broader access to the package. This arrangement also allows for the lessons to be modified after feedback from teachers accessing the package. 2) Two-year colleges serve to teach trade skills, prepare students for enrollment in senior institutions of learning, and more and more, retrain students who have college degrees in new technologies and skills. A NASA-sponsored curriculum development project is producing a curriculum using remote sensing analysis an Earth science applications. The project has three major goals. First, it will implement the use of remote sensing data in a broad range of community college courses. Second, it will create curriculum modules and classes that are transportable to other community colleges. Third, the project will be an ongoing source of data and curricular materials to other community colleges. The curriculum will have these course pathways to a certificate; a) a Science emphasis, b) an Arts and Letters emphasis, and c) a Computer Science emphasis Each pathway includes course work in remote sensing, geographical information systems (GIS), computer science, Earth science, software and technology utilization, and communication. Distribution of products from this project to other two-year colleges will be accomplished using the WWW.

Monthly modulation in dark matter direct-detection experiments

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

Britto, Vivian; Meyers, Joel, E-mail: vivian.britto@mail.utoronto.ca, E-mail: jmeyers@cita.utoronto.ca

2015-11-01

The signals in dark matter direct-detection experiments should exhibit modulation signatures due to the Earth's motion with respect to the Galactic dark matter halo. The annual and daily modulations, due to the Earth's revolution about the Sun and rotation about its own axis, have been explored previously. Monthly modulation is another such feature present in direct detection signals, and provides a nearly model-independent method of distinguishing dark matter signal events from background. We study here monthly modulations in detail for both WIMP and WISP dark matter searches, examining both the effect of the motion of the Earth about the Earth-Moonmore » barycenter and the gravitational focusing due to the Moon. For WIMP searches, we calculate the monthly modulation of the count rate and show the effects are too small to be observed in the foreseeable future. For WISP dark matter experiments, we show that the photons generated by WISP to photon conversion have frequencies which undergo a monthly modulating shift which is detectable with current technology and which cannot in general be neglected in high resolution WISP searches.« less

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.

NASA Propulsion Investments for Exploration and Science

NASA Technical Reports Server (NTRS)

Smith, Bryan K.; Free, James M.; Klem, Mark D.; Priskos, Alex S.; Kynard, Michael H.

2008-01-01

The National Aeronautics and Space Administration (NASA) invests in chemical and electric propulsion systems to achieve future mission objectives for both human exploration and robotic science. Propulsion system requirements for human missions are derived from the exploration architecture being implemented in the Constellation Program. The Constellation Program first develops a system consisting of the Ares I launch vehicle and Orion spacecraft to access the Space Station, then builds on this initial system with the heavy-lift Ares V launch vehicle, Earth departure stage, and lunar module to enable missions to the lunar surface. A variety of chemical engines for all mission phases including primary propulsion, reaction control, abort, lunar ascent, and lunar descent are under development or are in early risk reduction to meet the specific requirements of the Ares I and V launch vehicles, Orion crew and service modules, and Altair lunar module. Exploration propulsion systems draw from Apollo, space shuttle, and commercial heritage and are applied across the Constellation architecture vehicles. Selection of these launch systems and engines is driven by numerous factors including development cost, existing infrastructure, operations cost, and reliability. Incorporation of green systems for sustained operations and extensibility into future systems is an additional consideration for system design. Science missions will directly benefit from the development of Constellation launch systems, and are making advancements in electric and chemical propulsion systems for challenging deep space, rendezvous, and sample return missions. Both Hall effect and ion electric propulsion systems are in development or qualification to address the range of NASA s Heliophysics, Planetary Science, and Astrophysics mission requirements. These address the spectrum of potential requirements from cost-capped missions to enabling challenging high delta-v, long-life missions. Additionally, a high specific impulse chemical engine is in development that will add additional capability to performance-demanding space science missions. In summary, the paper provides a survey of current NASA development and risk reduction propulsion investments for exploration and science.

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…

Compact Holographic Data Storage

NASA Technical Reports Server (NTRS)

Chao, T. H.; Reyes, G. F.; Zhou, H.

2001-01-01

NASA's future missions would require massive high-speed onboard data storage capability to Space Science missions. For Space Science, such as the Europa Lander mission, the onboard data storage requirements would be focused on maximizing the spacecraft's ability to survive fault conditions (i.e., no loss in stored science data when spacecraft enters the 'safe mode') and autonomously recover from them during NASA's long-life and deep space missions. This would require the development of non-volatile memory. In order to survive in the stringent environment during space exploration missions, onboard memory requirements would also include: (1) survive a high radiation environment (1 Mrad), (2) operate effectively and efficiently for a very long time (10 years), and (3) sustain at least a billion write cycles. Therefore, memory technologies requirements of NASA's Earth Science and Space Science missions are large capacity, non-volatility, high-transfer rate, high radiation resistance, high storage density, and high power efficiency. JPL, under current sponsorship from NASA Space Science and Earth Science Programs, is developing a high-density, nonvolatile and rad-hard Compact Holographic Data Storage (CHDS) system to enable large-capacity, high-speed, low power consumption, and read/write of data in a space environment. The entire read/write operation will be controlled with electrooptic mechanism without any moving parts. This CHDS will consist of laser diodes, photorefractive crystal, spatial light modulator, photodetector array, and I/O electronic interface. In operation, pages of information would be recorded and retrieved with random access and high-speed. The nonvolatile, rad-hard characteristics of the holographic memory will provide a revolutionary memory technology meeting the high radiation challenge facing the Europa Lander mission. Additional information is contained in the original extended abstract.

Constellation

NASA Image and Video Library

2008-02-15

SHOWN IS A CONCEPT IMAGE OF THE ARES V EARTH DEPARTURE STAGE AND LUNAR SURFACE ACCESS MODULE DOCKED WITH THE ORION CREW EXPLORATION VEHICLE IN EARTH ORBIT. THE DEPARTURE STAGE, POWERED BY A J-2X ENGINE, IS NEEDED TO ESCAPE EARTH'S GRAVITY AND SEND THE CREW VEHICLE AND LUNAR MODULE ON THEIR JOURNEY TO THE MOON.

Earth Observatory Satellite system definition study. Report 5: System design and specifications. Volume 4: Mission peculiar spacecraft segment and module specifications

NASA Technical Reports Server (NTRS)

1974-01-01

The specifications for the Earth Observatory Satellite (EOS) peculiar spacecraft segment and associated subsystems and modules are presented. The specifications considered include the following: (1) wideband communications subsystem module, (2) mission peculiar software, (3) hydrazine propulsion subsystem module, (4) solar array assembly, and (5) the scanning spectral radiometer.

Introducing Hands-on, Experiential Learning Experiences in an Urban Environmental Science Program at a Minority Serving Institution

NASA Astrophysics Data System (ADS)

Duzgoren-Aydin, N. S.; Freile, D.

2013-12-01

STEM education at New Jersey City University increasingly focuses on experiential, student-centered learning. The Department of Geoscience/Geography plays a significant role in developing and implementing a new Urban Environmental Science Program. The program aims at graduating highly skilled, demographically diverse students (14 % African-American and 18% Hispanic) to be employed in high-growth Earth and Environmental Science career paths, both at a technical (e.g. B.S.) as well as an educational (K-12 grade) (e.g. B.A) level. The core program, including the Earth and Environmental Science curricula is guided by partners (e.g. USDA-NRCS). The program is highly interdisciplinary and 'hands-on', focusing upon the high-tech practical skills and knowledge demanded of science professionals in the 21st century. The focus of the curriculum is on improving environmental quality in northern NJ, centering upon our urban community in Jersey City and Hudson County. Our Department is moving towards a more earth system science approach to learning. Most of our courses (e.g., Earth Surface Processes, Sedimentology/Stratigraphy, Earth Materials, Essential Methods, Historical Geology) have hands-on laboratory and/or field components. Although some of our other courses do not have formal laboratory components, research modules of many such courses (Geochemistry, Urban Environmental Issues and Policy and Environmental Geology) involve strong field or laboratory studies. The department has a wide range of analytical and laboratory capacities including a portable XRF, bench-top XRD and ICP-MS. In spring 2013, Dr. Duzgoren-Aydin was awarded $277K in Higher Education Equipment Leasing Fund monies from the University in order to establish an Environmental Teaching and Research Laboratory. The addition of these funds will make it possible for the department to increase its instrumentation capacity by adding a mercury analyzer, Ion Chromatography and C-N-S analyzer, as well as updating several laboratory facilities. Furthermore, authors have applied to the NSF-TUES grant program to purchase a particle size analyzer. Currently, the grant is pending. We have defined 4 curricular goals to enhance student learning by providing hands-on, inquiry-based learning and research experiences. 1- Develop technical/analytical knowledge and skills by using advanced analytical instrumentation; 2- Improve quantitative reasoning skills to assess the quality of data; 3- Have comprehensive educational training to improve problem solving skills; and 4- use their quantitative reasoning (Goal # 2) and problem solving skills (Goal #3) to evaluate real-world geological and environmental problems. We also give special emphasis to expected measurable outcomes for individual courses. An external evaluator will assess the effectiveness of integrating advance instrumentation into the Earth and Environmental Science curricula. We will work closely with the evaluator to ensure successful implementation of the learning objectives. Examples from the impacted courses will be presented.

Materials Science Research Rack Onboard the International Space Station

NASA Technical Reports Server (NTRS)

Frazier, Natalie C.; Johnson, Jimmie; Aicher, Winfried

2011-01-01

The Materials Science Research Rack (MSRR) allows for the study of a variety of materials including metals, ceramics, semiconductor crystals, and glasses onboard the International Space Station (ISS). MSRR was launched on STS-128 in August 2009, and is currently installed in the U. S. Destiny Laboratory Module. Since that time, MSRR has performed virtually flawlessly logging more than 550 hours of operating time. Materials science is an integral part of development of new materials for everyday life here on Earth. The goal of studying materials processing in space is to develop a better understanding of the chemical and physical mechanisms involved. Materials science research benefits from the microgravity environment of space, where the researcher can better isolate chemical and thermal properties of materials from the effects of gravity. With this knowledge, reliable predictions can be made about the conditions required on Earth to achieve improved materials. MSRR is a highly automated facility containing two furnace inserts in which Sample Cartridge Assemblies (SCAs), each containing one material sample, can be processed up to temperatures of 1400C. Once an SCA is installed by a Crew Member, the experiment can be run by automatic command or science conducted via telemetry commands from the ground. Initially, 12 SCAs were processed in the first furnace insert for a team of European and US investigators. The processed samples have been returned to Earth for evaluation and comparison of their properties to samples similarly processed on the ground. A preliminary examination of the samples indicates that the majority of the desired science objectives have been successfully met leading to significant improvements in the understanding of alloy solidification processes. The second furnace insert will be installed in the facility in January 2011 for processing the remaining SCA currently on orbit. Six SCAs are planned for launch summer 2011, and additional batches are planned for future processing. This facility is available to support additional materials science investigations through programs such as the US National Laboratory, Technology Development, NASA Research Announcements, ESA application oriented research programs, and others. The development of the research rack was a cooperative effort between NASA's Marshall Space Flight Center and the European Space Agency (ESA).

The DEVELOP National Program: Building Dual Capacity in Decision Makers and Young Professionals Through NASA Earth Observations

NASA Astrophysics Data System (ADS)

Childs, L. M.; Rogers, L.; Favors, J.; Ruiz, M.

2012-12-01

Through the years, NASA has played a distinct/important/vital role in advancing Earth System Science to meet the challenges of environmental management and policy decision making. Within NASA's Earth Science Division's Applied Sciences' Program, the DEVELOP National Program seeks to extend NASA Earth Science for societal benefit. DEVELOP is a capacity building program providing young professionals and students the opportunity to utilize NASA Earth observations and model output to demonstrate practical applications of those resources to society. Under the guidance of science advisors, DEVELOP teams work in alignment with local, regional, national and international partner organizations to identify the widest array of practical uses for NASA data to enhance related management decisions. The program's structure facilitates a two-fold approach to capacity building by fostering an environment of scientific and professional development opportunities for young professionals and students, while also providing end-user organizations enhanced management and decision making tools for issues impacting their communities. With the competitive nature and growing societal role of science and technology in today's global workplace, DEVELOP is building capacity in the next generation of scientists and leaders by fostering a learning and growing environment where young professionals possess an increased understanding of teamwork, personal development, and scientific/professional development and NASA's Earth Observation System. DEVELOP young professionals are partnered with end user organizations to conduct 10 week feasibility studies that demonstrate the use of NASA Earth science data for enhanced decision making. As a result of the partnership, end user organizations are introduced to NASA Earth Science technologies and capabilities, new methods to augment current practices, hands-on training with practical applications of remote sensing and NASA Earth science, improved remote sensing and geographic information science (GIS) capabilities, and opportunities for networking with the NASA and Earth Science community. By engaging young professionals and end user organizations, DEVELOP strives to uniquely build capacity through the extension of NASA Earth Science outcomes to the public through projects that innovatively use NASA Earth observations to address environmental concerns and impact policy and decision making.

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 of student demographics and socioeconomic variables (e.g., year in school, gender).

Mission Status for Earth Science Constellation MOWG Meeting at KSC: EOS Aura

NASA Technical Reports Server (NTRS)

Fisher, Dominic

2017-01-01

This will be presented at the Earth Science Constellation Mission Operations Working Group (MOWG) meeting at KSC (Kennedy Space Center) in December 2017 to discus EOS (Earth Observing System) Aura status. Reviewed and approved by Eric Moyer, ESMO (Earth Sciences Mission Operations) Deputy Project Manager.

KSC-06pd1686

NASA Image and Video Library

2006-07-28

KENNEDY SPACE CENTER, FLA. - In the Space Station Processing Facility, processing continues on the Japanese Experiment Module (JEM) for its flight to the International Space Station (ISS). The JEM, developed by the Japan Aerospace Exploration Agency (JAXA) for installation on the ISS, is named Kibo -- which means "hope" in Japanese -- and will enhance the unique research capabilities of the orbiting complex by providing an additional environment for astronauts to conduct science experiments. Research conducted in Kibo will focus on space medicine, biology, Earth observations, material production, biotechnology and communications. Photo credit: NASA/Amanda Diller

Window Observational Research Facility (WORF)

NASA Technical Reports Server (NTRS)

Pelfrey, Joseph; Sledd, Annette

2007-01-01

This viewgraph document concerns the Window Observational Research Facility (WORF) Rack, a unique facility designed for use with the US Lab Destiny Module window. WORF will provide valuable resources for Earth Science payloads along with serving the purpose of protecting the lab window. The facility can be used for remote sensing instrumentation test and validation in a shirt sleeve environment. WORF will also provide a training platform for crewmembers to do orbital observations of other planetary bodies. WORF payloads will be able to conduct terrestrial studies utilizing the data collected from utilizing WORF and the lab window.

STS-107 Crew Training Clip

NASA Technical Reports Server (NTRS)

2002-01-01

The STS-107 is a Multidiscipline Microgravity and Earth Science Research Mission to conduct international scientific investigations in orbit. The crew consists of Payload Specialist Ilan Ramon, Commander Rick Husband, Pilot William McCool, and Mission Specialists David Brown, Laurel Clark, Michael Anderson, and Kalpana Chawla. The crewmembers are shown getting suited in the Pre-Launch Ingress and Egress training area. The other areas of training include Payload Experiment in Fixed Base/Spacehab, Mist Experiment Combustion Module 2, Phab 4 Experiment in CCT Mid-deck and Payload Experiment Demo-Protein Crystal Growth.

Experience our Planet - EPO Opportunities in a Museum Environment

NASA Astrophysics Data System (ADS)

Schneider, S.

2013-12-01

Earth science interpretation is more than giving your audience facts and figures. It is about relate Earth sciences to something within the personality or experience of your audience. It is about revelation based on information rather than just give away information per se. And: The chief aim of interpretation is not instruction but provocation. A great environment for Earth and Space science communication is a museum. Whether it is an art gallery, a technology exhibition or a national park's visitor center doesn't matter. Everywhere, Earth science interpretation is possible and sometimes even more successful in unsuspected locations than in natural history museums. Earth and Space sciences just started to use the potential which lies within museum environments. A historic view on Earth sciences and natural hazard research can be given in art galleries. The technology used in research can be showcased and - sometimes - even tested in science centers and technology museums. National Parks provide the best opportunity to actually experience the dynamic planet Earth live. Furthermore, museums do offer a great venue for educational programs. Just recently, the German Research and Development Program GEOTECHNOLOGIEN, together with the Germany's Geounion and the Institute for Advanced Sustainable Studies initiated a network of research institutions and museums called GeoED. Within this network, scientists and educationists as well as teachers will find an environment to create and enhance educational programs in Earth and Space science. Therefore, museums do not only provide the venue, but also the frame for sustainable Earth and Space science interpretation. This talk aims towards giving an insight view on how to conduct interpretive programs in museums, how to utilize the treasures and possibilities provided by museums and national parks and to encourage scientists to go to these places for face-to-face Earth science interpretation.

Science Data Preservation: Implementation and Why It Is Important

NASA Technical Reports Server (NTRS)

Kempler, Steven J.; Moses, John F.; Gerasimov, Irina V.; Johnson, James E.; Vollmer, Bruce E.; Theobald, Michael L.; Ostrenga, Dana M.; Ahmad, Suraiya; Ramapriyan, Hampapuram K.; Khayat, Mohammad G.

2013-01-01

Remote Sensing data generation by NASA to study Earth s geophysical processes was initiated in 1960 with the launch of the first Television Infrared Observation Satellite Program (TIROS), to develop a meteorological satellite information system. What would be deemed as a primitive data set by today s standards, early Earth science missions were the foundation upon which today s remote sensing instruments have built their scientific success, and tomorrow s instruments will yield science not yet imagined. NASA Scientific Data Stewardship requirements have been documented to ensure the long term preservation and usability of remote sensing science data. In recent years, the Federation of Earth Science Information Partners and NASA s Earth Science Data System Working Groups have organized committees that specifically examine standards, processes, and ontologies that can best be employed for the preservation of remote sensing data, supporting documentation, and data provenance information. This presentation describes the activities, issues, and implementations, guided by the NASA Earth Science Data Preservation Content Specification (423-SPEC-001), for preserving instrument characteristics, and data processing and science information generated for 20 Earth science instruments, spanning 40 years of geophysical measurements, at the NASA s Goddard Earth Sciences Data and Information Services Center (GES DISC). In addition, unanticipated preservation/implementation questions and issues in the implementation process are presented.

Making Connections: Where STEM Learning and Earth Science Data Services Meet

NASA Technical Reports Server (NTRS)

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

2016-01-01

STEM (Science, Technology, Engineering, Mathematics) learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth Science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS (Earth Observing System Data Information System) data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems.

Near-real-time Earthquake Notification and Response in the Classroom: Exploiting the Teachable Moment

NASA Astrophysics Data System (ADS)

Furlong, K. P.; Whitlock, J. S.; Benz, H. M.

2002-12-01

Earthquakes occur globally, on a regular but (as yet) non-predictable basis, and their effects are both dramatic and often devastating. Additionally they serve as a primary tool to image the earth and define the active processes that drive tectonics. As a result, earthquakes can be an extremely effective tool for helping students to learn about active earth processes, natural hazards, and the myriad of issues that arise with non-predictable but potentially devastating natural events. We have developed and implemented a real-time earthquake alert system (EAS) built on the USGS Earthworm system to bring earthquakes into the classroom. Through our EAS, students in our General Education class on Natural Hazards (Earth101 - Natural Disasters: Hollywood vs. Reality) participate in earthquake response activities in ways similar to earthquake hazard professionals - they become part of the response to the event. Our implementation of the Earthworm system allows our students to be paged via cell-phone text messaging (Yes, we provide cell phones to the 'duty seismologists'), and they respond to those pages as appropriate for their role. A parallel web server is maintained that provides the earthquake details (location maps, waveforms etc.) and students produce time-critical output such as news releases, analyses of earthquake trends in the region, and reports detailing implications of the events. Since this is a course targeted at non-science majors, we encourage that they bring their own expertise into the analyses. For example, business of economic majors may investigate the economic impacts of an earthquake, secondary education majors may work on teaching modules based on the information they gather etc. Since the students know that they are responding to real events they develop ownership of the information they gather and they recognize the value of real-time response. Our educational goals in developing this system include: (1) helping students develop a sense of the global distribution and impact of natural hazards, and the implications of non-predictable events; (2) encouraging students to think about how understanding science related events can be crucially important in analyzing societal issues; and (3) developing an approach to understanding important earth science topics in a way in which students 'own' their data, and are entrained into thinking about linkages between science and society. Finally, systems such as our real-time earthquake alert system take science out of the classroom and into the students lives. What better way to broaden the discussion of science, and bring earth science issues to center stage then to have a student receive an earthquake alert when she is socializing on a Friday evening at a campus hangout!

Science Center Public Forums: Engaging Lay-Publics in Resilience Deliberations Through Informal Science Education

NASA Astrophysics Data System (ADS)

Sittenfeld, D.; Choi, F.; Farooque, M.; Helmuth, B.

2017-12-01

Because climate hazards present a range of potential impacts and considerations for different kinds of stakeholders, community responses to increase resilience are best considered through the inclusion of diverse, informed perspectives. The Science Center Public Forums project has created multifaceted modules to engage diverse publics in substantive deliberations around four hazards: heat waves, drought, extreme precipitation, and sea level rise. Using a suite of background materials including visualization and narrative components, each of these daylong dialogues engage varied groups of lay-participants at eight US science centers in learning about hazard vulnerabilities and tradeoffs of proposed strategies for building resilience. Participants listen to and consider the priorities and perspectives of fellow residents and stakeholders, and work together to formulate detailed resilience plans reflecting both current science and informed public values. Deliverables for the project include visualizations of hazard vulnerabilities and strategies through immersive planetarium graphics and Google Earth, stakeholder perspective narratives, and detailed background materials for each project hazard. This session will: communicate the process for developing the hazard modules with input from subject matter experts, outline the process for iterative revisions based upon findings from formative focus groups, share results generated by participants of the project's first two pilot forums, and describe plans for broader implementation. These activities and outcomes could help to increase the capacity of informal science education institutions as trusted conveners for informed community dialogue by educating residents about vulnerabilities and engaging them in critical thinking about potential policy responses to critical climate hazards while sharing usable public values and priorities with civic planners.

From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards

ERIC Educational Resources Information Center

Contino, Julie; Anderson, O. Roger

2013-01-01

In New York State (NYS), Earth science teachers use the "National Science Education Standards" (NSES), the NYS "Learning Standards for Mathematics, Science and Technology" (NYS Standards), and the "Physical Setting/Earth Science Core Curriculum" (Core Curriculum) to create local curricula and daily lessons. In this…

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 which 20 participants have been involved and significant feedback has been received.

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…

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)

The Characteristics of Earth System Thinking of Science Gifted Students in relation to Climate Changes

NASA Astrophysics Data System (ADS)

Chung, Duk Ho; Cho, Kyu Seong; Hong, Deok Pyo; Park, Kyeong Jin

2016-04-01

This study aimed to investigate the perception of earth system thinking of science gifted students in future problem solving (FPS) in relation to climate changes. In order to this study, the research problem associated with climate changes was developed through a literature review. The thirty seven science gifted students participated in lessons. The ideas in problem solving process of science gifted students were analyzed using the semantic network analysis method. The results are as follows. In the problem solving processes, science gifted students are ''changes of the sunlight by water layer'', ''changes of the Earth''s temperature'', ''changes of the air pressure'', '' change of the wind and weather''were represented in order. On other hand, regard to earth system thinking for climate changes, while science gifted students were used sub components related to atmospheres frequently, they were used sub components related to biosphere, geosphere, and hydrosphere a little. But, the analytical results of the structural relationship between the sub components related to earth system, they were recognised that biosphere, geosphere, and hydrosphere used very important in network structures. In conclusion, science gifted students were understood well that components of the earth system are influencing each other. Keywords : Science gifted students, Future problem solving, Climate change, Earth system thinking

A New Direction for the NASA Materials Science Research Using the International Space Station

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.; Stinson, Thomas N. (Technical Monitor)

2002-01-01

In 2001 NASA created a fifth Strategic Enterprise, the Office of Biological and Physical Research (OBPR), to bring together physics, chemistry, biology, and engineering to foster interdisciplinary research. The Materials Science Program is one of five Microgravity Research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program will participate within this new enterprise structure in order to facilitate effective use of ISS facilities, target scientific and technology questions and transfer results for Earth benefits. The Materials Science research will use a low gravity environment for flight and ground-based research in crystallization, fundamental processing, properties characterization, and biomaterials in order to obtain fundamental understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. Completion of the International Space Station's (ISS) first major assembly, during the past year, provides new opportunities for on-orbit research and scientific utilization. The Enterprise has recently completed an assessment of the science prioritization from which the future materials science ISS type payloads will be implemented. Science accommodations will support a variety of Materials Science payload hardware both in the US and international partner modules with emphasis on early use of Express Rack and Glovebox facilities. This paper addresses the current scope of the flight and ground investigator program. These investigators will use the various capabilities of the ISS lab facilities to achieve their research objectives. The type of research and classification of materials being studied will be addressed. This includes the recent emphasis being placed on radiation shielding, nanomaterials, propulsion materials, and biomaterials type research. The Materials Science Program will pursue a new, interdisciplinary approach, which contributes, to Human Space Flight Exploration research. The Materials Science Research Facility (MSRF) and other related American and International experiment modules will serve as the foundation for the flight research environment. A summary will explain the concept for materials science research processing capabilities aboard the ISS along with the various ground facilities necessary to support the program.

Combining research-enhanced and technology-enhanced teaching approaches in module design: A case study of an undergraduate course in Solar Physics

NASA Astrophysics Data System (ADS)

Tong, V.

2011-12-01

There is a growing emphasis on the research-teaching nexus, and there are many innovative ways to incorporate research materials and methods in undergraduate teaching. Solar Physics is a cross-disciplinary subject and offers the ideal opportunity for research-enhanced teaching (1). In this presentation, I outline i) how student-led teaching of research content and methods is introduced in an undergraduate module in Solar Physics, and ii) how electronic learning and teaching can be used to improve students' learning of mathematical concepts in Solar Physics. More specifically, I discuss how research literature reviewing and reporting methods can be embedded and developed systematically throughout the module with aligned assessments. Electronic feedback and feedforward (2) are given to the students in order to enhance their understanding of the subject and improve their research skills. Other technology-enhanced teaching approaches (3) are used to support students' learning of the more quantitative components of the module. This case study is particularly relevant to a wide range of pedagogical contexts (4) as the Solar Physics module is taught to students following undergraduate programs in Geology, Earth Sciences, Environmental Geology as well as Planetary Science with Astronomy in the host Department. Related references: (1) Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature (2010) v. 463, p. 157. (2) Tong, V. C. H., Linking summative assessments? Electronic feedback and feedforward in module design, British Journal of Educational Technology (2011), accepted for publication. (3) Tong, V. C. H., Using asynchronous electronic surveys to help in-class revision: A case study, British Journal of Educational Technology (2011), doi:10.1111/j.1467-8535.2011.01207.x (4) Tong, V. C. H. (ed.), Geoscience Research and Education, Springer, Dordrecht (2012)

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.

Apollo 9 Lunar Module in lunar landing configuration

NASA Technical Reports Server (NTRS)

1969-01-01

View of the Apollo 9 Lunar Module, in a lunar landing configuration, as photographed form the Command/Service Module on the fifth day of the Apollo 9 earth-orbital mission. The Lunar Module 'Spider' is flying upside down in relation to the earth below. The landing gear on the 'Spider' had been deployed. Lunar surface probes (sensors) extend out from the landing gear foot pads.

A Web-Based Earth-Systems Knowledge Portal and Collaboration Platform

NASA Astrophysics Data System (ADS)

D'Agnese, F. A.; Turner, A. K.

2010-12-01

In support of complex water-resource sustainability projects in the Great Basin region of the United States, Earth Knowledge, Inc. has developed several web-based data management and analysis platforms that have been used by its scientists, clients, and public to facilitate information exchanges, collaborations, and decision making. These platforms support accurate water-resource decision-making by combining second-generation internet (Web 2.0) technologies with traditional 2D GIS and web-based 2D and 3D mapping systems such as Google Maps, and Google Earth. Most data management and analysis systems use traditional software systems to address the data needs and usage behavior of the scientific community. In contrast, these platforms employ more accessible open-source and “off-the-shelf” consumer-oriented, hosted web-services. They exploit familiar software tools using industry standard protocols, formats, and APIs to discover, process, fuse, and visualize earth, engineering, and social science datasets. Thus, they respond to the information needs and web-interface expectations of both subject-matter experts and the public. Because the platforms continue to gather and store all the contributions of their broad-spectrum of users, each new assessment leverages the data, information, and expertise derived from previous investigations. In the last year, Earth Knowledge completed a conceptual system design and feasibility study for a platform, which has a Knowledge Portal providing access to users wishing to retrieve information or knowledge developed by the science enterprise and a Collaboration Environment Module, a framework that links the user-access functions to a Technical Core supporting technical and scientific analyses including Data Management, Analysis and Modeling, and Decision Management, and to essential system administrative functions within an Administrative Module. The over-riding technical challenge is the design and development of a single technical platform that is accessed through a flexible series of knowledge portal and collaboration environment styles reflecting the information needs and user expectations of a diverse community of users. Recent investigations have defined the information needs and expectations of the major end-users and also have reviewed and assessed a wide variety of modern web-based technologies. Combining these efforts produced design specifications and recommendations for the selection and integration of web- and client-based tools. When fully developed, the resulting platform will: -Support new, advanced information systems and decision environments that take full advantage of multiple data sources and platforms; -Provide a distribution network tailored to the timely delivery of products to a broad range of users that are needed to support applications in disaster management, resource management, energy, and urban sustainability; -Establish new integrated multiple-user requirements and knowledge databases that support researchers and promote infusion of successful technologies into existing processes; and -Develop new decision support strategies and presentation methodologies for applied earth science applications to reduce risk, cost, and time.

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 value of systems-level thinking, and it makes good sense to make this the essential mantra of Earth science undergraduate and graduate programs of the future. We must emphasize that Earth science plays a central role in understanding processes that have shaped our planet since the origin of our species, processes that have thus influenced the rise and fall of human societies. By studying the co-evolution of Earth and human societies, we lay a critical part of the foundation for future environmental policymaking. If we can make this point persuasively, Earth science might just be the "next great science".

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

NASA Astrophysics Data System (ADS)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new instructional strategies. The teacher co-instructors hold leadership roles for their peers and gain university teaching experience. The participants have a course that is content rich and tailored for their needs in the classroom. Earth scientists develop a “broader impact” for their science by increasing climate and earth science literacy for teachers who, in turn, reach 100s to 1000s of students every year, possibly stimulating interest for students becoming future earth scientists, but at the very least, increasing the public appreciation for earth science.

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…

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

Education and Outreach at the Earthscope National Office: 2012 Update on Activities and Broader Impacts

NASA Astrophysics Data System (ADS)

Semken, S. C.; Arrowsmith, R.; Fouch, M. J.; Garnero, E. J.; Taylor, W. L.; Bohon, W.; Pacheco, H. A.; Schwab, P.; Baumback, D.; Pettis, L.; Colunga, J.; Robinson, S.; Dick, C.

2012-12-01

The EarthScope Program (www.earthscope.org) funded by the National Science Foundation fosters interdisciplinary exploration of the geologic structure and evolution of the North American continent by means of seismology, geodesy, magnetotellurics, in-situ fault-zone sampling, geochronology, and high-resolution topographic measurements. EarthScope scientific data and findings are transforming the study of Earth structure and processes throughout the planet. These data enhance the understanding and mitigation of hazards and inform environmental and economic applications of geoscience. The EarthScope Program also offers significant resources and opportunities for education and outreach (E&O) in the Earth system sciences. The EarthScope National Office (ESNO) at Arizona State University serves all EarthScope stakeholders, including researchers, educators, students, and the general public. ESNO continues to actively support and promote E&O with programmatic activities such as a regularly updated presence on the web and social media, newsletters, biannual national conferences, workshops for E&O providers and informal educators (interpreters), collaborative interaction with other Earth science organizations, continuing education for researchers, promotion of place-based education, and support for regional K-12 teacher professional-development programs led by EarthScope stakeholders. EarthScope E&O, coordinated by ESNO, leads the compilation and dissemination of the data, findings, and legacy of the epic EarthScope Program. In this presentation we offer updated reports and outcomes from ESNO E&O activities, including web and social-media upgrades, the Earth Science E&O Provider Summit for partnering organizations, the Central Appalachian Interpretive Workshop for informal Earth science educators, the U.S. Science and Engineering Fair, and collaborative efforts with partner organizations. The EarthScope National Office is supported by the National Science Foundation under grants EAR-1101100 and EAR-1216301. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Effective Integration of the World-Wide Web in Earth Science Education.

ERIC Educational Resources Information Center

Herbert, Bruce; Bednarz, Sarah; Boyd, Tom; Blake, Sally; Harder, Vicki; Sutter, Marilyn

The earth sciences is an evolving set of disciplines encompassing more than 30 specialties; however, earth scientists continue to be trained within the traditional disciplinary structure. Earth science education should focus not only on student acquisition and retention of factual knowledge, but also on the development of higher-order skills…

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.

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…

Building A Cloud Based Distributed Active Data Archive Center

NASA Technical Reports Server (NTRS)

Ramachandran, Rahul; Baynes, Katie; Murphy, Kevin

2017-01-01

NASA's Earth Science Data System (ESDS) Program facilitates the implementation of NASA's Earth Science strategic plan, which is committed to the full and open sharing of Earth science data obtained from NASA instruments to all users. The Earth Science Data information System (ESDIS) project manages the Earth Observing System Data and Information System (EOSDIS). Data within EOSDIS are held at Distributed Active Archive Centers (DAACs). One of the key responsibilities of the ESDS Program is to continuously evolve the entire data and information system to maximize returns on the collected NASA data.

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.

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.

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

Near- infrared imager and slitless spectrograph (NIRISS): a new instrument on James Webb Space Telescope (JWST)

NASA Astrophysics Data System (ADS)

Maszkiewicz, Michael

2017-11-01

The James Webb Space Telescope (JWST) is a 6.5 m diameter deployable telescope that will orbit the L2 Earth-Sun point beginning in 2018. NASA is leading the development of the JWST mission with their partners, the European Space Agency and the Canadian Space Agency. The Canadian contribution to the mission is the Fine Guidance Sensor (FGS). Originally, the FGS incorporated a flexible narrow spectral band science imaging capability in the form of the Tunable Filter Imaging Module -TFI, based on a scanning Fabry-Perot etalon. In the course of building and testing of the TFI flight model, numerous technical issues arose with unforeseeable length of required mitigation effort. In addition to that, emerging new science priorities caused that in summer of 2011 a decision was taken to replace TFI with a new instrument called Near Infrared Imager and Slitless Spectrograph (NIRISS). NIRISS preserves most of the TFI opto-mechanical design: focusing mirror, collimator and camera TMA telescopes, dual filter and pupil wheel and detectors but, instead of a tunable etalon, uses set of filters and grisms for wavelength selection and dispersion. The FGS-Guider and NIRISS have completed their instrument-level cryogenic testing and were delivered to NASA Goddard in late July 2012 for incorporation into the Integrated Science Instrument Module (ISIM).

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.

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.

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.

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

NASA Astrophysics Data System (ADS)

Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

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 and student teachers through workshops, at teacher conferences, and participating Faculties of Education.

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.

Digital Archive Issues from the Perspective of an Earth Science Data Producer

NASA Technical Reports Server (NTRS)

Barkstrom, Bruce R.

2004-01-01

Contents include the following: Introduction. A Producer Perspective on Earth Science Data. Data Producers as Members of a Scientific Community. Some Unique Characteristics of Scientific Data. Spatial and Temporal Sampling for Earth (or Space) Science Data. The Influence of the Data Production System Architecture. The Spatial and Temporal Structures Underlying Earth Science Data. Earth Science Data File (or Relation) Schemas. Data Producer Configuration Management Complexities. The Topology of Earth Science Data Inventories. Some Thoughts on the User Perspective. Science Data User Communities. Spatial and Temporal Structure Needs of Different Users. User Spatial Objects. Data Search Services. Inventory Search. Parameter (Keyword) Search. Metadata Searches. Documentation Search. Secondary Index Search. Print Technology and Hypertext. Inter-Data Collection Configuration Management Issues. An Archive View. Producer Data Ingest and Production. User Data Searching and Distribution. Subsetting and Supersetting. Semantic Requirements for Data Interchange. Tentative Conclusions. An Object Oriented View of Archive Information Evolution. Scientific Data Archival Issues. A Perspective on the Future of Digital Archives for Scientific Data. References Index for this paper.

[Activities of Goddard Earth Sciences and Technology Center, Maryland University

NASA Technical Reports Server (NTRS)

2003-01-01

The Goddard Space Flight Center (GSFC) is recognized as a world leader in the application of remote sensing and modeling aimed at improving knowledge of the Earth system. The Goddard Earth Sciences Directorate plays a central role in NASA's Earth Observing System and the U.S. Global Change Research Program. Goddard Earth Sciences and Technology (GEST) is organized as a cooperative agreement with the GSFC to promote excellence in the Earth sciences, and is a consortium of universities and corporations (University of Maryland Baltimore County, Howard University, Hampton University, Caelum Research Corporation and Northrop Grumman Corporation). The aim of this new program is to attract and introduce promising students in their first or second year of graduate studies to Oceanography and Earth system science career options through hands-on instrumentation research experiences on coastal processes at NASA's Wallops Flight Facility on the Eastern Shore of Virginia.

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)

Asteroid Redirect Mission Update

NASA Image and Video Library

2017-12-08

Dr. Holdren (left), Administrator Bolden (center) and Dr. Michele Gates (right) discuss the ARM mission during a live NASA TV briefing. Behind them is a mockup of robotic capture module for the Asteroid Redirect Mission. More info: Asteroid Redirect Mission Update – On Sept. 14, 2016, NASA provided an update on the Asteroid Redirect Mission (ARM) and how it contributes to the agency’s journey to Mars and protection of Earth. The presentation took place in the Robotic Operations Center at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. Assistant to the President for Science and Technology Dr. John P. Holdren, NASA Administrator Charles Bolden and NASA’s ARM Program Director, Dr. Michele Gates discussed the latest update regarding the mission. They explained the mission’s scientific and technological benefits and how ARM will demonstrate technology for defending Earth from potentially hazardous asteroids. The briefing aired live on NASA TV and the agency’s website. For more information about ARM go to www.nasa.gov/arm. Credit: NASA/Goddard/Debbie Mccallum NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Asteroid Redirect Mission Update

NASA Image and Video Library

2017-12-08

Dr. Holdren (left), Administrator Bolden (center) and Dr. Michele Gates (right) discuss the ARM mission during a live NASA TV briefing. Behind them is a mockup of robotic capture module for the Asteroid Redirect Mission. More info: Asteroid Redirect Mission Update – On Sept. 14, 2016, NASA provided an update on the Asteroid Redirect Mission (ARM) and how it contributes to the agency’s journey to Mars and protection of Earth. The presentation took place in the Robotic Operations Center at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. Assistant to the President for Science and Technology Dr. John P. Holdren, NASA Administrator Charles Bolden and NASA’s ARM Program Director, Dr. Michele Gates discussed the latest update regarding the mission. They explained the mission’s scientific and technological benefits and how ARM will demonstrate technology for defending Earth from potentially hazardous asteroids. The briefing aired live on NASA TV and the agency’s website. For more information about ARM go to www.nasa.gov/arm. Credit: NASA/Goddard/Peter Sooy NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

A Multi-Frequency Wide-Swath Spaceborne Cloud and Precipitation Imaging Radar

NASA Technical Reports Server (NTRS)

Li, Lihua; Racette, Paul; Heymsfield, Gary; McLinden, Matthew; Venkatesh, Vijay; Coon, Michael; Perrine, Martin; Park, Richard; Cooley, Michael; Stenger, Pete;

Educational and public outreach programs using four-dimensional presentation of the earth and planetary science data with Dagik Earth

NASA Astrophysics Data System (ADS)

Saito, A.; Tsugawa, T.; Nagayama, S.; Iwasaki, S.; Odagi, Y.; Kumano, Y.; Yoshikawa, M.; Akiya, Y.; Takahashi, M.

2011-12-01

We are developing educational and public outreach programs of the earth and planetary science data using a four-dimensional digital globe system, Dagik Earth. Dagik Earth is a simple and affordable four dimensional (three dimension in space and one dimension in time) presentation system of the earth and planetary scientific results. It can display the Earth and planets in three-dimensional way without glasses, and the time variation of the scientific data can be displayed on the Earth and planets image. It is easier to handle and lower cost than similar systems such as Geocosmos by Miraikan museum, Japan and Science On a Sphere by NOAA. At first it was developed as a presentation tool for public outreach programs in universities and research institutes by earth scientists. And now it is used in classrooms of schools and science museums collaboration with school teachers and museum curators. The three dimensional display can show the Earth and planets in exact form without any distortion, which cannot be achieved with two-dimensional display. Furthermore it can provide a sense of reality. Several educational programs have been developed and carried out in high schools, junior high schools, elementary schools and science centers. Several research institutes have used Dagik Earth in their public outreach programs to demonstrate their novel scientific results to public in universities, research institutes and science cafe events. A community of users and developers of Dagik Earth is being formed in Japan. In the presentation, the outline of Dagik Earth and the educational programs using Dagik Earth will be presented.

View of docked Apollo 9 Command/Service Module and Lunar Module

NASA Image and Video Library

1969-03-06

AS09-20-3064 (6 March 1969) --- Excellent view of the docked Apollo 9 Command and Service Modules (CSM) and Lunar Module (LM), with Earth in the background, during astronaut David R. Scott's stand-up extravehicular activity (EVA), on the fourth day of the Apollo 9 Earth-orbital mission. Scott, command module pilot, is standing in the open hatch of the Command Module (CM). Astronaut Russell L. Schweickart, lunar module pilot, took this photograph of Scott from the porch of the LM. Inside the LM was astronaut James A. McDivitt, Apollo 9 commander.

Reaching Beyond the Geoscience Stigma: Strategies for Success

NASA Astrophysics Data System (ADS)

Messina, P.; Metzger, E. P.

2004-12-01

The geosciences have traditionally been viewed with less "academic prestige" than other science curricula. Among the effects of this perception are depressed K-16 enrollments; state standards' relegation of Earth and space science concepts to earlier grades; Earth Science assignments to lower-performing students, and sometimes even to under-qualified teachers: all of which simply confirm the misconceptions. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course is one way to enhance student understanding of the geosciences. Research demonstrates that reversing the traditional science course sequence (by offering Physics in the ninth grade) improves student success in subsequent science courses. The "Physics First" movement continues to gain momentum offering a possible niche for the Earth and space sciences beyond middle school. It is also critical to bridge the information gap for those with little or no prior exposure to the Earth sciences, particularly K-12 educators. An Earth systems course developed at San José State University is aligned to our state's standards; it is approved to satisfy geoscience subject matter competency by the California Commission on Teacher Credentialing, making it a popular offering for pre- and in-service teachers. Expanding our audience beyond the Bay Area, the Earth Systems Science Education Alliance courses infuse real-world and hands-on learning in a cohesive online curriculum. Through these courses teachers gain knowledge, share effective pedagogies, and build geography-independent communities.

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 process piloted as ESI I and ESI II was successful in improving MiTEP teacher understanding of Earth Science content and that it was helpful to use the ESLP framework. Ultimately, a small sample of student scores will look at the impact on student learning in the MiTEP teacher classrooms.

Project Columbiad: Mission to the Moon. Book 2, volume 3: Stage configuration designs; volume 4: Program plan

NASA Technical Reports Server (NTRS)

1992-01-01

The Earth Orbital Rendezvous (EOR) configuration for the piloted mission is composed of three propulsive elements in addition to the Crew Module (CM): Primary Trans-Lunar Injection (PTLI), Lunar Braking Module (LBM), and Earth Return Module (ERM). The precursor mission is also composed of three propulsive elements in addition to its surface payloads: PTLI, LBM and the Payload Landing Module (PLM). Refer to Volume 1, Section 5.1 and 5.2 for a break-up of the different stages into the four launches. A quick summary is as follows: PTLI is on Launch 1 and 3 while the LBM, PLM, and surface payloads are on Launch 2 and another LBM, ERM, and CM on Launch 4. The precursor mission is designed to be as modular as possible with the piloted mission for developmental cost considerations. The following topics are discussed: launch vehicle description; primary trans-lunar injection stage; lunar braking module; earth return module; crew module; payload landing module; and surface payload description.

STS-98 Onboard Photograph-U.S. Laboratory, Destiny

NASA Technical Reports Server (NTRS)

2001-01-01

With its new U.S. Laboratory, Destiny, contrasted over a blue and white Earth, the International Space Station (ISS) was photographed by one of the STS-98 crew members aboard the Space Shuttle Atlantis following separation of the Shuttle and Station. The Laboratory is shown at the lower right of the Station. The American-made Destiny module is the cornerstone for space-based research aboard the orbiting platform and the centerpiece of the ISS, where unprecedented science experiments will be performed in the near-zero gravity of space. Destiny will also serve as the command and control center for the ISS. The aluminum module is 8.5- meters (28-feet) long and 4.3-meters (14-feet) in diameter. The laboratory consists of three cylindrical sections and two endcones with hatches that will be mated to other station components. A 50.9-centimeter (20-inch-) diameter window is located on one side of the center module segment. This pressurized module is designed to accommodate pressurized payloads. It has a capacity of 24 rack locations. Payload racks will occupy 15 locations especially designed to support experiments. The Destiny module was built by the Boeing Company under the direction of the Marshall Space Flight Center.

International Space Station (ISS)

NASA Image and Video Library

2001-02-16

With its new U.S. Laboratory, Destiny, contrasted over a blue and white Earth, the International Space Station (ISS) was photographed by one of the STS-98 crew members aboard the Space Shuttle Atlantis following separation of the Shuttle and Station. The Laboratory is shown at the lower right of the Station. The American-made Destiny module is the cornerstone for space-based research aboard the orbiting platform and the centerpiece of the ISS, where unprecedented science experiments will be performed in the near-zero gravity of space. Destiny will also serve as the command and control center for the ISS. The aluminum module is 8.5- meters (28-feet) long and 4.3-meters (14-feet) in diameter. The laboratory consists of three cylindrical sections and two endcones with hatches that will be mated to other station components. A 50.9-centimeter (20-inch-) diameter window is located on one side of the center module segment. This pressurized module is designed to accommodate pressurized payloads. It has a capacity of 24 rack locations. Payload racks will occupy 15 locations especially designed to support experiments. The Destiny module was built by the Boeing Company under the direction of the Marshall Space Flight Center.

Characteristics of Abductive Inquiry in Earth Science: An Undergraduate Case Study

ERIC Educational Resources Information Center

Oh, Phil Seok

2011-01-01

The goal of this case study was to describe characteristic features of abductive inquiry learning activities in the domain of earth science. Participants were undergraduate junior and senior students who were enrolled in an earth science education course offered for preservice secondary science teachers at a university in Korea. The undergraduate…

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 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…

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.…

Looking at Earth from Space: Teacher's Guide with Activities for Earth and Space Science.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

The Maryland Pilot Earth Science and Technology Education Network (MAPS-NET) project was sponsored by the National Aeronautics and Space Administration (NASA) to enrich teacher preparation and classroom learning in the area of Earth system science. This publication includes a teacher's guide that replicates material taught during a graduate-level…

Solid earth science in the 1990s. Volume 2: Panel reports

NASA Technical Reports Server (NTRS)

1991-01-01

This is the second volume of a three-volume report. Volume 2, Panel Reports, outlines a plan for solid Earth science research for the next decade. The science panels addressed the following fields: plate motion and deformation, lithospheric structure and evolution, volcanology, Earth structure and dynamics, Earth rotation and reference frames, and geopotential fields.

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…

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.

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…

Research progress and accomplishments on International Space Station

NASA Technical Reports Server (NTRS)

Roe, Lesa B.; Uri, John J.

2003-01-01

The first research payloads reached the International Space Station (ISS) more than two years ago, with research operating continuously since March 2001. Seven research racks are currently on-orbit, with three more arriving soon to expand science capabilities. Through the first five expeditions, 60 unique NASA-managed investigations from 11 nations have been supported, many continuing into later missions. More than 90,000 experiment hours have been completed, and more than 1,000 hours of crew time have been dedicated to research, numbers that grow daily. The multidisciplinary program includes research in life sciences, physical sciences, biotechnology, Earth sciences, technology demonstrations as well as commercial endeavors and educational activities. The Payload Operations and Integration Center monitors the onboard activities around the clock, working with numerous Principal Investigators and Payload Developers at their remote sites. Future years will see expansion of the station with research modules provided by the European Space Agency and Japan, which will be outfitted with additional research racks. c2003 American Institute of Aeronautics and Astronautics. Published by Elsevier Science Ltd. All rights reserved.

Research progress and accomplishments on International Space Station.

PubMed

Roe, Lesa B; Uri, John J

2003-01-01

The first research payloads reached the International Space Station (ISS) more than two years ago, with research operating continuously since March 2001. Seven research racks are currently on-orbit, with three more arriving soon to expand science capabilities. Through the first five expeditions, 60 unique NASA-managed investigations from 11 nations have been supported, many continuing into later missions. More than 90,000 experiment hours have been completed, and more than 1,000 hours of crew time have been dedicated to research, numbers that grow daily. The multidisciplinary program includes research in life sciences, physical sciences, biotechnology, Earth sciences, technology demonstrations as well as commercial endeavors and educational activities. The Payload Operations and Integration Center monitors the onboard activities around the clock, working with numerous Principal Investigators and Payload Developers at their remote sites. Future years will see expansion of the station with research modules provided by the European Space Agency and Japan, which will be outfitted with additional research racks. c2003 American Institute of Aeronautics and Astronautics. Published by Elsevier Science Ltd. All rights reserved.

An Overview of the EOS Data Dissemination Systems

NASA Technical Reports Server (NTRS)

Ramapriyan, H.K.; Pfister, Robin; Weinstein, Beth

2008-01-01

The Earth Observing System Data and Information System (EOSDIS) is the primary data system serving the broad-scope of NASA s Earth Observing System (EOS) program and a significant portion of the "heritage" Earth science data. EOSDIS was designed to support the Earth sciences within NASA s Science Mission Directorate (previously the Earth Science Enterprise (ESE) and Mission to Planet Earth). The EOS Program was NASA s contribution to the United States Global Change Research Program (USGCRP) enacted by Congress in 1990 as part of the Global Change Act. ESE s objective was to launch a series of missions to help answer fundamental global change questions such as "How is Earth changing?" and "What are the consequences for life on Earth?" resulting support of this objective, EOSDIS distributes a wide variety of data to a diverse community.

NASA Laser Remote Sensing Technology Needs for Earth Science in the Next Decade and Beyond

NASA Technical Reports Server (NTRS)

Trait, David M.; Neff, Jon M.; Valinia, Azita

2007-01-01

In late 2005 the NASA Earth Science Technology Office convened a working group to review decadal-term technology needs for Earth science active optical remote sensing objectives. The outcome from this effort is intended to guide future NASA investments in laser remote sensing technologies. This paper summarizes the working group findings and places them in context with the conclusions of the National Research Council assessment of Earth science needs, completed in 2007.

An Exploration Geophysics Course With an Environmental Focus for an Urban Minority Institution

NASA Astrophysics Data System (ADS)

Kenyon, P. M.

2004-12-01

A hands-on exploration geophysics field course with an environmental focus has been developed with NSF support for use at the City College of New York in Manhattan. To maximize access for the students, no prerequisites beyond introductory earth science and physics are required. The course is taught for three hours on Saturday mornings. This has resulted in it attracting not only regular City College students, but also earth science teachers studying for alternate certification or Master's degrees. After a brief introduction to the nature of geophysics and to concepts in data processing, the course is taught in four three-week modules, one each on seismology, resistivity surveying, electromagnetic ground conductivity, and magnetic measurements. Each module contains one week of theory, a field experience, computer data analysis, and a final report. Field exercises are planned to emphasize teamwork and include realistic urban applications of the techniques. Student surveys done in conjunction with this course provide insights into the motivations and needs of the mostly minority students taking it. In general, these students come to the course already comfortable with teamwork and with working in the field. The questionnaires indicate that their greatest need is increased knowledge of the methods of geophysics and of the problems that can be attacked using it. Most of the students gave high ratings to the course, citing the fieldwork as the part that they most enjoyed. The results of these surveys will be presented, along with examples of the field exercises used. The computer analysis assignments written for this course will also be available.

Modulation of quasi-biennial ozone oscillations in the equatorial stratosphere by the solar cycle

NASA Astrophysics Data System (ADS)

Bezverkhnii, Viacheslav; Gruzdev, Aleksandr

Analysis of variation in ozone concentration, temperature, and zonal wind velocity in the equatorial stratosphere at the quasi-biennial (QB) and quasi-decadal (QD) time scales and their relation to the QB and 11-year variations in solar activity is made with the help of wavelet, cross-wavelet and cross-spectral techniques using SBUV/SBUV 2 (ozone), NMC, ERA-40, ERA-Interim (wind and temperature), and radiosonde (wind) data. Sunspot number and 10.7 cm solar radio flux data are used as indices of solar activity. The QD mode with the mean period of 128 months and the QB mode with 28-29 month period are derived from variations in ozone concentration , ozone meridional gradient, temperature and wind velocity. Local maxima of amplitudes of the QD variation in the ozone meridional gradient occur in 4-5 and 20-30 hPa layers. The amplitude of the QB mode of the ozone meridional gradient in 30-50 hPa layer is modulated by the solar cycle in such a way that the amplitude maximum corresponds approximately to the solar cycle maximum. Similar modulation is not found in the QB mode of ozone concentration. While the QD variations in ozone and zonal wind velocity are weak compared to the QB oscillation, the amplitudes of the QD and QB modes of temperature oscillations in the lower and middle stratosphere are close to each other. The modulation of the QB oscillations in the ozone meridional gradient in the lower stratosphere by the 11-year solar cycle is an additional evidence of solar activity influence on the stratosphere, which extends results by Soukharev and Hood (2001), Bezverkhnii and Gruzdev (2007), and Gruzdev and Bezverkhnii (2010). References: 1. Bezverkhnii, V.A., and A.N. Gruzdev. Relation between quasi-decadal and quasi-biennial oscillations of solar activity and the equatorial stratospheric wind. Doklady Earth Sciences, 2007, Vol. 415A, No 6, pp. 970-974. 2. Gruzdev, A.N., and V.A. Bezverkhnii. Possible ozone influence on the quasi-biennial oscillation in the equatorial stratosphere. Doklady Earth Sciences, 2010, Vol. 434, Part 1, pp. 1279-1284. 3. Soukharev, B.E., and L.L. Hood. Possible solar modulation of the equatorial quasi-biennisl oscillation: Additional statistical evidence. J. Geophys. Res., 2001, Vol. 106, No D14, pp. 14855-14868.

NASA Shines a Spotlight on a Webb Telescope Test

NASA Image and Video Library

2013-12-11

Dressed in a clean room suit, NASA photographer Desiree Stover shines a light on the Space Environment Simulator's Integration Frame inside the thermal vacuum chamber at NASA's Goddard Space Flight Center in Greenbelt, Md. Shortly after, the chamber was closed up and engineers used this frame to enclose and help cryogenic (cold) test the heart of the James Webb Space Telescope, the Integrated Science Instrument Module. Credit: NASA/Goddard/Chris Gunn NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Science, Space, and Shuttles: An Interview With Astronaut and AGU Member Piers Sellers

NASA Astrophysics Data System (ADS)

Kumar, Mohi

2010-05-01

On 14 May, NASA is scheduled to launch what will likely be the final mission for space shuttle Atlantis. This mission will deliver cargo and science payloads—including the Russian-built Mini Research Module (MRM 1)—to the International Space Station (ISS). On board the shuttle will be Piers Sellers, an AGU member. Born in 1955 in Crowborough, United Kingdom, Sellers completed his doctorate in biometeorology at UK's Leeds University in 1981. He became an AGU Fellow in 1996 for research on how the Earth's biosphere and atmosphere interact; that same year, he was selected as an astronaut candidate. He has since logged more than 559 hours in space on two shuttle missions. In the course of those missions, he spent almost 41 hours on six space walks.

Dr. Neil deGrasse Tyson Visits NASA Goddard

NASA Image and Video Library

2017-12-08

Dr. Neil deGrasse Tyson visited with Goddard's Space Flight Center Director Chris Scolese and the James Webb Space Telescope team at Goddard in Greenbelt, Md. on June 3, 2014. Tyson spoke to the team and was able to see the giant vacuum test chamber that now holds the heart of the telescope, the Integrated Science Instrument Module. ..Learn more about JWST: www.jwst.nasa.gov..Credit: NASA/Goddard/Rebecca Roth..NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

Development, Evaluation, and Dissemination of an Astrobiology Curriculum for Secondary Students: Establishing a Successful Model for Increasing the Use of Scientific Data by Underrepresented Students.

NASA Astrophysics Data System (ADS)

Arino de La Rubia, L.; Butler, J.; Gary, T.; Stockman, S.; Mumma, M.; Pfiffner, S.; Davis, K.; Edmonds, J.

2009-12-01

The Minority Institution Astrobiology Collaborative began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms modules are being developed to emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Since this time, more NASA Astrobiology Institute Teams have joined this education and public outreach (EPO)effort. Field-testing of the Astrobiology in Secondary Classrooms materials began in 2007 in five US locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics.

Dr. Neil deGrasse Tyson Visits NASA Goddard

NASA Image and Video Library

2014-06-03

Dr. Neil deGrasse Tyson visited with Goddard's Space Flight Center Director Chris Scolese and the James Webb Space Telescope team at Goddard in Greenbelt, Md. on June 3, 2014. Tyson spoke to the team and was able to see the giant vacuum test chamber that now holds the heart of the telescope, the Integrated Science Instrument Module. ..Learn more about JWST: www.jwst.nasa.gov..Credit: NASA/Goddard/Rebecca Roth..NASA image use policy. NASA Goddard Space Flight Center enables NASA’s mission through four scientific endeavors: Earth Science, Heliophysics, Solar System Exploration, and Astrophysics. Goddard plays a leading role in NASA’s accomplishments by contributing compelling scientific knowledge to advance the Agency’s mission. Follow us on Twitter Like us on Facebook Find us on Instagram

@Astro_Wheels Tweetup

NASA Image and Video Library

2011-03-16

A tweetuup participant videotapes with her iPhone and tweets as astronaut Doug Wheelock discusses his experiences while living on the International Space Station during a tweetup at NASA Headquarters in Washington, Wednesday, March 16, 2011. Wheelock, who has accumulated a total of 178 days in space, assumed command of the International Space Station and the Expedition 25 crew. During Expedition 25, there were more than 120 microgravity experiments in human research; biology and biotechnology; physical and materials sciences; technology development; and Earth and space sciences. Wheelock also responded to an emergency shutdown of half of the station's external cooling system and supported three unplanned spacewalks to replace the faulty pump module that caused the shutdown. His efforts restored the station's critical cooling system to full function. The mission duration was 163 days. Photo Credit: (NASA/Paul E. Alers)

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 AAA Platforms For Scientific Resources in Europe (https://confluence.terena.org/display/aaastudy/AAA+Study+Home+Page) will also be assessed.

Learning More About Our Earth: An Exploration of NASA's Contributions to Earth Science Through Remote Sensing Technologies

NASA Technical Reports Server (NTRS)

Lindsay, Francis

2017-01-01

NASA is commonly known for its pioneering work in space exploration and the technological advancements that made access to space possible. NASA is now increasingly known for the agency's research and technologies that support the Earth sciences. This is a presentation focusing on NASA's Earth science efforts told mostly through the technological innovations NASA uses to achieve a greater understanding of the Earth, making it possible to explore the Earth as a system. Enabling this science is NASA's fleet of over two dozen Earth science spacecraft, supported by aircraft, ships and ground observations. NASA's Earth Observing System (EOS) is a coordinated series of polar-orbiting and low inclination satellites for long-term global observations of the land surface, biosphere, solid Earth, atmosphere, and oceans. With the launching of the three flagship satellite missions, Terra, Aqua and Aura, beginning in 1999, NASA's initial Mission to Planet Earth made it possible to measure aspects of the environment that touch the lives of every person around the world. NASA harnessing the unique space-based platform means, fortunately, no planet is better studied than the one we actually live on.

UWHS Climate Science: Uniting University Scientists and High School Teachers in the Development and Implementation of a Dual-Credit STEM-Focused Curriculum

NASA Astrophysics Data System (ADS)

Bertram, M. A.; Thompson, L.; Ackerman, T. P.

2012-12-01

The University of Washington is adapting a popular UW Atmospheric Sciences course on Climate and Climate Change for the high school environment. In the process, a STEM-focused teaching and learning community has formed. With the support of NASA Global Climate Change Education 20 teachers have participated in an evolving professional development program that brings those actively engaged in research together with high school teachers passionate about bringing a formal climate science course into the high school. Over a period of several months participating teachers work through the UW course homework and delve deeply into specific subject areas. Then, during a week-long summer institute, scientists bring their particular expertise (e.g. radiation, modeling) to the high school teachers through lectures or labs. Together they identify existing lectures, textbook material and peer-reviewed resources and labs available through the internet that can be used to effectively teach the UW material to the high school students. Through this process the scientists learn how to develop teaching materials around their area of expertise, teachers engage deeply in the subject matter, and both the university and high school teachers are armed with the tools to effectively teach a STEM-focused introductory course in climate science. To date 12 new hands-on modules have been completed or are under development, exploring ice-cores, isotopes, historical temperature trends, energy balance, climate models, and more. Two modules have been tested in the classroom and are ready for peer-review through well-respected national resources such as CLEAN or the National Earth Science Teachers Association; three others are complete and will be implemented in a high school classroom this year, and the remainder under various stages of development. The UWHS ATMS 211 course was piloted in two APES (Advanced Placement Environmental Science classrooms) in Washington State in 2011/2012. The high school course used the UW Atmospheric Sciences curriculum, exams, and textbook (The Earth System, 3rd edition, Kump, Kasting and Crane, 2010), and one of the hands-on modules. Communication with these instructors during the year helped us define assessment strategies and to identify challenges of bringing the material into the high school classroom. This knowledge will be shared with teachers during our summer 2012 workshop and will inform approaches to teaching the course in 2012/2013. Proposed formats for implementation include year-long courses, using the APES/Climate format of 2011/2012, a union of Oceanography and Climate content, or in the context of an engineering course. Our initial vision was for a stand-alone semester or year-long course in climate science, incorporating excel and data handling as a learning tool and a suite of hands-on learning opportunities. Yet, the creative approaches to implementation of a new course in the schools, together with the breadth and depth of the UW curriculum and the Kump et al. 2010 textbook, have resulted in diverse educational approaches for bringing climate science into the high school.

The Blueprint for Change: A National Strategy to Enhance Access to Earth and Space Science Education Resources

NASA Astrophysics Data System (ADS)

Geary, E. E.; Barstow, D.

2001-12-01

Enhancing access to high quality science education resources for teachers, students, and the general public is a high priority for the earth and space science education communities. However, to significantly increase access to these resources and promote their effective use will require a coordinated effort between content developers, publishers, professional developers, policy makers, and users in both formal and informal education settings. Federal agencies, academic institutions, professional societies, informal science centers, the Digital Library for Earth System Education, and other National SMETE Digital Library Projects are anticipated to play key roles in this effort. As a first step to developing a coordinated, national strategy for developing and delivering high quality earth and space science education resources to students, teachers, and the general public, 65 science educators, scientists, teachers, administrators, policy makers, and business leaders met this June in Snowmass, Colorado to create "Earth and Space Science Education 2010: A Blueprint for Change". The Blueprint is a strategy document that will be used to guide Earth and space science education reform efforts in grades K-12 during the next decade. The Blueprint contains specific goals, recommendations, and strategies for coordinating action in the areas of: Teacher Preparation and Professional Development, Curriculum and Materials, Equity and Diversity, Assessment and Evaluation, Public Policy and Systemic Reform, Public and Informal Education, Partnerships and Collaborations, and Technology. If you develop, disseminate, or use exemplary earth and space science education resources, we invite you to review the Blueprint for Change, share it with your colleagues and local science educators, and join as we work to revolutionize earth and space science education in grades K-12.

Ocean Tracks: Investigating Marine Migrations in a Changing Ocean

NASA Astrophysics Data System (ADS)

Krumhansl, R.; Kochevar, R. E.; Aluwihare, L.; Bardar, E. W.; Hirsch, L.; Hoyle, C.; Krumhansl, K.; Louie, J.; Madura, J.; Mueller-Northcott, J.; Peach, C. L.; Trujillo, A.; Winney, B.; Zetterlind, V.; Busey, A.

2015-12-01

The availability of scientific data sets online opens up exciting new opportunities to raise students' understanding of the worlds' oceans and the potential impacts of climate change. The Oceans of Data Institute at EDC; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring marine science data sets into high school and undergraduate classrooms. These efforts have culminated in the development of a web-based student interface to data from the Tagging of Pacific Predators (TOPP) program, NOAA's Global Drifter Program, and NASA Earth-orbiting satellites through a student-friendly Web interface, customized data analysis tools, multimedia supports, and course modules. Ocean Tracks (http://oceantracks.org), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education and learning science, focuses on optimizing students' opportunities to focus their cognitive resources on viewing and comparing data to test hypotheses, while minimizing the time spent on downloading, filtering and creating displays. Ocean Tracks allows students to display the tracks of elephant seals, white sharks, Bluefin tuna, albatross, and drifting buoys along with sea surface temperature, chlorophyll-A, bathymetry, ocean currents, and human impacts overlays. A graphing tool allows students to dynamically display parameters associated with the track such as speed, deepest daily dive and track tortuosity (curviness). These interface features allow students to engage in investigations that mirror those currently being conducted by scientists to understand the broad-scale effects of changes in climate and other human activities on ocean ecosystems. In addition to supporting the teaching of the Ocean and Climate Literacy principles, high school curriculum modules facilitate the teaching of content, practices and cross-cutting concepts in the Framework for K-12 Science Education. Undergraduate modules currently under development support the teaching of content related to marine productivity, ocean circulation and upwelling, animal-environment interactions, ocean ecosystems, and human impacts.

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 participants have an increased comfort level in using digital libraries, datasets, and scientific tools after working through an EET chapter. The EET is a vehicle that can grow and support new chapter development. An EET chapter template for creating new "chapters" has been devised. Other research-focused members of the ESIP Federation have expressed interest in working with the EET team to facilitate the use of their Earth science data by educators and students. This presentation will describe how the partnerships were forged, how they are maintained, and how the ESIP Federation is facilitating further growth. http://serc.carleton.edu/eet

Preparing a New Generation of Citizens and Scientists to Face Earth's Future

ERIC Educational Resources Information Center

Bralower, Timothy J.; Feiss, P. Geoffrey; Manduca, Cathryn A.

2008-01-01

As the research interests and the focus of traditional earth scientists are transformed, so too must education in earth system science at colleges and universities across the country change. The required change involves not only the methods used to teach this new science, but also the essential place of the earth sciences in the panoply of…

SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

ERIC Educational Resources Information Center

Jolley, Allison; Lane, Erin; Kennedy, Ben; Frappé-Sénéclauze, Tom-Pierre

2012-01-01

This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and…

A Comparison of Student Outcomes in Various Earth Science Courses Taught by Seventeen Iowa Teachers.

ERIC Educational Resources Information Center

Schirner, Silas Wesley

The effects of the type of earth science course (Earth Science Curriculum Project (ESCP) and non-ESCP), the directness or indirectness of teacher-pupil interaction in various teaching activities (I/D ratio), and the teacher's philosophical orientation (T/NT ratio) on various student outcomes such as understanding of science and scientists;…

The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

ERIC Educational Resources Information Center

Chang, Chun-Yen; Lin, Pei-Ling

2017-01-01

This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

Increasing Expertise in Earth Science Education through Master's Education

ERIC Educational Resources Information Center

Huntoon, Jackie; Baltensperger, Brad

2012-01-01

The processes of developing and the results of testing a master's degree program designed to increase the number and quality of secondary-level earth science teachers are described in this paper. The master's program is intended to serve practicing secondary-level science and math teachers who lack subject-area endorsement in earth science. There…

The 6th International Earth Science Olympiad: A Student Perspective

ERIC Educational Resources Information Center

Barlett, Luke; Cathro, Darcy; Mellow, Maddi; Tate, Clara

2014-01-01

In October 2012, two students from the Australian Science and Mathematics School and two from Yankalilla Area School were selected to travel to Olavarria, Argentina in order to compete in the 6th International Earth Science Olympiad (IESO). It was an opportunity for individuals with a passion for Earth science to come together from 17 countries to…

Lunar Module Communications

NASA Technical Reports Server (NTRS)

Interbartolo, Michael A.

2009-01-01

This slide presentation reviews the Apollo lunar module communications. It describes several changes in terminology from the Apollo era to more recent terms. It reviews: (1) Lunar Module Antennas and Functions (2). Earth Line of Sight Communications Links (3) No Earth Line of Sight Communications Links (4) Lunar Surface Communications Links (5) Signal-Processing Assembly (6) Instrumentation System (7) Some Communications Problems 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.

A New Direction for NASA Materials Science Research Using the International Space Station

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald; Trach, Brian; Geveden, Rex D. (Technical Monitor)

2001-01-01

NASA recently created a fifth Strategic Enterprise, the Office of Biological and Physical Research (OBPR), to bring together physics, chemistry, biology, and engineering to foster interdisciplinary research. The Materials Science Program is one of five Microgravity Research disciplines within this new enterprise's Division of Physical Sciences Research. The Materials Science Program will participate within this new enterprise structure in order to facilitate effective use of ISS facilities, target scientific and technology questions and transfer scientific and technology results for Earth benefits. The Materials Science research will use a low gravity environment for flight and ground-based research in crystallization, fundamental processing, properties characterization, and biomaterials in order to obtain fundamental understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. Completion of the International Space Station's (ISS) first major assembly, during the past year, provides new opportunities for on-orbit research and scientific utilization. Accommodations will support a variety of Materials Science payload hardware both in the US and international partner modules with emphasis on early use of Express Rack and Glovebox facilities. This paper addresses the current scope of the flight investigator program. These investigators will use the various capabilities of the ISS to achieve their research objectives. The type of research and classification of materials being studied will be addressed. This includes the recent emphasis being placed on nanomaterials and biomaterials type research. Materials Science Program will pursue a new, interdisciplinary approach, which contributes, to Human Space Flight Exploration research. The Materials Science Research Facility (MSRF) and other related American and International experiment modules will serve as the foundation for this research. Discussion will be included to explain the changing concept for materials science research processing capabilities aboard the ISS along with the various ground facilities necessary to support the program. Finally, the paper will address the initial utilization schedule and strategy for the various materials science payloads including their corresponding hardware.

75 FR 14565 - NIST Summer Institute for Middle School Science Teachers; Availability of Funds

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-26

...), including, but not limited to, earth science, physical science, chemistry, physics, and/or biology. This... science, physical science, chemistry, physics and/or biology. NIST will award funding that will support... instruction in general science fields including earth science, physical science, chemistry, physics, and/or...

GeoSciGraph: An Ontological Framework for EarthCube Semantic Infrastructure

NASA Astrophysics Data System (ADS)

Gupta, A.; Schachne, A.; Condit, C.; Valentine, D.; Richard, S.; Zaslavsky, I.

2015-12-01

The CINERGI (Community Inventory of EarthCube Resources for Geosciences Interoperability) project compiles an inventory of a wide variety of earth science resources including documents, catalogs, vocabularies, data models, data services, process models, information repositories, domain-specific ontologies etc. developed by research groups and data practitioners. We have developed a multidisciplinary semantic framework called GeoSciGraph semantic ingration of earth science resources. An integrated ontology is constructed with Basic Formal Ontology (BFO) as its upper ontology and currently ingests multiple component ontologies including the SWEET ontology, GeoSciML's lithology ontology, Tematres controlled vocabulary server, GeoNames, GCMD vocabularies on equipment, platforms and institutions, software ontology, CUAHSI hydrology vocabulary, the environmental ontology (ENVO) and several more. These ontologies are connected through bridging axioms; GeoSciGraph identifies lexically close terms and creates equivalence class or subclass relationships between them after human verification. GeoSciGraph allows a community to create community-specific customizations of the integrated ontology. GeoSciGraph uses the Neo4J,a graph database that can hold several billion concepts and relationships. GeoSciGraph provides a number of REST services that can be called by other software modules like the CINERGI information augmentation pipeline. 1) Vocabulary services are used to find exact and approximate terms, term categories (community-provided clusters of terms e.g., measurement-related terms or environmental material related terms), synonyms, term definitions and annotations. 2) Lexical services are used for text parsing to find entities, which can then be included into the ontology by a domain expert. 3) Graph services provide the ability to perform traversal centric operations e.g., finding paths and neighborhoods which can be used to perform ontological operations like computing transitive closure (e.g., finding all subclasses of rocks). 4) Annotation services are used to adorn an arbitrary block of text (e.g., from a NOAA catalog record) with ontology terms. The system has been used to ontologically integrate diverse sources like Science-base, NOAA records, PETDB.

Board on Earth Sciences and Resources and its Activities

NASA Technical Reports Server (NTRS)

Schiffries, Craig M.

1997-01-01

The Board will provide oversight of the earth science and resource activities within the National Research Council, provide a review of research and public activities in the solid-earth sciences, and provide analyses and recommendations relevant to the supply, delivery, and associated impacts of and issues related to hydrocarbon, metallic, and non-metallic mineral resources. The Board will monitor the status of the earth sciences, assess the health of the disciplines, and identify research opportunities, and will respond to specific agency requests.

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

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)

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.

Reuse of Software Assets for the NASA Earth Science Decadal Survey Missions

NASA Technical Reports Server (NTRS)

Mattmann, Chris A.; Downs, Robert R.; Marshall, James J.; Most, Neal F.; Samadi, Shahin

2010-01-01

Software assets from existing Earth science missions can be reused for the new decadal survey missions that are being planned by NASA in response to the 2007 Earth Science National Research Council (NRC) Study. The new missions will require the development of software to curate, process, and disseminate the data to science users of interest and to the broader NASA mission community. In this paper, we discuss new tools and a blossoming community that are being developed by the Earth Science Data System (ESDS) Software Reuse Working Group (SRWG) to improve capabilities for reusing NASA software assets.

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.

Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

2006-01-01

This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…

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 British Columbia geological highway map was published in 2008. In the works are a geological map for southern British Columbia and three community and regional geoscience guides. 5) What on Earth (www.whatonearth.org), a biannual national newsletter established at the University of Waterloo in 1987, provides a range of Earth science information for teachers in Canada and elsewhere. It was originally published as a colourful printed newsletter, which in recent years was also available online; new issues will be available only online. 6) Friends of Canadian Geoheritage is a new national program currently being piloted in the Ottawa-Gatineau area, where it is working with municipal and other government agencies, schools, universities, and community groups to help preserve, protect and promote Canada's rich geoheritage. A new Geo-Park, a book on building materials in Ottawa, a Geoheritage day, field trips and public talks are just some of the initiatives underway.

Grid Technology as a Cyber Infrastructure for Earth Science Applications

NASA Technical Reports Server (NTRS)

Hinke, Thomas H.

2004-01-01

This paper describes how grids and grid service technologies can be used to develop an infrastructure for the Earth Science community. This cyberinfrastructure would be populated with a hierarchy of services, including discipline specific services such those needed by the Earth Science community as well as a set of core services that are needed by most applications. This core would include data-oriented services used for accessing and moving data as well as computer-oriented services used to broker access to resources and control the execution of tasks on the grid. The availability of such an Earth Science cyberinfrastructure would ease the development of Earth Science applications. With such a cyberinfrastructure, application work flows could be created to extract data from one or more of the Earth Science archives and then process it by passing it through various persistent services that are part of the persistent cyberinfrastructure, such as services to perform subsetting, reformatting, data mining and map projections.