Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them

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.

Sun-Earth Day - Teaching Heliophysics Through Education Technology

NASA Technical Reports Server (NTRS)

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

2010-01-01

Sun-Earth Day (SED) is an Education and Outreach program supported by the U.S, National Aeronautics and Space Administration (NASA). The intent of the program is to teach students and the general public about Heliophysics (the science of the study of the Sun, how it varies, and how solar dynamics affect the rest of the solar system, especially the Earth). The program was begun ten years ago. Each year since that time a particular day has been designated as "Sun-Earth Day ,,. Usually the day of the spring equinox (March 20 or 21) is Sun-Earth Day, but other days have been used as well. Each year a theme is chosen relating to Heliophysics and events reflecting that theme are planned not only for Sun-Earth Day, but for the entire year. From the very beginning educational technology was emphasized in the events in order to effectively reach wide audiences with the SED message. The main approach has been to have a "webcast" related to each year's theme, often from a location that supports the theme as well. For example, a webcast took place from the Mayan pyramids at Chichen Itza, Mexico to highlight the theme of "Ancient Observatories, Timeless Knowledge". Webcasts were not the only technology employed, however. Many of the themes centered on the dynamic nature of the Sun and the effects that solar storms can have on interplanetary space and in our day-to-day life on Earth. Activities for tracking when solar storms happen and how they affect the Earth were developed and brought together in an educational package called Space Weather Action Centers. This project is explained in more detail in another presentation in this session being given by Norma Teresinha Oliveira Reis. Recent Sun-Earth Days have utilized "social networking" technologies to reach widespread groups on the internet. Podcasts, Vodcasts, Facebook, Twitter, and Second Life are the types of network technologies being employed now. The NASA Distance learning Network is another method for bringing Sun-Earth

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.

Snow as Field-Teaching Medium for Earth Science.

ERIC Educational Resources Information Center

Custer, Stephan Gregory

1991-01-01

Snow is a widely available earth-science teaching medium which can be used to explore scientific concepts in the field, either directly or by analogy. Snow can be considered a mineral, sediment, sedimentary rock, or metamorphic rock. Natural processes such as crystal growth, melting, sedimentation, and metamorphism can be studied in practical time…

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

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.

InTeGrate: Interdisciplinary Teaching about the Earth for a Sustainable Future

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2017-12-01

InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization. The project has developed teaching materials and examples of their use in programs and is currently engaged in a suite of activities that support use of these resources in improving undergraduate Earth education. Thirty-three sets of teaching materials supporting instruction over time periods of 2 weeks to a full semester have been developed by teams of faculty and peer-reviewed to ensure strong research-based pedagogic design and attention to five design principles: 1) address one or more grand challenges involving the Earth and society, 2) develop student ability to address interdisciplinary problems, 3) improve student understanding of the nature and methods of science and developing geoscientific habits of mind, 4) make use of authentic and credible science data to learn central concepts in the context of scientific methods of inquiry, and, 5) incorporate systems thinking. They have been tested in a wide variety of institutional and disciplinary settings and are documented with instructor notes describing adaptation for specific settings. All published materials passed a review for scientific accuracy. Sixteen program models demonstrate strategies for strengthening learning about Earth and sustainability at scales ranging from a department to an interinstitutional collaboration. These examples document the use of InTeGrate resources in the development and evaluation of these programs. A synthesis of lessons learned by these projects addresses strategies for teaching about the Earth across the curriculum. InTeGrate is currently supporting use of ideas and resources developed over the past six years of project work through a webinar series, workshops at professional society meetings, a traveling workshop program for departments and regions, a set of online learning communities and

A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

NASA Astrophysics Data System (ADS)

Wasser, L. A.; Gold, A. U.

2017-12-01

There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

Teaching Inquiry using NASA Earth-System Science: Preparing Pre- and Inservice K-12 Educators to Use Authentic Inquiry in the Classroom

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Tebockhorst, D.

2012-12-01

Teaching Inquiry using NASA Earth-System Science (TINES) is a comprehensive program to train and support pre-service and in-service K-12 teachers, and to provide them with an opportunity to use NASA Earth Science mission data and Global Learning and Observations to Benefit the Environment (GLOBE) observations to incorporate scientific inquiry-based learning in the classroom. It uses an innovative blended-learning professional development approach that combines a peer-reviewed pedagogical technique called backward-faded scaffolding (BFS), which provides a more natural entry path to understanding the scientific process, with pre-workshop online content learning and in-situ and online data resources from NASA and GLOBE. This presentation will describe efforts to date, share our impressions and evaluations, and discuss the effectiveness of the BFS approach to both professional development and classroom pedagogy.

Our Mission to Planet Earth: A guide to teaching Earth system science

NASA Technical Reports Server (NTRS)

1994-01-01

Volcanic eruptions, hurricanes, floods, and El Nino are naturally occurring events over which humans have no control. But can human activities cause additional environmental change? Can scientists predict the global impacts of increased levels of pollutants in the atmosphere? Will the planet warm because increased levels of greenhouse gases, produced by the burning of fossil fuels, trap heat and prevent it from being radiated back into space? Will the polar ice cap melt, causing massive coastal flooding? Have humans initiated wholesale climatic change? These are difficult questions, with grave implications. Predicting global change and understanding the relationships among earth's components have increased in priority for the nation. The National Aeronautics and Space Administration (NASA), along with many other government agencies, has initiated long-term studies of earth's atmosphere, oceans, and land masses using observations from satellite, balloon, and aircraft-borne instruments. NASA calls its research program Mission to Planet Earth. Because NASA can place scientific instruments far above earth's surface, the program allows scientists to explore earth's components and their interactions on a global scale.

Re-Examining the Way We Teach: The Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

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

2003-12-01

Science education reform has skyrocketed over the last decade thanks in large part to the technology of the Internet, opening up dynamic new online communities of learners. It has allowed educators worldwide to share thoughts about Earth system science and reexamine the way science is taught. The Earth System Science Education Alliance (ESSEA) is one positive offshoot of this reform effort. This developing partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA semester-long courses are open to elementary, middle school, and high school educators. After three weeks of introductory content, teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. The middle school course stresses the effects of real-world events-volcanic eruptions, hurricanes, rainforest destruction-on Earth's lithosphere, atmosphere, biosphere, and hydrosphere, using "jigsaw" to study the interactions between events, spheres, and positive and negative feedback loops. The high school course uses problem-based learning to examine critical areas of global change, such as coral reef degradation, ozone depletion, and climate change. This ESSEA presentation provides examples of learning environments from each of the three courses.

Effective and responsible teaching of climate change in Earth Science-related disciplines

NASA Astrophysics Data System (ADS)

Robinson, Z. P.; Greenhough, B. J.

2009-04-01

Climate change is a core topic within Earth Science-related courses. This vast topic covers a wide array of different aspects that could be covered, from past climatic change across a vast range of scales to environmental (and social and economic) impacts of future climatic change and strategies for reducing anthropogenic climate change. The Earth Science disciplines play a crucial role in our understanding of past, present and future climate change and the Earth system in addition to understanding leading to development of strategies and technological solutions to achieve sustainability. However, an increased knowledge of the occurrence and causes of past (natural) climate changes can lead to a lessened concern and sense of urgency and responsibility amongst students in relation to anthropogenic causes of climatic change. Two concepts integral to the teaching of climate change are those of scientific uncertainty and complexity, yet an emphasis on these concepts can lead to scepticism about future predictions and a further loss of sense of urgency. The requirement to understand the nature of scientific uncertainty and think and move between different scales in particular relating an increased knowledge of longer timescale climatic change to recent (industrialised) climate change, are clearly areas of troublesome knowledge that affect students' sense of responsibility towards their role in achieving a sustainable society. Study of the attitudes of university students in a UK HE institution on a range of Earth Science-related programmes highlights a range of different attitudes in the student body towards the subject of climate change. Students express varied amounts of ‘climate change saturation' resulting from both media and curriculum coverage, a range of views relating to the significance of humans to the global climate and a range of opinions about the relevance of environmental citizenship to their degree programme. Climate change is therefore a challenging

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Tools and Techniques to Teach Earth Sciences to Young People

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

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

NASA Astrophysics Data System (ADS)

Cerdà, A.; Pinazo, S.

2009-04-01

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

Teaching 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…

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.

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…

Using Copy Change with Trade Books to Teach Earth Science

ERIC Educational Resources Information Center

Bintz, William P.; Wright, Pam; Sheffer, Julie

2010-01-01

Developing and implementing relevant, challenging, integrative, and exploratory curriculum is critical at all levels of schooling. This article describes one attempt to develop and implement an instance of interdisciplinary curriculum by using copy change with trade books to teach earth science. Specifically, it introduces trade books as a way to…

A Course in Earth System Science: Developed for Teachers by Teachers

NASA Astrophysics Data System (ADS)

Wong, K.; Read, K.; Charlevoix, D.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

ESES 202 is a new general education course in physical science at the University of Illinois's School of Earth, Society and Environment, designed for pre-service K-8 teachers. The goal of the course is to help future classroom teachers become confident with teaching earth science content. The designers of this course include a faculty expert in earth system science, a pre-service teacher and a former middle school science teacher. The goal of the in the curriculum design was to utilize the unique perspectives and experiences of our team. Our poster will highlight the unique nature of the curriculum development outlining the challenges and successes of designing the course. The general format of the class will be a combination of discussions, hands on experiences, and opportunities for students to design their own lessons. Class meetings will be once per week in a three-hour block, allowing students to immediately transfer new content knowledge into classroom activities. The end goal is that they can use these same activities with their students once they are practicing teachers. The content of the course shall be taught using an earth systems approach by showing the relationships among the four spheres: biosphere, hydrosphere, atmospheric, and anthrosphere. There are five units in the course: Introduction to Earth Systems, Carbon Cycle, Water Quality, El Niño and Climate Change. In addition to the science portion of the course, students will spend time reflecting on the classroom activities from the perspective of future educators. Activities will be presented at a late elementary school level; however, time will be devoted to discussing methods to adapt the lesson to different grade levels and differentiation needs within a classroom. Additionally, students in this course will be instructed on how to utilize a multitude of resources from stream tables to science education databases to prepare them for the dynamic nature of the classroom. By the end of the class

Teaching About the Sun-Earth Connection

NASA Technical Reports Server (NTRS)

Poland, Arthur I.; Fisher, Richard R. (Technical Monitor)

2001-01-01

This talk will be about the Sun: how it changes with time, its magnetic cycle, flares, and the solar wind. The solar wind and what space is like between the Sun and Earth will be presented. Also, the Earth, its magnetic field, how the solar wind interacts with the Earth, Aurora, and how these affect human systems will be discussed. These interactions dictate how we build our systems in space (communications satellites, GPS, etc), and some of our ground systems (power grids). Some simple classroom activities will be presented that can be done using new data from space that is available daily on the internet, and how you can use the internet to get space questions answered within about 1 day. Finally, some career opportunities for jobs related to space for the future will be discussed.

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

ERIC Educational Resources Information Center

Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

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.

Three-Dimensional Soil Landscape Modeling: A Potential Earth Science Teaching Tool

ERIC Educational Resources Information Center

Schmid, Brian M.; Manu, Andrew; Norton, Amy E.

2009-01-01

Three-dimensional visualization is helpful in understanding soils, and three dimensional (3-D) tools are gaining popularity in teaching earth sciences. Those tools are still somewhat underused in soil science, yet soil properties such as texture, color, and organic carbon content vary both vertically and horizontally across the landscape. These…

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

Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

NASA Astrophysics Data System (ADS)

Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

2017-12-01

The scientific and education communities must impart to teachers, students, and the public an understanding of how the various factors that drive climate and global change operate, and why the rates and magnitudes of these changes related to human perturbation of Earth system processes today are cause for deep concern. Even though effective educational modules explaining components of the Earth and climate system exist, interdisciplinary learning tools are necessary to conceptually link the causes and consequences of global changes. To address this issue, the Understanding Global Change Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley developed an interdisciplinary framework that organizes global change topics into three categories: (1) causes of climate change, both human and non-human (e.g., burning of fossil fuels, deforestation, Earth's tilt and orbit), (2) Earth system processes that shape the way the Earth works (e.g., Earth's energy budget, water cycle), and (3) the measurable changes in the Earth system (e.g., temperature, precipitation, ocean acidification). To facilitate student learning about the Earth as a dynamic, interacting system, a website will provide visualizations of Earth system models and written descriptions of how each framework topic is conceptually linked to other components of the framework. These visualizations and textual summarizations of relationships and feedbacks in the Earth system are a unique and crucial contribution to science communication and education, informed by a team of interdisciplinary scientists and educators. The system models are also mechanisms by which scientists can communicate how their own work informs our understanding of the Earth system. Educators can provide context and relevancy for authentic datasets and concurrently can assess student understanding of the interconnectedness of global change phenomena. The UGC resources will be available through a web-based platform and

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

ERIC Educational Resources Information Center

Fisher, John J.

1977-01-01

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

Creating a Down-to-Earth Approach to Teaching Science, Math and Technology.

ERIC Educational Resources Information Center

Williamson, Robert; Smoak, Ellen

1999-01-01

Down-to-Earth is a program designed to increase 9- to 12-year olds' critical thinking and problem solving by teaching gardening through the scientific method. The combination of multi- and interdisciplinary topics has increased achievement and resulted in attitudinal and behavioral changes. (SK)

Understanding the Earth Systems of Malawi: Ecological Sustainability, Culture, and Place-Based Education

ERIC Educational Resources Information Center

Glasson, George E.; Frykholm, Jeffrey A.; Mhango, Ndalapa A.; Phiri, Absalom D.

2006-01-01

The purpose of this 2-year study was to investigate Malawian teacher educators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of…

The effect of an STC orientation to teaching on student academic performance and motivation in secondary earth science

NASA Astrophysics Data System (ADS)

Corbin, Robert Arthur

Student achievement gaps among subgroups remain a prevalent and critical issue in urban education systems. In many classes these students remain the target---and often the victims---of test-driven curriculum. Missing from their urban education is one of the most important aspects of a true education: a sense of place within that education. Science educators and educational researchers might consider the benefits of Sociotransformative Constructivism (STC) as a means of creating a more meaningful education for urban youth. This study examined the impact of an STC teaching orientation on student motivation and academic performance in secondary earth science students. The mixed methodology employed used both qualitative and quantitative data. Data collection consisted of STC activities, survey data, classroom observations, studentgenerated work and threaded discussions. Statistical analysis included independent t-tests of pre- and post-instruction concept maps. The results showed that the adaptation of an STC teaching orientation has a positive impact on student motivation and performance in secondary earth science.

The EarthKAM project: creating space imaging tools for teaching and learning

NASA Astrophysics Data System (ADS)

Dodson, Holly; Levin, Paula; Ride, Sally; Souviney, Randall

2000-07-01

The EarthKAM Project is a NASA-supported partnership of secondary and university students with Earth Science and educational researchers. This report describes an ongoing series of activities that more effectively integrate Earth images into classroom instruction. In this project, students select and analyze images of the Earth taken during Shuttle flights and use the tools of modern science (computers, data analysis tools and the Internet) to disseminate the images and results of their research. A related study, the Visualizing Earth Project, explores in greater detail the cognitive aspects of image processing and the educational potential of visualizations in science teaching and learning. The content and organization of the EarthKAM datasystem of images and metadata are also described. An associated project is linking this datasystem of images with the Getty Thesaurus of Geographic Names, which will allow users to access a wide range of geographic and political information for the regions shown in EarthKAM images. Another project will provide tools for automated feature extraction from EarthKAM images. In order to make EarthKAM resources available to a larger number of schools, the next important goal is to create an integrated datasystem that combines iterative resource validation and publication, with multimedia management of instructional materials.

3D Visualization in Elementary Education Astronomy: Teaching Urban Second Graders about the Sun, Earth, and Moon

NASA Astrophysics Data System (ADS)

Isik-Ercan, Zeynep; Kim, Beomjin; Nowak, Jeffrey

This research-in-progress hypothesizes that urban second graders can have an early understanding about the shape of Sun, Moon, and Earth, how day and night happens, and how Moon appears to change its shape by using three dimensional stereoscopic vision. The 3D stereoscopic vision system might be an effective way to teach subjects like astronomy that explains relationships among objects in space. Currently, Indiana state standards for science teaching do not suggest the teaching of these astronomical concepts explicitly before fourth grade. Yet, we expect our findings to indicate that students can learn these concepts earlier in their educational lives with the implementation of such technologies. We also project that these technologies could revolutionize when these concepts could be taught to children and expand the ways we think about children's cognitive capacities in understanding scientific concepts.

Integrating Earth System Science Data Into Tribal College and University Curricula

NASA Astrophysics Data System (ADS)

Tilgner, P. J.; Perkey, D. J.

2007-12-01

Universities Space Research Association and Sinte Gleska University (SGU) have teamed with eight Tribal Colleges and Universities (TCUs) to participate in a NASA Earth Science funded project, TRibal Earth Science and Technology Education (TRESTE) project which focuses on TCU faculty teaching undergraduate Earth science courses to non-science and science students, with particular attention to TCU faculty teaching K-12 pre- and in- service teachers. The eight partner TCUs are: Blackfeet Community College (BCC), Browning, MT, Fond du Lac Tribal and Community College, Cloquet, MN, Fort Berthold Community College, New Town, ND, Little Priest Tribal College, Winnebago, NE, Oglala Lakota College, Pine Ridge, SD, Sitting Bull College, Fort Yates, ND, Turtle Mountain Community College, Belcourt, ND, United Tribes Technical College (UTTC), Bismarck, ND. The goal of this 3-year project is to promote the use of NASA Earth science data and products in the classroom thereby enabling faculty to inspire undergraduate students to careers in Earth system science, the physical sciences, and related fields of science and engineering. To accomplish this goal we are targeting three areas: (1) course content - enhance the utilization of Earth system science and physical science concepts, (2) teaching methodology - develop problem-based learning (PBL) methods, and (3) tools and technology - increase the utilization of GIS and remote sensing in the classroom. We also have enlisted ESRI, NativeView and the USGS as collaborators. To date we have held an introductory "needs" workshop at the USGS EROS Data Center and two annual workshops, one at UTTC and the second at BCC. During these annual workshops we have divided our time among the three areas. We have modeled the workshops using the PBL or Case Study approach by starting with a story or current event. Topics for the annual workshops have been Drought and Forest and Grassland Fires. These topics led us into the solar radiation budget

The Group on Earth Observations and the Global Earth Observation System of Systems

NASA Astrophysics Data System (ADS)

Achache, J.

2006-05-01

The Group on Earth Observations (GEO) is leading a worldwide effort to build a Global Earth Observation System of Systems (GEOSS) over the next 10 years. The GEOSS vision, articulated in its 10-Year Implementation Plan, represents the consolidation of a global scientific and political consensus: the assessment of the state of the Earth requires continuous and coordinated observation of our planet at all scales. GEOSS aims to achieve comprehensive, coordinated and sustained observations of the Earth system in order to improve monitoring of the state of the Earth; increase understanding of Earth processes; and enhance prediction of the behaviour of the Earth system. After the World Summit on Sustainable Development in 2002 highlighted the urgent need for coordinated observations relating to the state of the Earth, GEO was established at the Third Earth Observation Summit in February 2005 and the GEOSS 10-Year Implementation Plan was endorsed. GEO currently involves 60 countries; the European Commission; and 43 international organizations and has begun implementation of the GEOSS 10-Year Implementation Plan. GEO programme activities cover nine societal benefit areas (Disasters; Health; Energy; Climate; Water; Weather; Ecosystems; Agriculture; Biodiversity) and five transverse or crosscutting elements (User Engagement; Architecture; Data Management; Capacity Building; Outreach). All these activities have as their final goal the establishment of the "system of systems" which will yield a broad range of basic societal benefits, including the reduction of loss of life and property from tsunamis, hurricanes, and other natural disasters; improved water resource and energy management; and improved understanding of environmental factors significant to public health. As a "system of systems", GEOSS will work with and build upon existing national, regional, and international systems to provide comprehensive, coordinated Earth observations from thousands of instruments worldwide

Using Authentic Data in High School Earth System Science Research - Inspiring Future Scientists

NASA Astrophysics Data System (ADS)

Bruck, L. F.

2006-05-01

Using authentic data in a science research class is an effective way to teach students the scientific process, problem solving, and communication skills. In Frederick County Public Schools, MD a course has been developed to hone scientific research skills, and inspire interest in careers in science and technology. The Earth System Science Research course provides eleventh and twelfth grade students an opportunity to study Earth System Science using the latest information developed through current technologies. The system approach to this course helps students understand the complexity and interrelatedness of the Earth system. Consequently students appreciate the dynamics of local and global environments as part of a complex system. This course is an elective offering designed to engage students in the study of the atmosphere, biosphere, cryosphere, geosphere, and hydrosphere. This course allows students to utilize skills and processes gained from previous science courses to study the physical, chemical, and biological aspects of the Earth system. The research component of the course makes up fifty percent of course time in which students perform independent research on the interactions within the Earth system. Students are required to produce a scientific presentation to communicate the results of their research. Posters are then presented to the scientific community. Some of these presentations have led to internships and other scientific opportunities.

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…

Earth System Science Education in a General Education Context: Two Case Studies

NASA Astrophysics Data System (ADS)

Herring, J. A.

2004-12-01

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.

A Novel Approach to Teaching and Understanding Transformations of Matter in Dynamic Earth Systems

ERIC Educational Resources Information Center

Clark, Scott K.; Sibley, Duncan F.; Libarkin, Julie C.; Heidemann, Merle

2009-01-01

The need to engage K-12 and post-secondary students in considering the Earth as a dynamic system requires explicit discussion of system characteristics. Fundamentally, dynamic systems involve the movement and change of matter, often through processes that are difficult to see and comprehend. We introduce a novel instructional method, termed…

The Earth System Model

NASA Technical Reports Server (NTRS)

Schoeberl, Mark; Rood, Richard B.; Hildebrand, Peter; Raymond, Carol

2003-01-01

The Earth System Model is the natural evolution of current climate models and will be the ultimate embodiment of our geophysical understanding of the planet. These models are constructed from components - atmosphere, ocean, ice, land, chemistry, solid earth, etc. models and merged together through a coupling program which is responsible for the exchange of data from the components. Climate models and future earth system models will have standardized modules, and these standards are now being developed by the ESMF project funded by NASA. The Earth System Model will have a variety of uses beyond climate prediction. The model can be used to build climate data records making it the core of an assimilation system, and it can be used in OSSE experiments to evaluate. The computing and storage requirements for the ESM appear to be daunting. However, the Japanese ES theoretical computing capability is already within 20% of the minimum requirements needed for some 2010 climate model applications. Thus it seems very possible that a focused effort to build an Earth System Model will achieve succcss.

Spaceship Earth: Teaching through Metaphor.

ERIC Educational Resources Information Center

Snively, Gloria

1992-01-01

Identifies metaphor as a powerful tool when utilized to facilitate concept formation pertaining to global ecological systems and universal concerns. Provides an illustration of how an instructional metaphor, spaceship earth, can be used in the classroom to help students create new meanings for abstract and complex ideas. (MCO)

The Development of Multi-Level Audio-Visual Teaching Aids for Earth Science.

ERIC Educational Resources Information Center

Pitt, William D.

The project consisted of making a multi-level teaching film titled "Rocks and Minerals of the Ouachita Mountains," which runs for 25 minutes and is in color. The film was designed to be interesting to earth science students from junior high to college, and consists of dialogue combined with motion pictures of charts, sequential diagrams, outcrops,…

Using AN Essea Earth Systems Science Course in a Web-Enhanced Setting for Pre-Service Middle School Teachers

NASA Astrophysics Data System (ADS)

Slattery, W.

2003-12-01

The ESSEA Middle School course was originally designed as an asynchronous on-line tool for teacher professional development. The ESSEA course uses real world events such as deforestation, volcanic eruptions and hurricanes to develop content understandings of Earth systems processes and to model pedagogical best practices appropriate for middle school students. The course is structured as multiple three-week learning cycles. During week one of each cycle, participants are formed into Sphere groups to study the impact of the event under consideration on the atmosphere, biosphere, hydrosphere, or lithosphere. During week two, Event teams are formed to include members from each of the previous week's Sphere groups. Together they develop interactions between the different spheres and the event. During week three, teachers develop classroom applications and post them on-line for other participants to comment upon. On-going assessment suggests that in-service teacher participants of the on-line course are more likely to infuse inquiry-based science instruction into their classroom settings and to teach science as a subject integrating Physical science, Life science, and Earth/Space science in their own classrooms It is imperative to develop such characteristics in pre-service teachers as well. Wright State University's undergraduate Middle School teacher preparation program requires that undergraduates seeking Middle Childhood Licensure by the State of Ohio take a course in Earth Systems science that is aligned with the national and state science education standards. Towards this end the ESSEA course has been adapted for use in a web-enhanced setting. Weeks one and two (Sphere and Event study) of the ESSEA Middle School course are used as an integral component of this Earth Systems science course. In this way content knowledge and pedagogical strategies are modeled just as they are in the fully on-line course. Questions raised on-line are the topic of research or

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

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.

Research and Teaching About the Deep Earth

NASA Astrophysics Data System (ADS)

Williams, Michael L.; Mogk, David W.; McDaris, John

2010-08-01

Understanding the Deep Earth: Slabs, Drips, Plumes and More; Virtual Workshop, 17-19 February and 24-26 February 2010; Images and models of active faults, subducting plates, mantle drips, and rising plumes are spurring new excitement about deep-Earth processes and connections between Earth's internal systems and plate tectonics. The new results and the steady progress of Earthscope's USArray across the country are also providing a special opportunity to reach students and the general public. The pace of discoveries about the deep Earth is accelerating due to advances in experimental, modeling, and sensing technologies; new data processing capabilities; and installation of new networks, especially the EarthScope facility. EarthScope is an interdisciplinary program that combines geology and geophysics to study the structure and evolution of the North American continent. To explore the current state of deep-Earth science and ways in which it can be brought into the undergraduate classroom, 40 professors attended a virtual workshop given by On the Cutting Edge, a program that strives to improve undergraduate geoscience education through an integrated cooperative series of workshops and Web-based resources. The 6-day two-part workshop consisted of plenary talks, large and small group discussions, and development and review of new classroom and laboratory activities.

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

NASA Astrophysics Data System (ADS)

Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

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

NASA Astrophysics Data System (ADS)

Chan, M. A.

2009-12-01

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

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.

Improving Achievement for Linguistically and Culturally Diverse Learners through an Inquiry-Based Earth Systems Curriculum

ERIC Educational Resources Information Center

Lambert, Julie; Ariza, Eileen N. Whelan

2008-01-01

This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…

Searching for New Earths: Teaching Children How We Seek Distant Planets

NASA Astrophysics Data System (ADS)

Pulliam, C.

2008-06-01

Teaching science to children ages 8-13 can be a great challenge, especially if you lack the resources for a full-blown audio/visual presentation. How do you hold their attention and get them involved? One method is to teach a topic no one else covers at this educational level: something exciting and up-to-the-minute, at the cutting edge of science. We developed an interactive 45-minute presentation to convey the two basic techniques used to locate planets orbiting other stars. Activities allowed children to hunt for their own planets in simulated data sets. We also stimulated their imagination by giving each child a take-home, multicolored marble ``planet'' and asking them to discuss their planet's characteristics. The resulting presentation ``Searching for New Earths'' could be adapted to a variety of educational settings.

Fun and Games: using Games and Immersive Exploration to Teach Earth and Space Science

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Sumners, C.

2011-12-01

We have been using games to teach Earth and Space Science for over 15 years. Our software "TicTacToe" has been used continuously at the Houston Museum of Natural Science since 2002. It is the single piece of educational software in the "Earth Forum" suite that holds the attention of visitors the longest - averaging over 10 minutes compared to 1-2 minutes for the other software kiosks. We now have question sets covering solar system, space weather, and Earth science. In 2010 we introduced a new game technology - that of immersive interactive explorations. In our "Tikal Explorer", visitors use a game pad to navigate a three-dimensional environment of the Classic Maya city of Tikal. Teams of students climb pyramids, look for artifacts, identify plants and animals, and site astronomical alignments that predict the annual return of the rains. We also have a new 3D exploration of the International Space Station, where students can fly around and inside the ISS. These interactive explorations are very natural to the video-game generation, and promise to bring educational objectives to experiences that had previously been used strictly for gaming. If space permits, we will set up our portable Discovery Dome in the poster session for a full immersive demonstration of these game environments.

Teaching Chemistry Using From the Earth to the Moon

NASA Astrophysics Data System (ADS)

Goll, James G.; Mundinger, Stacie L.

2003-03-01

The space program and media based on it have provided fascinating examples that can be used to expore chemical principles. The HBO series From the Earth to the Moon and a documentary Moonshot provide examples for teaching chemical principles from the Apollo missions. A docking problem between two spacecrafts occurred during the Apollo 14 mission. This situation can be used to discuss the conditions necessary for a chemical reaction. A catastrophic fire on Apollo 1 can be used to illustrate the influence of different conditions on the rate of a reaction. Lightning striking Apollo 12 during liftoff showed the consequence of adding ions to solution. The landing of Apollo 12, which touched down only 535 feet from Surveyor 3, can be used to teach accuracy and absolute and relative error. The astronauts of Apollo 15 discovered a sample of the primordial lunar crust, and during Apollo 17, astronauts discovered orange dust on the moon. These discoveries can be used to demonstrate the importance of trained observation skills and analytical thinking.

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

NASA Astrophysics Data System (ADS)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

NASA's mission to planet Earth: Earth observing system

NASA Technical Reports Server (NTRS)

1993-01-01

The topics covered include the following: global climate change; radiation, clouds, and atmospheric water; the ocean; the troposphere - greenhouse gases; land cover and the water cycle; polar ice sheets and sea level; the stratosphere - ozone chemistry; volcanoes; the Earth Observing System (EOS) - how NASA will support studies of global climate change?; research and assessment - EOS Science Investigations; EOS Data and Information System (EOSDIS); EOS observations - instruments and spacecraft; a national international effort; and understanding the Earth System.

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.

Earth observing system: 1989 reference handbook

NASA Technical Reports Server (NTRS)

1989-01-01

NASA is studying a coordinated effort called the Mission to Planet Earth to understand global change. The goals are to understand the Earth as a system, and to determine those processes that contribute to the environmental balance, as well as those that may result in changes. The Earth Observing System (Eos) is the centerpiece of the program. Eos will create an integrated scientific observing system that will enable multidisciplinary study of the Earth including the atmosphere, oceans, land surface, polar regions, and solid Earth. Science goals, the Eos data and information system, experiments, measuring instruments, and interdisciplinary investigations are described.

The Australian Computational Earth Systems Simulator

NASA Astrophysics Data System (ADS)

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

2001-12-01

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

Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

NASA Astrophysics Data System (ADS)

Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

2011-12-01

Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data

DLESE Teaching Box Pilot Project: Developing a Replicable Model for Collaboratively Creating Innovative Instructional Sequences Using Exemplary Resources in the Digital Library for Earth System Education (DLESE)

NASA Astrophysics Data System (ADS)

Weingroff, M.

2004-12-01

Before the advent of digital libraries, it was difficult for teachers to find suitable high-quality resources to use in their teaching. Digital libraries such as DLESE have eased the task by making high quality resources more easily accessible and providing search mechanisms that allow teachers to 'fine tune' the criteria over which they search. Searches tend to return lists of resources with some contextualizing information. However, teachers who are teaching 'out of discipline' or who have minimal training in science often need additional support to know how to use and sequence them. The Teaching Box Pilot Project was developed to address these concerns, bringing together educators, scientists, and instructional designers in a partnership to build an online framework to fully support innovative units of instruction about the Earth system. Each box integrates DLESE resources and activities, teaching tips, standards, concepts, teaching outcomes, reviews, and assessment information. Online templates and best practice guidelines are being developed that will enable teachers to create their own boxes or customize existing ones. Two boxes have been developed so far, one on weather for high school students, and one on the evidence for plate tectonics for middle schoolers. The project has met with significant enthusiasm and interest, and we hope to expand it by involving individual teachers, school systems, pre-service programs, and universities in the development and use of teaching boxes. A key ingredient in the project's success has been the close collaboration between the partners, each of whom has brought unique experiences, perspectives, knowledge, and skills to the project. This first effort involved teachers in the San Francisco Bay area, the University of California Museum of Paleontology, San Francisco State University, U.S. Geological Survey, and DLESE. This poster will allow participants to explore one of the teaching boxes. We will discuss how the boxes were

Teaching Earth Signals Analysis Using the Java-DSP Earth Systems Edition: Modern and Past Climate Change

ERIC Educational Resources Information Center

Ramamurthy, Karthikeyan Natesan; Hinnov, Linda A.; Spanias, Andreas S.

2014-01-01

Modern data collection in the Earth Sciences has propelled the need for understanding signal processing and time-series analysis techniques. However, there is an educational disconnect in the lack of instruction of time-series analysis techniques in many Earth Science academic departments. Furthermore, there are no platform-independent freeware…

integrated Earth System Model

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

Jones, Andew; Di Vittorio, Alan; Collins, William

The integrated Earth system model (iESM) has been developed as a new tool for projecting the joint human/climate system. The iESM is based upon coupling an integrated assessment model (IAM) and an Earth system model (ESM) into a common modeling infrastructure. IAMs are the primary tool for describing the human-Earth system, including the sources of global greenhouse gases (GHGs) and short-lived species (SLS), land use and land cover change (LULCC), and other resource-related drivers of anthropogenic climate change. ESMs are the primary scientific tools for examining the physical, chemical, and biogeochemical impacts of human-induced changes to the climate system. Themore » iESM project integrates the economic and human-dimension modeling of an IAM and a fully coupled ESM within a single simulation system while maintaining the separability of each model if needed. Both IAM and ESM codes are developed and used by large communities and have been extensively applied in recent national and international climate assessments. By introducing heretofore-omitted feedbacks between natural and societal drivers, we can improve scientific understanding of the human-Earth system dynamics. Potential applications include studies of the interactions and feedbacks leading to the timing, scale, and geographic distribution of emissions trajectories and other human influences, corresponding climate effects, and the subsequent impacts of a changing climate on human and natural systems.« less

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

The EarthLabs Approach to Curriculum and Professional Development: Earth Science Education in the 21st Century

NASA Astrophysics Data System (ADS)

Mote, A. S.; Ellins, K. K.; Haddad, N.

2011-12-01

Humans are modifying planet Earth at an alarming rate without fully understanding how our actions will affect the atmosphere, hydrosphere, or biosphere. Recognizing the value of educating people to become citizens who can make informed decisions about Earth's resources and challenges, Texas currently offers Earth and Space Science as a rigorous high school capstone course. The new course has created a need for high quality instructional resources and professional development to equip teachers with the most up to date content knowledge, pedagogical approaches, and technological skills to be able to teach a rigorous Earth and Space Science course. As a participant in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program, I was selected to participate in a curriculum development project led by TERC to create Earth System Science and climate change resources for the EarthLabs collection. To this end, I am involved in multiple phases of the EarthLabs project, including reviewing the lab-based units during the development phase, pilot teaching the units with my students, participating in research, and ultimately delivering professional development to other teachers to turn them on to the new modules. My partnership with the EarthLabs project has strengthened my teaching practice by increasing my involvement with curriculum development and collaboration and interaction with other Earth science educators. Critically evaluating the lab modules prior to delivering the lessons to my students has prepared me to more effectively teach the EarthLabs modules in my classroom and present the material to other teachers during professional development workshops. The workshop was also strengthened by planning meetings held with EarthLabs partner teachers in which we engaged in lively discussions regarding misconceptions in Earth science, held by both students and adults, and pedagogical approaches to uncover these misconceptions

Earth System Science: Problem-based Learning Courses for Teachers Through ESSEA

NASA Astrophysics Data System (ADS)

Close, E.; Witiw, M. R.

2007-12-01

One method that has proven effective in the study of Earth system science is to use a problem-based and event- centered course organization. In such a course, different events that occur in the Earth system are examined and how each event influences subsequent events in each of Earth's spheres (the atmosphere, hydrosphere, biosphere and lithosphere) is studied. A course is composed of several problem-based modules, where each module is centered about a particular event or issue that is important to the Earth system. The Institute for Global Environmental Strategies (IGES) was recently awarded a grant by the National Science Foundation's Geo-Teach program to develop and implement courses for teachers in Earth system science. Through the Earth System Science Education Alliance (ESSEA), IGES subsequently made awards to a group of 24 universities. Under the ESSEA program, problem-based modules are being developed for courses for middle school and high school teachers. In a typical university schedule, each module is designed to last three weeks and includes both group work and individual assignments. In the first week ("Teacher as Problem Solver"), participants explore their own ideas concerning the event and exchange their ideas with other members of their group. In the second week ("Teacher as Scholar"), participants research the issue and become more familiar with the event and the sphere-to-sphere interactions that occur. In the last week ("Teacher as Designer"), each participant develops a lesson plan for his or her own classroom. Current ESSEA modules cover topics such as volcanoes, Brazilian deforestation, Antarctic ice sheets, coral reefs, and stratospheric ozone depletion. Many new modules are under development with topics that range from plate tectonics and tsunamis to agriculture and sustainable water systems. Seattle Pacific University, in cooperation with Seattle Public Schools, was recently awarded a three-year grant by IGES to provide Earth system

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

NASA Technical Reports Server (NTRS)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

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

Modeling the Earth system in the Mission to Planet Earth era

NASA Technical Reports Server (NTRS)

Unninayar, Sushel; Bergman, Kenneth H.

1993-01-01

A broad overview is made of global earth system modeling in the Mission to Planet Earth (MTPE) era for the multidisciplinary audience encompassed by the Global Change Research Program (GCRP). Time scales of global system fluctuation and change are described in Section 2. Section 3 provides a rubric for modeling the global earth system, as presently understood. The ability of models to predict the future state of the global earth system and the extent to which their predictions are reliable are covered in Sections 4 and 5. The 'engineering' use of global system models (and predictions) is covered in Section 6. Section 7 covers aspects of an increasing need for improved transform algorithms and better methods to assimilate this information into global models. Future monitoring and data requirements are detailed in Section 8. Section 9 covers the NASA-initiated concept 'Mission to Planet Earth,' which employs space and ground based measurement systems to provide the scientific basis for understanding global change. Section 10 concludes this review with general remarks concerning the state of global system modeling and observing technology and the need for future research.

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Earth orbiting Sisyphus system study

NASA Technical Reports Server (NTRS)

Jurkevich, I.; Krause, K. W.; Neste, S. L.; Soberman, R. K.

1971-01-01

The feasibility of employing an optical meteoroid detecting system, known as Sisyphus, to measure the near-earth particulates from an earth orbiting vehicle, is considered. A Sisyphus system can discriminate between natural and man-made particles since the system measures orbital characteristics of particles. A Sisyphus system constructed for the Pioneer F/G missions to Jupiter is used as the baseline, and is described. The amount of observing time which can be obtained by a Sisyphus instrument launched into various orbits is determined. Observation time is lost when, (1) the Sun is in or near the field of view, (2) the lighted Earth is in or near the field of view, (3) the instrument is eclipsed by the Earth, and (4) the phase angle measured at the particle between the forward scattering direction and the instrument is less than a certain critical value. The selection of the launch system and the instrument platform with a dedicated, attitude controlled payload package is discussed. Examples of such systems are SATS and SOLRAD 10(C) vehicles, and other possibilities are AVCO Corp. S4 system, the OWL system, and the Delta Payload Experiment Package.

Student Learning of Complex Earth Systems: Conceptual Frameworks of Earth Systems and Instructional Design

ERIC Educational Resources Information Center

Scherer, Hannah H.; Holder, Lauren; Herbert, Bruce

2017-01-01

Engaging students in authentic problem solving concerning environmental issues in near-surface complex Earth systems involves both developing student conceptualization of Earth as a system and applying that scientific knowledge using techniques that model those used by professionals. In this first paper of a two-part series, we review the state of…

The Revolution in Earth and Space Science Education.

ERIC Educational Resources Information Center

Barstow, Daniel; Geary, Ed; Yazijian, Harvey

2002-01-01

Explains the changing nature of earth and space science education such as using inquiry-based teaching, how technology allows students to use satellite images in inquiry-based investigations, the consideration of earth and space as a whole system rather than a sequence of topics, and increased student participation in learning opportunities. (YDS)

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.

Immersive Earth: Teaching Earth and Space with inexpensive immersive technology

NASA Astrophysics Data System (ADS)

Reiff, P. H.; Sumners, C.; Law, C. C.; Handron, K.

2003-12-01

In 1995 we pioneered "Space Update", the Digital Library for the rest of us", software that was so simple that a child could use it without a keyboard and yet would allow one-click updating of the daily earth and space science images without the dangers of having an open web browser on display. Thanks to NASA support, it allowed museums and schools to have a powerful exhibit for a tiny price. Over 40,000 disks in our series have been distributed so far to educators and the public. In 2003, with our partners we are again revolutionizing educational technology with a low-cost hardware and software solution to creating and displaying immersive content. Recently selected for funding as part of the REASoN competition, Immersive Earth is a partnership of scientists, museums, educators, and content providers. The hardware consists of a modest projector with a special fisheye lens to be used in an inflatable dome which many schools already have. This, coupled with a modest personal computer, can now easily project images and movies of earth and space, allows training students in 3-D content at a tiny fraction of the cost of a cave or fullscale dome theater. Another low-cost solution is the "Imove" system, where spherical movies can play on a personal computer, with the user changing the viewing direction with a joystick. We were the first to create immersive earth science shows, remain the leader in creating educational content that people want to see. We encourage people with "allsky" images or movies to bring it and see what it looks like inside a dome! Your content could be in our next show!

Non-rocket Earth-Moon transport system

NASA Astrophysics Data System (ADS)

Bolonkin, Alexander

2003-06-01

This paper proposes a new transportation system for travel between Earth and Moon. This transportation system uses mechanical energy transfer and requires only minimal energy, using an engine located on Earth. A cable directly connects a pole of the Earth through a drive station to the lunar surface_ The equation for an optimal equal stress cable for complex gravitational field of Earth-Moon has been derived that allows significantly lower cable masses. The required strength could be provided by cables constructed of carbon nanotubes or carbon whiskers. Some of the constraints on such a system are discussed.

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.…

An Inquiry-Based Approach to Teaching the Spherical Earth Model to Preservice Teachers Using the Global Positioning System

ERIC Educational Resources Information Center

Song, Youngjin; Schwenz, Richard

2013-01-01

This article describes an inquiry-based lesson to deepen preservice teachers' understanding of the spherical Earth model using the Global Positioning System. The lesson was designed with four learning goals: (1) to increase preservice teachers' conceptual knowledge of the spherical Earth model; (2) to develop preservice teachers'…

Modeling the Earth System, volume 3

NASA Technical Reports Server (NTRS)

Ojima, Dennis (Editor)

1992-01-01

The topics covered fall under the following headings: critical gaps in the Earth system conceptual framework; development needs for simplified models; and validating Earth system models and their subcomponents.

Charting a Course to Earth System Science Literacy

NASA Astrophysics Data System (ADS)

Karsten, J. L.; Koch, L.; Ridky, R.; Wei, M.; Ladue, N.

2008-12-01

Public literacy of fundamental ideas in Earth System Science (ESS) is immensely important, both because of its relevance to the daily lives of individual citizens and the role played by informed policy decisions related to water, energy, climate change, and hazards in securing our Nation's well-being and prosperity. The National Science Education Standards (NRC, 1996) argued that topics which comprise ESS also have tremendous value in providing context and meaning for the teaching of Biology, Chemistry, and Physics concepts and their applications, thereby serving the goals of the America COMPETES Act. Yet, as documented in the 2006 Program for International Student Assessment (PISA) results, the U.S. continues to lag significantly behind other developed nations in science literacy. A major obstacle to improving public ESS literacy, specifically, and strengthening science literacy, in general, is the fact that fewer than 30% of students in U.S. high schools take any courses related to ESS. Often, these courses are taught by teachers with limited preparation in this content area. A new grass-roots movement within the geoscience research and education communities, fueled by interagency collaboration, is seeking to overcome these obstacles and steer a new course for ESS education in the Nation. The Earth System Science Literacy Initiative (ESSLI) builds on recent efforts within portions of the geosciences community to reach consensus on what defines scientific literacy within their fields. Individual literacy frameworks now exist for the ocean, atmospheric science, Earth science, and climate topic areas, and others are under development. The essential principles and fundamental concepts articulated in these frameworks provide consistent core messages that can be delivered and reinforced not only through formal education channels, but also through informal education activities and the media, thereby avoiding the inherent obstacles of the formal education setting

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

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

2004-05-01

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

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

Smarter Earth Science Data System

NASA Technical Reports Server (NTRS)

Huang, Thomas

2013-01-01

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

The Earth Observing System

NASA Technical Reports Server (NTRS)

Shaffer, Lisa Robock

1992-01-01

The restructuring of the NASA Earth Observing System (EOS), designed to provide comprehensive long term observations from space of changes occurring on the Earth from natural and human causes in order to have a sound scientific basis for policy decisions on protection of the future, is reported. In response to several factors, the original program approved in the fiscal year 1991 budget was restructured and somewhat reduced in scope. The resulting program uses three different sized launch vehicles to put six different spacecraft in orbit in the first phase, followed by two replacement launches for each of five of the six satellites to maintain a long term observing capability to meet the needs of global climate change research and other science objectives. The EOS system, including the space observatories, the data and information system, and the interdisciplinary global change research effort, are approved and proceeding. Elements of EOS are already in place, such as the research investigations and initial data system capabilities. The flights of precursor satellite and Shuttle missions, the ongoing data analysis, and the evolutionary enhancements to the integrated Earth science data management capabilities are all important building blocks to the full EOS program.

The UK Earth System Model project

NASA Astrophysics Data System (ADS)

Tang, Yongming

2016-04-01

In this talk we will describe the development and current status of the UK Earth System Model (UKESM). This project is a NERC/Met Office collaboration and has two objectives; to develop and apply a world-leading Earth System Model, and to grow a community of UK Earth System Model scientists. We are building numerical models that include all the key components of the global climate system, and contain the important process interactions between global biogeochemistry, atmospheric chemistry and the physical climate system. UKESM will be used to make key CMIP6 simulations as well as long-time (e.g. millennium) simulations, large ensemble experiments and investigating a range of future carbon emission scenarios.

Live Interrogation and Visualization of Earth Systems (LIVES)

NASA Astrophysics Data System (ADS)

Nunn, J. A.; Anderson, L. C.

2007-12-01

Twenty tablet PCs and associated peripherals acquired through a HP Technology for Teaching grant are being used to redesign two freshman laboratory courses as well as a sophomore geobiology course in Geology and Geophysics at Louisiana State University. The two introductory laboratories serve approximately 750 students per academic year including both majors and non-majors; the geobiology course enrolls about 35 students/year and is required for majors in the department's geology concentration. Limited enrollments and 3 hour labs make it possible to incorporate hands-on visualization, animation, GIS, manipulation of data and images, and access to geological data available online. Goals of the course redesigns include: enhancing visualization of earth materials, physical/chemical/biological processes, and biosphere/geosphere history; strengthening student's ability to acquire, manage, and interpret multifaceted geological information; fostering critical thinking, the scientific method, and earth-system science/perspective in ancient and modern environments (such as coastal erosion and restoration in Louisiana or the Snowball Earth hypothesis); improving student communication skills; and increasing the quantity, quality, and diversity of students pursuing Earth Science careers. IT resources available in the laboratory provide students with sophisticated visualization tools, allowing them to switch between 2-D and 3-D reconstructions more seamlessly, and enabling them to manipulate larger integrated data- sets, thus permitting more time for critical thinking and hypothesis testing. IT resources also enable faculty and students to simultaneously work with simulation software to animate earth processes such as plate motions or groundwater flow and immediately test hypothesis formulated in the data analysis. Finally, tablet PCs make it possible for data gathering and analysis outside a formal classroom. As a result, students will achieve fluency in using visualization

A novel teaching system for industrial robots.

PubMed

Lin, Hsien-I; Lin, Yu-Hsiang

2014-03-27

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles.

A Novel Teaching System for Industrial Robots

PubMed Central

Lin, Hsien-I; Lin, Yu-Hsiang

2014-01-01

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles. PMID:24681669

The Earth System (ES-DOC) Project

NASA Astrophysics Data System (ADS)

Greenslade, Mark; Murphy, Sylvia; Treshansky, Allyn; DeLuca, Cecilia; Guilyardi, Eric; Denvil, Sebastien

2014-05-01

ESSI1.3 New Paradigms, Modelling, and International Collaboration Strategies for Earth System Sciences Earth System Documentation (ES-DOC) is an international project supplying tools & services in support of earth system documentation creation, analysis and dissemination. It is nurturing a sustainable standards based documentation eco-system that aims to become an integral part of the next generation of exa-scale dataset archives. ES-DOC leverages open source software and places end-user narratives at the heart of all it does. ES-DOC has initially focused upon nurturing the Earth System Model (ESM) documentation eco-system. Within this context ES-DOC leverages emerging documentation standards and supports the following projects: Coupled Model Inter-comparison Project Phase 5 (CMIP5); Dynamical Core Model Inter-comparison Project (DCMIP); National Climate Predictions and Projections Platforms Quantitative Evaluation of Downscaling Workshop. This presentation will introduce the project to a wider audience and demonstrate the range of tools and services currently available for use. It will also demonstrate how international collaborative efforts are essential to the success of ES-DOC.

Chemical Mechanisms and Their Applications in the Goddard Earth Observing System (GEOS) Earth System Model.

PubMed

Nielsen, J Eric; Pawson, Steven; Molod, Andrea; Auer, Benjamin; da Silva, Arlindo M; Douglass, Anne R; Duncan, Bryan; Liang, Qing; Manyin, Michael; Oman, Luke D; Putman, William; Strahan, Susan E; Wargan, Krzysztof

2017-12-01

NASA's Goddard Earth Observing System (GEOS) Earth System Model (ESM) is a modular, general circulation model (GCM), and data assimilation system (DAS) that is used to simulate and study the coupled dynamics, physics, chemistry, and biology of our planet. GEOS is developed by the Global Modeling and Assimilation Office (GMAO) at NASA Goddard Space Flight Center. It generates near-real-time analyzed data products, reanalyses, and weather and seasonal forecasts to support research targeted to understanding interactions among Earth System processes. For chemistry, our efforts are focused on ozone and its influence on the state of the atmosphere and oceans, and on trace gas data assimilation and global forecasting at mesoscale discretization. Several chemistry and aerosol modules are coupled to the GCM, which enables GEOS to address topics pertinent to NASA's Earth Science Mission. This paper describes the atmospheric chemistry components of GEOS and provides an overview of its Earth System Modeling Framework (ESMF)-based software infrastructure, which promotes a rich spectrum of feedbacks that influence circulation and climate, and impact human and ecosystem health. We detail how GEOS allows model users to select chemical mechanisms and emission scenarios at run time, establish the extent to which the aerosol and chemical components communicate, and decide whether either or both influence the radiative transfer calculations. A variety of resolutions facilitates research on spatial and temporal scales relevant to problems ranging from hourly changes in air quality to trace gas trends in a changing climate. Samples of recent GEOS chemistry applications are provided.

Chemical Mechanisms and Their Applications in the Goddard Earth Observing System (GEOS) Earth System Model

PubMed Central

Pawson, Steven; Molod, Andrea; Auer, Benjamin; da Silva, Arlindo M.; Douglass, Anne R.; Duncan, Bryan; Liang, Qing; Manyin, Michael; Oman, Luke D.; Putman, William; Strahan, Susan E.; Wargan, Krzysztof

2017-01-01

Abstract NASA's Goddard Earth Observing System (GEOS) Earth System Model (ESM) is a modular, general circulation model (GCM), and data assimilation system (DAS) that is used to simulate and study the coupled dynamics, physics, chemistry, and biology of our planet. GEOS is developed by the Global Modeling and Assimilation Office (GMAO) at NASA Goddard Space Flight Center. It generates near‐real‐time analyzed data products, reanalyses, and weather and seasonal forecasts to support research targeted to understanding interactions among Earth System processes. For chemistry, our efforts are focused on ozone and its influence on the state of the atmosphere and oceans, and on trace gas data assimilation and global forecasting at mesoscale discretization. Several chemistry and aerosol modules are coupled to the GCM, which enables GEOS to address topics pertinent to NASA's Earth Science Mission. This paper describes the atmospheric chemistry components of GEOS and provides an overview of its Earth System Modeling Framework (ESMF)‐based software infrastructure, which promotes a rich spectrum of feedbacks that influence circulation and climate, and impact human and ecosystem health. We detail how GEOS allows model users to select chemical mechanisms and emission scenarios at run time, establish the extent to which the aerosol and chemical components communicate, and decide whether either or both influence the radiative transfer calculations. A variety of resolutions facilitates research on spatial and temporal scales relevant to problems ranging from hourly changes in air quality to trace gas trends in a changing climate. Samples of recent GEOS chemistry applications are provided. PMID:29497478

Teaching Climate Change Using System Models: An Understanding Global Change Project Pilot Study

NASA Astrophysics Data System (ADS)

Bean, J. R.; Stuhlsatz, M.; Bracey, Z. B.; Marshall, C. R.

2017-12-01

Teaching and learning about historical and anthropogenic climate change in the classroom requires integrating instructional resources that address physical, chemical, and biological processes. The Understanding Global Change (UGC) framework and system models developed at the University of California Museum of Paleontology (UCMP) provide visualizations of the relationships and feedbacks between Earth system processes, and the consequences of anthropogenic activities on global climate. This schema provides a mechanism for developing pedagogic narratives that are known to support comprehension and retention of information and relationships. We designed a nine-day instructional unit for middle and high school students that includes a sequence of hands-on, inquiry-based, data rich activities combined with conceptual modeling exercises intended to foster students' development of systems thinking and their understanding of human influences on Earth system processes. The pilot unit, Sea Level Rise in the San Francisco Bay Area, addresses the human causes and consequences of sea level rise and related Earth system processes (i.e., the water cycle and greenhouse effect). Most of the content is not Bay Area specific, and could be used to explore sea level rise in any coastal region. Students completed pre and post assessments, which included questions about the connectedness of components of the Earth system and probed their attitudes towards participating in environmental stewardship activities. Students sequentially drew models representing the content explored in the activities and wrote short descriptions of their system diagrams that were collected by teachers for analysis. We also randomly assigned classes to engage in a very short additional intervention that asked students to think about the role that humans play in the Earth system and to draw themselves into the models. The study will determine if these students have higher stewardship scores and more frequently

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…

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

, 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.

Global Change and the Earth System

NASA Astrophysics Data System (ADS)

Pollack, Henry N.

2004-08-01

The Earth system in recent years has come to mean the complex interactions of the atmosphere, biosphere, lithosphere and hydrosphere, through an intricate network of feedback loops. This system has operated over geologic time, driven principally by processes with long time scales. Over the lifetime of the solar system, the Sun has slowly become more radiant, and the geography of continents and oceans basins has evolved via plate tectonics. This geography has placed a first-order constraint on the circulation of ocean waters, and thus has strongly influenced regional and global climate. At shorter time scales, the Earth system has been influenced by Milankovitch orbital factors and occasional exogenous events such as bolide impacts. Under these influences the system chugged along for eons, until some few hundred thousand years ago, when one remarkable species evolved: Homo sapiens. As individuals, humans are of course insignificant in shaping the Earth system, but collectively the six billion human occupants of the planet now rival ``natural'' processes in modifying the Earth system. This profound human influence underlies the dubbing of the present epoch of geologic history as the ``Anthropocene.''

Providing Authentic Research Experiences for Pre-Service Teachers through UNH's Transforming Earth System Science Education (TESSE) Program

NASA Astrophysics Data System (ADS)

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

2007-12-01

The University of New Hampshire's Transforming Earth System Science Education (UNH TESSE) project is designed to enrich the education and professional development of in-service and pre-service teachers, who teach or will teach Earth science curricula. As part of this program, pre-service teachers participated in an eight- week summer Research Immersion Experience (RIE). The main goal of the RIE is to provide authentic research experiences in Earth system science for teachers early in their careers in an effort to increase future teachers` comfort and confidence in bringing research endeavors to their students. Moreover, authentic research experiences for teachers will complement teachers` efforts to enhance inquiry-based instruction in their own classrooms. Eighteen pre-service teachers associated with our four participating institutions - Dillard University (4), Elizabeth City State University (4), Pennsylvania State University (5), and University of New Hampshire (UNH) (5) participated in the research immersion experience. Pre-service teachers were matched with a faculty mentor who advised their independent research activities. Each pre-service teacher was expected to collect and analyze his or her own data to address their research question. Some example topics researched by participants included: processes governing barrier island formation, comparison of formation and track of hurricanes Hugo and Katrina, environmental consequences of Katrina, numerical models of meander formation, climatic impacts on the growth of wetland plants, and the visual estimation of hydrothermal vent properties. Participants culminated their research experience with a public presentation to an audience of scientists and inservice teachers.

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.

NASA's Earth Observing System Data and Information System - EOSDIS

NASA Technical Reports Server (NTRS)

Ramapriyan, Hampapuram K.

2011-01-01

This slide presentation reviews the work of NASA's Earth Observing System Data and Information System (EOSDIS), a petabyte-scale archive of environmental data that supports global climate change research. The Earth Science Data Systems provide end-to-end capabilities to deliver data and information products to users in support of understanding the Earth system. The presentation contains photographs from space of recent events, (i.e., the effects of the tsunami in Japan, and the wildfires in Australia.) It also includes details of the Data Centers that provide the data to EOSDIS and Science Investigator-led Processing Systems. Information about the Land, Atmosphere Near-real-time Capability for EOS (LANCE) and some of the uses that the system has made possible are reviewed. Also included is information about how to access the data, and evolutionary plans for the future of the system.

Earth orbit navigation study. Volume 2: System evaluation

NASA Technical Reports Server (NTRS)

1972-01-01

An overall systems evaluation was made of five candidate navigation systems in support of earth orbit missions. The five systems were horizon sensor system, unkown landmark tracking system, ground transponder system, manned space flight network, and tracking and data relay satellite system. Two reference missions were chosen: a low earth orbit mission and a transfer trajectory mission from low earth orbit to geosynchronous orbit. The specific areas addressed in the evaluation were performance, multifunction utilization, system mechanization, and cost.

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

NASA Technical Reports Server (NTRS)

2004-01-01

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

Earth Science Data Grid System

NASA Astrophysics Data System (ADS)

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

2004-12-01

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

1993 Earth Observing System reference handbook

NASA Technical Reports Server (NTRS)

Asrar, Ghassem (Editor); Dokken, David Jon (Editor)

1993-01-01

Mission to Planet Earth (MTPE) is a NASA-sponsored concept that uses space- and ground-based measurement systems to provide the scientific basis for understanding global change. The space-based components of MTPE will provide a constellation of satellites to monitor the Earth from space. Sustained observations will allow researchers to monitor climate variables overtime to determine trends; however, space-based monitoring alone is not sufficient. A comprehensive data and information system, a community of scientists performing research with the data acquired, and extensive ground campaigns are all important components. Brief descriptions of the various elements that comprise the overall mission are provided. The Earth Observing System (EOS) - a series of polar-orbiting and low-inclination satellites for long-term global observations of the land surface, biosphere, solid Earth, atmosphere, and oceans - is the centerpiece of MTPE. The elements comprising the EOS mission are described in detail.

Design, Development and Preliminary Student Evaluation of Virtual Field Guides as aids to teaching and learning in the Earth sciences

NASA Astrophysics Data System (ADS)

Stott, Tim

2010-05-01

In Universities the benefits of teaching and learning through fieldwork has been brought under closer examination in recent years (e.g. Andrews et al., 2003) and the notion of supporting fieldwork in the Geography, Earth and Environmental Science (GEES) disciplines has been gathering momentum over the past decade as evidenced by conferences on ‘Supporting fieldwork using information technology' (Maskall et al., 2007) and a Higher Education Academy GEES Virtual Fieldwork Conference at University of Worcester (May 2007). Virtual environments and e-learning resources have been shown to help students become active rather than passive learners by appealing to their multi-sensory learning ability with interactive media (Fletcher et al., 2002; 2007). Research on glacial and fluvial processes has been conducted since 2003 by Liverpool John Moores University (LJMU) staff, sometimes in collaboration with other Universities, at field sites in the French Alps, Swiss Alps and Cariboo Mountains in British Columbia. A virtual field guide (VFG) (www.virtualalps.co.uk) has been developed which uses maps, site photos, panorama movies, video clips, a google earth tour, student exercises using hydrological and glacial datasets collected in the field and revision exercises. A preliminary evaluation of this learning resource has been carried out with two groups of LJMU students and an article written (Stott et al. 2009a). The Ingleton Waterfalls VFG (http://www.ljmu.ac.uk/BIE/ingleton/) was developed by LJMU staff to meet the needs of Foundation degree and undergraduate students. A workshop was presented at the Earth Science Teachers Association 2008 Annual Conference at LJMU, and a subsequent article written (Stott et al. 2009b). The final section of this presentation will summarise some staff perspectives and raises some questions and issues concerned with development and accessibility of VFGs in the light of new developments of a ‘semantic web' at LJMU (Carmichael, 2009). Andrews

Earth Observing System Covariance Realism Updates

NASA Technical Reports Server (NTRS)

Ojeda Romero, Juan A.; Miguel, Fred

2017-01-01

This presentation will be given at the International Earth Science Constellation Mission Operations Working Group meetings June 13-15, 2017 to discuss the Earth Observing System Covariance Realism updates.

The computational challenges of Earth-system science.

PubMed

O'Neill, Alan; Steenman-Clark, Lois

2002-06-15

The Earth system--comprising atmosphere, ocean, land, cryosphere and biosphere--is an immensely complex system, involving processes and interactions on a wide range of space- and time-scales. To understand and predict the evolution of the Earth system is one of the greatest challenges of modern science, with success likely to bring enormous societal benefits. High-performance computing, along with the wealth of new observational data, is revolutionizing our ability to simulate the Earth system with computer models that link the different components of the system together. There are, however, considerable scientific and technical challenges to be overcome. This paper will consider four of them: complexity, spatial resolution, inherent uncertainty and time-scales. Meeting these challenges requires a significant increase in the power of high-performance computers. The benefits of being able to make reliable predictions about the evolution of the Earth system should, on their own, amply repay this investment.

The Human Nervous System: A Framework for Teaching and the Teaching Brain

ERIC Educational Resources Information Center

Rodriguez, Vanessa

2013-01-01

The teaching brain is a new concept that mirrors the complex, dynamic, and context-dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re-conceptualized teaching system. This teaching system is capable of responses on an…

Teaching Earth System Science Using Climate Educational Modules Based on NASA and NOAA Resources

NASA Astrophysics Data System (ADS)

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

2011-12-01

The Earth System Science Education Alliance (ESSEA) recently developed a set of climate related educational modules to be used by K-12 teachers. These modules incorporate recent NASA and NOAA resources in Earth Science education. In the summer of 2011, these modules were tested by in-service teachers in courses held at several college campuses. At California State University, Los Angeles, we reviewed two climate modules: The Great Ocean Conveyer Belt and Abrupt Climate Change (http://essea.strategies.org/module.php?module_id=148) and Sulfur Dioxide: Its Role in Climate Change (http://essea.strategies.org/module.php?module_id=168). For each module, 4-6 teachers formed a cohort to complete assignments and unit assessments and to evaluate the effectiveness of the module for use in their classroom. Each module presented the teachers with a task that enabled them to research and better understand the science behind the climate related topic. For The Great Ocean Conveyer Belt, teachers are tasked with evaluating the impacts of the slowing or stopping of the thermohaline circulation on climate. In the same module teachers are charged with determining the possibilities of an abrupt climate shift during this century such as happened in the past. For the Sulfur Dioxide module teachers investigated the climate implications of the occurrence of several major volcanic eruptions within a short time period, as well as the feasibility of using sulfates to geoengineer climate change. In completing module assignments, teachers must list what they already know about the topic as well as formulate questions that still need to be addressed. Teachers then model the related interactions between spheres comprising the earth system (atmosphere-lithosphere, for example) to evaluate possible environmental impacts. Finally, teachers applied their research results to create lesson plans for their students. At a time when climate change and global warming are important topics in science

Earth System Monitoring, Introduction

NASA Astrophysics Data System (ADS)

Orcutt, John

This section provides sensing and data collection methodologies, as well as an understanding of Earth's climate parameters and natural and man-made phenomena, to support a scientific assessment of the Earth system as a whole, and its response to natural and human-induced changes. The coverage ranges from climate change factors and extreme weather and fires to oil spill tracking and volcanic eruptions. This serves as a basis to enable improved prediction and response to climate change, weather, and natural hazards as well as dissemination of the data and conclusions. The data collection systems include satellite remote sensing, aerial surveys, and land- and ocean-based monitoring stations. Our objective in this treatise is to provide a significant portion of the scientific and engineering basis of Earth system monitoring and to provide this in 17 detailed articles or chapters written at a level for use by university students through practicing professionals. The reader is also directed to the closely related sections on Ecological Systems, Introduction and also Climate Change Modeling Methodology, Introduction as well as Climate Change Remediation, Introduction to. For ease of use by students, each article begins with a glossary of terms, while at an average length of 25 print pages each, sufficient detail is presented for use by professionals in government, universities, and industries. The chapters are individually summarized below.

Baltic Earth - Earth System Science for the Baltic Sea Region

NASA Astrophysics Data System (ADS)

Meier, Markus; Rutgersson, Anna; Lehmann, Andreas; Reckermann, Marcus

2014-05-01

The Baltic Sea region, defined as its river catchment basin, spans different climate and population zones, from a temperate, highly populated, industrialized south with intensive agriculture to a boreal, rural north. It encompasses most of the Scandinavian Peninsula in the west; most of Finland and parts of Russia, Belarus, and the Baltic states in the east; and Poland and small parts of Germany and Denmark in the south. The region represents an old cultural landscape, and the Baltic Sea itself is among the most studied sea areas of the world. Baltic Earth is the new Earth system research network for the Baltic Sea region. It is the successor to BALTEX, which was terminated in June 2013 after 20 years and two successful phases. Baltic Earth stands for the vision to achieve an improved Earth system understanding of the Baltic Sea region. This means that the research disciplines of BALTEX continue to be relevant, i.e. atmospheric and climate sciences, hydrology, oceanography and biogeochemistry, but a more holistic view of the Earth system encompassing processes in the atmosphere, on land and in the sea as well as in the anthroposphere shall gain in importance in Baltic Earth. Specific grand research challenges have been formulated, representing interdisciplinary research questions to be tackled in the coming years. A major means will be scientific assessments of particular research topics by expert groups, similar to the BACC approach, which shall help to identify knowledge gaps and develop research strategies. Preliminary grand challenges and topics for which Working Groups have been installed include: • Salinity dynamics in the Baltic Sea • Land-Sea biogeochemical feedbacks in the Baltic Sea region • Natural hazards and extreme events in the Baltic Sea region • Understanding sea level dynamics in the Baltic Sea • Understanding regional variability of water and energy exchange • Utility of Regional Climate Models • Assessment of Scenario Simulations

Developing Earth System Science Courses and Programs at Minority Serving Institutions

NASA Astrophysics Data System (ADS)

Johnson, D. R.; Jackson, C.; Ruzek, M.

2004-12-01

In the current NASA/USRA ESSE21 Program, emphasis is placed on the development of Earth System Science courses and degree offerings in Minority Serving Institutions (MSIs). Of the 18 colleges/universities being supported by NASA through USRA, 10 colleges/universities are MSIs. While there is recognition of the need for Earth system science courses, minors and degree programs by NASA and other agencies, within MSIs, a central challenge is how to provide a vision of the future opportunities in ESS and STEM disciplines that attracts and motivates students to these studies. Students need career guidance, role models and mentoring to encourage entry into STEM in general, and Earth system science in particular. Then there is the question of how to bring interested faculty together in institutions to form a critical mass that would forego the breadth and depth of disciplinary interests to undertake the development of multi/cross and interdisciplinary courses, minors and degree programs in ESS. Within the ESSE21 Diversity Working Group, the question has been raised as to how will MSIs ever be mainstream participants in ESS without teaching and engaging in research in remote sensing, modeling of the Earth's climate system and other like endeavors. Two other related questions raised within the Working Group are what are the long-term objectives of MSI adoption of ESS and what course corrections are needed to make ESS viable at MSIs. Within these considerations there are unresolved questions concerning the need and availability of resources from NASA, other agencies and local institutions. Apart from these larger considerations, efforts are underway within the ESSE21 Program that provide for sharing of resources among participants, organization of and access to materials that already exist, online resources, course outlines and successful listings for online resources by topics for particular courses and subject areas. The Lesson Learned Working Group, as well as the program

My Patch of Earth: Using the Schoolground as a Teaching and Learning Referent for an Environmental Ethic.

ERIC Educational Resources Information Center

Smit, Nel

The schoolground is a small and vital piece of earth--a microcosm of a diverse and sustaining world. Promoting an environmental ethic in this location is a challenging opportunity for educators. This paper shows that natural places in schoolgrounds can provide the venue for exciting and ongoing teaching and learning opportunities in this outdoor…

Universities Earth System Scientists Program

NASA Technical Reports Server (NTRS)

Estes, John E.

1995-01-01

This document constitutes the final technical report for the National Aeronautics and Space Administration (NASA) Grant NAGW-3172. This grant was instituted to provide for the conduct of research under the Universities Space Research Association's (USRA's) Universities Earth System Scientist Program (UESSP) for the Office of Mission to Planet Earth (OMTPE) at NASA Headquarters. USRA was tasked with the following requirements in support of the Universities Earth System Scientists Programs: (1) Bring to OMTPE fundamental scientific and technical expertise not currently resident at NASA Headquarters covering the broad spectrum of Earth science disciplines; (2) Conduct basic research in order to help establish the state of the science and technological readiness, related to NASA issues and requirements, for the following, near-term, scientific uncertainties, and data/information needs in the areas of global climate change, clouds and radiative balance, sources and sinks of greenhouse gases and the processes that control them, solid earth, oceans, polar ice sheets, land-surface hydrology, ecological dynamics, biological diversity, and sustainable development; (3) Evaluate the scientific state-of-the-field in key selected areas and to assist in the definition of new research thrusts for missions, including those that would incorporate the long-term strategy of the U.S. Global Change Research Program (USGCRP). This will, in part, be accomplished by study and evaluation of the basic science needs of the community as they are used to drive the development and maintenance of a global-scale observing system, the focused research studies, and the implementation of an integrated program of modeling, prediction, and assessment; and (4) Produce specific recommendations and alternative strategies for OMTPE that can serve as a basis for interagency and national and international policy on issues related to Earth sciences.

Earth Observing System, Conclusions and Recommendations

NASA Technical Reports Server (NTRS)

1984-01-01

The following Earth Observing Systems (E.O.S.) recommendations were suggested: (1) a program must be initiated to ensure that present time series of Earth science data are maintained and continued. (2) A data system that provides easy, integrated, and complete access to past, present, and future data must be developed as soon as possible. (3) A long term research effort must be sustained to study and understand these time series of Earth observations. (4) The E.O.S. should be established as an information system to carry out those aspects of the above recommendations which go beyond existing and currently planned activities. (5) The scientific direction of the E.O.S. should be established and continued through an international scientific steering committee.

The Earth's Seasons in 3-D--Part 1.

ERIC Educational Resources Information Center

Eckroth, Charles A.

1993-01-01

This article describes a teaching aid made from four colored foam balls mounted on a stiff wire circle used to teach about the changing seasons and earth temperature fluctuations. The spheres represent the Earth at the solstice and equinox positions. (MVL)

Earth Observing System (EOS) advanced altimetry

NASA Technical Reports Server (NTRS)

Parsons, C. L.; Walsh, E. J.

1988-01-01

In the post-TOPEX era, satellite radar altimeters will be developed with the capability of measuring the earth's surface topography over a wide swath of coverage, rather than just at the satellite's nadir. The identification of potential spacecraft flight missions in the future was studied. The best opportunity was found to be the Earth Observing System (EOS). It is felt that an instrument system that has a broad appeal to the earth sciences community stands a much better chance of being selected as an EOS instrument. Consequently, the Topography and Rain Radar Imager (TARRI) will be proposed as a system that has the capability to profile the Earth's topography regardless of the surface type. The horizontal and height resolutions of interest are obviously significantly different over land, ice, and water; but, the use of radar to provide an all-weather observation capability is applicable to the whole earth. The scientific guidance for the design and development of this instrument and the eventual scientific utilization of the data produced by the TARRI will be provided by seven science teams. The teams are formed around scientific disciplines and are titled: Geology/Geophysics, Hydrology/Rain, Oceanography, Ice/Snow, Geodesy/Orbit/Attitude, Cartography, and Surface Properties/Techniques.

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…

Earth Observing Data System Data and Information System (EOSDIS) Overview

NASA Technical Reports Server (NTRS)

Klene, Stephan

2016-01-01

The National Aeronautics and Space Administration (NASA) acquires and distributes an abundance of Earth science data on a daily basis to a diverse user community worldwide. The NASA Big Earth Data Initiative (BEDI) is an effort to make the acquired science data more discoverable, accessible, and usable. This presentation will provide a brief introduction to the Earth Observing System Data and Information System (EOSDIS) project and the nature of advances that have been made by BEDI to other Federal Users.

Earth-moon system: Dynamics and parameter estimation

NASA Technical Reports Server (NTRS)

Breedlove, W. J., Jr.

1975-01-01

A theoretical development of the equations of motion governing the earth-moon system is presented. The earth and moon were treated as finite rigid bodies and a mutual potential was utilized. The sun and remaining planets were treated as particles. Relativistic, non-rigid, and dissipative effects were not included. The translational and rotational motion of the earth and moon were derived in a fully coupled set of equations. Euler parameters were used to model the rotational motions. The mathematical model is intended for use with data analysis software to estimate physical parameters of the earth-moon system using primarily LURE type data. Two program listings are included. Program ANEAMO computes the translational/rotational motion of the earth and moon from analytical solutions. Program RIGEM numerically integrates the fully coupled motions as described above.

Earth on the Move.

ERIC Educational Resources Information Center

Naturescope, 1987

1987-01-01

Provides background information on the layers of the earth, the relationship between changes on the surface of the earth and its insides, and plate tectonics. Teaching activities are included, with some containing reproducible worksheets and handouts to accompany them. (TW)

Overview of NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

McDonald, Kenneth

2004-01-01

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

The Sun/Earth System and Space Weather

NASA Technical Reports Server (NTRS)

Poland, Arthur I.; Fox, Nicola; Lucid, Shannon

2003-01-01

Solar variability and solar activity are now seen as significant drivers with respect to the Earth and human technology systems. Observations over the last 10 years have significantly advanced our understanding of causes and effects in the Sun/Earth system. On a practical level the interactions between the Sun and Earth dictate how we build our systems in space (communications satellites, GPS, etc), and some of our ground systems (power grids). This talk will be about the Sun/Earth system: how it changes with time, its magnetic interactions, flares, the solar wind, and how the Sun effects human systems. Data will be presented from some current spacecraft which show, for example, how we are able to currently give warnings to the scientific community, the Government and industry about space storms and how this data has improved our physical understanding of processes on the Sun and in the magnetosphere. The scientific advances provided by our current spacecraft has led to a new program in NASA to develop a 'Space Weather' system called 'Living With a Star'. The current plan for the 'Living With a Star' program will also be presented.

Earth and ocean dynamics satellites and systems

NASA Technical Reports Server (NTRS)

Vonbun, F. O.

1975-01-01

An overview is presented of the present state of satellite and ground systems making observations of the dynamics of the solid earth and the oceans. Emphasis is placed on applications of space technology for practical use. Topics discussed include: satellite missions and results over the last two decades in the areas of earth gravity field, polar motions, earth tides, magnetic anomalies, and satellite-to-satellite tracking; laser ranging systems; development of the Very Long Baseline Interferometer; and Skylab radar altimeter data applications.

Keeping Earth at work: Using thermodynamics to develop a holistic theory of the Earth system

NASA Astrophysics Data System (ADS)

Kleidon, Axel

2010-05-01

The Earth system is unique among terrestrial planets in that it is maintained in a state far from thermodynamic equilibrium. Practically all processes are irreversible in their nature, thereby producing entropy, and these would act to destroy this state of disequilibrium. In order to maintain disequilibrium in steady state, driving forces are required that perform the work to maintain the Earth system in a state far from equilibrium. To characterize the functioning of the Earth system and the interactions among its subsystems we need to consider all terms of the first and second law of thermodynamics. While the global energy balance is well established in climatology, the global entropy and work balances receive little, if any, attention. Here I will present first steps in developing a holistic theory of the Earth system including quantifications of the relevant terms that is based on the first and second laws of thermodynamics. This theory allows us to compare the significance of different processes in driving and maintaining disequilibrium, allows us to explore interactions by investigating the role of power transfer among processes, and specifically illustrate the significance of life in driving planetary disequilibrium. Furthermore, the global work balance demonstrates the significant impact of human activity and it provides an estimate for the availability of renewable sources of free energy within the Earth system. Hence, I conclude that a holistic thermodynamic theory of the Earth system is not just some academic exercise of marginal use, but essential for a profound understanding of the Earth system and its response to change.

Stratigraphic and Earth System approaches to defining the Anthropocene

NASA Astrophysics Data System (ADS)

Steffen, Will; Leinfelder, Reinhold; Zalasiewicz, Jan; Waters, Colin N.; Williams, Mark; Summerhayes, Colin; Barnosky, Anthony D.; Cearreta, Alejandro; Crutzen, Paul; Edgeworth, Matt; Ellis, Erle C.; Fairchild, Ian J.; Galuszka, Agnieszka; Grinevald, Jacques; Haywood, Alan; Ivar do Sul, Juliana; Jeandel, Catherine; McNeill, J. R.; Odada, Eric; Oreskes, Naomi; Revkin, Andrew; Richter, Daniel deB.; Syvitski, James; Vidas, Davor; Wagreich, Michael; Wing, Scott L.; Wolfe, Alexander P.; Schellnhuber, H. J.

2016-08-01

Stratigraphy provides insights into the evolution and dynamics of the Earth System over its long history. With recent developments in Earth System science, changes in Earth System dynamics can now be observed directly and projected into the near future. An integration of the two approaches provides powerful insights into the nature and significance of contemporary changes to Earth. From both perspectives, the Earth has been pushed out of the Holocene Epoch by human activities, with the mid-20th century a strong candidate for the start date of the Anthropocene, the proposed new epoch in Earth history. Here we explore two contrasting scenarios for the future of the Anthropocene, recognizing that the Earth System has already undergone a substantial transition away from the Holocene state. A rapid shift of societies toward the UN Sustainable Development Goals could stabilize the Earth System in a state with more intense interglacial conditions than in the late Quaternary climate regime and with little further biospheric change. In contrast, a continuation of the present Anthropocene trajectory of growing human pressures will likely lead to biotic impoverishment and a much warmer climate with a significant loss of polar ice.

DIG Texas Blueprints - Pathways for Teaching a Rigorous Earth Science Course

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Riggs, E. M.; Serpa, L. F.; Pennington, D. D.; Fox, S.; Larsen, K.; Ledley, T. S.; Stocks, E.; Mosher, S.; Miller, K. C.

2013-12-01

The DIG (Diversity and Innovation for Geosciences) Texas Instructional Blueprint project supports the development of five online instructional blueprints that document what to teach in a yearlong high school-level Earth science course. Each blueprint stitches together units that contain approximately 10 well-vetted, curated educational resources and learning activities. Units may focus on specific geoscience content, place-based concerns, features or ideas, or other specific conceptual threads. Five regional teams composed of Earth scientists, pedagogy specialists, and practicing science teachers are creating the blueprints. The cross-disciplinary collaboration among blueprint team members provides opportunities for them to develop knowledge in new areas and to share their own discipline-based knowledge and perspectives. Team members also learn where to find and how to evaluate high quality geoscience educational resources, using a web-based resource review tool. Blueprint development is guided by the Next Generation Science Standards and selected educational resources are aligned with the Texas state standards (Texas Essential Knowledge and Skills) for Earth and Space Science and the Earth Science Literacy Principles. The Science Education Resource Center (SERC) serves as the repository for the DIG Texas blueprint web pages. The Cyber-ShARE Center of Excellence at UTEP and SERC are engaged in the development of automated tools to allow educators to compile resources into customized instructional blueprints by reshuffling units within an existing blueprint, by mixing and matching units from other blueprints, or creating new units and blueprints. These innovations are intended to provide access to the blueprints in such a way that enhances their use by secondary Earth science educators. In this presentation, we provide an overview of the project, showcase examples of the blueprints, report on the preliminary results of classroom implementation, and consider

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

Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

NASA Astrophysics Data System (ADS)

Fisher, J. A.; Brewer, C.; O'Brien, G.

2017-12-01

Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings

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"…

Ontology of Earth's nonlinear dynamic complex systems

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Davarpanah, Armita

2017-04-01

As a complex system, Earth and its major integrated and dynamically interacting subsystems (e.g., hydrosphere, atmosphere) display nonlinear behavior in response to internal and external influences. The Earth Nonlinear Dynamic Complex Systems (ENDCS) ontology formally represents the semantics of the knowledge about the nonlinear system element (agent) behavior, function, and structure, inter-agent and agent-environment feedback loops, and the emergent collective properties of the whole complex system as the result of interaction of the agents with other agents and their environment. It also models nonlinear concepts such as aperiodic, random chaotic behavior, sensitivity to initial conditions, bifurcation of dynamic processes, levels of organization, self-organization, aggregated and isolated functionality, and emergence of collective complex behavior at the system level. By incorporating several existing ontologies, the ENDCS ontology represents the dynamic system variables and the rules of transformation of their state, emergent state, and other features of complex systems such as the trajectories in state (phase) space (attractor and strange attractor), basins of attractions, basin divide (separatrix), fractal dimension, and system's interface to its environment. The ontology also defines different object properties that change the system behavior, function, and structure and trigger instability. ENDCS will help to integrate the data and knowledge related to the five complex subsystems of Earth by annotating common data types, unifying the semantics of shared terminology, and facilitating interoperability among different fields of Earth science.

Understanding the earth systems of Malawi: Ecological sustainability, culture, and place-based education

NASA Astrophysics Data System (ADS)

Glasson, George E.; Frykholm, Jeffrey A.; Mhango, Ndalapa A.; Phiri, Absalom D.

2006-07-01

The purpose of this 2-year study was to investigate Malawian teacher educators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of nature-knowledge-culture systems from local, place-based perspectives. Specifically, we were interested in learning more about eco-justice issues that are related to environmental degradation in Malawi and the potential role of inquiry-oriented pedagogies in addressing these issues. In a science methods course, the African educators' views on deforestation and teaching about ecological sustainability were explored within the context of the local environment and culture. Teachers participated in inquiry pedagogies designed to promote the sharing of perspectives related to the connections between culture and ecological degradation. Strategies encouraging dialogue and reflection included role-playing, class discussions, curriculum development activities, teaching experiences with children, and field trips to a nature preserve. Data were analyzed from postcolonial and critical pedagogy of place theoretical perspectives to better understand the hybridization of viewpoints influenced by both Western and indigenous science and the political hegemonies that impact sustainable living in Malawi. Findings suggested that the colonial legacy of Malawi continues to impact the ecological sustainability issue of deforestation. Inquiry-oriented pedagogies and connections to indigenous science were embraced by the Malawian educators as a means to involve children in investigation, decision making, and ownership of critical environmental issues.

EARTH SYSTEM ATLAS: A Platform for Access to Peer-Reviewed Information about process and change in the Earth System

NASA Astrophysics Data System (ADS)

Sahagian, D.; Prentice, C.

2004-12-01

A great deal of time, effort and resources have been expended on global change research to date, but dissemination and visualization of the key pertinent data sets has been problematical. Toward that end, we are constructing an Earth System Atlas which will serve as a single compendium describing the state of the art in our understanding of the Earth system and how it has responded to and is likely to respond to natural and anthropogenic perturbations. The Atlas is an interactive web-based system of data bases and data manipulation tools and so is much more than a collection of pre-made maps posted on the web. It represents a tool for assembling, manipulating, and displaying specific data as selected and customized by the user. Maps are created "on the fly" according to user-specified instructions. The information contained in the Atlas represents the growing body of data assembled by the broader Earth system research community, and can be displayed in the form of maps and time series of the various relevant parameters that drive and are driven by changes in the Earth system at various time scales. The Atlas is designed to display the information assembled by the global change research community in the form of maps and time series of all the relevant parameters that drive or are driven by changes in the Earth System at various time scales. This will serve to provide existing data to the community, but also will help to highlight data gaps that may hinder our understanding of critical components of the Earth system. This new approach to handling Earth system data is unique in several ways. First and foremost, data must be peer-reviewed. Further, it is designed to draw on the expertise and products of extensive international research networks rather than on a limited number of projects or institutions. It provides explanatory explanations targeted to the user's needs, and the display of maps and time series can be customize by the user. In general, the Atlas is

NAGT: Partnering to Expand and Improve the Teaching of Earth Sciences at all Levels of Instruction while Increasing Earth Literacy to the General Public

NASA Astrophysics Data System (ADS)

Herbstrith, K. G.

2016-12-01

Now more than ever, we need an Earth literate public and a workforce that can develop and be engaged in viable solutions to current and future environmental and resource challenges. The National Association of Geoscience Teachers (NAGT) is a member driven organization dedicated to fostering improvement in the teaching of the Earth Sciences at all levels of formal and informal instruction, to emphasizing the cultural significance of the Earth sciences and to disseminating knowledge in this field to the general public. NAGT offers a number of ways to partner and collaborate including our sponsored sessions, events and programs; two publications; workshop programming; three topical focused divisions; educational advocacy; and website offerings hosted through the Science Education Resource Center (SERC). A growing number of associations, institutions, projects, and individual educators are strengthening their professional networks by partnering with NAGT. Locating and connecting members of the Earth education community with shared values and interest is an important part of collaborating and NAGT's topical divisions assist community members who wish to work on the topics of 2-year college faculty, geoscience education research, and teacher preparation. The NAGT website and the linked websites of its collaborating partners provides a peer reviewed venue for educators to showcase their pedagogy and to learn best practices of others. The annual Earth Educators' Rendezvous is an opportunity to network face-to-face with the Earth education community, strengthening our relationships while working with those who share our interests and challenges while also learning from those who have divergent experiences. NAGT is a non-profit organization that advocates for the advancement of the geosciences and supports the work of Earth educators and geoscience education researchers. For more information about NAGT, visit our website at www.nagt.org

New tools for linking human and earth system models: The Toolbox for Human-Earth System Interaction & Scaling (THESIS)

NASA Astrophysics Data System (ADS)

O'Neill, B. C.; Kauffman, B.; Lawrence, P.

2016-12-01

Integrated analysis of questions regarding land, water, and energy resources often requires integration of models of different types. One type of integration is between human and earth system models, since both societal and physical processes influence these resources. For example, human processes such as changes in population, economic conditions, and policies govern the demand for land, water and energy, while the interactions of these resources with physical systems determine their availability and environmental consequences. We have begun to develop and use a toolkit for linking human and earth system models called the Toolbox for Human-Earth System Integration and Scaling (THESIS). THESIS consists of models and software tools to translate, scale, and synthesize information from and between human system models and earth system models (ESMs), with initial application to linking the NCAR integrated assessment model, iPETS, with the NCAR earth system model, CESM. Initial development is focused on urban areas and agriculture, sectors that are both explicitly represented in both CESM and iPETS. Tools are being made available to the community as they are completed (see https://www2.cgd.ucar.edu/sections/tss/iam/THESIS_tools). We discuss four general types of functions that THESIS tools serve (Spatial Distribution, Spatial Properties, Consistency, and Outcome Evaluation). Tools are designed to be modular and can be combined in order to carry out more complex analyses. We illustrate their application to both the exposure of population to climate extremes and to the evaluation of climate impacts on the agriculture sector. For example, projecting exposure to climate extremes involves use of THESIS tools for spatial population, spatial urban land cover, the characteristics of both, and a tool to bring urban climate information together with spatial population information. Development of THESIS tools is continuing and open to the research community.

Understanding the Deep Earth: Slabs, Drips, Plumes and More - An On the Cutting Edge Workshop

NASA Astrophysics Data System (ADS)

Williams, M. L.; Mogk, D. W.; McDaris, J. R.

2010-12-01

Exciting new science is emerging from the study of the deep Earth using a variety of approaches: observational instrumentation (e.g. EarthScope’s USArray; IRIS), analysis of rocks (xenoliths, isotopic tracers), experimental methods (COMPRES facilities), and modeling (physical and computational, e.g. CIG program). New images and models of active faults, subducting plates, mantle drips, and rising plumes are spurring a new excitement about deep Earth processes and connections between Earth’s internal systems, the plate tectonic system, and the physiography of Earth’s surface. The integration of these lines of research presents unique opportunities and also challenges in geoscience education. How can we best teach about the architecture, composition, and processes of Earth where it is hidden from direct observation. How can we make deep Earth science relevant and meaningful to students across the geoscience curriculum? And how can we use the exciting new discoveries about Earth processes to attract new students into science? To explore the intersection of research and teaching about the deep Earth, a virtual workshop was convened in February 2010 for experts in deep Earth research and undergraduate geoscience education. The six-day workshop consisted of online plenary talks, large and small group discussions, asynchronous contributions using threaded listservs and web-based work spaces, as well as development and review of new classroom and laboratory activities. The workshop goals were to: 1) help participants stay current about data, tools, services, and research related to the deep earth, 2) address the "big science questions" related to deep earth (e.g. plumes, slabs, drips, post-perovskite, etc.) and explore exciting new scientific approaches, 3) to consider ways to effectively teach about "what can't be seen", at least not directly, and 4) develop and review classroom teaching activities for undergraduate education using these data, tools, services, and

Exploring the Earth System through online interactive models

NASA Astrophysics Data System (ADS)

Coogan, L. A.

2013-12-01

Upper level Earth Science students commonly have a strong background of mathematical training from Math courses, however their ability to use mathematical models to solve Earth Science problems is commonly limited. Their difficulty comes, in part, because of the nature of the subject matter. There is a large body of background ';conceptual' and ';observational' understanding and knowledge required in the Earth Sciences before in-depth quantification becomes useful. For example, it is difficult to answer questions about geological processes until you can identify minerals and rocks and understand the general geodynamic implications of their associations. However, science is fundamentally quantitative. To become scientists students have to translate their conceptual understanding into quantifiable models. Thus, it is desirable for students to become comfortable with using mathematical models to test hypotheses. With the aim of helping to bridging the gap between conceptual understanding and quantification I have started to build an interactive teaching website based around quantitative models of Earth System processes. The site is aimed at upper-level undergraduate students and spans a range of topics that will continue to grow as time allows. The mathematical models are all built for the students, allowing them to spend their time thinking about how the ';model world' changes in response to their manipulation of the input variables. The web site is divided into broad topics or chapters (Background, Solid Earth, Ocean and Atmosphere, Earth history) and within each chapter there are different subtopic (e.g. Solid Earth: Core, Mantle, Crust) and in each of these individual webpages. Each webpage, or topic, starts with an introduction to the topic, followed by an interactive model that the students can use sliders to control the input to and watch how the results change. This interaction between student and model is guided by a series of multiple choice questions that

Optical data communication for Earth observation satellite systems

NASA Astrophysics Data System (ADS)

Fischer, J.; Loecherbach, E.

1991-10-01

The current development status of optical communication engineering in comparison to the conventional microwave systems and the different configurations of the optical data communication for Earth observation satellite systems are described. An outlook to future optical communication satellite systems is given. During the last decade Earth observation became more and more important for the extension of the knowledge about our planet and the human influence on nature. Today pictures taken by satellites are used, for example, to discover mineral resources or to predict harvest, crops, climate, and environment variations and their influence on the population. A new and up to date application for Earth observation satellites can be the verification of disarmament arrangements and the control of crises areas. To solve these tasks a system of Earth observing satellites with sensors tailored to the envisaged mission is necessary. Besides these low Earth orbiting satellites, a global Earth observation system consists of at least two data relay satellites. The communication between the satellites will be established via Inter-Satellite Links (ISL) and Inter-Orbit Links (IOL). On these links, bitrates up to 1 Gbit/s must be taken into account. Due to the increasing scarcity of suitable frequencies, higher carrier frequencies must probably be considered, and possible interference with terrestrial radio relay systems are two main problems for a realization in microwave technique. One important step to tackle these problems is the use of optical frequencies for IOL's and ISL's.

Digital Earth system based river basin data integration

NASA Astrophysics Data System (ADS)

Zhang, Xin; Li, Wanqing; Lin, Chao

2014-12-01

Digital Earth is an integrated approach to build scientific infrastructure. The Digital Earth systems provide a three-dimensional visualization and integration platform for river basin data which include the management data, in situ observation data, remote sensing observation data and model output data. This paper studies the Digital Earth system based river basin data integration technology. Firstly, the construction of the Digital Earth based three-dimensional river basin data integration environment is discussed. Then the river basin management data integration technology is presented which is realized by general database access interface, web service and ActiveX control. Thirdly, the in situ data stored in database tables as records integration is realized with three-dimensional model of the corresponding observation apparatus display in the Digital Earth system by a same ID code. In the next two parts, the remote sensing data and the model output data integration technologies are discussed in detail. The application in the Digital Zhang River basin System of China shows that the method can effectively improve the using efficiency and visualization effect of the data.

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.

A new program in earth system science education

NASA Technical Reports Server (NTRS)

Huntress, Wesley; Kalb, Michael W.; Johnson, Donald R.

1990-01-01

A program aimed at accelerating the development of earth system science curricula at the undergraduate level and at seeding the establishment of university-based mechanisms for cooperative research and education among universities and NASA has been initiated by the Universities Space Research Association (USRA) in conjunction with NASA. Proposals were submitted by 100 U.S. research universities which were selected as candidates to participate in a three-year pilot program to develop undergraduate curricula in earth system science. Universities were then selected based upon peer review and considerations of overall scientific balance among proposed programs. The program will also aim to integrate a number of universities with evolving earth system programs, linking them with a cooperative curriculum, shared faculty, and NASA scientists in order to establish a stronger base for earth systems related education and interdisciplinary research collaboration.

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.

Virtual Earth System Laboratory (VESL): Effective Visualization of Earth System Data and Process Simulations

NASA Astrophysics Data System (ADS)

Quinn, J. D.; Larour, E. Y.; Cheng, D. L. C.; Halkides, D. J.

2016-12-01

The Virtual Earth System Laboratory (VESL) is a Web-based tool, under development at the Jet Propulsion Laboratory and UC Irvine, for the visualization of Earth System data and process simulations. It contains features geared toward a range of applications, spanning research and outreach. It offers an intuitive user interface, in which model inputs are changed using sliders and other interactive components. Current capabilities include simulation of polar ice sheet responses to climate forcing, based on NASA's Ice Sheet System Model (ISSM). We believe that the visualization of data is most effective when tailored to the target audience, and that many of the best practices for modern Web design/development can be applied directly to the visualization of data: use of negative space, color schemes, typography, accessibility standards, tooltips, etc cetera. We present our prototype website, and invite input from potential users, including researchers, educators, and students.

Climate-induced tree mortality: Earth system consequences

USGS Publications Warehouse

Adams, Henry D.; Macalady, Alison K.; Breshears, David D.; Allen, Craig D.; Stephenson, Nathan L.; Saleska, Scott; Huxman, Travis E.; McDowell, Nathan G.

2010-01-01

One of the greatest uncertainties in global environmental change is predicting changes in feedbacks between the biosphere and the Earth system. Terrestrial ecosystems and, in particular, forests exert strong controls on the global carbon cycle and influence regional hydrology and climatology directly through water and surface energy budgets [Bonan, 2008; Chapin et al., 2008].According to new research, tree mortality associated with elevated temperatures and drought has the potential to rapidly alter forest ecosystems, potentially affecting feedbacks to the Earth system [Allen et al., 2010]. Several lines of recent research demonstrate how tree mortality rates in forests may be sensitive to climate change—particularly warming and drying. This emerging consequence of global change has important effects on Earth system processes (Figure 1).

Challenges in Modeling the Sun-Earth System

NASA Technical Reports Server (NTRS)

Spann, James

2004-01-01

The transfer of mass, energy and momentum through the coupled Sun-Earth system spans a wide range of scales in time and space. While profound advances have been made in modeling isolated regions of the Sun-Earth system, minimal progress has been achieved in modeling the end-to-end system. Currently, end-to-end modeling of the Sun-Earth system is a major goal of the National Space Weather and NASA Living With a Star (LWS) programs. The uncertainty in the underlying physics responsible for coupling contiguous regions of the Sun-Earth system is recognized as a significant barrier to progress. Our limited understanding of the underlying coupling physics is illustrated by the following example questions: how does the propagation of a typical CME/solar flare influence the measured properties of the solar wind at 1 AU? How does the solar wind compel the dynamic response of the Earth's magnetosphere? How is variability in the ionosphere-thermosphere system coupled to magnetospheric variations? Why do these and related important questions remain unanswered? What are the primary problems that need to be resolved to enable significant progress in comprehensive modeling of the Sun-Earth system? Which model/technique improvements are required and what new data coverage is required to enable full model advances? This poster opens the discussion for how these and other important questions can be addressed. A workshop scheduled for October 8-22, 2004 in Huntsville, Alabama, will be a forum for identifying ana exploring promising new directions and approaches for characterizing and understanding the system. To focus the discussion, the workshop will emphasize the genesis, evolution, propagation and interaction of high-speed solar wind streamers or CME/flares with geospace and the subsequent response of geospace from its outer reaches in the magnetosphere to the lower edge of the ionosphere-mesosphere-thermosphere. Particular emphasis will be placed on modeling the coupling aspects

Pedotransfer Functions in Earth System Science: Challenges and Perspectives: PTFs in Earth system science perspective

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

Van Looy, Kris; Bouma, Johan; Herbst, Michael

Soil, through its various functions, plays a vital role in the Earth's ecosystems and provides multiple ecosystem services to humanity. Pedotransfer functions (PTFs) are simple to complex knowledge rules that relate available soil information to soil properties and variables that are needed to parameterize soil processes. Here in this article, we review the existing PTFs and document the new generation of PTFs developed in the different disciplines of Earth system science. To meet the methodological challenges for a successful application in Earth system modeling, we emphasize that PTF development has to go hand in hand with suitable extrapolation and upscalingmore » techniques such that the PTFs correctly represent the spatial heterogeneity of soils. PTFs should encompass the variability of the estimated soil property or process, in such a way that the estimation of parameters allows for validation and can also confidently provide for extrapolation and upscaling purposes capturing the spatial variation in soils. Most actively pursued recent developments are related to parameterizations of solute transport, heat exchange, soil respiration, and organic carbon content, root density, and vegetation water uptake. Further challenges are to be addressed in parameterization of soil erosivity and land use change impacts at multiple scales. We argue that a comprehensive set of PTFs can be applied throughout a wide range of disciplines of Earth system science, with emphasis on land surface models. Novel sensing techniques provide a true breakthrough for this, yet further improvements are necessary for methods to deal with uncertainty and to validate applications at global scale.« less

Pedotransfer Functions in Earth System Science: Challenges and Perspectives: PTFs in Earth system science perspective

DOE PAGES

Van Looy, Kris; Bouma, Johan; Herbst, Michael; ...

2017-12-28

Soil, through its various functions, plays a vital role in the Earth's ecosystems and provides multiple ecosystem services to humanity. Pedotransfer functions (PTFs) are simple to complex knowledge rules that relate available soil information to soil properties and variables that are needed to parameterize soil processes. Here in this article, we review the existing PTFs and document the new generation of PTFs developed in the different disciplines of Earth system science. To meet the methodological challenges for a successful application in Earth system modeling, we emphasize that PTF development has to go hand in hand with suitable extrapolation and upscalingmore » techniques such that the PTFs correctly represent the spatial heterogeneity of soils. PTFs should encompass the variability of the estimated soil property or process, in such a way that the estimation of parameters allows for validation and can also confidently provide for extrapolation and upscaling purposes capturing the spatial variation in soils. Most actively pursued recent developments are related to parameterizations of solute transport, heat exchange, soil respiration, and organic carbon content, root density, and vegetation water uptake. Further challenges are to be addressed in parameterization of soil erosivity and land use change impacts at multiple scales. We argue that a comprehensive set of PTFs can be applied throughout a wide range of disciplines of Earth system science, with emphasis on land surface models. Novel sensing techniques provide a true breakthrough for this, yet further improvements are necessary for methods to deal with uncertainty and to validate applications at global scale.« less

Project Copernicus: An Earth observing system

NASA Technical Reports Server (NTRS)

1991-01-01

Hunsaker Aerospace Corporation is presenting this proposal for Project Copernicus to fulfill the need for space-based remote sensing of Earth. Concentration is on data acquisition. Copernicus is designed to be a flexible system of spacecraft in a low near-polar orbit. The goal is to acquire data so that the scientists may begin to understand many Earth processes and interactions. The mission objective of Copernicus is to provide a space-based, remote-sensing measurement data acquisition and transfer system for 15 years. A description of the design project is presented.

NASA's Earth Observing Data and Information System

NASA Technical Reports Server (NTRS)

Mitchell, Andrew E.; Behnke, Jeanne; Lowe, Dawn; Ramapriyan, H. K.

2009-01-01

NASA's Earth Observing System Data and Information System (EOSDIS) has been a central component of NASA Earth observation program for over 10 years. It is one of the largest civilian science information system in the US, performing ingest, archive and distribution of over 3 terabytes of data per day much of which is from NASA s flagship missions Terra, Aqua and Aura. The system supports a variety of science disciplines including polar processes, land cover change, radiation budget, and most especially global climate change. The EOSDIS data centers, collocated with centers of science discipline expertise, archive and distribute standard data products produced by science investigator-led processing systems. Key to the success of EOSDIS is the concept of core versus community requirements. EOSDIS supports a core set of services to meet specific NASA needs and relies on community-developed services to meet specific user needs. EOSDIS offers a metadata registry, ECHO (Earth Observing System Clearinghouse), through which the scientific community can easily discover and exchange NASA s Earth science data and services. Users can search, manage, and access the contents of ECHO s registries (data and services) through user-developed and community-tailored interfaces or clients. The ECHO framework has become the primary access point for cross-Data Center search-and-order of EOSDIS and other Earth Science data holdings archived at the EOSDIS data centers. ECHO s Warehouse Inventory Search Tool (WIST) is the primary web-based client for discovering and ordering cross-discipline data from the EOSDIS data centers. The architecture of the EOSDIS provides a platform for the publication, discovery, understanding and access to NASA s Earth Observation resources and allows for easy integration of new datasets. The EOSDIS also has developed several methods for incorporating socioeconomic data into its data collection. Over the years, we have developed several methods for determining

Non-equilibrium thermodynamics, maximum entropy production and Earth-system evolution.

PubMed

Kleidon, Axel

2010-01-13

The present-day atmosphere is in a unique state far from thermodynamic equilibrium. This uniqueness is for instance reflected in the high concentration of molecular oxygen and the low relative humidity in the atmosphere. Given that the concentration of atmospheric oxygen has likely increased throughout Earth-system history, we can ask whether this trend can be generalized to a trend of Earth-system evolution that is directed away from thermodynamic equilibrium, why we would expect such a trend to take place and what it would imply for Earth-system evolution as a whole. The justification for such a trend could be found in the proposed general principle of maximum entropy production (MEP), which states that non-equilibrium thermodynamic systems maintain steady states at which entropy production is maximized. Here, I justify and demonstrate this application of MEP to the Earth at the planetary scale. I first describe the non-equilibrium thermodynamic nature of Earth-system processes and distinguish processes that drive the system's state away from equilibrium from those that are directed towards equilibrium. I formulate the interactions among these processes from a thermodynamic perspective and then connect them to a holistic view of the planetary thermodynamic state of the Earth system. In conclusion, non-equilibrium thermodynamics and MEP have the potential to provide a simple and holistic theory of Earth-system functioning. This theory can be used to derive overall evolutionary trends of the Earth's past, identify the role that life plays in driving thermodynamic states far from equilibrium, identify habitability in other planetary environments and evaluate human impacts on Earth-system functioning. This journal is © 2010 The Royal Society

Solar System Portrait - Earth as Pale Blue Dot

NASA Image and Video Library

1996-09-12

This narrow-angle color image of the Earth, dubbed Pale Blue Dot, is a part of the first ever 'portrait' of the solar system taken by NASA’s Voyager 1. The spacecraft acquired a total of 60 frames for a mosaic of the solar system from a distance of more than 4 billion miles from Earth and about 32 degrees above the ecliptic. From Voyager's great distance Earth is a mere point of light, less than the size of a picture element even in the narrow-angle camera. Earth was a crescent only 0.12 pixel in size. Coincidentally, Earth lies right in the center of one of the scattered light rays resulting from taking the image so close to the sun. This blown-up image of the Earth was taken through three color filters -- violet, blue and green -- and recombined to produce the color image. The background features in the image are artifacts resulting from the magnification. http://photojournal.jpl.nasa.gov/catalog/PIA00452

Viewing the Earth with Closed Eyes.

ERIC Educational Resources Information Center

Kaschner, Susan K.

1978-01-01

Describes earth science activities for the visually impaired student. Includes soil type identification, stream table erosion, and relief map activities. Recommends a multisensory approach to the teaching of earth science and hands-on activities. (MA)

Young Earth System Scientists (YESS) Community

NASA Astrophysics Data System (ADS)

Reed, K. A.; Langendijk, G.; Bahar, F.; Huang-Lachmann, J. T.; Osman, M.; Mirsafa, M.; Sonntag, S.

2017-12-01

The Young Earth System Scientists (YESS) community is compiled of early career researchers (including students) coming from a range of scientific backgrounds, spanning both natural and social sciences. YESS unifies young researchers in an influential network to give them a collective voice and leverage within the geosciences community, while supporting career development. The YESS community has used its powerful network to provide a unified perspective on the future of Earth system science (Rauser et al. 2017), to be involved in the organization of international conferences, and to engage with existing international structures that coordinate science. Since its founding in Germany in 2010, the YESS community has grown extensively across the globe, with currently almost 1000 members from over 80 countries, and has become truly interdisciplinary. Recently, the organization has carried elections for Regional Representatives and the Executive Committee as part of its self-sustained governance structure. YESS is ready to continue pioneering crucial areas of research which provide solutions to benefit society for the long-term advancement of Earth system science.

GeoBrain for Facilitating Earth Science Education in Higher-Education Institutes--Experience and Lessons-learned

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2007-12-01

Data integration and analysis are the foundation for the scientific investigation in Earth science. In the past several decades, huge amounts of Earth science data have been collected mainly through remote sensing. Those data have become the treasure for Earth science research. Training students how to discover and use the huge volume of Earth science data in research become one of the most important trainings for making a student a qualified scientist. Being developed by a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. Although still in development, the GeoBrain system has been operational since 2005. A number of education materials have been developed for facilitating the use of GeoBrain as a powerful education tool for Earth science education at both undergraduate and graduate levels. Thousands of online higher-education users worldwide have used GeoBrain services. A number of faculty members in multiple universities have been funded as GeoBrain education partners to explore the use of GeoBrain in the classroom teaching and student research. By summarizing and analyzing the feedbacks from the online users and the education partners, this presentation presents the user experiences on using GeoBrain in Earth science teaching and research. The feedbacks on classroom use of GeoBrain have demonstrated that GeoBrain is very useful for

NASDA's earth observation satellite data archive policy for the earth observation data and information system (EOIS)

NASA Technical Reports Server (NTRS)

Sobue, Shin-ichi; Yoshida, Fumiyoshi; Ochiai, Osamu

1996-01-01

NASDA's new Advanced Earth Observing Satellite (ADEOS) is scheduled for launch in August, 1996. ADEOS carries 8 sensors to observe earth environmental phenomena and sends their data to NASDA, NASA, and other foreign ground stations around the world. The downlink data bit rate for ADEOS is 126 MB/s and the total volume of data is about 100 GB per day. To archive and manage such a large quantity of data with high reliability and easy accessibility it was necessary to develop a new mass storage system with a catalogue information database using advanced database management technology. The data will be archived and maintained in the Master Data Storage Subsystem (MDSS) which is one subsystem in NASDA's new Earth Observation data and Information System (EOIS). The MDSS is based on a SONY ID1 digital tape robotics system. This paper provides an overview of the EOIS system, with a focus on the Master Data Storage Subsystem and the NASDA Earth Observation Center (EOC) archive policy for earth observation satellite data.

Detrital zircons and Earth system evolution

NASA Astrophysics Data System (ADS)

McKenzie, R.

2016-12-01

Zircon is a mineral commonly produced in silicic magmatism. Therefore, due to its resilience and exceedingly long residence times in the continental crust, detrital zircon records can be used to track processes associated with silicic magmatism throughout Earth history. In this contribution I will address the potential role of preservational biases in zircon record, and further discuss how zircon datasets can be used to help better understand the relationship between lithospheric and Earth system evolution. I will use large compilations of zircon data to trace the composition and weatherability of the continental crust, to evaluate temporal rates of crustal recycling, and finally to track spatiotemporal variation in continental arc magmatism and volcanic CO2 outgassing throughout Earth history. These records demonstrate that secular changes in plate tectonic regimes played a prominent role in modulating conditions of the ocean+atmosphere system and long-term climate state for the last 3 billion years.

The Crew Earth Observations Experiment: Earth System Science from the ISS

NASA Technical Reports Server (NTRS)

Stefanov, William L.; Evans, Cynthia A.; Robinson, Julie A.; Wilkinson, M. Justin

2007-01-01

This viewgraph presentation reviews the use of Astronaut Photography (AP) as taken from the International Space Station (ISS) in Earth System Science (ESS). Included are slides showing basic remote sensing theory, data characteristics of astronaut photography, astronaut training and operations, crew Earth observations group, targeting sites and acquisition, cataloging and database, analysis and applications for ESS, image analysis of particular interest urban areas, megafans, deltas, coral reefs. There are examples of the photographs and the analysis.

Evolving Metadata in NASA Earth Science Data Systems

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

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

Virtual Earth System Laboratory (VESL): A Virtual Research Environment for The Visualization of Earth System Data and Process Simulations

NASA Astrophysics Data System (ADS)

Cheng, D. L. C.; Quinn, J. D.; Larour, E. Y.; Halkides, D. J.

2017-12-01

The Virtual Earth System Laboratory (VESL) is a Web application, under continued development at the Jet Propulsion Laboratory and UC Irvine, for the visualization of Earth System data and process simulations. As with any project of its size, we have encountered both successes and challenges during the course of development. Our principal point of success is the fact that VESL users can interact seamlessly with our earth science simulations within their own Web browser. Some of the challenges we have faced include retrofitting the VESL Web application to respond to touch gestures, reducing page load time (especially as the application has grown), and accounting for the differences between the various Web browsers and computing platforms.

Clouds and the Earth's Radiant Energy System (CERES)

NASA Technical Reports Server (NTRS)

Carman, Stephen L.; Cooper, John E.; Miller, James; Harrison, Edwin F.; Barkstrom, Bruce R.

1992-01-01

The CERES (Clouds and the Earth's Radiant Energy System) experiment will play a major role in NASA's multi-platform Earth Observing System (EOS) program to observe and study the global climate. The CERES instruments will provide EOS scientists with a consistent data base of accurately known fields of radiation and of clouds. CERES will investigate the important question of cloud forcing and its influence on the radiative energy flow through the Earth's atmosphere. The CERES instrument is an improved version of the ERBE (Earth Radiation Budget Experiment) broadband scanning radiometer flown by NASA from 1984 through 1989. This paper describes the science of CERES, presents an overview of the instrument preliminary design, and outlines the issues related to spacecraft pointing and attitude control.

Challenges to modeling the Sun-Earth System: A Workshop Summary

NASA Technical Reports Server (NTRS)

Spann, James F.

2006-01-01

This special issue of the Journal of' Atmospheric and Solar-Terrestrial Physics is a compilation of 23 papers presented at The 2004 Huntsville Modeling Workshop: Challenges to Modeling thc San-Earth System held in Huntsville, AB on October 18-22, 2004. The title of the workshop appropriately captures the theme of what was presented and discussed by the 120 participants. Currently, end-to-end modeling of the Sun-Earth system is a major goal of the National Space Weather and NASA living with a star (LWS) programs. While profound advances have been made in modeling isolated regions of the Sun-Earth system, minimal progress has been achieved in modeling the end-to-end system. The transfer of mass, energy and momentum through the coupled Sun-Earth system spans a wide range of scales inn time and space. The uncertainty in the underlying physics responsible for coupling contiguous regions of the Sun-Earth system is recognized as a significant barrier to progress

Teaching through Trade Books: Humans and the Earth

ERIC Educational Resources Information Center

Royce, Christine Anne

2016-01-01

This column includes activities inspired by children's literature. Elementary students are beginning to understand the Earth's natural processes and humans' impact on the Earth. Humans need the natural resources that the Earth produces, use these resources to develop civilizations, and make decisions to offset the damage they cause, as well as…

EarthCube - Earth System Bridge: Spanning Scientific Communities with Interoperable Modeling Frameworks

NASA Astrophysics Data System (ADS)

Peckham, S. D.; DeLuca, C.; Gochis, D. J.; Arrigo, J.; Kelbert, A.; Choi, E.; Dunlap, R.

2014-12-01

In order to better understand and predict environmental hazards of weather/climate, ecology and deep earth processes, geoscientists develop and use physics-based computational models. These models are used widely both in academic and federal communities. Because of the large effort required to develop and test models, there is widespread interest in component-based modeling, which promotes model reuse and simplified coupling to tackle problems that often cross discipline boundaries. In component-based modeling, the goal is to make relatively small changes to models that make it easy to reuse them as "plug-and-play" components. Sophisticated modeling frameworks exist to rapidly couple these components to create new composite models. They allow component models to exchange variables while accommodating different programming languages, computational grids, time-stepping schemes, variable names and units. Modeling frameworks have arisen in many modeling communities. CSDMS (Community Surface Dynamics Modeling System) serves the academic earth surface process dynamics community, while ESMF (Earth System Modeling Framework) serves many federal Earth system modeling projects. Others exist in both the academic and federal domains and each satisfies design criteria that are determined by the community they serve. While they may use different interface standards or semantic mediation strategies, they share fundamental similarities. The purpose of the Earth System Bridge project is to develop mechanisms for interoperability between modeling frameworks, such as the ability to share a model or service component. This project has three main goals: (1) Develop a Framework Description Language (ES-FDL) that allows modeling frameworks to be described in a standard way so that their differences and similarities can be assessed. (2) Demonstrate that if a model is augmented with a framework-agnostic Basic Model Interface (BMI), then simple, universal adapters can go from BMI to a

The Earth System Documentation (ES-DOC) Software Process

NASA Astrophysics Data System (ADS)

Greenslade, M. A.; Murphy, S.; Treshansky, A.; DeLuca, C.; Guilyardi, E.; Denvil, S.

2013-12-01

Earth System Documentation (ES-DOC) is an international project supplying high-quality tools & services in support of earth system documentation creation, analysis and dissemination. It is nurturing a sustainable standards based documentation eco-system that aims to become an integral part of the next generation of exa-scale dataset archives. ES-DOC leverages open source software, and applies a software development methodology that places end-user narratives at the heart of all it does. ES-DOC has initially focused upon nurturing the Earth System Model (ESM) documentation eco-system and currently supporting the following projects: * Coupled Model Inter-comparison Project Phase 5 (CMIP5); * Dynamical Core Model Inter-comparison Project (DCMIP); * National Climate Predictions and Projections Platforms Quantitative Evaluation of Downscaling Workshop. This talk will demonstrate that ES-DOC implements a relatively mature software development process. Taking a pragmatic Agile process as inspiration, ES-DOC: * Iteratively develops and releases working software; * Captures user requirements via a narrative based approach; * Uses online collaboration tools (e.g. Earth System CoG) to manage progress; * Prototypes applications to validate their feasibility; * Leverages meta-programming techniques where appropriate; * Automates testing whenever sensibly feasible; * Streamlines complex deployments to a single command; * Extensively leverages GitHub and Pivotal Tracker; * Enforces strict separation of the UI from underlying API's; * Conducts code reviews.

Understanding earth system models: how Global Sensitivity Analysis can help

NASA Astrophysics Data System (ADS)

Pianosi, Francesca; Wagener, Thorsten

2017-04-01

Computer models are an essential element of earth system sciences, underpinning our understanding of systems functioning and influencing the planning and management of socio-economic-environmental systems. Even when these models represent a relatively low number of physical processes and variables, earth system models can exhibit a complicated behaviour because of the high level of interactions between their simulated variables. As the level of these interactions increases, we quickly lose the ability to anticipate and interpret the model's behaviour and hence the opportunity to check whether the model gives the right response for the right reasons. Moreover, even if internally consistent, an earth system model will always produce uncertain predictions because it is often forced by uncertain inputs (due to measurement errors, pre-processing uncertainties, scarcity of measurements, etc.). Lack of transparency about the scope of validity, limitations and the main sources of uncertainty of earth system models can be a strong limitation to their effective use for both scientific and decision-making purposes. Global Sensitivity Analysis (GSA) is a set of statistical analysis techniques to investigate the complex behaviour of earth system models in a structured, transparent and comprehensive way. In this presentation, we will use a range of examples across earth system sciences (with a focus on hydrology) to demonstrate how GSA is a fundamental element in advancing the construction and use of earth system models, including: verifying the consistency of the model's behaviour with our conceptual understanding of the system functioning; identifying the main sources of output uncertainty so to focus efforts for uncertainty reduction; finding tipping points in forcing inputs that, if crossed, would bring the system to specific conditions we want to avoid.

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.

Simulating the Earth System Response to Negative Emissions

NASA Astrophysics Data System (ADS)

Jackson, R. B.; Milne, J.; Littleton, E. W.; Jones, C.; Canadell, J.; Peters, G. P.; van Vuuren, D.; Davis, S. J.; Jonas, M.; Smith, P.; Ciais, P.; Rogelj, J.; Torvanger, A.; Shrestha, G.

2016-12-01

The natural carbon sinks of the land and oceans absorb approximately half the anthropogenic CO2 emitted every year. The CO2 that is not absorbed accumulates in the Earth's atmosphere and traps the suns rays causing an increase in the global mean temperature. Removing this left over CO2 using negative emissions technologies (NETs) has been proposed as a strategy to lessen the accumulating CO2 and avoid dangerous climate change. Using CMIP5 Earth system model simulations this study assessed the impact on the global carbon cycle, and how the Earth system might respond, to negative emissions strategies applied to low emissions scenarios, over different times horizons from the year 2000 to 2300. The modeling results suggest that using NETs to remove atmospheric CO2 over five 50-year time horizons has varying effects at different points in time. The effects of anthropogenic and natural sources and sinks, can result in positive or negative changes in atmospheric CO2 concentration. Results show that historic emissions and the current state of the Earth System have impacts on the behavior of atmospheric CO2, as do instantaneous anthropogenic emissions. Indeed, varying background scenarios seemed to have a greater effect on atmospheric CO2 than the actual amount and timing of NETs. These results show how NETs interact with the physical climate-carbon cycle system and highlight the need for more research on earth-system dynamics as they relate to carbon sinks and sources and anthropogenic perturbations.

Psycho-Diagnostic Problems of Personalized Teaching Systems

NASA Astrophysics Data System (ADS)

Abu-Dawwas, Waheeb A.; Al-Azzeh, Rashed M.; Abu-Arqoub, Mohammed H.

2007-12-01

The paper is an attempted to discuss one of the must important components in the architecture of personalized teaching systems—the testing system. One of the aims of the paper is to propose a definition of cognitive state, which can be used in designing personalized teaching systems.

Celebrate the Earth...Every Day!

ERIC Educational Resources Information Center

Laubenthal, Gail

1995-01-01

Discusses the importance of teaching young children to appreciate and care for the earth and how to integrate earth activities into the curriculum. Includes a year-round curriculum with ideas for hands-on activities appropriate to each month, an integrated unit called "Flowers Blooming," tips for evaluating science experiences, and a…

Planning for the Global Earth Observation System of Systems (GEOSS)

USGS Publications Warehouse

Christian, E.

2005-01-01

The Group on Earth Observations was established to promote comprehensive, coordinated, and sustained Earth observations. Its mandate is to implement the Global Earth Observation System of Systems (GEOSS) in accord with the GEOSS 10-Year Implementation Plan and Reference Document. During the months over which the GEOSS Implementation Plan was developed, many issues surfaced and were addressed. This article discusses several of the more interesting or challenging of those issues-e.g. fitting in with existing organizations and securing stable funding - some of which have yet to be resolved fully as of this writing. Despite the relatively short period over which the Implementation Plan had to be developed, there is a good chance that the work undertaken will be influential for decades to come. ?? 2005 Elsevier Ltd. All rights reserved.

The Role and Evolution of NASA's Earth Science Data Systems

NASA Technical Reports Server (NTRS)

Ramapriyan, H. K.

2015-01-01

One of the three strategic goals of NASA is to Advance understanding of Earth and develop technologies to improve the quality of life on our home planet (NASA strategic plan 2014). NASA's Earth Science Data System (ESDS) Program directly supports this goal. NASA has been launching satellites for civilian Earth observations for over 40 years, and collecting data from various types of instruments. Especially since 1990, with the start of the Earth Observing System (EOS) Program, which was a part of the Mission to Planet Earth, the observations have been significantly more extensive in their volumes, variety and velocity. Frequent, global observations are made in support of Earth system science. An open data policy has been in effect since 1990, with no period of exclusive access and non-discriminatory access to data, free of charge. NASA currently holds nearly 10 petabytes of Earth science data including satellite, air-borne, and ground-based measurements and derived geophysical parameter products in digital form. Millions of users around the world are using NASA data for Earth science research and applications. In 2014, over a billion data files were downloaded by users from NASAs EOS Data and Information System (EOSDIS), a system with 12 Distributed Active Archive Centers (DAACs) across the U. S. As a core component of the ESDS Program, EOSDIS has been operating since 1994, and has been evolving continuously with advances in information technology. The ESDS Program influences as well as benefits from advances in Earth Science Informatics. The presentation will provide an overview of the role and evolution of NASAs ESDS Program.

Engineering the earth system

NASA Astrophysics Data System (ADS)

Keith, D. W.

2005-12-01

The post-war growth of the earth sciences has been fueled, in part, by a drive to quantify environmental insults in order to support arguments for their reduction, yet paradoxically the knowledge gained is grants us ever greater capability to deliberately engineer environmental processes on a planetary scale. Increased capability can arises though seemingly unconnected scientific advances. Improvements in numerical weather prediction such as the use of adjoint models in analysis/forecast systems, for example, means that weather modification can be accomplished with smaller control inputs. Purely technological constraints on our ability to engineer earth systems arise from our limited ability to measure and predict system responses and from limits on our ability to manage large engineering projects. Trends in all three constraints suggest a rapid growth in our ability to engineer the planet. What are the implications of our growing ability to geoengineer? Will we see a reemergence of proposals to engineer our way out of the climate problem? How can we avoid the moral hazard posed by the knowledge that geoengineering might provide a backstop to climate damages? I will speculate about these issues, and suggest some institutional factors that may provide a stronger constraint on the use of geoengineering than is provided by any purely technological limit.

NASA's Earth Observing System Data and Information System (EOSDIS)

NASA Technical Reports Server (NTRS)

Behnke, Jeanne

2017-01-01

EOSDIS is a data system created by NASA to manage its collection of Earth Science data. This presentation is a brief description of the data system provided to the general user community. The presentation reviews the data types, management and software development techniques in use to organize the system.

Curriculum system for experimental teaching in optoelectronic information

NASA Astrophysics Data System (ADS)

Di, Hongwei; Chen, Zhenqiang; Zhang, Jun; Luo, Yunhan

2017-08-01

The experimental curriculum system is directly related to talent training quality. Based on the careful investigation of the developing request of the optoelectronic information talents in the new century, the experimental teaching goal and the content, the teaching goal was set to cultivate students' innovative consciousness, innovative thinking, creativity and problem solving ability. Through straightening out the correlation among the experimental teaching in the main courses, the whole structure design was phased out, as well as the hierarchical curriculum connotation. According to the ideas of "basic, comprehensive, applied and innovative", the construction of experimental teaching system called "triple-three" was put forward for the optoelectronic information experimental teaching practice.

The early Earth Observing System reference handbook: Earth Science and Applications Division missions, 1990-1997

NASA Technical Reports Server (NTRS)

1990-01-01

Prior to the launch of the Earth Observing System (EOS) series, NASA will launch and operate a wide variety of new earth science satellites and instruments, as well as undertake several efforts collecting and using the data from existing and planned satellites from other agencies and nations. These initiatives will augment the knowledge base gained from ongoing Earth Science and Applications Division (ESAD) programs. This volume describes three sets of ESAD activities -- ongoing exploitation of operational satellite data, research missions with upcoming launches between now and the first launch of EOS, and candidate earth probes.

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Larsen, K.; Buhr, S. M.; Kirk, K. B.; Ledley, T. S.; Manduca, C. A.; Mogk, D. W.; Savina, M. E.; Tewksbury, B. J.

2012-12-01

Sustainability encompasses broad interdisciplinary topics such as climate change, agricultural food production, and water resource use that include both scientific and societal components. Today's students will need to learn how to address complex, interdisciplinary, sustainability-related challenges throughout their lives. To support faculty in teaching complex concepts in sustainability to undergraduates, the Science Education Resource Center (SERC) now provides integrated access to all resources on teaching sustainability developed by projects hosted on SERC websites. Drawing extensively from collections developed by On the Cutting Edge: Professional Development for Geoscience Faculty, InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future, the Climate Literacy and Energy Awareness Network (CLEAN), as well as more than 10 smaller projects, these resources include browsable access to (1) over 120 course descriptions submitted by faculty that provide information about course goals, assessments, and syllabi used in teaching courses with a sustainability focus, (2) over 160 faculty-submitted descriptions of activities that can be used to incorporate and address sustainability concepts, and (3) more than 90 interdisciplinary essays that highlight how faculty incorporate sustainability concepts into their teaching. The Sustainability Portal additionally includes several collections of lessons focused on a central theme, such as carbon footprint exercises and materials for teaching about energy that incorporate quantitative skills. The Sustainability Portal provides access to information about incorporating sustainability issues into geoscience courses and examples of how these concepts can be taught for topics such as geology and human health, public policy and Earth science, complex systems, urban students and urban environments, energy, and climate change. A rich collection of innovative pedagogical approaches conducive to teaching about

NASA's Earth Science Data Systems Standards Process Experiences

NASA Technical Reports Server (NTRS)

Ullman, Richard E.; Enloe, Yonsook

2007-01-01

NASA has impaneled several internal working groups to provide recommendations to NASA management on ways to evolve and improve Earth Science Data Systems. One of these working groups is the Standards Process Group (SPC). The SPG is drawn from NASA-funded Earth Science Data Systems stakeholders, and it directs a process of community review and evaluation of proposed NASA standards. The working group's goal is to promote interoperability and interuse of NASA Earth Science data through broader use of standards that have proven implementation and operational benefit to NASA Earth science by facilitating the NASA management endorsement of proposed standards. The SPC now has two years of experience with this approach to identification of standards. We will discuss real examples of the different types of candidate standards that have been proposed to NASA's Standards Process Group such as OPeNDAP's Data Access Protocol, the Hierarchical Data Format, and Open Geospatial Consortium's Web Map Server. Each of the three types of proposals requires a different sort of criteria for understanding the broad concepts of "proven implementation" and "operational benefit" in the context of NASA Earth Science data systems. We will discuss how our Standards Process has evolved with our experiences with the three candidate standards.

Astronomy: Minds-on the Universe. Supplemental Teaching Activities for Grades K-8.

ERIC Educational Resources Information Center

Marble, Stephen; Fowler, Marilyn, Ed.

This teachers guide contains activities and materials created to teach astronomy concepts to children from grades K-8. It is organized into four units: (1) Earth and Stars; (2) Spheres and Orbits; (3) Stars and Gravity; and (4) Scales and Measurement. Activities are arranged within each unit around six content topics: (1) Earth; (2) Solar System;…

Earth observing system - Concepts and implementation strategy

NASA Technical Reports Server (NTRS)

Hartle, R. E.

1986-01-01

The concepts of an Earth Observing System (EOS), an information system being developed by the EOS Science and Mission Requirements Working Group for international use and planned to begin in the 1990s, are discussed. The EOS is designed to study the factors that control the earth's hydrologic cycle, biochemical cycles, and climatologic processes by combining the measurements from remote sensing instruments, in situ measurement devices, and a data and information system. Three EOS platforms are planned to be launched into low, polar, sun-synchronous orbits during the Space Station's Initial Operating Configuration, one to be provided by ESA and two by the United States.

Goddard Space Flight Center: 1994 Maryland/GSFC Earth and Environmental Science Teacher Ambassador Program

NASA Technical Reports Server (NTRS)

Latham, James

1995-01-01

The Maryland/Goddard Space Flight Center (GSFC) Earth and Environmental Science Teacher Ambassador Program was designed to enhance classroom instruction in the Earth and environmental science programs in the secondary schools of the state of Maryland. In October 1992, more than 100 school system administrators from the 24 local Maryland school systems, the Maryland State Department of Education, and the University of Maryland met with NASA GSFC scientists and education officers to propose a cooperative state-wide secondary school science teaching enhancement initiative.

How Earth Educators Can Help Students Develop a Holistic Understanding of Sustainability

NASA Astrophysics Data System (ADS)

Curren, R. R.; Metzger, E. P.

2017-12-01

With their expert understanding of planetary systems, Earth educators play a pivotal role in helping students understand the scientific dimensions of solution-resistant ("wicked") challenges to sustainability that arise from complex interactions between intertwined and co-evolving natural and human systems. However, teaching the science of sustainability in isolation from consideration of human values and social dynamics leaves students with a fragmented understanding and obscures the underlying drivers of unsustainability. Geoscience instructors who wish to address sustainability in their courses may feel ill-equipped to engage students in investigation of the fundamental nature of sustainability and its social and ethical facets. This presentation will blend disciplinary perspectives from Earth system science, philosophy, psychology, and anthropology to: 1) outline a way to conceptualize sustainability that synthesizes scientific, social, and ethical perspectives and 2) provide an overview of resources and teaching strategies designed to help students connect science content to the socio-political dimensions of sustainability through activities and assignments that promote active learning, systems thinking, reflection, and collaborative problem-solving.

Acquisition/expulsion system for earth orbital propulsion system study. Volume 5: Earth storable design

NASA Technical Reports Server (NTRS)

1973-01-01

A comprehensive analysis and parametric design effort was conducted under the earth-storable phase of the program. Passive Acquisition/expulsion system concepts were evaluated for a reusable Orbital Maneuvering System (OMS) application. The passive surface tension technique for providing gas free liquid on demand was superior to other propellant acquisition methods. Systems using fine mesh screens can provide the requisite stability and satisfy OMS mission requirements. Both fine mesh screen liner and trap systems were given detailed consideration in the parametric design, and trap systems were selected for this particular application. These systems are compatible with the 100- to 500-manned mission reuse requirements.

Semantics-enabled knowledge management for global Earth observation system of systems

NASA Astrophysics Data System (ADS)

King, Roger L.; Durbha, Surya S.; Younan, Nicolas H.

2007-10-01

The Global Earth Observation System of Systems (GEOSS) is a distributed system of systems built on current international cooperation efforts among existing Earth observing and processing systems. The goal is to formulate an end-to-end process that enables the collection and distribution of accurate, reliable Earth Observation data, information, products, and services to both suppliers and consumers worldwide. One of the critical components in the development of such systems is the ability to obtain seamless access of data across geopolitical boundaries. In order to gain support and willingness to participate by countries around the world in such an endeavor, it is necessary to devise mechanisms whereby the data and the intellectual capital is protected through procedures that implement the policies specific to a country. Earth Observations (EO) are obtained from a multitude of sources and requires coordination among different agencies and user groups to come to a shared understanding on a set of concepts involved in a domain. It is envisaged that the data and information in a GEOSS context will be unprecedented and the current data archiving and delivery methods need to be transformed into one that allows realization of seamless interoperability. Thus, EO data integration is dependent on the resolution of conflicts arising from a variety of areas. Modularization is inevitable in distributed environments to facilitate flexible and efficient reuse of existing ontologies. Therefore, we propose a framework for modular ontologies based knowledge management approach for GEOSS and present methods to enable efficient reasoning in such systems.

Earth observing system. Data and information system. Volume 2A: Report of the EOS Data Panel

NASA Technical Reports Server (NTRS)

1986-01-01

The purpose of this report is to provide NASA with a rationale and recommendations for planning, implementing, and operating an Earth Observing System data and information system that can evolve to meet the Earth Observing System's needs in the 1990s. The Earth Observing System (Eos), defined by the Eos Science and Mission Requirements Working Group, consists of a suite of instruments in low Earth orbit acquiring measurements of the Earth's atmosphere, surface, and interior; an information system to support scientific research; and a vigorous program of scientific research, stressing study of global-scale processes that shape and influence the Earth as a system. The Eos data and information system is conceived as a complete research information system that would transcend the traditional mission data system, and include additional capabilties such as maintaining long-term, time-series data bases and providing access by Eos researchers to relevant non-Eos data. The Working Group recommends that the Eos data and information system be initiated now, with existing data, and that the system evolve into one that can meet the intensive research and data needs that will exist when Eos spacecraft are returning data in the 1990s.

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

NASA Astrophysics Data System (ADS)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher

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.

Global analysis of river systems: from Earth system controls to Anthropocene syndromes.

PubMed Central

Meybeck, Michel

2003-01-01

Continental aquatic systems from rivers to the coastal zone are considered within two perspectives: (i) as a major link between the atmosphere, pedosphere, biosphere and oceans within the Earth system with its Holocene dynamics, and (ii) as water and aquatic biota resources progressively used and transformed by humans. Human pressures have now reached a state where the continental aquatic systems can no longer be considered as being controlled by only Earth system processes, thus defining a new era, the Anthropocene. Riverine changes, now observed at the global scale, are described through a first set of syndromes (flood regulation, fragmentation, sediment imbalance, neo-arheism, salinization, chemical contamination, acidification, eutrophication and microbial contamination) with their related causes and symptoms. These syndromes have direct influences on water uses, either positive or negative. They also modify some Earth system key functions such as sediment, water, nutrient and carbon balances, greenhouse gas emissions and aquatic biodiversity. Evolution of river syndromes over the past 2000 years is complex: it depends upon the stages of regional human development and on natural conditions, as illustrated here for the chemical contamination syndrome. River damming, eutrophication and generalized decrease of river flow due to irrigation are some of the other global features of river changes. Future management of river systems should also consider these long-term impacts on the Earth system. PMID:14728790

Marine Aerosol Precursor Emissions for Earth System Models

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

Maltrud, Mathew Einar

2016-07-25

Dimethyl sulfide (DMS) is generated by marine ecosystems and plays a major role in cloud formation over the ocean. Currently, Earth System Models use imposed flux of DMS from the ocean to the atmosphere that is independent of the climate state. We have added DMS as a prognostic variable to the Community Earth System Model (CESM) that depends on the distribution of phytoplankton species, and thus changes with climate.

Nature as a treasure map! Teaching geoscience with the help of earth caches?!

NASA Astrophysics Data System (ADS)

Zecha, Stefanie; Schiller, Thomas

2015-04-01

This presentation looks at how earth caches are influence the learning process in the field of geo science in non-formal education. The development of mobile technologies using Global Positioning System (GPS) data to point geographical location together with the evolving Web 2.0 supporting the creation and consumption of content, suggest a potential for collaborative informal learning linked to location. With the help of the GIS in smartphones you can go directly in nature, search for information by your smartphone, and learn something about nature. Earth caches are a very good opportunity, which are organized and supervised geocaches with special information about physical geography high lights. Interested people can inform themselves about aspects in geoscience area by earth caches. The main question of this presentation is how these caches are created in relation to learning processes. As is not possible, to analyze all existing earth caches, there was focus on Bavaria and a certain feature of earth caches. At the end the authors show limits and potentials for the use of earth caches and give some remark for the future.

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.

The Earth System Documentation (ES-DOC) project

NASA Astrophysics Data System (ADS)

Murphy, S.; Greenslade, M. A.; Treshansky, A.; DeLuca, C.; Guilyardi, E.; Denvil, S.

2013-12-01

Earth System Documentation (ES-DOC) is an international project supplying high quality tools and services in support of Earth system documentation creation, analysis and dissemination. It is nurturing a sustainable standards based documentation ecosystem that aims to become an integral part of the next generation of exa-scale dataset archives. ES-DOC leverages open source software, and applies a software development methodology that places end-user narratives at the heart of all it does. ES-DOC has initially focused upon nurturing the Earth System Model (ESM) documentation eco-system. Within this context ES-DOC leverages the emerging Common Information Model (CIM) metadata standard, which has supported the following projects: ** Coupled Model Inter-comparison Project Phase 5 (CMIP5); ** Dynamical Core Model Inter-comparison Project (DCMIP-2012); ** National Climate Predictions and Projections Platforms (NCPP) Quantitative Evaluation of Downscaling Workshop (QED-2013). This presentation will introduce the project to a wider audience and will demonstrate the current production level capabilities of the eco-system: ** An ESM documentation Viewer embeddable into any website; ** An ESM Questionnaire configurable on a project by project basis; ** An ESM comparison tool reusable across projects; ** An ESM visualization tool reusable across projects; ** A search engine for speedily accessing published documentation; ** Libraries for streamlining document creation, validation and publishing pipelines.

Energy Transfer in the Earth-Sun System

NASA Astrophysics Data System (ADS)

Lui, A. T. Y.; Kamide, Y.

2007-02-01

Conference on Earth-Sun System Exploration: Energy Transfer; Kailua-Kona, Hawaii, USA, 16-20 January 2006; The goal of this conference, which was supported by several agencies and organizations, was to provide a forum for physicists engaged in the Earth-Sun system as well as in laboratory experiments to discuss and exchange knowledge and ideas on physical processes involving energy transfer. The motivation of the conference stemmed from the following realization: Space assets form an important fabric of our society, performing functions such as television broadcasting, cell- phone communication, navigation, and remote monitoring of tropospheric weather. There is increasing awareness of how much our daily activities can be adversely affected by space disturbances stretching all the way back to the Sun. In some of these energetic phenomena, energy in various forms can propagate long distances from the solar surface to the interplanetary medium and eventually to the Earth's immediate space environment, namely, its magnetosphere, ionosphere, and thermosphere. In addition, transformation of energy can take place in these space disturbances, allowing charged-particle energy to be transformed to electromagnetic energy or vice versa. In- depth understanding of energy transformation and transmission in the Earth-Sun system will foster the identification of physical processes responsible for space disturbances and the prediction of their occurrences and effects. Participants came from 15 countries.

Sensor Webs as Virtual Data Systems for Earth Science

NASA Astrophysics Data System (ADS)

Moe, K. L.; Sherwood, R.

2008-05-01

The NASA Earth Science Technology Office established a 3-year Advanced Information Systems Technology (AIST) development program in late 2006 to explore the technical challenges associated with integrating sensors, sensor networks, data assimilation and modeling components into virtual data systems called "sensor webs". The AIST sensor web program was initiated in response to a renewed emphasis on the sensor web concepts. In 2004, NASA proposed an Earth science vision for a more robust Earth observing system, coupled with remote sensing data analysis tools and advances in Earth system models. The AIST program is conducting the research and developing components to explore the technology infrastructure that will enable the visionary goals. A working statement for a NASA Earth science sensor web vision is the following: On-demand sensing of a broad array of environmental and ecological phenomena across a wide range of spatial and temporal scales, from a heterogeneous suite of sensors both in-situ and in orbit. Sensor webs will be dynamically organized to collect data, extract information from it, accept input from other sensor / forecast / tasking systems, interact with the environment based on what they detect or are tasked to perform, and communicate observations and results in real time. The focus on sensor webs is to develop the technology and prototypes to demonstrate the evolving sensor web capabilities. There are 35 AIST projects ranging from 1 to 3 years in duration addressing various aspects of sensor webs involving space sensors such as Earth Observing-1, in situ sensor networks such as the southern California earthquake network, and various modeling and forecasting systems. Some of these projects build on proof-of-concept demonstrations of sensor web capabilities like the EO-1 rapid fire response initially implemented in 2003. Other projects simulate future sensor web configurations to evaluate the effectiveness of sensor-model interactions for producing

Observation and integrated Earth-system science: A roadmap for 2016-2025

NASA Astrophysics Data System (ADS)

Simmons, Adrian; Fellous, Jean-Louis; Ramaswamy, Venkatachalam; Trenberth, Kevin; Asrar, Ghassem; Balmaseda, Magdalena; Burrows, John P.; Ciais, Philippe; Drinkwater, Mark; Friedlingstein, Pierre; Gobron, Nadine; Guilyardi, Eric; Halpern, David; Heimann, Martin; Johannessen, Johnny; Levelt, Pieternel F.; Lopez-Baeza, Ernesto; Penner, Joyce; Scholes, Robert; Shepherd, Ted

2016-05-01

This report is the response to a request by the Committee on Space Research of the International Council for Science to prepare a roadmap on observation and integrated Earth-system science for the coming ten years. Its focus is on the combined use of observations and modelling to address the functioning, predictability and projected evolution of interacting components of the Earth system on timescales out to a century or so. It discusses how observations support integrated Earth-system science and its applications, and identifies planned enhancements to the contributing observing systems and other requirements for observations and their processing. All types of observation are considered, but emphasis is placed on those made from space. The origins and development of the integrated view of the Earth system are outlined, noting the interactions between the main components that lead to requirements for integrated science and modelling, and for the observations that guide and support them. What constitutes an Earth-system model is discussed. Summaries are given of key cycles within the Earth system. The nature of Earth observation and the arrangements for international coordination essential for effective operation of global observing systems are introduced. Instances are given of present types of observation, what is already on the roadmap for 2016-2025 and some of the issues to be faced. Observations that are organised on a systematic basis and observations that are made for process understanding and model development, or other research or demonstration purposes, are covered. Specific accounts are given for many of the variables of the Earth system. The current status and prospects for Earth-system modelling are summarized. The evolution towards applying Earth-system models for environmental monitoring and prediction as well as for climate simulation and projection is outlined. General aspects of the improvement of models, whether through refining the

Direct and indirect capture of near-Earth asteroids in the Earth-Moon system

NASA Astrophysics Data System (ADS)

Tan, Minghu; McInnes, Colin; Ceriotti, Matteo

2017-09-01

Near-Earth asteroids have attracted attention for both scientific and commercial mission applications. Due to the fact that the Earth-Moon L1 and L2 points are candidates for gateway stations for lunar exploration, and an ideal location for space science, capturing asteroids and inserting them into periodic orbits around these points is of significant interest for the future. In this paper, we define a new type of lunar asteroid capture, termed direct capture. In this capture strategy, the candidate asteroid leaves its heliocentric orbit after an initial impulse, with its dynamics modeled using the Sun-Earth-Moon restricted four-body problem until its insertion, with a second impulse, onto the L2 stable manifold in the Earth-Moon circular restricted three-body problem. A Lambert arc in the Sun-asteroid two-body problem is used as an initial guess and a differential corrector used to generate the transfer trajectory from the asteroid's initial obit to the stable manifold associated with Earth-Moon L2 point. Results show that the direct asteroid capture strategy needs a shorter flight time compared to an indirect asteroid capture, which couples capture in the Sun-Earth circular restricted three-body problem and subsequent transfer to the Earth-Moon circular restricted three-body problem. Finally, the direct and indirect asteroid capture strategies are also applied to consider capture of asteroids at the triangular libration points in the Earth-Moon system.

The function of the earth observing system - Data information system Distributed Active Archive Centers

NASA Technical Reports Server (NTRS)

Lapenta, C. C.

1992-01-01

The functionality of the Distributed Active Archive Centers (DAACs) which are significant elements of the Earth Observing System Data and Information System (EOSDIS) is discussed. Each DAAC encompasses the information management system, the data archival and distribution system, and the product generation system. The EOSDIS DAACs are expected to improve the access to earth science data set needed for global change research.

Teaching "with" Rather than "about" Geographic Information Systems

ERIC Educational Resources Information Center

Hammond, Thomas C.; Bodzin, Alec M.

2009-01-01

Both "teaching" and "teaching" with Geographic Information Systems (GIS) are "wicked problems," in the sense that they involve multiple variables that interact with one another. Effective teaching calls for both learning with understanding and transfer. The authors' own experience implementing a geography and…

Development of the AuScope Australian Earth Observing System

NASA Astrophysics Data System (ADS)

Rawling, T.

2017-12-01

Advances in monitoring technology and significant investment in new national research initiatives, will provide significant new opportunities for delivery of novel geoscience data streams from across the Australian continent over the next decade. The AuScope Australian Earth Observing System (AEOS) is linking field and laboratory infrastructure across Australia to form a national sensor array focusing on the Solid Earth. As such AuScope is working with these programs to deploy observational infrastructure, including MT, passive seismic, and GNSS networks across the entire Australian Continent. Where possible the observational grid will be co-located with strategic basement drilling in areas of shallow cover and tied with national reflection seismic and sampling transects. This integrated suite of distributed earth observation and imaging sensors will provide unprecedented imaging fidelity of our crust, across all length and time scales, to fundamental and applied researchers in the earth, environmental and geospatial sciences. The AEOS will the Earth Science community's Square Kilometer Array (SKA) - a distributed telescope that looks INTO the earth rather than away from it - a 10 million SKA. The AEOS is strongly aligned with other community strategic initiatives including the UNCOVER research program as well as other National Collaborative Research Infrastructure programs such as the Terrestrial Environmental Research Network (TERN) and the Integrated Marine Observing System (IMOS) providing an interdisciplinary collaboration platform across the earth and environmental sciences. There is also very close alignment between AuScope and similar international programs such as EPOS, the USArray and EarthCube - potential collaborative linkages we are currently in the process of pursuing more fomally. The AuScope AEOS Infrastructure System is ultimately designed to enable the progressive construction, refinement and ongoing enrichment of a live, "FAIR" four

Grid systems for Earth radiation budget experiment applications

NASA Technical Reports Server (NTRS)

Brooks, D. R.

1981-01-01

Spatial coordinate transformations are developed for several global grid systems of interest to the Earth Radiation Budget Experiment. The grid boxes are defined in terms of a regional identifier and longitude-latitude indexes. The transformations associate longitude with a particular grid box. The reverse transformations identify the center location of a given grid box. Transformations are given to relate the rotating (Earth-based) grid systems to solar position expressed in an inertial (nonrotating) coordinate system. The FORTRAN implementations of the transformations are given, along with sample input and output.

Science in a Box. Magnets IV: Magnet Earth.

ERIC Educational Resources Information Center

Blizard, Elizabeth B.

1992-01-01

Presents low-cost learning activities to help teach elementary students about the earth's magnetic field. One project has students make a model of the earth's magnetic field. Another has them experiment with magnetism. (SM)

The Teaching Materials System in Japan.

ERIC Educational Resources Information Center

Shimizu, Atsumi

An overview is given of the state of teaching materials and aids used in schools in Japan. In section I, an outline is presented of the Japanese system of providing teaching materials. Several laws and regulations regarding the provision and use of textbooks are described, including: (1) school education law; (2) law concerning the organization…

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

NASA Astrophysics Data System (ADS)

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

2005-12-01

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

The Earth Observing System Terra Mission

NASA Technical Reports Server (NTRS)

Kaufman, Yoram J.

2000-01-01

Langley's remarkable solar and lunar spectra collected from Mt. Whitney inspired Arrhenius to develop the first quantitative climate model in 1896. After the launch in Dec. 16 1999, NASA's Earth Observing AM Satellite (EOS-Terra) will repeat Langley's experiment, but for the entire planet, thus pioneering a wide array of calibrated spectral observations from space of the Earth System. Conceived in response to real environmental problems, EOS-Terra, in conjunction with other international satellite efforts, will fill a major gap in current efforts by providing quantitative global data sets with a resolution smaller than 1 km on the physical, chemical and biological elements of the earth system. Thus, like Langley's data, EOS-Terra can revolutionize climate research by inspiring a new generation of climate system models and enable us to assess the human impact on the environment. In the talk I shall review the historical perspective of the Terra mission and the key new elements of the mission. We expect to have some first images that demonstrate the most innovative capability from EOS Terra: MODIS - 1.37 microns cirrus channel; 250 m daily cover for clouds and vegetation change; 7 solar channels for land and aerosol; new fire channels; Chlorophyll fluorescence; MISR - 9 multi angle views of clouds and vegetation; MOPITT - Global CO maps and CH4 maps; ASTER - Thermal channels for geological studies with 15-90 m resolution.

Small asteroids temporarily captured in the Earth-Moon system

NASA Astrophysics Data System (ADS)

Jedicke, Robert; Bolin, Bryce; Bottke, William F.; Chyba, Monique; Fedorets, Grigori; Granvik, Mikael; Patterson, Geoff

2016-01-01

We present an update on our work on understanding the population of natural objects that are temporarily captured in the Earth-Moon system like the 2-3 meter diameter, 2006 RH120, that was discovered by the Catalina Sky Survey. We use the term `minimoon' to refer to objects that are gravitationally bound to the Earth-Moon system, make at least one revolution around the barycenter in a co-rotating frame relative to the Earth-Sun axis, and are within 3 Earth Hill-sphere radii. There are one or two 1 to 2 meter diameter minimoons in the steady state population at any time, and about a dozen larger than 50 cm diameter. `Drifters' are also bound to the Earth-Moon system but make less than one revolution about the barycenter. The combined population of minimoons and drifters provide a new opportunity for scientific exploration of small asteroids and testing concepts for in-situ resource utilization. These objects provide interesting challenges for rendezvous missions because of their limited lifetime and complicated trajectories. Furthermore, they are difficult to detect because they are small, available for a limited time period, and move quickly across the sky.

Small asteroids temporarily captured in the Earth-Moon system

NASA Astrophysics Data System (ADS)

Jedicke, Robert; Bolin, Bryce; Bottke, William F.; Chyba, Monique; Fedorets, Grigori; Granvik, Mikael; Patterson, Geoff

2015-08-01

We will present an update on our work on understanding the population of natural objects that are temporarily captured in the Earth-Moon system, such as the 2-3 meter diameter 2006 RH120 that was discovered by the Catalina Sky Survey. We use the term 'minimoon' to refer to objects that are gravitationally bound to the Earth-Moon system, make at least one revolution around the barycenter in a co-rotating frame relative to the Earth-Sun axis, and are within 3 Earth Hill-sphere radii. There are one or two 1 to 2 meter diameter minimoons in the steady state population at any time, and about a dozen larger than 50 cm diameter. `Drifters' are also bound to the Earth-Moon system but make less than one revolution about the barycenter. The combined population of minimoons and drifters provide a new opportunity for scientific exploration of small asteroids and testing concepts for in-situ resource utilization. These objects provide interesting challenges for rendezvous missions because of their limited lifetime and complicated trajectories. Furthermore, they are difficult to detect because they are small, available for a limited time period, and move quickly across the sky.

Syllabus for Weizmann Course: Earth System Science 101

NASA Technical Reports Server (NTRS)

Wiscombe, Warren J.

2011-01-01

This course aims for an understanding of Earth System Science and the interconnection of its various "spheres" (atmosphere, hydrosphere, etc.) by adopting the view that "the microcosm mirrors the macrocosm". We shall study a small set of microcosims, each residing primarily in one sphere, but substantially involving at least one other sphere, in order to illustrate the kinds of coupling that can occur and gain a greater appreciation of the complexity of even the smallest Earth System Science phenomenon.

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.

The earth in technological balance

NASA Astrophysics Data System (ADS)

Stout, Dorothy L.

1998-08-01

The K-12 National Science Education Standards have been developed and published by the National Research Council (1995)to "improve scientific literacy across the nation to prepare our students to be scientifically literate". The Standards stress that a quality science education requires an "active learning" approach to science inquiry within the areas of science teaching, professional development, assessment, science content, science education programs and science education systems. In this time of increasing technological advance, the equal treatment of earth and space science alongside biology, physics and chemistry bodes well for the future.

Ivestigating Earth Science in Urban Schoolyards

ERIC Educational Resources Information Center

Endreny, Anna; Siegel, Donald I.

2009-01-01

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

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

Integrated human-earth system modeling—state of the science and future directions

NASA Astrophysics Data System (ADS)

Calvin, Katherine; Bond-Lamberty, Ben

2018-06-01

Research on humans and the Earth system has historically occurred separately, with different teams and models devoted to each. Increasingly, however, these communities and models are becoming intricately linked. In this review, we survey the literature on integrated human-Earth system models, quantify the direction and strength of feedbacks in those models, and put them in context of other, more frequently considered, feedbacks in the Earth system. We find that such feedbacks have the potential to alter both human and Earth systems; however, there is significant uncertainty in these results, and the number of truly integrated studies remains small. More research, more models, and more studies are needed to robustly quantify the sign and magnitude of human-Earth system feedbacks. Integrating human and earth models entails significant complexity and cost, and researchers should carefully assess the costs and benefits of doing so with respect to the object of study.

Smouldering Fires in the Earth System

NASA Astrophysics Data System (ADS)

Rein, G.

2012-04-01

Smouldering fires, the slow, low-temperature, flameless burning, represent the most persistent type of combustion phenomena and the longest continuously fires on Earth system. Indeed, smouldering mega-fires of peatlands occur with some frequency during the dry session in, for example, Indonesia, Canada, Russia, UK and USA. Smouldering fires propagate slowly through organic layers of the ground and can reach depth >5 m if large cracks, natural piping or channel systems exist. It threatens to release sequestered carbon deep into the soil. Once ignited, they are particularly difficult to extinguish despite extensive rains, weather changes or fire-fighting attempts, and can persist for long periods of time (months, years) spreading deep and over extensive areas. Recent figures at the global scale estimate that average annual greenhouse gas emissions from smouldering fires are equivalent to 15% of man-made emissions. These fires are difficult or impossible to detect with current remote sensing methods because the chemistry is significantly different, their thermal radiation signature is much smaller, and the plume is much less buoyant. These wildfires burn fossil fuels and thus are a carbon-positive fire phenomena. This creates feedbacks in the climate system because soil moisture deficit and self-heating are enchanted under warmer climate scenarios and lead to more frequent fires. Warmer temperatures at high latitudes are resulting in more frequent Artic fires. Unprecedented permafrost thaw is leaving large soil carbon pools exposed to smouldering fires for the fist time since millennia. Although interactions between flaming fires and the Earth system have been a central focus, smouldering fires are as important but have received very little attention. DBut differences with flaming fires are important. This paper reviews the current knowledge on smouldering fires in the Earth system regarding combustion dynamics, damage to the soil, emissions, remote sensing and

Overview of the Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

Botti, J. A.

2001-12-01

Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational TechnologiesTM at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system -- for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events -- volcanic eruptions

Overview of the Earth System Science Education Alliance Online Courses

NASA Astrophysics Data System (ADS)

Botti, J.; Myers, R.

2002-12-01

Science education reform has skyrocketed over the last decade in large part thanks to technology-and one technology in particular, the Internet. The World Wide Web has opened up dynamic new online communities of learners. It has allowed educators from around the world to share thoughts about Earth system science and reexamine the way science is taught. A positive offshoot of this reform effort is the Earth System Science Education Alliance (ESSEA). This partnership among universities, colleges, and science education organizations is led by the Institute for Global Environmental Strategies and the Center for Educational Technologiestm at Wheeling Jesuit University. ESSEA's mission is to improve Earth system science education. ESSEA has developed three Earth system science courses for K-12 teachers. These online courses guide teachers into collaborative, student-centered science education experiences. Not only do these courses support teachers' professional development, they also help teachers implement Earth systems science content and age-appropriate pedagogical methods into their classrooms. The ESSEA courses are open to elementary, middle school, and high school teachers. Each course lasts one semester. The courses begin with three weeks of introductory content. Then teachers develop content and pedagogical and technological knowledge in four three-week learning cycles. The elementary school course focuses on basic Earth system interactions between land, life, air, and water. In week A of each learning cycle, teachers do earth system activities with their students. In week B teachers investigate aspects of the Earth system-for instance, the reason rocks change to soil, the relationship between rock weathering and soil nutrients, and the consequent development of biomes. In week C teachers develop classroom activities and share them online with other course participants. The middle school course stresses the effects of real-world events-volcanic eruptions

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.

Earth System Science: An Integrated Approach.

ERIC Educational Resources Information Center

Environment, 2001

2001-01-01

Details how an understanding of the role played by human activities in global environmental change has emerged. Presents information about the earth system provided by research programs. Speculates about the direction of future research. (DDR)

A Desktop Virtual Reality Earth Motion System in Astronomy Education

ERIC Educational Resources Information Center

Chen, Chih Hung; Yang, Jie Chi; Shen, Sarah; Jeng, Ming Chang

2007-01-01

In this study, a desktop virtual reality earth motion system (DVREMS) is designed and developed to be applied in the classroom. The system is implemented to assist elementary school students to clarify earth motion concepts using virtual reality principles. A study was conducted to observe the influences of the proposed system in learning.…

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana

2006-01-01

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

Advancing Capabilities for Understanding the Earth System Through Intelligent Systems, the NSF Perspective

NASA Astrophysics Data System (ADS)

Gil, Y.; Zanzerkia, E. E.; Munoz-Avila, H.

2015-12-01

The National Science Foundation (NSF) Directorate for Geosciences (GEO) and Directorate for Computer and Information Science (CISE) acknowledge the significant scientific challenges required to understand the fundamental processes of the Earth system, within the atmospheric and geospace, Earth, ocean and polar sciences, and across those boundaries. A broad view of the opportunities and directions for GEO are described in the report "Dynamic Earth: GEO imperative and Frontiers 2015-2020." Many of the aspects of geosciences research, highlighted both in this document and other community grand challenges, pose novel problems for researchers in intelligent systems. Geosciences research will require solutions for data-intensive science, advanced computational capabilities, and transformative concepts for visualizing, using, analyzing and understanding geo phenomena and data. Opportunities for the scientific community to engage in addressing these challenges are available and being developed through NSF's portfolio of investments and activities. The NSF-wide initiative, Cyberinfrastructure Framework for 21st Century Science and Engineering (CIF21), looks to accelerate research and education through new capabilities in data, computation, software and other aspects of cyberinfrastructure. EarthCube, a joint program between GEO and the Advanced Cyberinfrastructure Division, aims to create a well-connected and facile environment to share data and knowledge in an open, transparent, and inclusive manner, thus accelerating our ability to understand and predict the Earth system. EarthCube's mission opens an opportunity for collaborative research on novel information systems enhancing and supporting geosciences research efforts. NSF encourages true, collaborative partnerships between scientists in computer sciences and the geosciences to meet these challenges.

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.

Sustainability Indicators for Coupled Human-Earth Systems

NASA Astrophysics Data System (ADS)

Motesharrei, S.; Rivas, J. R.; Kalnay, E.

2014-12-01

Over the last two centuries, the Human System went from having a small impact on the Earth System (including the Climate System) to becoming dominant, because both population and per capita consumption have grown extremely fast, especially since about 1950. We therefore argue that Human System Models must be included into Earth System Models through bidirectional couplings with feedbacks. In particular, population should be modeled endogenously, rather than exogenously as done currently in most Integrated Assessment Models. The growth of the Human System threatens to overwhelm the Carrying Capacity of the Earth System, and may be leading to catastrophic climate change and collapse. We propose a set of Ecological and Economic "Sustainability Indicators" that can employ large data-sets for developing and assessing effective mitigation and adaptation policies. Using the Human and Nature Dynamical Model (HANDY) and Coupled Human-Climate-Water Model (COWA), we carry out experiments with this set of Sustainability Indicators and show that they are applicable to various coupled systems including Population, Climate, Water, Energy, Agriculture, and Economy. Impact of nonrenewable resources and fossil fuels could also be understood using these indicators. We demonstrate interconnections of Ecological and Economic Indicators. Coupled systems often include feedbacks and can thus display counterintuitive dynamics. This makes it difficult for even experts to see coming catastrophes from just the raw data for different variables. Sustainability Indicators boil down the raw data into a set of simple numbers that cross their sustainability thresholds with a large time-lag before variables enter their catastrophic regimes. Therefore, we argue that Sustainability Indicators constitute a powerful but simple set of tools that could be directly used for making policies for sustainability.

Native America: American Indian Geoscientists & Earth System Science Leaders

NASA Astrophysics Data System (ADS)

Bolman, J. R.

2011-12-01

We are living in a definite time of change. Distinct changes are being experienced in our most sacred and natural environments. This is especially true on Native lands across the Americas. Native people have lived for millennia in distinct and unique ways. The knowledge of balancing the needs of people with the needs of our natural environments is paramount in all Tribal societies. These changes have accelerated the momentum to ensure the future of American Indian Geoscientists and Earth Systems Science Leaders. The presentation will bring to prominence the unique recruitment and mentoring necessary to achieve success that emerged through working with Tribal people. The presentation will highlight: 1) past and present philosophies on recruitment and mentoring of Native/Tribal students in geoscience and earth systems science; 2) current Native leadership and research development; 3) unique collaborations "bridging" Native people across geographic areas (International) in developing educational/research experiences which integrate the distinctive geoscience and earth systems science knowledge of Tribal peoples throughout the Americas. The presentation will highlight currently funded projects and initiatives as well as success stories of emerging Native geoscientists and earth systems science leaders.

The Earth Observing System Terra Mission

NASA Technical Reports Server (NTRS)

Kaufman, Yoram J.; Einaudi, Franco (Technical Monitor)

2000-01-01

Langley's remarkable solar and lunar spectra collected from Mt. Whitney inspired Arrhenius to develop the first quantitative climate model in 1896. After the launch in Dec. 16 1999, NASA's Earth Observing AM Satellite (EOS-Terra) will repeat Langley's experiment, but for the entire planet, thus pioneering a wide array of calibrated spectral observations from space of the Earth System. Conceived in response to real environmental problems, EOS-Terra, in conjunction with other international satellite efforts, will fill a major gap in current efforts by providing quantitative global data sets with a resolution better than 1 km on the physical, chemical and biological elements of the earth system. Thus, like Langley's data, EOS-Terra can revolutionize climate research by inspiring a new generation of climate system models and enable us to assess the human impact on the environment. In the talk I shall review the historical perspective of the Terra mission and the key new elements of the mission. We expect to have first images that demonstrate the most innovative capability from EOS Terra 5 instruments: MODIS - 1.37 micron cirrus cloud channel; 250m daily coverage for clouds and vegetation change; 7 solar channels for land and aerosol studies; new fire channels; Chlorophyll fluorescence; MISR - first 9 multi angle views of clouds and vegetation; MOPITT - first global CO maps and C114 maps; ASTER - Thermal channels for geological studies with 15-90 m resolution.

Earth Sciences Requirements for the Information Sciences Experiment System

NASA Technical Reports Server (NTRS)

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

1990-01-01

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

Implementing an excellence in teaching recognition system: needs analysis and recommendations.

PubMed

Schindler, Nancy; Corcoran, Julia C; Miller, Megan; Wang, Chih-Hsiung; Roggin, Kevin; Posner, Mitchell; Fryer, Jonathan; DaRosa, Debra A

2013-01-01

Teaching awards have been suggested to serve a variety of purposes. The specific characteristics of teaching awards and the associated effectiveness at achieving planned purposes are poorly understood. A needs analysis was performed to inform recommendations for an Excellence in Teaching Recognition System to meet the needs of surgical education leadership. We performed a 2-part needs analysis beginning with a review of the literature. We then, developed, piloted, and administered a survey instrument to General Surgery program leaders. The survey examined the features and perceived effectiveness of existing teaching awards systems. A multi-institution committee of program directors, clerkship directors, and Vice-Chairs of education then met to identify goals and develop recommendations for implementation of an "Excellence in Teaching Recognition System." There is limited evidence demonstrating effectiveness of existing teaching awards in medical education. Evidence supports the ability of such awards to demonstrate value placed on teaching, to inspire faculty to teach, and to contribute to promotion. Survey findings indicate that existing awards strive to achieve these purposes and that educational leaders believe awards have the potential to do this and more. Leaders are moderately satisfied with existing awards for providing recognition and demonstrating value placed on teaching, but they are less satisfied with awards for motivating faculty to participate in teaching or for contributing to promotion. Most departments and institutions honor only a few recipients annually. There is a paucity of literature addressing teaching recognition systems in medical education and little evidence to support the success of such systems in achieving their intended purposes. The ability of awards to affect outcomes such as participation in teaching and promotion may be limited by the small number of recipients for most existing awards. We propose goals for a Teaching Recognition

Radiometric calibration of the Earth observing system's imaging sensors

NASA Technical Reports Server (NTRS)

Slater, P. N.

1987-01-01

Philosophy, requirements, and methods of calibration of multispectral space sensor systems as applicable to the Earth Observing System (EOS) are discussed. Vicarious methods for calibration of low spatial resolution systems, with respect to the Advanced Very High Resolution Radiometer (AVHRR), are then summarized. Finally, a theoretical introduction is given to a new vicarious method of calibration using the ratio of diffuse-to-global irradiance at the Earth's surfaces as the key input. This may provide an additional independent method for in-flight calibration.

Comments on 'The origin of the earth-moon system'

NASA Astrophysics Data System (ADS)

Savic, P.; Teleki, G.

1986-10-01

A new hypothesis for the origin of the earth-moon system is developed on the basis of Savic's (1961) theory of the origin of rotation of celestial bodies. According to the theory, the cooling off and contraction due to gravitational attraction on vast particle systems, with the pushing out of electrons from atom shells, results in the continually increasing density of a planet; the expulsion of electrons causes formation of a magnetic field by which a rotational motion is brought about. It is argued that these conditions are consistent with the formation of the earth and the moon from a unique protoplanet which, in course of the rotation, has taken shape of a large Jacobi ellipsoid. New condensation forming along the edge of the ellipsoid led to the creation of the dual earth-moon system.

Activities in planetary geology for the physical and earth sciences

NASA Technical Reports Server (NTRS)

Dalli, R.; Greeley, R.

1982-01-01

A users guide for teaching activities in planetary geology, and for physical and earth sciences is presented. The following topics are discussed: cratering; aeolian processes; planetary atmospheres, in particular the Coriolis Effect and storm systems; photogeologic mapping of other planets, Moon provinces and stratigraphy, planets in stereo, land form mapping of Moon, Mercury and Mars, and geologic features of Mars.

"New Space Explosion" and Earth Observing System Capabilities

NASA Astrophysics Data System (ADS)

Stensaas, G. L.; Casey, K.; Snyder, G. I.; Christopherson, J.

2017-12-01

This presentation will describe recent developments in spaceborne remote sensing, including introduction to some of the increasing number of new firms entering the market, along with new systems and successes from established players, as well as industry consolidation reactions to these developments from communities of users. The information in this presentation will include inputs from the results of the Joint Agency Commercial Imagery Evaluation (JACIE) 2017 Civil Commercial Imagery Evaluation Workshop and the use of the US Geological Survey's Requirements Capabilities and Analysis for Earth Observation (RCA-EO) centralized Earth observing systems database and how system performance parameters are used with user science applications requirements.

Observation and integrated Earth-system science: A roadmap for 2016–2025

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

Simmons, Adrian; Fellous, Jean-Louis; Ramaswamy, V.

This report is the response to a request by the Committee on Space Research of the International Council for Science to prepare a roadmap on observation and integrated Earth-system science for the coming ten years. Its focus is on the combined use of observations and modelling to address the functioning, predictability and projected evolution of interacting components of the Earth system on timescales out to a century or so. It discusses how observations support integrated Earth-system science and its applications, and identifies planned enhancements to the contributing observing systems and other requirements for observations and their processing. All types ofmore » observation are considered, but emphasis is placed on those made from space. The origins and development of the integrated view of the Earth system are outlined, noting the interactions between the main components that lead to requirements for integrated science and modelling, and for the observations that guide and support them. What constitutes an Earth-system model is discussed. Summaries are given of key cycles within the Earth system. The nature of Earth observation and the arrangements for international coordination essential for effective operation of global observing systems are introduced. Instances are given of present types of observation, what is already on the roadmap for 2016–2025 and some of the issues to be faced. Observations that are organized on a systematic basis and observations that are made for process understanding and model development, or other research or demonstration purposes, are covered. Specific accounts are given for many of the variables of the Earth system. The current status and prospects for Earth-system modelling are summarized. The evolution towards applying Earth-system models for environmental monitoring and prediction as well as for climate simulation and projection is outlined. General aspects of the improvement of models, whether through refining the

Tube dynamics and low energy Earth-Moon transfers in the 4-body system

NASA Astrophysics Data System (ADS)

Onozaki, Kaori; Yoshimura, Hiroaki; Ross, Shane D.

2017-11-01

In this paper, we show a low energy Earth-Moon transfer in the context of the Sun-Earth-Moon-spacecraft 4-body system. We consider the 4-body system as the coupled system of the Sun-Earth-spacecraft 3-body system perturbed by the Moon (which we call the Moon-perturbed system) and the Earth-Moon-spacecraft 3-body system perturbed by the Sun (which we call the Sun-perturbed system). In both perturbed systems, analogs of the stable and unstable manifolds are computed numerically by using the notion of Lagrangian coherent structures, wherein the stable and unstable manifolds play the role of separating orbits into transit and non-transit orbits. We obtain a family of non-transit orbits departing from a low Earth orbit in the Moon-perturbed system, and a family of transit orbits arriving into a low lunar orbit in the Sun-perturbed system. Finally, we show that we can construct a low energy transfer from the Earth to the Moon by choosing appropriate trajectories from both families and patching these trajectories with a maneuver.

Space-to-earth power transmission system

NASA Technical Reports Server (NTRS)

Stevens, G. H.; Schuh, R.

1976-01-01

A preliminary analysis was conducted to establish the requirements of a space-to-earth microwave power transmission system. The need for accurate phase control on the transmitter was established and methods for assessing the impact of power density and thermal constraints on system performance were demonstrated. Potential radio frequency interference was considered. The sensitivity of transmission system scale to variations in power source, transportation and orbital fabrication and assembly costs was also determined.

Apollo experience report: Earth landing system

NASA Technical Reports Server (NTRS)

West, R. B.

1973-01-01

A brief discussion of the development of the Apollo earth landing system and a functional description of the system are presented in this report. The more significant problems that were encountered during the program, the solutions, and, in general, the knowledge that was gained are discussed in detail. Two appendixes presenting a detailed description of the various system components and a summary of the development and the qualification test programs are included.

The Digital Library for Earth System Education: A Progress Report from the DLESE Program Center

NASA Astrophysics Data System (ADS)

Marlino, M. R.; Sumner, T. R.; Kelly, K. K.; Wright, M.

2002-12-01

DLESE is a community-owned and governed digital library offering easy access to high quality electronic resources about the Earth system at all educational levels. Currently in its third year of development and operation, DLESE resources are designed to support systemic educational reform, and include web-based teaching resources, tools, and services for the inclusion of data in classroom activities, as well as a "virtual community center" that supports community goals and growth. "Community-owned" and "community-governed" embody the singularity of DLESE through its unique participatory approach to both library building and governance. DLESE is guided by policy development vested in the DLESE Steering Committee, and informed by Standing Committees centered on Collections, Services, Technology, and Users, and community working groups covering a wide variety of interest areas. This presentation highlights both current and projected status of the library and opportunities for community engagement. It is specifically structured to engage community members in the design of the next version of the library release. The current Version 1.0 of the library consists of a web-accessible graphical user interface connected to a database of catalogued educational resources (approximately 3000); a metadata framework enabling resource characterization; a cataloging tool allowing community cataloging and indexing of materials; a search and discovery system allowing browsing based on topic, grade level, and resource type, and permitting keyword and controlled vocabulary-based searches; and a portal website supporting library use, community action, and DLESE partnerships. Future stages of library development will focus on enhanced community collaborative support; development of controlled vocabularies; collections building and community review systems; resource discovery integrating the National Science Education Standards and geography standards; Earth system science vocabulary

Teaching Planetary Sciences in Bilingual Classrooms

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

1993-05-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. It also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80% feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K--3 and 38 minutes per day in 4--6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

Change in Water Cycle- Important Issue on Climate Earth System

NASA Astrophysics Data System (ADS)

Singh, Pratik

Change in Water Cycle- Important Issue on Climate Earth System PRATIK KUMAR SINGH1 1BALDEVRAM MIRDHA INSTITUTE OF TECHNOLOGY,JAIPUR (RAJASTHAN) ,INDIA Water is everywhere on Earth and is the only known substance that can naturally exist as a gas, liquid, and solid within the relatively small range of air temperatures and pressures found at the Earth's surface.Changes in the hydrological cycle as a consequence of climate and land use drivers are expected to play a central role in governing a vast range of environmental impacts.Earth's climate will undergo changes in response to natural variability, including solar variability, and to increasing concentrations of green house gases and aerosols.Further more, agreement is widespread that these changes may profoundly affect atmospheric water vapor concentrations, clouds and precipitation patterns.As we know that ,a warmer climate, directly leading to increased evaporation, may well accelerate the hydrological cycle, resulting in an increase in the amount of moisture circulating through the atmosphere.The Changing Water Cycle programmer will develop an integrated, quantitative understanding of the changes taking place in the global water cycle, involving all components of the earth system, improving predictions for the next few decades of regional precipitation, evapotranspiration, soil moisture, hydrological storage and fluxes.The hydrological cycle involves evaporation, transpiration, condensation, precipitation, and runoff. NASA's Aqua satellite will monitor many aspects of the role of water in the Earth's systems, and will do so at spatial and temporal scales appropriate to foster a more detailed understanding of each of the processes that contribute to the hydrological cycle. These data and the analyses of them will nurture the development and refinement of hydrological process models and a corresponding improvement in regional and global climate models, with a direct anticipated benefit of more accurate weather and

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…

Building a Global Earth Observation System of Systems (GEOSS) and Its Interoperability Challenges

NASA Astrophysics Data System (ADS)

Ryan, B. J.

2015-12-01

Launched in 2005 by industrialized nations, the Group on Earth Observations (GEO) began building the Global Earth Observation System of Systems (GEOSS). Consisting of both a policy framework, and an information infrastructure, GEOSS, was intended to link and/or integrate the multitude of Earth observation systems, primarily operated by its Member Countries and Participating Organizations, so that users could more readily benefit from global information assets for a number of society's key environmental issues. It was recognized that having ready access to observations from multiple systems was a prerequisite for both environmental decision-making, as well as economic development. From the very start, it was also recognized that the shear complexity of the Earth's system cannot be captured by any single observation system, and that a federated, interoperable approach was necessary. While this international effort has met with much success, primarily in advancing broad, open data policies and practices, challenges remain. In 2014 (Geneva, Switzerland) and 2015 (Mexico City, Mexico), Ministers from GEO's Member Countries, including the European Commission, came together to assess progress made during the first decade (2005 to 2015), and approve implementation strategies and mechanisms for the second decade (2016 to 2025), respectively. The approved implementation strategies and mechanisms are intended to advance GEOSS development thereby facilitating the increased uptake of Earth observations for informed decision-making. Clearly there are interoperability challenges that are technological in nature, and several will be discussed in this presentation. There are, however, interoperability challenges that can be better characterized as economic, governmental and/or political in nature, and these will be discussed as well. With the emergence of the Sustainable Development Goals (SDGs), the World Conference on Disaster Risk Reduction (WCDRR), and the United Nations

Earth Observation oriented teaching materials development based on OGC Web services and Bashyt generated reports

NASA Astrophysics Data System (ADS)

Stefanut, T.; Gorgan, D.; Giuliani, G.; Cau, P.

2012-04-01

Creating e-Learning materials in the Earth Observation domain is a difficult task especially for non-technical specialists who have to deal with distributed repositories, large amounts of information and intensive processing requirements. Furthermore, due to the lack of specialized applications for developing teaching resources, technical knowledge is required also for defining data presentation structures or in the development and customization of user interaction techniques for better teaching results. As a response to these issues during the GiSHEO FP7 project [1] and later in the EnviroGRIDS FP7 [2] project, we have developed the eGLE e-Learning Platform [3], a tool based application that provides dedicated functionalities to the Earth Observation specialists for developing teaching materials. The proposed architecture is built around a client-server design that provides the core functionalities (e.g. user management, tools integration, teaching materials settings, etc.) and has been extended with a distributed component implemented through the tools that are integrated into the platform, as described further. Our approach in dealing with multiple transfer protocol types, heterogeneous data formats or various user interaction techniques involve the development and integration of very specialized elements (tools) that can be customized by the trainers in a visual manner through simple user interfaces. In our concept each tool is dedicated to a specific data type, implementing optimized mechanisms for searching, retrieving, visualizing and interacting with it. At the same time, in each learning resource can be integrated any number of tools, through drag-and-drop interaction, allowing the teacher to retrieve pieces of data of various types (e.g. images, charts, tables, text, videos etc.) from different sources (e.g. OGC web services, charts created through Bashyt application, etc.) through different protocols (ex. WMS, BASHYT API, FTP, HTTP etc.) and to display

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two

Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

Mission operations update for the restructured Earth Observing System (EOS) mission

NASA Technical Reports Server (NTRS)

Kelly, Angelita Castro; Chang, Edward S.

1993-01-01

The National Aeronautics and Space Administration's (NASA) Earth Observing System (EOS) will provide a comprehensive long term set of observations of the Earth to the Earth science research community. The data will aid in determining global changes caused both naturally and through human interaction. Understanding man's impact on the global environment will allow sound policy decisions to be made to protect our future. EOS is a major component of the Mission to Planet Earth program, which is NASA's contribution to the U.S. Global Change Research Program. EOS consists of numerous instruments on multiple spacecraft and a distributed ground system. The EOS Data and Information System (EOSDIS) is the major ground system developed to support EOS. The EOSDIS will provide EOS spacecraft command and control, data processing, product generation, and data archival and distribution services for EOS spacecraft. Data from EOS instruments on other Earth science missions (e.g., Tropical Rainfall Measuring Mission (TRMM)) will also be processed, distributed, and archived in EOSDIS. The U.S. and various International Partners (IP) (e.g., the European Space Agency (ESA), the Ministry of International Trade and Industry (MITI) of Japan, and the Canadian Space Agency (CSA)) participate in and contribute to the international EOS program. The EOSDIS will also archive processed data from other designated NASA Earth science missions (e.g., UARS) that are under the broad umbrella of Mission to Planet Earth.

Titan Saturn System Mission (TSSM) Enables Comparative Climatology with Earth

NASA Astrophysics Data System (ADS)

Reh, Kim; Lunine, J.; Coustenis, A.; Matson, D.; Beauchamp, P.; Erd, C.; Lebreton, J.

2009-09-01

Titan is a complex world more like the Earth than any other: it has a dense mostly nitrogen atmosphere and active climate and meteorological cycles where the working fluid, methane, behaves under Titan conditions the way that water does on Earth. Its geology, from lakes and seas to broad river valleys and mountains, while carved in ice is, in its balance of processes, again most like Earth. Beneath this panoply of Earth-like processes an ice crust floats atop what appears to be a liquid water ocean. The Titan Saturn System Mission would seek to understand Titan as a system, in the same way that one would ask this question about Venus, Mars, and the Earth. How are distinctions between Titan and other worlds in the solar systems understandable in the context of the complex interplay of geology, hydrology, meteorology, and aeronomy? Is Titan an analogue for some aspect of Earth's history, past or future? Why is Titan endowed with an atmosphere when Ganymede is not? Titan is also rich in organic molecules_more so in its surface and atmosphere than anyplace in the solar system, including Earth (excluding our vast carbonate sediments). These molecules were formed in the atmosphere, deposited on the surface and, in coming into contact with liquid water may undergo an aqueous chemistry that could replicate aspects of life's origins. The second goal of the proposed TSSM mission is to understand the chemical cycles that generate and destroy organics and assess the likelihood that they can tell us something of life's origins. This work was performed at the Jet Propulsion Laboratory-California Institute of Technology, under contract to NASA.

Modeling Earth system changes of the past

NASA Technical Reports Server (NTRS)

Kutzbach, John E.

1992-01-01

This review outlines some of the challenging problems to be faced in understanding the causes and mechanisms of large climatic changes and gives examples of initial studies of these problems with climate models. The review covers climatic changes in three main periods of earth history: (1) the past several centuries; (2) the past several glacial-interglacial cycles; and (3) the past several million years. The review will concentrate on studies of climate but, where possible, will mention broader aspects of the earth system.

Modeling Sustainability: Population, Inequality, Consumption, and Bidirectional Coupling of the Earth and Human Systems

NASA Technical Reports Server (NTRS)

Motesharrei, Safa; Rivas, Jorge; Kalnay, Eugenia; Asrar, Ghassem R.; Busalacchi, Antonio J.; Cahalan, Robert F.; Cane, Mark A.; Colwell, Rita R.; Feng, Kuishuang; Franklin, Rachel S.;

Advancing coupled human-earth system models: The integrated Earth System Model Project

NASA Astrophysics Data System (ADS)

Thomson, A. M.; Edmonds, J. A.; Collins, W.; Thornton, P. E.; Hurtt, G. C.; Janetos, A. C.; Jones, A.; Mao, J.; Chini, L. P.; Calvin, K. V.; Bond-Lamberty, B. P.; Shi, X.

2012-12-01

As human and biogeophysical models develop, opportunities for connections between them evolve and can be used to advance our understanding of human-earth systems interaction in the context of a changing climate. One such integration is taking place with the Community Earth System Model (CESM) and the Global Change Assessment Model (GCAM). A multi-disciplinary, multi-institution team has succeeded in integrating the GCAM integrated assessment model of human activity into CESM to dynamically represent the feedbacks between changing climate and human decision making, in the context of greenhouse gas mitigation policies. The first applications of this capability have focused on the feedbacks between climate change impacts on terrestrial ecosystem productivity and human decisions affecting future land use change, which are in turn connected to human decisions about energy systems and bioenergy production. These experiments have been conducted in the context of the RCP4.5 scenario, one of four pathways of future radiative forcing being used in CMIP5, which constrains future human-induced greenhouse gas emissions from energy and land activities to stabilize radiative forcing at 4.5 W/m2 (~650 ppm CO2 -eq) by 2100. When this pathway is run in GCAM with the climate feedback on terrestrial productivity from CESM, there are implications for both the land use and energy system changes required for stabilization. Early findings indicate that traditional definitions of radiative forcing used in scenario development are missing a critical component of the biogeophysical consequences of land use change and their contribution to effective radiative forcing. Initial full coupling of the two global models has important implications for how climate impacts on terrestrial ecosystems changes the dynamics of future land use change for agriculture and forestry, particularly in the context of a climate mitigation policy designed to reduce emissions from land use as well as energy systems

The Earth System's Missing Energy and Land Warming

NASA Astrophysics Data System (ADS)

Huang, S.; Wang, H.; Duan, W.

2013-05-01

The energy content of the Earth system is determined by the balance or imbalance between the incoming energy from solar radiation and the outgoing energy of terrestrial long wavelength radiation. Change in the Earth system energy budget is the ultimate cause of global climate change. Satellite data show that there is a small yet persistent radiation imbalance at the top-of-atmosphere such that Earth has been steadily accumulating energy, consistent with the theory of greenhouse effect. It is commonly believed [IPCC, 2001; 2007] that up to 94% of the energy trapped by anthropogenic greenhouse gases is absorbed by the upper several hundred meter thick layer of global oceans, with the remaining to accomplish ice melting, atmosphere heating, and land warming, etc. However, the recent measurements from ocean monitoring system indicated that the rate of oceanic heat uptake has not kept pace with the greenhouse heat trapping rate over the past years [Trenberth and Fasullo, Science, 328: 316-317, 2010]. An increasing amount of energy added to the earth system has become unaccounted for, or is missing. A recent study [Loeb et al., Nature Geoscience, 5:110-113, 2012] suggests that the missing energy may be located in the deep ocean down to 1,800 m. Here we show that at least part of the missing energy can be alternatively explained by the land mass warming. We argue that the global continents alone should have a share greater than 10% of the global warming energy. Although the global lands reflect solar energy at a higher rate, they use less energy for evaporation than do the oceans. Taken into accounts the terrestrial/oceanic differences in albedo (34% vs. 28%) and latent heat (27% vs. 58% of net solar radiation at the surface), the radiative energy available per unit surface area for storage or other internal processes is more abundant on land than on ocean. Despite that the lands cover only about 29% of the globe, the portion of global warming energy stored in the lands

Discover Earth: An earth system science program for libraries and their communities

NASA Astrophysics Data System (ADS)

Curtis, L.; Dusenbery, P.

2010-12-01

The view from space has deepened our understanding of Earth as a global, dynamic system. Instruments on satellites and spacecraft, coupled with advances in ground-based research, have provided us with astonishing new perspectives of our planet. Now more than ever, enhancing the public’s understanding of Earth’s physical and biological systems is vital to helping citizens make informed policy decisions especially when they are faced with the consequences of global climate change. In spite of this relevance, there are many obstacles to achieving broad public understanding of key earth system science (ESS) concepts. Strategies for addressing climate change can only succeed with the full engagement of the general public. As reported by U.S. News and World Report in 2010, small towns in rural America are emerging as the front line in the climate change debate in the country. The Space Science Institute’s National Center for Interactive Learning (NCIL) in partnership with the American Library Association (ALA), the Lunar and Planetary Institute (LPI), and the National Girls Collaborative Project (NGCP) have received funding from NSF to develop a national project called the STAR Library Education Network: a hands-on learning program for libraries and their communities (or STAR-Net for short). STAR stands for Science-Technology, Activities and Resources. There are two distinct components of STAR-Net: Discover Earth and Discover Tech. While the focus for education reform is on school improvement, there is considerable research that supports the role that out-of-school experiences can play in student achievement. Libraries provide an untapped resource for engaging underserved youth and their families in fostering an appreciation and deeper understanding of science and technology topics. The overarching goal of the project is to reach underserved youth and their families with informal STEM learning experiences. The Discover Earth part of STAR_Net will produce ESS

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.

Multi-objective optimization of GENIE Earth system models.

PubMed

Price, Andrew R; Myerscough, Richard J; Voutchkov, Ivan I; Marsh, Robert; Cox, Simon J

2009-07-13

The tuning of parameters in climate models is essential to provide reliable long-term forecasts of Earth system behaviour. We apply a multi-objective optimization algorithm to the problem of parameter estimation in climate models. This optimization process involves the iterative evaluation of response surface models (RSMs), followed by the execution of multiple Earth system simulations. These computations require an infrastructure that provides high-performance computing for building and searching the RSMs and high-throughput computing for the concurrent evaluation of a large number of models. Grid computing technology is therefore essential to make this algorithm practical for members of the GENIE project.

The Development and Preliminary Application Ofplant Quarantine Remote Teaching System Inchina

NASA Astrophysics Data System (ADS)

Wu, Zhigang; Li, Zhihong; Yang, Ding; Zhang, Guozhen

With the development of modern information technology, the traditional teaching mode becomes more deficient for the requirement of modern education. Plant Quarantine has been accepted as the common course for the universities of agriculture in China after the entry of WTO. But the teaching resources of this course are not enough especially for most universities with lack base. The characteristic of e-learning is regarded as one way to solve the problem of short teaching resource. PQRTS (Plant Quarantine Remote Teaching System) was designed and developed with JSP (Java Sever Pages), MySQL and Tomcat in this study. The system included many kinds of plant quarantine teaching resources, such as international glossary, regulations and standards, multimedia information of quarantine process and pests, ppt files of teaching, and training exercise. The system prototype implemented the functions of remote learning, querying, management, examination and remote discussion. It could be a tool for teaching, teaching assistance and learning online.

The Emergence of Land Use as a Global Force in the Earth System

NASA Astrophysics Data System (ADS)

Ellis, E. C.

2015-12-01

Human societies have emerged as a global force capable of transforming the biosphere, hydrosphere, lithosphere, atmosphere and climate. As a result, the long-term dynamics of the Earth system can no longer be understood or predicted without understanding their coupling with human societal dynamics. Here, a general causal theory is presented to explain why behaviorally modern humans, unlike any prior multicellular species, gained this unprecedented capacity to reshape the Earth system and how this societal capacity has changed from the Pleistocene to the present and future. Sociocultural niche construction theory, building on existing theories of ecosystem engineering, niche construction, the extended evolutionary synthesis, cultural evolution, ultrasociality and social change, can explain both the long-term upscaling of human societies and their unprecedented capacity to transform the Earth system. Regime shifts in human sociocultural niche construction, from the clearing of land using fire, to shifting cultivation, to intensive agriculture, to global food systems dependent on fossil fuel combustion, have enabled human societies to scale up while gaining the capacity to reshape the global patterns and processes of biogeography, ecosystems, landscapes, biomes, the biosphere, and ultimately the functioning of the Earth system. Just as Earth's geophysical climate system shapes the long-term dynamics of energy and material flow across the "spheres" of the Earth system, human societies, interacting at global scale to form "human systems", are increasingly shaping the global dynamics of energy, material, biotic and information flow across the spheres of the Earth system, including a newly emerged anthroposphere comprised of human societies and their material cultures. Human systems and the anthroposphere are strongly coupled with climate and other Earth systems and are dynamic in response to evolutionary changes in human social organization, cooperative ecosystem

Spanish Earth Observation Satellite System

NASA Astrophysics Data System (ADS)

Borges, A.; Cerezo, F.; Fernandez, M.; Lomba, J.; Lopez, M.; Moreno, J.; Neira, A.; Quintana, C.; Torres, J.; Trigo, R.; Urena, J.; Vega, E.; Vez, E.

2010-12-01

The Spanish Ministry of Industry, Tourism and Trade (MITyC) and the Ministry of Defense (MoD) signed an agreement in 2007 for the development of a "Spanish Earth Observation Satellite System" based, in first instance, on two satellites: a high resolution optical satellite, called SEOSAT/Ingenio, and a radar satellite based on SAR technology, called SEOSAR/Paz. SEOSAT/Ingenio is managed by MITyC through the Centre for the Development of Industrial Technology (CDTI), with technical and contractual support from the European Space Agency (ESA). HISDESA T together with the Spanish Instituto Nacional de Técnica Aeroespacial (INTA, National Institute for Aerospace Technology) will be responsible for the in-orbit operation and the commercial operation of both satellites, and for the technical management of SEOSAR/Paz on behalf of the MoD. In both cases EADS CASA Espacio (ECE) is the prime contractor leading the industrial consortia. The ground segment development will be assigned to a Spanish consortium. This system is the most important contribution of Spain to the European Programme Global Monitoring for Environment and Security, GMES. This paper presents the Spanish Earth Observation Satellite System focusing on SEOSA T/Ingenio Programme and with special emphasis in the potential contribution to the ESA Third Party Missions Programme and to the Global Monitoring for Environment and Security initiative (GMES) Data Access.

Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

NASA Astrophysics Data System (ADS)

Borrego, H.; Ellins, K. K.

2011-12-01

Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

Systems definition space-based power conversion systems. [for satellite power transmission to earth

NASA Technical Reports Server (NTRS)

1976-01-01

Potential space-located systems for the generation of electrical power for use on Earth are discussed and include: (1) systems producing electrical power from solar energy; (2) systems producing electrical power from nuclear reactors; and (3) systems for augmenting ground-based solar power plants by orbital sunlight reflectors. Systems (1) and (2) would utilize a microwave beam system to transmit their output to Earth. Configurations implementing these concepts were developed through an optimization process intended to yield the lowest cost for each. A complete program was developed for each concept, identifying required production rates, quantities of launches, required facilities, etc. Each program was costed in order to provide the electric power cost appropriate to each concept.

Systems Theory and the Earth Systems Approach in Science Education. ERIC Digest.

ERIC Educational Resources Information Center

Lee, Hyongyong

The systems approach provides a framework for integrating different scientific disciplines. This approach is used often in Earth Systems Education. This ERIC Digest describes the systems theory and its influence on science education. (Contains 16 references.) (YDS)

Teaching the design of thermal systems using equation solvers

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

Garimella, S.

1999-07-01

Teaching the design of thermal systems requires an integrated approach that treats subjects such as thermodynamics, fluid mechanics, and heat transfer as parts of one interconnected area, in which appropriate solutions to real-life design and analysis problems can be obtained only when all these aspects are considered simultaneously. This approach must be implemented through open-ended homework problems and design project-oriented teaching. Topics related to HVAC and other thermal systems that must be addressed include fluid flow networks, heat exchanger design, design and selection of pumps, fans and compressors, heat recovery systems, psychrometrics, air-conditioning systems, electronic cooling systems, fuels and combustion,more » solar thermal systems, and power plant design. A course that teaches the design of such systems and the wide array of thermal science applications is described in this paper.« less

Virtual Exploration of Earth's Evolution

NASA Astrophysics Data System (ADS)

Anbar, A. D.; Bruce, G.; Semken, S. C.; Summons, R. E.; Buxner, S.; Horodyskyj, L.; Kotrc, B.; Swann, J.; Klug Boonstra, S. L.; Oliver, C.

2014-12-01

Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record. We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale. To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience. With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life's history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose

Electrochemistry of Prebiotic Early Earth Hydrothermal Chimney Systems

NASA Astrophysics Data System (ADS)

Hermis, N.; Barge, L. M.; Chin, K. B.; LeBlanc, G.; Cameron, R.

2017-12-01

Hydrothermal chimneys are self-organizing chemical garden precipitates generated from geochemical disequilibria within sea-vent environments, and have been proposed as a possible setting for the emergence of life because they contain mineral catalysts and transect ambient pH / Eh / chemical gradients [1]. We simulated the growth of hydrothermal chimneys in early Earth vent systems by using different hydrothermal simulants such as sodium sulfide (optionally doped with organic molecules) which were injected into an early Earth ocean simulant containing dissolved ferrous iron, nickel, and bicarbonate [2]. Chimneys on the early Earth would have constituted flow-through reactors, likely containing Fe/Ni-sulfide catalysts that could have driven proto-metabolic electrochemical reactions. The electrochemical activity of the chimney system was characterized non-invasively by placing electrodes at different locations across the chimney wall and in the ocean to analyze the bulk properties of surface charge potential in the chimney / ocean / hydrothermal fluid system. We performed in-situ characterization of the chimney using electrochemical impedance spectroscopy (EIS) which allowed us to observe the changes in physio-chemical behavior of the system through electrical spectra of capacitance and impedance over a wide range of frequencies during the metal sulfide chimney growth. The electrochemical properties of hydrothermal chimneys in natural systems persist due to the disequilibria maintained between the ocean and hydrothermal fluid. When the injection in our experiment (analogous to fluid flow in a vent) stopped, we observed a corresponding decline in open circuit voltage across the chimney wall, though the impedance of the precipitate remained lor. Further work is needed to characterize the electrochemistry of simulated chimney systems by controlling response factors such as electrode geometry and environmental conditions, in order to simulate electrochemical reactions

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

Occurrence of Earth-like bodies in planetary systems.

PubMed

Wetherill, G W

1991-08-02

Present theories of terrestrial planet formation predict the rapid ;;runaway formation'' of planetary embryos. The sizes of the embryos increase with heliocentric distance. These embryos then merge to form planets. In earlier Monte Carlo simulations of the merger of these embryos it was assumed that embryos did not form in the asteroid belt, but this assumption may not be valid. Simulations in which runaways were allowed to form in the asteroid belt show that, although the initial distributions of mass, energy, and angular momentum are different from those observed today, during the growth of the planets these distributions spontaneously evolve toward those observed, simply as a result of known solar system processes. Even when a large planet analogous to ;;Jupiter'' does not form, an Earth-sized planet is almost always found near Earth's heliocentric distance. These results suggest that occurrence of Earth-like planets may be a common feature of planetary systems.

Earth Observation System Flight Dynamics System Covariance Realism

NASA Technical Reports Server (NTRS)

Zaidi, Waqar H.; Tracewell, David

2016-01-01

This presentation applies a covariance realism technique to the National Aeronautics and Space Administration (NASA) Earth Observation System (EOS) Aqua and Aura spacecraft based on inferential statistics. The technique consists of three parts: collection calculation of definitive state estimates through orbit determination, calculation of covariance realism test statistics at each covariance propagation point, and proper assessment of those test statistics.

UNH Data Cooperative: A Cyber Infrastructure for Earth System Studies

NASA Astrophysics Data System (ADS)

Braswell, B. H.; Fekete, B. M.; Prusevich, A.; Gliden, S.; Magill, A.; Vorosmarty, C. J.

2007-12-01

Earth system scientists and managers have a continuously growing demand for a wide array of earth observations derived from various data sources including (a) modern satellite retrievals, (b) "in-situ" records, (c) various simulation outputs, and (d) assimilated data products combining model results with observational records. The sheer quantity of data, and formatting inconsistencies make it difficult for users to take full advantage of this important information resource. Thus the system could benefit from a thorough retooling of our current data processing procedures and infrastructure. Emerging technologies, like OPeNDAP and OGC map services, open standard data formats (NetCDF, HDF) data cataloging systems (NASA-Echo, Global Change Master Directory, etc.) are providing the basis for a new approach in data management and processing, where web- services are increasingly designed to serve computer-to-computer communications without human interactions and complex analysis can be carried out over distributed computer resources interconnected via cyber infrastructure. The UNH Earth System Data Collaborative is designed to utilize the aforementioned emerging web technologies to offer new means of access to earth system data. While the UNH Data Collaborative serves a wide array of data ranging from weather station data (Climate Portal) to ocean buoy records and ship tracks (Portsmouth Harbor Initiative) to land cover characteristics, etc. the underlaying data architecture shares common components for data mining and data dissemination via web-services. Perhaps the most unique element of the UNH Data Cooperative's IT infrastructure is its prototype modeling environment for regional ecosystem surveillance over the Northeast corridor, which allows the integration of complex earth system model components with the Cooperative's data services. While the complexity of the IT infrastructure to perform complex computations is continuously increasing, scientists are often forced

Earth resources ground data handling systems for the 1980's

NASA Technical Reports Server (NTRS)

Vanvleck, E. M.; Sinclair, K. F.; Pitts, S. W.; Slye, R. E.

1973-01-01

The system requirements of an operational data handling system for earth resources in the decade of the 1980's are investigated. Attention is drawn to problems encountered in meeting the stringent agricultural user requirements of that time frame. Such an understanding of requirements is essential not only in designing the ground system that will ultimately handle the data, but also in design studies of the earth resources platform, sensors, and data relay satellites which may be needed.

The Journal of Earth System Science Education: Peer Review for Digital Earth and Digital Library Content

NASA Astrophysics Data System (ADS)

Johnson, D.; Ruzek, M.; Weatherley, J.

2001-05-01

The Journal of Earth System Science Education is a new interdisciplinary electronic journal aiming to foster the study of the Earth as a system and promote the development and exchange of interdisciplinary learning resources for formal and informal education. JESSE will serve educators and students by publishing and providing ready electronic access to Earth system and global change science learning resources for the classroom and will provide authors and creators with professional recognition through publication in a peer reviewed journal. JESSE resources foster a world perspective by emphasizing interdisciplinary studies and bridging disciplines in the context of the Earth system. The Journal will publish a wide ranging variety of electronic content, with minimal constraints on format, targeting undergraduate educators and students as the principal readership, expanding to a middle and high school audience as the journal matures. JESSE aims for rapid review and turn-around of resources to be published, with a goal of 12 weeks from submission to publication for resources requiring few changes. Initial publication will be on a quarterly basis until a flow of resource submissions is established to warrant continuous electronic publication. JESSE employs an open peer review process in which authors and reviewers discuss directly the acceptability of a resource for publication using a software tool called the Digital Document Discourse Environment. Reviewer comments and attribution will be available with the resource upon acceptance for publication. JESSE will also implement a moderated peer commentary capability where readers can comment on the use of a resource or make suggestions. In the development phase, JESSE will also conduct a parallel anonymous review of content to validate and ensure credibility of the open review approach. Copyright of materials submitted remains with the author, granting JESSE the non-exclusive right to maintain a copy of the resource

Tidal-friction theory of the earth-moon system

NASA Technical Reports Server (NTRS)

Lyttleton, R. A.

1980-01-01

Serious errors contained in Jeffreys' (1952, 1959, 1970, 1976) discussion of tidal friction in the earth-moon system are identified and their consequences are discussed. A direct solution of the dynamical tidal equations for the couple from the earth acting upon the moon and the couple from the earth acting upon the sun, which were left unsolved by Jeffreys, is found to be incompatible with observations and the predictions of linear or quadratic friction theory, due to his failure to take into account the possible change of the moment of inertia of the earth with time in the derivation of the dynamical equations. Consideration of this factor leads to the conclusion that the earth must be contracting at a rate of 14.7 x 10 to the -11th/year, which can be accounted for only by the Ramsey theory, in which the terrestrial core is considered as a phase change rather than a change in chemical composition. Implications of this value for the rates of changes in day length and lunar distance are also indicated.

Parallel Optimization of an Earth System Model (100 Gigaflops and Beyond?)

NASA Technical Reports Server (NTRS)

Drummond, L. A.; Farrara, J. D.; Mechoso, C. R.; Spahr, J. A.; Chao, Y.; Katz, S.; Lou, J. Z.; Wang, P.

1997-01-01

We are developing an Earth System Model (ESM) to be used in research aimed to better understand the interactions between the components of the Earth System and to eventually predict their variations. Currently, our ESM includes models of the atmosphere, oceans and the important chemical tracers therein.

Nonlinear dynamics of global atmospheric and Earth system processes

NASA Technical Reports Server (NTRS)

Saltzman, Barry

1993-01-01

During the past eight years, we have been engaged in a NASA-supported program of research aimed at establishing the connection between satellite signatures of the earth's environmental state and the nonlinear dynamics of the global weather and climate system. Thirty-five publications and four theses have resulted from this work, which included contributions in five main areas of study: (1) cloud and latent heat processes in finite-amplitude baroclinic waves; (2) application of satellite radiation data in global weather analysis; (3) studies of planetary waves and low-frequency weather variability; (4) GCM studies of the atmospheric response to variable boundary conditions measurable from satellites; and (5) dynamics of long-term earth system changes. Significant accomplishments from the three main lines of investigation pursued during the past year are presented and include the following: (1) planetary atmospheric waves and low frequency variability; (2) GCM studies of the atmospheric response to changed boundary conditions; and (3) dynamics of long-term changes in the global earth system.

Earth system sensitivity inferred from Pliocene modelling and data

USGS Publications Warehouse

Lunt, D.J.; Haywood, A.M.; Schmidt, G.A.; Salzmann, U.; Valdes, P.J.; Dowsett, H.J.

2010-01-01

Quantifying the equilibrium response of global temperatures to an increase in atmospheric carbon dioxide concentrations is one of the cornerstones of climate research. Components of the Earths climate system that vary over long timescales, such as ice sheets and vegetation, could have an important effect on this temperature sensitivity, but have often been neglected. Here we use a coupled atmosphere-ocean general circulation model to simulate the climate of the mid-Pliocene warm period (about three million years ago), and analyse the forcings and feedbacks that contributed to the relatively warm temperatures. Furthermore, we compare our simulation with proxy records of mid-Pliocene sea surface temperature. Taking these lines of evidence together, we estimate that the response of the Earth system to elevated atmospheric carbon dioxide concentrations is 30-50% greater than the response based on those fast-adjusting components of the climate system that are used traditionally to estimate climate sensitivity. We conclude that targets for the long-term stabilization of atmospheric greenhouse-gas concentrations aimed at preventing a dangerous human interference with the climate system should take into account this higher sensitivity of the Earth system. ?? 2010 Macmillan Publishers Limited. All rights reserved.

Autonomous aerial observations to extend and complement the Earth Observing System: a science-driven systems-oriented approach

NASA Astrophysics Data System (ADS)

Sandford, Stephen P.; Harrison, F. W.; Langford, John; Johnson, James W.; Qualls, Garry; Emmitt, David; Jones, W. Linwood; Shugart, Herman H., Jr.

2004-12-01

The current Earth observing capability depends primarily on spacecraft missions and ground-based networks to provide the critical on-going observations necessary for improved understanding of the Earth system. Aircraft missions play an important role in process studies but are limited to relatively short-duration flights. Suborbital observations have contributed to global environmental knowledge by providing in-depth, high-resolution observations that space-based and in-situ systems are challenged to provide; however, the limitations of aerial platforms - e.g., limited observing envelope, restrictions associated with crew safety and high cost of operations have restricted the suborbital program to a supporting role. For over a decade, it has been recognized that autonomous aerial observations could potentially be important. Advances in several technologies now enable autonomous aerial observation systems (AAOS) that can provide fundamentally new observational capability for Earth science and applications and thus lead scientists and engineers to rethink how suborbital assets can best contribute to Earth system science. Properly developed and integrated, these technologies will enable new Earth science and operational mission scenarios with long term persistence, higher-spatial and higher-temporal resolution at lower cost than space or ground based approaches. This paper presents the results of a science driven, systems oriented study of broad Earth science measurement needs. These needs identify aerial mission scenarios that complement and extend the current Earth Observing System. These aerial missions are analogous to space missions in their complexity and potential for providing significant data sets for Earth scientists. Mission classes are identified and presented based on science driven measurement needs in atmospheric, ocean and land studies. Also presented is a nominal concept of operations for an AAOS: an innovative set of suborbital assets that

Interacting with Petabytes of Earth Science Data using Jupyter Notebooks, IPython Widgets and Google Earth Engine

NASA Astrophysics Data System (ADS)

Erickson, T. A.; Granger, B.; Grout, J.; Corlay, S.

2017-12-01

The volume of Earth science data gathered from satellites, aircraft, drones, and field instruments continues to increase. For many scientific questions in the Earth sciences, managing this large volume of data is a barrier to progress, as it is difficult to explore and analyze large volumes of data using the traditional paradigm of downloading datasets to a local computer for analysis. Furthermore, methods for communicating Earth science algorithms that operate on large datasets in an easily understandable and reproducible way are needed. Here we describe a system for developing, interacting, and sharing well-documented Earth Science algorithms that combines existing software components: Jupyter Notebook: An open-source, web-based environment that supports documents that combine code and computational results with text narrative, mathematics, images, and other media. These notebooks provide an environment for interactive exploration of data and development of well documented algorithms. Jupyter Widgets / ipyleaflet: An architecture for creating interactive user interface controls (such as sliders, text boxes, etc.) in Jupyter Notebooks that communicate with Python code. This architecture includes a default set of UI controls (sliders, dropboxes, etc.) as well as APIs for building custom UI controls. The ipyleaflet project is one example that offers a custom interactive map control that allows a user to display and manipulate geographic data within the Jupyter Notebook. Google Earth Engine: A cloud-based geospatial analysis platform that provides access to petabytes of Earth science data via a Python API. The combination of Jupyter Notebooks, Jupyter Widgets, ipyleaflet, and Google Earth Engine makes it possible to explore and analyze massive Earth science datasets via a web browser, in an environment suitable for interactive exploration, teaching, and sharing. Using these environments can make Earth science analyses easier to understand and reproducible, which may

An Earth-Moon System Trajectory Design Reference Catalog

NASA Technical Reports Server (NTRS)

Folta, David; Bosanac, Natasha; Guzzetti, Davide; Howell, Kathleen C.

2014-01-01

As demonstrated by ongoing concept designs and the recent ARTEMIS mission, there is, currently, significant interest in exploiting three-body dynamics in the design of trajectories for both robotic and human missions within the Earth-Moon system. The concept of an interactive and 'dynamic' catalog of potential solutions in the Earth-Moon system is explored within this paper and analyzed as a framework to guide trajectory design. Characterizing and compiling periodic and quasi-periodic solutions that exist in the circular restricted three-body problem may offer faster and more efficient strategies for orbit design, while also delivering innovative mission design parameters for further examination.

Clay-Motion: Modeling Our Dynamic Earth.

ERIC Educational Resources Information Center

Borrello, Murray C.

1994-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

"Earth, Sun and Moon": Computer Assisted Instruction in Secondary School Science--Achievement and Attitudes

ERIC Educational Resources Information Center

Ercan, Orhan; Bilen, Kadir; Ural, Evrim

2016-01-01

This study investigated the impact of a web-based teaching method on students' academic achievement and attitudes in the elementary education fifth grade Science and Technology unit, "System of Earth, Sun and Moon". The study was a quasi-experimental study with experimental and control groups comprising 54 fifth grade students attending…

Earth system modelling: a GAIM perspective

NASA Astrophysics Data System (ADS)

Prentice, C.

2003-04-01

For over a decade the IGBP Task Force on Global Analysis, Integration (formerly Interepretation) and Modelling (GAIM) has facilitated international, interdisciplinary research. The focus has been development, comparison and evaluation of models describing Earth system components, especially terrestrial and ocean carbon cycling and atmospheric transport. GAIM also sponsored the BIOME 6000 project, which produced snapshots of world vegetation patterns for the last glacial maximum (LGM) and mid-Holocene, and experiments in coupled atmosphere-biosphere modelling that used these results. The most successful achievements have brought together modellers and data experts so that model comparisons could be made “with open eyes”. The need to bring together different communities (such as data experts and modellers; ecologists and atmospheric scientists; economists and ecologists...) only increases, and is a major rationale for the continuation of GAIM. GAIM has recently set out 23 overarching questions which could define future directions in Earth system science. Many have a “human dimension”, reflecting the fact that the societal context is poorly defined. Natural scientists often appeal to societal reasons to study global change, but typically don’t incorporate human science perspectives in their research strategies. Other questions have a “physical dimension” as biogeochemistry, atmospheric chemistry and physical climate science merge. As IGBP II begins, GAIM faces the challenge of tackling large gaps in our knowledge of how the coupled Earth system works, with and without human interfence. On the natural science side, the Vostok ice-core record dramatically illustrates our current state of ignorance. Vostok established that the Earth system’s response to orbital forcing is characterized by strong non-linear interactions between atmospheric greenhouse-gas and aerosol constituents and climate. The problem is that we don’t understand most of these

Optimal design of near-Earth asteroid sample-return trajectories in the Sun-Earth-Moon system

NASA Astrophysics Data System (ADS)

He, Shengmao; Zhu, Zhengfan; Peng, Chao; Ma, Jian; Zhu, Xiaolong; Gao, Yang

2016-08-01

In the 6th edition of the Chinese Space Trajectory Design Competition held in 2014, a near-Earth asteroid sample-return trajectory design problem was released, in which the motion of the spacecraft is modeled in multi-body dynamics, considering the gravitational forces of the Sun, Earth, and Moon. It is proposed that an electric-propulsion spacecraft initially parking in a circular 200-km-altitude low Earth orbit is expected to rendezvous with an asteroid and carry as much sample as possible back to the Earth in a 10-year time frame. The team from the Technology and Engineering Center for Space Utilization, Chinese Academy of Sciences has reported a solution with an asteroid sample mass of 328 tons, which is ranked first in the competition. In this article, we will present our design and optimization methods, primarily including overall analysis, target selection, escape from and capture by the Earth-Moon system, and optimization of impulsive and low-thrust trajectories that are modeled in multi-body dynamics. The orbital resonance concept and lunar gravity assists are considered key techniques employed for trajectory design. The reported solution, preliminarily revealing the feasibility of returning a hundreds-of-tons asteroid or asteroid sample, envisions future space missions relating to near-Earth asteroid exploration.

Development of the earth-moon system with implications for the geology of the early earth

NASA Technical Reports Server (NTRS)

Smith, J. V.

1976-01-01

Established facts regarding the basic features of the earth and the moon are reviewed, and some important problems involving the moon are discussed (extent of melting, time of crustal differentiation and nature of bombardment, bulk chemical composition, and nature and source of mare basins), with attention given to the various existing theories concerning these problems. Models of the development of the earth-moon system from the solar nebula are examined, with particular attention focused on those that use the concept of capture with disintegration. Impact processes in the early crust of the earth are briefly considered, with attention paid to Green's (1972) suggestion that Archaean greenstone belts may be the terrestrial equivalent of lunar maria.

Metrics: Are We Ready to Teach This System?

ERIC Educational Resources Information Center

Koble, Ronald L.

1976-01-01

A survey conducted to study the attitudes of industrial arts teachers toward conversion to metric measurement and their readiness to teach this system revealed that, despite some background and experience with metrics, 88 percent felt they were not ready to teach a lesson. (BP)

Modeling and Databases for Teaching Petrology

NASA Astrophysics Data System (ADS)

Asher, P.; Dutrow, B.

2003-12-01

With the widespread availability of high-speed computers with massive storage and ready transport capability of large amounts of data, computational and petrologic modeling and the use of databases provide new tools with which to teach petrology. Modeling can be used to gain insights into a system, predict system behavior, describe a system's processes, compare with a natural system or simply to be illustrative. These aspects result from data driven or empirical, analytical or numerical models or the concurrent examination of multiple lines of evidence. At the same time, use of models can enhance core foundations of the geosciences by improving critical thinking skills and by reinforcing prior knowledge gained. However, the use of modeling to teach petrology is dictated by the level of expectation we have for students and their facility with modeling approaches. For example, do we expect students to push buttons and navigate a program, understand the conceptual model and/or evaluate the results of a model. Whatever the desired level of sophistication, specific elements of design should be incorporated into a modeling exercise for effective teaching. These include, but are not limited to; use of the scientific method, use of prior knowledge, a clear statement of purpose and goals, attainable goals, a connection to the natural/actual system, a demonstration that complex heterogeneous natural systems are amenable to analyses by these techniques and, ideally, connections to other disciplines and the larger earth system. Databases offer another avenue with which to explore petrology. Large datasets are available that allow integration of multiple lines of evidence to attack a petrologic problem or understand a petrologic process. These are collected into a database that offers a tool for exploring, organizing and analyzing the data. For example, datasets may be geochemical, mineralogic, experimental and/or visual in nature, covering global, regional to local scales

The Use of HDTV Format and the Electronic Theater in Presenting Earth Science

NASA Technical Reports Server (NTRS)

Summey, Barbara; Hasler, Arthur; Jentoft-Nilsen, Marit; Manyin, Michael; Bene, Meredith; Allen, Jesse

2000-01-01

In order to maximize the public's awareness of earth science observations, earth science data must be available in multiple media formats. This talk will focus on the use High Definition TV format in presenting earth science data, The Television (HDTV) networks are mandated to completely switch over from the current TV standard (NTSC) to HDTV in the next seven years. Museums are also beginning to use HDTV format in their displays. The Visualization Analysis Laboratory at Goddard Space Flight Center has been experimenting with the use of HDTV to present earth science data. The experimental package we have developed is called the Electronic Theater (e-theater). The e-theater is a mobile presentation system used for displaying and teaching groups about earth science and the delicate interdependence between the various earth systems. The e-theater takes advantage of a double-wide screen to show the audiences high resolution data displays. The unique architecture used in this exhibit allows several data sets to be displayed at one time, demonstrating the connections between different earth systems. The data animations are manipulated in real-time during the presentation and can be paused, moved forward, backward, looped, or zoomed into, to maximize the flexibility of the presentation. Because HDTV format is used within the e-theater, the materials generated for the e-theater are made available to the news media and museums.

Student Mastery of the Sun-Earth-Moon System in a Flipped Classroom of Pre-service Elementary Education Students

NASA Astrophysics Data System (ADS)

Larsen, Kristine

2014-01-01

One of the current trends in pedagogy at all levels(K-college) is the so-called ‘flipped classroom’, in which students prepare for a class meeting through self-study of the material. It is based on a rejection of the classic model of the faculty member as the ‘sage on the stage’ instead, responsibility for learning shifts to the individual student. The faculty member takes on the role of learning facilitator or mentor, and focuses the students’ learning by crafting and administering timely formative assessments (in multiple formats and applied multiple times) that aid both students and the faculty member in tracking the students’ mastery of the learning outcomes. In a flipped, freshman-only, section of SCI 111 Elementary Earth-Physical Sciences (a required introductory science course for pre-service elementary school teachers) the students learned through a combination of individual and group hands-on in-class activities, technology (including PowerPoint presentations and short videos viewed prior to attending class), in-class worksheets, and in-class discussions. Students self-differentiated in how they interacted with the available teaching materials, deciding which activities to spend the most time on based on their individual needs (based on an online quiz taken the night before the class period, and their personal self-confidence with the material). Available in-class activities and worksheets were developed by the faculty member based on student scores on the online quiz as well as personal messages submitted through the course management system the night before the class meeting. While this placed a significant burden on the faculty member in terms of course preparation, it allowed for just-in-time teaching to take place. This poster describes the results of student mastery of content centered on the sun-earth-moon system (specifically seasons, moon phases, and eclipses) as compared to traditional classroom sections.

The Earth and Environmental Systems Podcast, and the Earth Explorations Video Series

NASA Astrophysics Data System (ADS)

Shorey, C. V.

2015-12-01

The Earth and Environmental Systems Podcast, a complete overview of the theoretical basics of Earth Science in 64 episodes, was completed in 2009, but has continued to serve the worldwide community as evidenced by listener feedback (e.g. "I am a 65 year old man. I have been retired for awhile and thought that retirement would be nothing more than waiting for the grave. However I want to thank you for your geo podcasts. They have given me a new lease on life and taught me a great deal." - FP, 2015). My current project is a video series on the practical basics of Earth Science titled "Earth Explorations". Each video is under 12 minutes long and tackles a major Earth Science concept. These videos go beyond a talking head, or even voice-over with static pictures or white-board graphics. Moving images are combined with animations created with Adobe After Effects, and aerial shots using a UAV. The dialog is scripted in a way to make it accessible at many levels, and the episodes as they currently stand have been used in K-12, and Freshman college levels with success. Though these videos are made to be used at this introductory level, they are also designed as remedial episodes for upper level classes, freeing up time given to review for new content. When completed, the series should contain close to 200 episodes, and this talk will cover the full range of resources I have produced, plan to produce, and how to access these resources. Both resources are available on iTunesU, and the videos are also available on YouTube.

Pedotransfer functions in Earth system science: challenges and perspectives

NASA Astrophysics Data System (ADS)

Van Looy, K.; Minasny, B.; Nemes, A.; Verhoef, A.; Weihermueller, L.; Vereecken, H.

2017-12-01

We make a stronghold for a new generation of Pedotransfer functions (PTFs) that is currently developed in the different disciplines of Earth system science, offering strong perspectives for improvement of integrated process-based models, from local to global scale applications. PTFs are simple to complex knowledge rules that relate available soil information to soil properties and variables that are needed to parameterize soil processes. To meet the methodological challenges for a successful application in Earth system modeling, we highlight how PTF development needs to go hand in hand with suitable extrapolation and upscaling techniques such that the PTFs correctly capture the spatial heterogeneity of soils. Most actively pursued recent developments are related to parameterizations of solute transport, heat exchange, soil respiration and organic carbon content, root density and vegetation water uptake. We present an outlook and stepwise approach to the development of a comprehensive set of PTFs that can be applied throughout a wide range of disciplines of Earth system science, with emphasis on land surface models. Novel sensing techniques and soil information availability provide a true breakthrough for this, yet further improvements are necessary in three domains: 1) the determining of unknown relationships and dealing with uncertainty in Earth system modeling; 2) the step of spatially deploying this knowledge with PTF validation at regional to global scales; and 3) the integration and linking of the complex model parameterizations (coupled parameterization). Integration is an achievable goal we will show.

Energy Exascale Earth System Model (E3SM) Project Strategy

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

Bader, D.

The E3SM project will assert and maintain an international scientific leadership position in the development of Earth system and climate models at the leading edge of scientific knowledge and computational capabilities. With its collaborators, it will demonstrate its leadership by using these models to achieve the goal of designing, executing, and analyzing climate and Earth system simulations that address the most critical scientific questions for the nation and DOE.

Arctic tipping points in an Earth system perspective.

PubMed

Wassmann, Paul; Lenton, Timothy M

2012-02-01

We provide an introduction to the volume The Arctic in the Earth System perspective: the role of tipping points. The terms tipping point and tipping element are described and their role in current science, general debates, and the Arctic are elucidated. From a wider perspective, the volume focuses upon the role of humans in the Arctic component of the Earth system and in particular the envelope for human existence, the Arctic ecosystems. The Arctic climate tipping elements, the tipping elements in Arctic ecosystems and societies, and the challenges of governance and anticipation are illuminated through short summaries of eight publications that derive from the Arctic Frontiers conference in 2011 and the EU FP7 project Arctic Tipping Points. Then some ideas based upon resilience thinking are developed to show how wise system management could ease pressures on Arctic systems in order to keep them away from tipping points.

Modeling Sustainability: Population, Inequality, Consumption, and Bidirectional Coupling of the Earth and Human Systems

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

Motesharrei, Safa; Rivas, Jorge; Kalnay, Eugenia

Over the last two centuries, the impact of the Human System has grown dramatically, becoming strongly dominant within the Earth System in many different ways. Consumption, inequality, and population have increased extremely fast, especially since about 1950, threatening to overwhelm the many critical functions and ecosystems of the Earth System. Changes in the Earth System, in turn, have important feedback effects on the Human System, with costly and potentially serious consequences. However, current models do not incorporate these critical feedbacks. Here, we argue that in order to understand the dynamics of either system, Earth System Models must be coupled withmore » Human System Models through bidirectional couplings representing the positive, negative, and delayed feedbacks that exist in the real systems. In particular, key Human System variables, such as demographics, inequality, economic growth, and migration, are not coupled with the Earth System but are instead driven by exogenous estimates, such as United Nations population projections.This makes current models likely to miss important feedbacks in the real Earth–Human system, especially those that may result in unexpected or counterintuitive outcomes, and thus requiring different policy interventions from current models. Lastly, the importance and imminence of sustainability challenges, the dominant role of the Human System in the Earth System, and the essential roles the Earth System plays for the Human System, all call for collaboration of natural scientists, social scientists, and engineers in multidisciplinary research and modeling to develop coupled Earth–Human system models for devising effective science-based policies and measures to benefit current and future generations.« less

Modeling Sustainability: Population, Inequality, Consumption, and Bidirectional Coupling of the Earth and Human Systems

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

Motesharrei, Safa; Rivas, Jorge; Kalnay, Eugenia

Over the last two centuries, the impact of the Human System has grown dramatically, becoming strongly dominant within the Earth System in many different ways. Consumption, inequality, and population have increased extremely fast, especially since about 1950, threatening to overwhelm the many critical functions and ecosystems of the Earth System. Changes in the Earth System, in turn, have important feedback effects on the Human System, with costly and potentially serious consequences. However, current models do not incorporate these critical feedbacks. We argue that in order to understand the dynamics of either system, Earth System Models must be coupled with Humanmore » System Models through bidirectional couplings representing the positive, negative, and delayed feedbacks that exist in the real systems. In particular, key Human System variables, such as demographics, inequality, economic growth, and migration, are not coupled with the Earth System but are instead driven by exogenous estimates, such as United Nations population projections. This makes current models likely to miss important feedbacks in the real Earth–Human system, especially those that may result in unexpected or counterintuitive outcomes, and thus requiring different policy interventions from current models. The importance and imminence of sustainability challenges, the dominant role of the Human System in the Earth System, and the essential roles the Earth System plays for the Human System, all call for collaboration of natural scientists, social scientists, and engineers in multidisciplinary research and modeling to develop coupled Earth–Human system models for devising effective science-based policies and measures to benefit current and future generations.« less

Modeling Sustainability: Population, Inequality, Consumption, and Bidirectional Coupling of the Earth and Human Systems

DOE PAGES

Motesharrei, Safa; Rivas, Jorge; Kalnay, Eugenia; ...

2016-12-11

Over the last two centuries, the impact of the Human System has grown dramatically, becoming strongly dominant within the Earth System in many different ways. Consumption, inequality, and population have increased extremely fast, especially since about 1950, threatening to overwhelm the many critical functions and ecosystems of the Earth System. Changes in the Earth System, in turn, have important feedback effects on the Human System, with costly and potentially serious consequences. However, current models do not incorporate these critical feedbacks. Here, we argue that in order to understand the dynamics of either system, Earth System Models must be coupled withmore » Human System Models through bidirectional couplings representing the positive, negative, and delayed feedbacks that exist in the real systems. In particular, key Human System variables, such as demographics, inequality, economic growth, and migration, are not coupled with the Earth System but are instead driven by exogenous estimates, such as United Nations population projections.This makes current models likely to miss important feedbacks in the real Earth–Human system, especially those that may result in unexpected or counterintuitive outcomes, and thus requiring different policy interventions from current models. Lastly, the importance and imminence of sustainability challenges, the dominant role of the Human System in the Earth System, and the essential roles the Earth System plays for the Human System, all call for collaboration of natural scientists, social scientists, and engineers in multidisciplinary research and modeling to develop coupled Earth–Human system models for devising effective science-based policies and measures to benefit current and future generations.« less

Making the Most of a Limited Opportunity: Empowering our Future Earth Science Educators by Engaging Them in Field-Based Inquiry.

NASA Astrophysics Data System (ADS)

Levy, R.; David, H.; Carlson, D.; Kunz, G.

2004-12-01

Geoscience courses that engage students in our K-12 learning environments represent a fundamental method to increase public awareness and understanding of Earth systems science. K-12 teachers are ultimately responsible for developing and teaching these courses. We recognize that it is our role as university instructors to ensure that our future K-12 teachers receive a high-quality and practical Earth science education; unfortunately many education majors at our institution receive no formal exposure to geoscience. Furthermore, for those students who choose to take a geoscience course, the experience is typically limited to a large introductory lecture-lab. While these courses are rich in content they neither provide opportunities for students to experience `real' Earth science nor address the skills required to teach Earth science to others. In 2002 we began to develop a field-based introductory geoscience course designed specifically for education students. Our major goal was to attract education majors and provide a field-based geoscience learning experience that was challenging, exciting, and directly applicable to their chosen career. Specific objectives of our project were to: (1) teach geoscience concepts and skills that K-12 teachers are expected to understand and teach to their students (outlined in national standards); (2) provide students with an opportunity to learn through scientific inquiry; (3) enhance student confidence in their ability to teach geoscience in the K-12 classroom. We piloted a two-week field course during summer 2004. The field excursion followed a route through Nebraska and Wyoming. Instructors focused on exposing students to the Earth systems concepts and content outlined in national education standards. The primary instructional approach was to engage students in inquiry-based learning. Students were provided many opportunities to utilize science process skills including: observation, documentation, classification, questioning

Optimal teaching strategy in periodic impulsive knowledge dissemination system.

PubMed

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang; Liu, Jian-Guo

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination.

Optimal teaching strategy in periodic impulsive knowledge dissemination system

PubMed Central

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination. PMID:28665961

The integrated Earth system model version 1: formulation and functionality

DOE PAGES

Collins, W. D.; Craig, A. P.; Truesdale, J. E.; ...

2015-07-23

The integrated Earth system model (iESM) has been developed as a new tool for projecting the joint human/climate system. The iESM is based upon coupling an integrated assessment model (IAM) and an Earth system model (ESM) into a common modeling infrastructure. IAMs are the primary tool for describing the human–Earth system, including the sources of global greenhouse gases (GHGs) and short-lived species (SLS), land use and land cover change (LULCC), and other resource-related drivers of anthropogenic climate change. ESMs are the primary scientific tools for examining the physical, chemical, and biogeochemical impacts of human-induced changes to the climate system. Themore » iESM project integrates the economic and human-dimension modeling of an IAM and a fully coupled ESM within a single simulation system while maintaining the separability of each model if needed. Both IAM and ESM codes are developed and used by large communities and have been extensively applied in recent national and international climate assessments. By introducing heretofore-omitted feedbacks between natural and societal drivers, we can improve scientific understanding of the human–Earth system dynamics. Potential applications include studies of the interactions and feedbacks leading to the timing, scale, and geographic distribution of emissions trajectories and other human influences, corresponding climate effects, and the subsequent impacts of a changing climate on human and natural systems. This paper describes the formulation, requirements, implementation, testing, and resulting functionality of the first version of the iESM released to the global climate community.« less

The Earth System Grid Federation (ESGF) Project

NASA Astrophysics Data System (ADS)

Carenton-Madiec, Nicolas; Denvil, Sébastien; Greenslade, Mark

2015-04-01

The Earth System Grid Federation (ESGF) Peer-to-Peer (P2P) enterprise system is a collaboration that develops, deploys and maintains software infrastructure for the management, dissemination, and analysis of model output and observational data. ESGF's primary goal is to facilitate advancements in Earth System Science. It is an interagency and international effort led by the US Department of Energy (DOE), and co-funded by National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Administration (NOAA), National Science Foundation (NSF), Infrastructure for the European Network of Earth System Modelling (IS-ENES) and international laboratories such as the Max Planck Institute for Meteorology (MPI-M) german Climate Computing Centre (DKRZ), the Australian National University (ANU) National Computational Infrastructure (NCI), Institut Pierre-Simon Laplace (IPSL), and the British Atmospheric Data Center (BADC). Its main mission is to support current CMIP5 activities and prepare for future assesments. The ESGF architecture is based on a system of autonomous and distributed nodes, which interoperate through common acceptance of federation protocols and trust agreements. Data is stored at multiple nodes around the world, and served through local data and metadata services. Nodes exchange information about their data holdings and services, trust each other for registering users and establishing access control decisions. The net result is that a user can use a web browser, connect to any node, and seamlessly find and access data throughout the federation. This type of collaborative working organization and distributed architecture context en-lighted the need of integration and testing processes definition to ensure the quality of software releases and interoperability. This presentation will introduce the ESGF project and demonstrate the range of tools and processes that have been set up to support release management activities.

Evolution of NASA's Earth Science Digital Object Identifier Registration System

NASA Technical Reports Server (NTRS)

Wanchoo, Lalit; James, Nathan

2017-01-01

NASA's Earth Science Data and Information System (ESDIS) Project has implemented a fully automated system for assigning Digital Object Identifiers (DOIs) to Earth Science data products being managed by its network of 12 distributed active archive centers (DAACs). A key factor in the successful evolution of the DOI registration system over last 7 years has been the incorporation of community input from three focus groups under the NASA's Earth Science Data System Working Group (ESDSWG). These groups were largely composed of DOI submitters and data curators from the 12 data centers serving the user communities of various science disciplines. The suggestions from these groups were formulated into recommendations for ESDIS consideration and implementation. The ESDIS DOI registration system has evolved to be fully functional with over 5,000 publicly accessible DOIs and over 200 DOIs being held in reserve status until the information required for registration is obtained. The goal is to assign DOIs to the entire 8000+ data collections under ESDIS management via its network of discipline-oriented data centers. DOIs make it easier for researchers to discover and use earth science data and they enable users to provide valid citations for the data they use in research. Also for the researcher wishing to reproduce the results presented in science publications, the DOI can be used to locate the exact data or data products being cited.

A Spector over the Earth.

ERIC Educational Resources Information Center

Murphy, Michael E.

1990-01-01

Discusses the disciplinary make up of the study of the greenhouse effect, suggesting that physics, chemistry, earth science, social studies, and religion classes are all appropriate arenas for discussions of the topic. Highlights resources available to teach this complex multidisciplinary topic. (DMM)

GRACE, time-varying gravity, Earth system dynamics and climate change

NASA Astrophysics Data System (ADS)

Wouters, B.; Bonin, J. A.; Chambers, D. P.; Riva, R. E. M.; Sasgen, I.; Wahr, J.

2014-11-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data—provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)—can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography.

GRACE, time-varying gravity, Earth system dynamics and climate change.

PubMed

Wouters, B; Bonin, J A; Chambers, D P; Riva, R E M; Sasgen, I; Wahr, J

2014-11-01

Continuous observations of temporal variations in the Earth's gravity field have recently become available at an unprecedented resolution of a few hundreds of kilometers. The gravity field is a product of the Earth's mass distribution, and these data-provided by the satellites of the Gravity Recovery And Climate Experiment (GRACE)-can be used to study the exchange of mass both within the Earth and at its surface. Since the launch of the mission in 2002, GRACE data has evolved from being an experimental measurement needing validation from ground truth, to a respected tool for Earth scientists representing a fixed bound on the total change and is now an important tool to help unravel the complex dynamics of the Earth system and climate change. In this review, we present the mission concept and its theoretical background, discuss the data and give an overview of the major advances GRACE has provided in Earth science, with a focus on hydrology, solid Earth sciences, glaciology and oceanography.

Earth Observatory Satellite system definition study. Report 5: System design and specifications. Volume 2: EOS-A system specification

NASA Technical Reports Server (NTRS)

1974-01-01

The objectives of the Earth Observatory Satellite (EOS) program are defined. The system specifications for the satellite payload are examined. The broad objectives of the EOS-A program are as follows: (1) to develop space-borne sensors for the measurement of land resources, (2) to evolve spacecraft systems and subsystems which will permit earth observation with greater accuracy, coverage, spatial resolution, and continuity than existing systems, (3) to develop improved information processing, extraction, display, and distribution systems, and (4) to use space transportation systems for resupply and retrieval of the EOS.

Earth Orbiting Support Systems for commercial low Earth orbit data relay: Assessing architectures through tradespace exploration

NASA Astrophysics Data System (ADS)

Palermo, Gianluca; Golkar, Alessandro; Gaudenzi, Paolo

2015-06-01

As small satellites and Sun Synchronous Earth Observation systems are assuming an increased role in nowadays space activities, including commercial investments, it is of interest to assess how infrastructures could be developed to support the development of such systems and other spacecraft that could benefit from having a data relay service in Low Earth Orbit (LEO), as opposed to traditional Geostationary relays. This paper presents a tradespace exploration study of the architecture of such LEO commercial satellite data relay systems, here defined as Earth Orbiting Support Systems (EOSS). The paper proposes a methodology to formulate architectural decisions for EOSS constellations, and enumerate the corresponding tradespace of feasible architectures. Evaluation metrics are proposed to measure benefits and costs of architectures; lastly, a multicriteria Pareto criterion is used to downselect optimal architectures for subsequent analysis. The methodology is applied to two case studies for a set of 30 and 100 customer-spacecraft respectively, representing potential markets for LEO services in Exploration, Earth Observation, Science, and CubeSats. Pareto analysis shows how increased performance of the constellation is always achieved by an increased node size, as measured by the gain of the communications antenna mounted on EOSS spacecraft. On the other hand, nonlinear trends in optimal orbital altitude, number of satellites per plane, and number of orbital planes, are found in both cases. An upward trend in individual node memory capacity is found, although never exceeding 256 Gbits of onboard memory for both cases that have been considered, assuming the availability of a polar ground station for EOSS data downlink. System architects can use the proposed methodology to identify optimal EOSS constellations for a given service pricing strategy and customer target, thus identifying alternatives for selection by decision makers.

Precession of the Earth-Moon System

ERIC Educational Resources Information Center

Urbassek, Herbert M.

2009-01-01

The precession rate of the Earth-Moon system by the gravitational influence of the Sun is derived. Attention is focussed on a physically transparent but complete presentation accessible to first- or second-year physics students. Both a shortcut and a full analysis are given, which allows the inclusion of this material as an example of the physics…

Teaching Scales in the Climate System: An example of interdisciplinary teaching and learning

NASA Astrophysics Data System (ADS)

Baehr, Johanna; Behrens, Jörn; Brüggemann, Michael; Frisius, Thomas; Glessmer, Mirjam S.; Hartmann, Jens; Hense, Inga; Kaleschke, Lars; Kutzbach, Lars; Rödder, Simone; Scheffran, Jürgen

2016-04-01

Climate change is commonly regarded as one of 21st century's grand challenges that needs to be addressed by conducting integrated research combining natural and social sciences. To meet this need, how to best train future climate researchers should be reconsidered. Here, we present our experience from a team-taught semester-long course with students of the international master program "Integrated Climate System Sciences" (ICSS) at the University of Hamburg, Germany. Ten lecturers with different backgrounds in physical, mathematical, biogeochemical and social sciences accompanied by a researcher trained in didactics prepared and regularly participated in a course which consisted of weekly classes. The foundation of the course was the use of the concept of 'scales' - climate varying on different temporal and spatial scales - by developing a joint definition of 'scales in the climate system' that is applicable in the natural sciences and in the social sciences. By applying this interdisciplinary definition of 'scales' to phenomena from all components of the climate system and the socio-economic dimensions, we aimed for an integrated description of the climate system. Following the concept of research-driven teaching and learning and using a variety of teaching techniques, the students designed their own scale diagram to illustrate climate-related phenomena in different disciplines. The highlight of the course was the presentation of individually developed scale diagrams by every student with all lecturers present. Based on the already conducted course, we currently re-design the course concept to be teachable by a similarly large group of lecturers but with alternating presence in class. With further refinement and also a currently ongoing documentation of the teaching material, we will continue to use the concept of 'scales' as a vehicle for teaching an integrated view of the climate system.

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.

Electromagnetic Calculation of Combined Earthing System with Ring Earth Electrode and Vertical Rods for Wind Turbine

NASA Astrophysics Data System (ADS)

Fujii, Toshiaki; Yasuda, Yoh; Ueda, Toshiaki

With the worldwide spread of wind turbine installations, various problems such as landscape issues, bird strikes and grid connections have arisen. Protection of wind turbines from lightning is cited as one of the main problems. Wind turbines are often struck by lightning because of their open-air locations, such as in mountainous areas, and their special configuration and very-high construction. Especially, low-voltage and control circuits can fail or suffer burnout while blades can incur serious damage if struck by lightning. Wind turbine failures caused by lightning strikes account for approximately 25% of all failures. The problem is regarded as a global one that needs immediate resolution. It is important to understand the impedance characteristics of wind turbine earthing systems from the viewpoint of lightning protection. A report from IEC TR61400-24 recommends a “ring earth electrode”. This was originally defined in IEC 61024 (currently revised and re-numbered as IEC 62305), where such an electrode is recommended to reduce touch and step voltages in households and buildings. IEC TR61400-24 also recommended additional electrodes of vertical or horizontal rods. However, these concepts have not been fully discussed from the viewpoint of its application to wind turbines. To confirm the effect of a combination of a ring earth electrode and additional vertical rods for protection of a wind turbine, this report uses the Finite Difference Time Domain (FDTD) method to present an electromagnetic transient analysis on such a wind turbine earthing system. The results show that an optimal combination can be arranged from viewpoints of lightning protection and construction cost. Thus, this report discusses how to establish a quantitative design methodology of the wind turbine earthing system to provide effective lightning protection.

Kepler Confirms First Earth-Sized Planet Outside Our Solar System (Kepler-20) (Reporter Package)

NASA Image and Video Library

2011-12-19

NASA's Kepler mission has confirmed the discovery of the first Earth-size planets outside our solar system orbiting a sun-like star. Located about 1,000 light years from Earth, the Kepler-20 solar system has five planets orbiting a star similar to the Sun. Kepler-20f, the 4th planet in the system, is about 90 percent the size of Earth. Kepler-20f is slightly larger than Earth,with a radius that is 3 percent larger.

Advancing the Vision of the Global Earth Observation System of Systems: a European Perspective

NASA Astrophysics Data System (ADS)

Edwards, A. W.; Craglia, M.; Nativi, S.

2012-12-01

The purpose of the Global Earth Observation System of Systems (GEOSS), a network of Earth observation and information systems, contributed on a voluntary basis by Members and Participating Organisations of the intergovernmental Group on Earth Observations (GEO), is to achieve comprehensive, coordinated and sustained observations of the Earth system, in order to improve monitoring of the state of the Earth, increase understanding of Earth processes, and enhance prediction of the behaviour of the Earth system. Such a global research effort requires an integrated multi-disciplinary effort that is underpinned by a cyber-infrastructure which is able to discover and access vast quantities of data across heterogeneous information systems and many disciplines. As GEO develops and the implementation of the GEOSS gathers pace, it is becoming common practice for groups to be organised at national, regional and international level to address critical issues. In many cases these groups evolve to become "communities", organising themselves to carry out tasks of interest to that community. In most cases, communities develop their own "community portal" to provide a focal point on the web for their activities. The data and information held by the members of a specific community can normally be discovered via their particular "community portal". There is now a clear recognition that the many thematic community initiatives, each with their own information system and portal, need to be fully connected into the overall GEOSS architecture. With the introduction of a brokering capability this becomes possible. The value of the brokering approach has been demonstrated within the European Union funded EuroGEOSS research project. The EuroGEOSS brokering capability has now been incorporated into the GEOSS information system, (known as the GEOSS Common Infrastructure, or GCI) and renamed the GEOSS Discovery and Access Broker. In a matter of a few months the GEOSS DAB has enabled the GEOSS to

Formal logic rewrite system bachelor in teaching mathematical informatics

NASA Astrophysics Data System (ADS)

Habiballa, Hashim; Jendryscik, Radek

2017-07-01

The article presents capabilities of the formal rewrite logic system - Bachelor - for teaching theoretical computer science (mathematical informatics). The system Bachelor enables constructivist approach to teaching and therefore it may enhance the learning process in hard informatics essential disciplines. It brings not only detailed description of formal rewrite process but also it can demonstrate algorithmical principles for logic formulae manipulations.

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

PubMed

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

Teaching Coastal Hazard, Risk, and Environmental Justice

NASA Astrophysics Data System (ADS)

Orr, C. H.; Manduca, C. A.; Blockstein, D.; Davis, F.; McDaris, J. R.

2015-12-01

Geoscience literacy and expertise play a role in all societal issues that involve the Earth. Issues that range from environmental degradation and natural hazards to creating sustainable economic systems or livable cities. Human health and resilience also involves the Earth. Environmental hazard issues have dimensions and consequences that have connections to environmental justice and disproportionate impacts on people based on their ethnicity, gender, cultural and socioeconomic conditions. Often these dimensions are hidden or unexplored in common approaches to teaching about hazards. However, they can provide importance context and meaning to students who would not otherwise see themselves in STEM disciplines. Teaching geoscience in a framework of societal issues may be an important mechanism for building science and sustainability capacity in future graduates. In May 2015, the NSF STEP center InTeGrate held a workshop in New Orleans, LA on teaching about Coastal Hazards, Risk and Environmental Justice. This was an opportunity to bring together people who use these topics as a powerful topic for transdisciplinary learning that connects science to local communities. This workshop was tailored for faculty members from minority-serving institutions and other colleges and universities that serve populations that are under-represented in the geosciences and related fields. The workshop outcome was a set of strategies for accomplishing this work, including participants' experience teaching with local cases, making connections to communities, and building partnerships with employers to understand workforce needs related to interdisciplinary thinking, sustainability science and risk. The participants articulated both the great need and opportunity for educators to help learners to explore these dimensions with their students as well as the challenge of learning to teach across disciplines and using controversial topics.

THE TEACHING OF GEO SCIENCE IN MALAWI SECONDARY SCHOOLS: The case of the Solar System and beyond

NASA Astrophysics Data System (ADS)

Chasukwa Mwalwenje, Yvonne; Chasukwa, Fidel

2016-04-01

Malawi secondary school curriculum has been offering Geo sciences Education since the dawn of independence from the British rule in 1964. Qualified primary and secondary school teachers are responsible for the teaching of Geo sciences. The assumption is that trained teachers are more likely to produce successful students thus making geoscience a successful subject. To make the subject more relevant and captivating to stakeholders, the government revised Geo science curriculum and incorporated other topics. Among additional topic was the solar system that was covered in great detail in secondary school. The solar system is a Geo science concept taught in Geography curriculum from primary school for 8 years and in secondary school for 4 years. Despite the solar system being one of the traditional topics in Malawi school curriculum and Government's effort to revise the curriculum in the interest of learners and improving the pass rate, number of students conversant with the topic has been failing sharply over the years. The disparity between the input in terms of effort to improve familiarity with solar system among learners and the outcomes is of great concern and worth hard investigation to inform education policy and curriculum revision decisions. Based on empirical data collected through qualitative research design, the paper establishes that regardless of imploring such interventions, there are still indicators that students continue to fail in solar system related subjects. Malawi National Examination report (2015) reveals that Geography at Malawi School Certificate Examinations pass rate has been going down ranging from 69.49 to 60.78 per cent from 2009 to 2014. The report advances that lack of instruction materials across the schools have contributed to deteriorating knowledge in solar system education. For instance, the school may have no simple models such as globes that clarify the shape of the earth better. As such, the teacher may improvise by getting an

The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

2012-12-01

To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic

College and University Earth System Science Education for the 21st Century (ESSE 21)

NASA Astrophysics Data System (ADS)

Johnson, D. R.; Ruzek, M.; Schweizer, D.

2002-12-01

The NASA/USRA Cooperative University-based Program in Earth System Science Education (ESSE), initiated over a decade ago through NASA support, has led in the creation of a nationwide collaborative effort to bring Earth system science into the undergraduate classroom. Forty-five ESSE institutions now offer over 120 Earth system courses each year, reaching thousands of students annually with interdisciplinary content. Through the course offerings by faculty from different disciplines and the organizational infrastructure of colleges and universities emphasizing cross disciplinary curricula, programs, degrees and departments, the ESSE Program has led in systemic change in the offering of a holistic view of Earth system science in the classroom. Building on this successful experience and collaborative infrastructure within and among colleges, universities and NASA partners, an expanded program called ESSE 21 is being supported by NASA to extend the legacy established during the last decade. Through its expanded focus including partnerships with under represented colleges and universities, the Program seeks to further develop broadly based educational resources, including shared courses, electronic learning materials and degree programs that will extend Earth system science concepts in both undergraduate and graduate classrooms and laboratories. These resources emphasizing fundamentals of Earth system science advance the nation's broader agenda for improving science, technology, engineering and mathematics competency. Overall the thrust within the classrooms of colleges and universities is critical to extending and solidifying courses of study in Earth system and global change science. ESSE 21 solicits proposals from undergraduate institutions to create or adopt undergraduate and graduate level Earth system science content in courses, curricula and degree programs. The goal for all is to effect systemic change through developing Earth system science learning materials

Earth Observing System: Science Objectives and Challenges

NASA Technical Reports Server (NTRS)

King, Michael D.

1999-01-01

The Earth Observing System (EOS) is a space-based observing system comprised of a series of satellite sensors by which scientists can monitor the Earth, a Data and Information System (EOSDIS) enabling researchers worldwide to access the satellite data, and an interdisciplinary science research program to interpret the satellite data. In this presentation we review the key areas of scientific uncertainty in understanding climate and global change, and follow that with a description of the EOS goals, objectives, and scientific research elements that comprise the program (instrument science teams and interdisciplinary investigations). Finally, I will describe how scientists and policy makers intend to use EOS data improve our understanding of key global change uncertainties, such as: (i) clouds and radiation, including fossil fuel and natural emissions of sulfate aerosol and its potential impact on cloud feedback, (ii) man's impact on ozone depletion, with examples of ClO and O3 obtained from the UARS satellite during the Austral Spring, and (iii) volcanic eruptions and their impact on climate, with examples from the eruption of Mt. Pinatubo.

Earth Observing System: Science Objectives and Challenges

NASA Technical Reports Server (NTRS)

King, Michael D.

1998-01-01

The Earth Observing System (EOS) is a space-based observing system comprised of a series of satellite sensors by which scientists can monitor the Earth, a Data and Information System (EOSDIS) enabling researchers worldwide to access the satellite data, and an interdisciplinary science research program to interpret the satellite data. In this presentation I will describe the key areas of scientific uncertainty in understanding climate and global change, and follow that with a description of the EOS goals, objectives, and scientific research elements that comprise the program (instrument science teams and interdisciplinary investigations). Finally, I will describe how scientists and policy makers intend to use EOS data to improve our understanding of key global change uncertainties, such as: (i) clouds and radiation, including fossil fuel and natural emissions of sulfate aerosol and its potential impact on cloud feedback, (ii) man's impact on ozone depletion, with examples of ClO and O3 obtained from the UARS satellite during the Austral Spring, and (iii) volcanic eruptions and their impact on climate, with examples from the eruption of Mt. Pinatubo.

For Earth's Sake: Lessons in Population and the Environment.

ERIC Educational Resources Information Center

Brouse, Deborah E.; Wasserman, Pamela B.

Intended to introduce young people to the remarkable interconnectedness of people and the environment, this middle school teaching kit is designed to give students an understanding of important population and environmental concepts while promoting a sense of individual responsibility for stewardship of the earth. The teaching modules in the kit…

University of Rhode Island Regional Earth Systems Center

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

Rothstein, Lewis; Cornillon, P.

The primary objective of this program was to establish the URI Regional Earth System Center (“Center”) that would enhance overall societal wellbeing (health, financial, environmental) by utilizing the best scientific information and technology to achieve optimal policy decisions with maximum stakeholder commitment for energy development, coastal environmental management, water resources protection and human health protection, while accelerating regional economic growth. The Center was to serve to integrate existing URI institutional strengths in energy, coastal environmental management, water resources, and human wellbeing. This integrated research, educational and public/private sector outreach Center was to focus on local, state and regional resources. Themore » centerpiece activity of the Center was in the development and implementation of integrated assessment models (IAMs) that both ‘downscaled’ global observations and interpolated/extrapolated regional observations for analyzing the complexity of interactions among humans and the natural climate system to further our understanding and, ultimately, to predict the future state of our regional earth system. The Center was to begin by first ‘downscaling’ existing global earth systems management tools for studying the causes of local, state and regional climate change and potential social and environmental consequences, with a focus on the regional resources identified above. The Center would ultimately need to address the full feedbacks inherent in the nonlinear earth systems by quantifying the “upscaled” impacts of those regional changes on the global earth system. Through an interacting suite of computer simulations that are informed by observations from the nation’s evolving climate observatories, the Center activities integrates climate science, technology, economics, and social policy into forecasts that will inform solutions to pressing issues in regional climate change science, �

Relativistic time transfer in the vicinity of the Earth and in the solar system

NASA Astrophysics Data System (ADS)

Nelson, Robert A.

2011-08-01

The algorithms for relativistic time transfer in the vicinity of the Earth and in the solar system are derived. The concepts of proper time and coordinate time are distinguished. The coordinate time elapsed during the transport of a clock and the propagation of an electromagnetic signal is analysed in three coordinate systems: an Earth-Centred Inertial (ECI) coordinate system, an Earth-Centred Earth-Fixed (ECEF) coordinate system and a barycentric coordinate system. The timescales of Geocentric Coordinate Time (TCG), Terrestrial Time (TT) and Barycentric Coordinate Time (TCB) are defined and their relationships are discussed. Some numerical examples are provided to illustrate the magnitudes of the effects.

Virtual Observation System for Earth System Model: An Application to ACME Land Model Simulations

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

Wang, Dali; Yuan, Fengming; Hernandez, Benjamin

Investigating and evaluating physical-chemical-biological processes within an Earth system model (EMS) can be very challenging due to the complexity of both model design and software implementation. A virtual observation system (VOS) is presented to enable interactive observation of these processes during system simulation. Based on advance computing technologies, such as compiler-based software analysis, automatic code instrumentation, and high-performance data transport, the VOS provides run-time observation capability, in-situ data analytics for Earth system model simulation, model behavior adjustment opportunities through simulation steering. A VOS for a terrestrial land model simulation within the Accelerated Climate Modeling for Energy model is also presentedmore » to demonstrate the implementation details and system innovations.« less

Virtual Observation System for Earth System Model: An Application to ACME Land Model Simulations

DOE PAGES

Wang, Dali; Yuan, Fengming; Hernandez, Benjamin; ...

2017-01-01

Investigating and evaluating physical-chemical-biological processes within an Earth system model (EMS) can be very challenging due to the complexity of both model design and software implementation. A virtual observation system (VOS) is presented to enable interactive observation of these processes during system simulation. Based on advance computing technologies, such as compiler-based software analysis, automatic code instrumentation, and high-performance data transport, the VOS provides run-time observation capability, in-situ data analytics for Earth system model simulation, model behavior adjustment opportunities through simulation steering. A VOS for a terrestrial land model simulation within the Accelerated Climate Modeling for Energy model is also presentedmore » to demonstrate the implementation details and system innovations.« less

The influence of the earth radiation on space target detection system

NASA Astrophysics Data System (ADS)

Su, Xiaofeng; Chen, FanSheng; Cuikun, .; Liuyan, .

2017-05-01

In the view of space remote sensing such as satellite detection space debris detection etc. visible band is usually used in order to have the all-weather detection capability, long wavelength infrared (LWIR) detection is also an important supplement. However, in the tow wave band, the earth can be a very strong interference source, especially in the dim target detecting. When the target is close to the earth, especially the LEO target, the background radiation of the earth will also enter into the baffle, and became the stray light through reflection, the stray light can reduce the signal to clutter ratio (SCR) of the target and make it difficult to be detected. In the visible band, the solar albedo by the earth is the main clutter source while in the LWIR band the radiation of the earth is the main clutter source. So, in this paper, we establish the energy transformation from the earth background radiation to the detection system to assess the effects of the stray light. Firstly, we discretize the surface of the earth to different unit, and using MODTRAN to calculate the radiation of the discrete point in different light and climate conditions, then, we integral all the radiation which can reach the baffle in the same observation angles to get the energy distribution, finally, according the target energy and the non-uniformity of the detector, we can calculate the design requirement of the system stray light suppression, which provides the design basis for the optical system.

The Earth System Prediction Suite: Toward a Coordinated U.S. Modeling Capability

DOE PAGES

Theurich, Gerhard; DeLuca, C.; Campbell, T.; ...

2016-08-22

The Earth System Prediction Suite (ESPS) is a collection of flagship U.S. weather and climate models and model components that are being instrumented to conform to interoperability conventions, documented to follow metadata standards, and made available either under open-source terms or to credentialed users. Furthermore, the ESPS represents a culmination of efforts to create a common Earth system model architecture, and the advent of increasingly coordinated model development activities in the United States. ESPS component interfaces are based on the Earth System Modeling Framework (ESMF), community-developed software for building and coupling models, and the National Unified Operational Prediction Capability (NUOPC)more » Layer, a set of ESMF-based component templates and interoperability conventions. Our shared infrastructure simplifies the process of model coupling by guaranteeing that components conform to a set of technical and semantic behaviors. The ESPS encourages distributed, multiagency development of coupled modeling systems; controlled experimentation and testing; and exploration of novel model configurations, such as those motivated by research involving managed and interactive ensembles. ESPS codes include the Navy Global Environmental Model (NAVGEM), the Hybrid Coordinate Ocean Model (HYCOM), and the Coupled Ocean–Atmosphere Mesoscale Prediction System (COAMPS); the NOAA Environmental Modeling System (NEMS) and the Modular Ocean Model (MOM); the Community Earth System Model (CESM); and the NASA ModelE climate model and the Goddard Earth Observing System Model, version 5 (GEOS-5), atmospheric general circulation model.« less

The Earth System Prediction Suite: Toward a Coordinated U.S. Modeling Capability

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

Theurich, Gerhard; DeLuca, C.; Campbell, T.

The Earth System Prediction Suite (ESPS) is a collection of flagship U.S. weather and climate models and model components that are being instrumented to conform to interoperability conventions, documented to follow metadata standards, and made available either under open-source terms or to credentialed users. Furthermore, the ESPS represents a culmination of efforts to create a common Earth system model architecture, and the advent of increasingly coordinated model development activities in the United States. ESPS component interfaces are based on the Earth System Modeling Framework (ESMF), community-developed software for building and coupling models, and the National Unified Operational Prediction Capability (NUOPC)more » Layer, a set of ESMF-based component templates and interoperability conventions. Our shared infrastructure simplifies the process of model coupling by guaranteeing that components conform to a set of technical and semantic behaviors. The ESPS encourages distributed, multiagency development of coupled modeling systems; controlled experimentation and testing; and exploration of novel model configurations, such as those motivated by research involving managed and interactive ensembles. ESPS codes include the Navy Global Environmental Model (NAVGEM), the Hybrid Coordinate Ocean Model (HYCOM), and the Coupled Ocean–Atmosphere Mesoscale Prediction System (COAMPS); the NOAA Environmental Modeling System (NEMS) and the Modular Ocean Model (MOM); the Community Earth System Model (CESM); and the NASA ModelE climate model and the Goddard Earth Observing System Model, version 5 (GEOS-5), atmospheric general circulation model.« less

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.

Laurel Clark Earth Camp: Building a Framework for Teacher and Student Understanding of Earth Systems

NASA Astrophysics Data System (ADS)

Colodner, D.; Buxner, S.; Schwartz, K.; Orchard, A.; Titcomb, A.; King, B.; Baldridge, A.; Thomas-Hilburn, H.; Crown, D. A.

2013-04-01

Laurel Clark Earth Camp is designed to inspire teachers and students to study their world through field experiences, remote sensing investigations, and hands on exploration, all of which lend context to scientific inquiry. In three different programs (for middle school students, for high school students, and for teachers) participants are challenged to understand Earth processes from the perspectives of both on-the ground inspection and from examination of satellite images, and use those multiple perspectives to determine best practices on both a societal and individual scale. Earth Camp is a field-based program that takes place both in the “natural” and built environment. Middle School Earth Camp introduces students to a variety of environmental science, engineering, technology, and societal approaches to sustainability. High School Earth Camp explores ecology and water resources from southern Arizona to eastern Utah, including a 5 day rafting trip. In both camps, students compare environmental change observed through repeat photography on the ground to changes observed from space. Students are encouraged to utilize their camp experience in considering their future course of study, career objectives, and lifestyle choices. During Earth Camp for Educators, teachers participate in a series of weekend workshops to explore relevant environmental science practices, including water quality testing, biodiversity surveys, water and light audits, and remote sensing. Teachers engage students, both in school and after school, in scientific investigations with this broad based set of tools. Earth Stories from Space is a website that will assist in developing skills and comfort in analyzing change over time and space using remotely sensed images. Through this three-year NASA funded program, participants will appreciate the importance of scale and perspective in understanding Earth systems and become inspired to make choices that protect the environment.

Google Earth for Landowners: Insights from Hands-on Workshops

ERIC Educational Resources Information Center

Huff, Tristan

2014-01-01

Google Earth is an accessible, user-friendly GIS that can help landowners in their management planning. I offered hands-on Google Earth workshops to landowners to teach skills, including mapmaking, length and area measurement, and database management. Workshop participants were surveyed at least 6 months following workshop completion, and learning…

Earth Observing System. Science and Mission Requirements, Volume 1, Part 1

NASA Technical Reports Server (NTRS)

1984-01-01

The Earth Observing System (EOS) is a planned NASA program, which will carry the multidisciplinary Earth science studies employing a variety of remote sensing techniques in the 1990's, as a prime mission, using the Space Station polar platform. The scientific rationale, recommended observational needs, the broad system configuration and a recommended implementation strategy to achieve the stated mission goals are provided.

Evolution of the Earth Observing System (EOS) Data and Information System (EOSDIS)

NASA Technical Reports Server (NTRS)

Ramapriyan, Hampapuram K.; Behnke, Jeanne; Sofinowski, Edwin; Lowe, Dawn; Esfandiari, Mary Ann

2008-01-01

One of the strategic goals of the U.S. National Aeronautics and Space Administration (NASA) is to "Develop a balanced overall program of science, exploration, and aeronautics consistent with the redirection of the human spaceflight program to focus on exploration". An important sub-goal of this goal is to "Study Earth from space to advance scientific understanding and meet societal needs." NASA meets this subgoal in partnership with other U.S. agencies and international organizations through its Earth science program. A major component of NASA s Earth science program is the Earth Observing System (EOS). The EOS program was started in 1990 with the primary purpose of modeling global climate change. This program consists of a set of space-borne instruments, science teams, and a data system. The instruments are designed to obtain highly accurate, frequent and global measurements of geophysical properties of land, oceans and atmosphere. The science teams are responsible for designing the instruments as well as scientific algorithms to derive information from the instrument measurements. The data system, called the EOS Data and Information System (EOSDIS), produces data products using those algorithms as well as archives and distributes such products. The first of the EOS instruments were launched in November 1997 on the Japanese satellite called the Tropical Rainfall Measuring Mission (TRMM) and the last, on the U.S. satellite Aura, were launched in July 2004. The instrument science teams have been active since the inception of the program in 1990 and have participation from Brazil, Canada, France, Japan, Netherlands, United Kingdom and U.S. The development of EOSDIS was initiated in 1990, and this data system has been serving the user community since 1994. The purpose of this chapter is to discuss the history and evolution of EOSDIS since its beginnings to the present and indicate how it continues to evolve into the future. this chapter is organized as follows. Sect

Teaching RFID Information Systems Security

ERIC Educational Resources Information Center

Thompson, Dale R.; Di, Jia; Daugherty, Michael K.

2014-01-01

The future cyber security workforce needs radio frequency identification (RFID) information systems security (INFOSEC) and threat modeling educational materials. A complete RFID security course with new learning materials and teaching strategies is presented here. A new RFID Reference Model is used in the course to organize discussion of RFID,…

NASA's Earth Observing Data and Information System - Near-Term Challenges

NASA Technical Reports Server (NTRS)

Behnke, Jeanne; Mitchell, Andrew; Ramapriyan, Hampapuram

2018-01-01

NASA's Earth Observing System Data and Information System (EOSDIS) has been a central component of the NASA Earth observation program since the 1990's. EOSDIS manages data covering a wide range of Earth science disciplines including cryosphere, land cover change, polar processes, field campaigns, ocean surface, digital elevation, atmosphere dynamics and composition, and inter-disciplinary research, and many others. One of the key components of EOSDIS is a set of twelve discipline-based Distributed Active Archive Centers (DAACs) distributed across the United States. Managed by NASA's Earth Science Data and Information System (ESDIS) Project at Goddard Space Flight Center, these DAACs serve over 3 million users globally. The ESDIS Project provides the infrastructure support for EOSDIS, which includes other components such as the Science Investigator-led Processing systems (SIPS), common metadata and metrics management systems, specialized network systems, standards management, and centralized support for use of commercial cloud capabilities. Given the long-term requirements, and the rapid pace of information technology and changing expectations of the user community, EOSDIS has evolved continually over the past three decades. However, many challenges remain. Challenges addressed in this paper include: growing volume and variety, achieving consistency across a diverse set of data producers, managing information about a large number of datasets, migration to a cloud computing environment, optimizing data discovery and access, incorporating user feedback from a diverse community, keeping metadata updated as data collections grow and age, and ensuring that all the content needed for understanding datasets by future users is identified and preserved.

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

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

Study and practice in the construction of open physical experiments teaching system

NASA Astrophysics Data System (ADS)

Xu, Yan

2017-09-01

Based on open physical experiments teaching system put forward by Ministry of Education, HHU(Hohai University) has carried out the construction of open experimental manage system, which includes course selecting system, teaching system, manage system and information desk. The innovation is in order to mobilize the students’ learning autonomy, cultivate the students’ creative ability and improve teaching quality. Besides, it achieves direct management from school to college to the laboratory and traced manage to the working device regardless of distance and time.

Free and Innovative Teaching Resources for STEM Educators

NASA Astrophysics Data System (ADS)

Weber, W. J.; McWhirter, J.; Dirks, D.

2014-12-01

The Unidata Program Center has implemented a teaching resource facility that allows educators to create, access, and share collections of resource material related to atmospheric, oceanic, and other earth system phenomena. While the facility can manage almost any type of electronic resource, it is designed with scientific data and products, teaching tools such as lesson plans and guided exercises, and tools for displaying data in mind. In addition to being very easy for educators and students to access, the facility makes it simple for other educators and scientists to contribute content related to their own areas of expertise to the collection. This allows existing teaching resources to grow in depth and breadth over time, enhancing their relevance and providing insights from multiple disciplines. Based on the open-source RAMADDA content/data management framework, the teaching resource facility provides a variety of built-in services to analyze and display data, as well as support for Unidata's rich 3D client, the Interactive Data Viewer (IDV).

Mass, Energy, Space And Time System Theory---MEST A way to help our earth

NASA Astrophysics Data System (ADS)

Cao, Dayong

2009-03-01

There are two danger to our earth. The first, the sun will expand to devour our earth, for example, the ozonosphere of our earth is be broken; The second, the asteroid will impact near our earth. According to MEST, there is a interaction between Black hole (and Dark matter-energy) and Solar system. The orbit of Jupiter is a boundary of the interaction between Black hole (and Dark matter-energy) and Solar system. Because there are four terrestrial planets which is mass-energy center as solar system, and there are four or five Jovian planets which is gas (space-time) center as black hole system. According to MEST, dark matter-energy take the velocity of Jupiter gose up. So there are a lot of asteroids and dark matter-energy near the orbit of Jupiter-the boundary. Dark matter-energy can change the orbit of asteroid, and take it impacted near our earth. Because the Dark matter-energy will pressure the Solar system. It is a inverse process with sun's expandedness. So the ``two danger'' is from a new process of the balance system between Black hole (and Dark matter-energy) and Solar system. According to MEST, We need to find the right point for our earth in the ``new process of the balance system.''

Non-rocket Earth-Moon transportation system

NASA Astrophysics Data System (ADS)

Bolonkin, A.

Author suggests and researches one of his methods of flights to outer Space, described in book "Non Rocket Flights in Space", which is prepared and offered for publication. In given report the method and facilities named "Bolonkin Transport System" (BTS) for delivering of payload and people to Moon and back is presented. BTS can be used also for free trip to outer Space up at altitude 60,000 km and more. BTS can be applying as a trust system for atmospheric supersonic aircrafts, and as a free energy source. This method uses, in general, the rotary and kinetic energy of the Moon. The manuscript contains the theory and results of computation of special Project. This project uses three cables (main and two for driving of loads) from artificial material: fiber, whiskers, nanotubes, with the specific tensile strength (ratio the tensile stress to density) k=/=4*10^7 or more. The nanotubes with same and better parameters are received in scientific laboratories. Theoretical limit of nanotubes SWNT is about k=100*10^7. The upper end of the cable is connected to the Moon. The lower end of the cable is connected to an aircraft (or buoy), which flies (i.e. glides or slides) in Earth atmosphere along the planet's surface. The aircraft (and Moon) has devices, which allows the length of cables to be changed. The device would consists of a spool, motor, brake, transmission, and controller. The facility could have devices for delivering people and payloads t o the Moon and back using the suggested Transport System. The delivery devices include: containers, cables, motors, brakes, and controllers. If the aircraft is small and the cable is strong the motion of the Moon can be used to move the airplane. For example (see enclosed project), if the airplane weighs 15 tons and has an aerodynamic ratio (the lift force to the drag force) equal 5, a thrust of 3000 kg would be enough for the aircraft to fly for infinity without requiring any fuel. The aircraft could use a small turbine engine

Dialogic Space: Intersections between Dialogic Teaching and Systemic Functional Linguistics

ERIC Educational Resources Information Center

Hammond, Jennifer

2016-01-01

The aim of this article is to foster dialogue between proponents of Alexander's notion of dialogic teaching and those working with educational linguistics--in particular those working with systemic functional theory. To this end, the article begins by highlighting important points of alignment between dialogic teaching and systemic theory: their…

Modeling the Round Earth through Diagrams

NASA Astrophysics Data System (ADS)

Padalkar, Shamin; Ramadas, Jayashree

Earlier studies have found that students, including adults, have problems understanding the scientifically accepted model of the Sun-Earth-Moon system and explaining day-to-day astronomical phenomena based on it. We have been examining such problems in the context of recent research on visual-spatial reasoning. Working with middle school students in India, we have developed a pedagogical sequence to build the mental model of the Earth and tried it in three schools for socially and educationally disadvantaged students. This pedagogy was developed on the basis of (1) a reading of current research in imagery and visual-spatial reasoning and (2) students' difficulties identified during the course of pretests and interviews. Visual-spatial tools such as concrete (physical) models, gestures, and diagrams are used extensively in the teaching sequence. The building of a mental model is continually integrated with drawing inferences to understand and explain everyday phenomena. The focus of this article is inferences drawn with diagrams.

Determination of Earth orientation using the Global Positioning System

NASA Technical Reports Server (NTRS)

Freedman, A. P.

1989-01-01

Modern spacecraft tracking and navigation require highly accurate Earth-orientation parameters. For near-real-time applications, errors in these quantities and their extrapolated values are a significant error source. A globally distributed network of high-precision receivers observing the full Global Positioning System (GPS) configuration of 18 or more satellites may be an efficient and economical method for the rapid determination of short-term variations in Earth orientation. A covariance analysis using the JPL Orbit Analysis and Simulation Software (OASIS) was performed to evaluate the errors associated with GPS measurements of Earth orientation. These GPS measurements appear to be highly competitive with those from other techniques and can potentially yield frequent and reliable centimeter-level Earth-orientation information while simultaneously allowing the oversubscribed Deep Space Network (DSN) antennas to be used more for direct project support.

Big Data in the Earth Observing System Data and Information System

NASA Technical Reports Server (NTRS)

Lynnes, Chris; Baynes, Katie; McInerney, Mark

2016-01-01

Approaches that are being pursued for the Earth Observing System Data and Information System (EOSDIS) data system to address the challenges of Big Data were presented to the NASA Big Data Task Force. Cloud prototypes are underway to tackle the volume challenge of Big Data. However, advances in computer hardware or cloud won't help (much) with variety. Rather, interoperability standards, conventions, and community engagement are the key to addressing variety.

Earth Festivals: Seasonal Celebrations for Everyone Young and Old.

ERIC Educational Resources Information Center

LaChapelle, Dolores; Bourque, Janet

Using celebrations drawn from American Indian culture, the teaching guide is intended to help anyone over the age of eight learn from the earth and benefit emotionally and physically from earth festivals. Thirty-six weekly celebration sessions are organized in five seasonal cycles: the autumn equinox cycle, the relationship cycle, the energy…

The Earth Observing System AM Spacecraft - Thermal Control Subsystem

NASA Technical Reports Server (NTRS)

Chalmers, D.; Fredley, J.; Scott, C.

1993-01-01

Mission requirements for the EOS-AM Spacecraft intended to monitor global changes of the entire earth system are considered. The spacecraft is based on an instrument set containing the Advanced Spaceborne Thermal Emission and Reflection radiometer (ASTER), Clouds and Earth's Radiant Energy System (CERES), Multiangle Imaging Spectro-Radiometer (MISR), Moderate-Resolution Imaging Spectrometer (MODIS), and Measurements of Pollution in the Troposphere (MOPITT). Emphasis is placed on the design, analysis, development, and verification plans for the unique EOS-AM Thermal Control Subsystem (TCS) aimed at providing the required environments for all the onboard equipment in a densely packed layout. The TCS design maximizes the use of proven thermal design techniques and materials, in conjunction with a capillary pumped two-phase heat transport system for instrument thermal control.

The iodine-plutonium-xenon age of the Moon-Earth system revisited.

PubMed

Avice, G; Marty, B

2014-09-13

Iodine-plutonium-xenon isotope systematics have been used to re-evaluate time constraints on the early evolution of the Earth-atmosphere system and, by inference, on the Moon-forming event. Two extinct radionuclides ((129)I, T1/2=15.6 Ma and (244)Pu, T1/2=80 Ma) have produced radiogenic (129)Xe and fissiogenic (131-136)Xe, respectively, within the Earth, the related isotope fingerprints of which are seen in the compositions of mantle and atmospheric Xe. Recent studies of Archaean rocks suggest that xenon atoms have been lost from the Earth's atmosphere and isotopically fractionated during long periods of geological time, until at least the end of the Archaean eon. Here, we build a model that takes into account these results. Correction for Xe loss permits the computation of new closure ages for the Earth's atmosphere that are in agreement with those computed for mantle Xe. The corrected Xe formation interval for the Earth-atmosphere system is [Formula: see text] Ma after the beginning of Solar System formation. This time interval may represent a lower limit for the age of the Moon-forming impact. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Nonequilibrium thermodynamics and maximum entropy production in the Earth system: applications and implications.

PubMed

Kleidon, Axel

2009-06-01

The Earth system is maintained in a unique state far from thermodynamic equilibrium, as, for instance, reflected in the high concentration of reactive oxygen in the atmosphere. The myriad of processes that transform energy, that result in the motion of mass in the atmosphere, in oceans, and on land, processes that drive the global water, carbon, and other biogeochemical cycles, all have in common that they are irreversible in their nature. Entropy production is a general consequence of these processes and measures their degree of irreversibility. The proposed principle of maximum entropy production (MEP) states that systems are driven to steady states in which they produce entropy at the maximum possible rate given the prevailing constraints. In this review, the basics of nonequilibrium thermodynamics are described, as well as how these apply to Earth system processes. Applications of the MEP principle are discussed, ranging from the strength of the atmospheric circulation, the hydrological cycle, and biogeochemical cycles to the role that life plays in these processes. Nonequilibrium thermodynamics and the MEP principle have potentially wide-ranging implications for our understanding of Earth system functioning, how it has evolved in the past, and why it is habitable. Entropy production allows us to quantify an objective direction of Earth system change (closer to vs further away from thermodynamic equilibrium, or, equivalently, towards a state of MEP). When a maximum in entropy production is reached, MEP implies that the Earth system reacts to perturbations primarily with negative feedbacks. In conclusion, this nonequilibrium thermodynamic view of the Earth system shows great promise to establish a holistic description of the Earth as one system. This perspective is likely to allow us to better understand and predict its function as one entity, how it has evolved in the past, and how it is modified by human activities in the future.

P=fm: Fostering Innovative Teaching and Learning in a Digital Age

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2012-01-01

A larger scale context for power teaching includes ideas from Duane Elgin, Lester Brown, Al Gore and many others. Collectively, they say the convergence of systems level global problems without national borders place before humankind a choice the species has never encountered in 195,000 years of life on "Spaceship Earth." In Elgin's…

Closed ecological systems: From test tubes to Earth's biosphere

NASA Technical Reports Server (NTRS)

Frye, Robert J.; Mignon, George

1992-01-01

Artificially constructed closed ecological systems (CES) have been researched both experimentally and theoretically for over 25 years. The size of these systems have varied from less than one liter to many thousands of cubic meters in volume. The diversity of the included components has a similarly wide range from purely aquatic systems to soil based systems that incorporate many aspects of Earth's biosphere. While much has been learned about the functioning of these closed systems, much remains to be learned. In this paper, we compare and contrast the behavior of closed ecological systems of widely different sizes through an analysis of their atmospheric composition. In addition, we will compare the performance of relatively small CES with the behavior of Earth's biosphere. We address the applicability of small CES as replicable analogs for planetary biospheres and discuss the use of small CES as an experimental milieu for an examination of the evolution of extra-terrestrial colonies.

Bioaerosols in the Earth system: Climate, health, and ecosystem interactions

NASA Astrophysics Data System (ADS)

Fröhlich-Nowoisky, Janine; Kampf, Christopher J.; Weber, Bettina; Huffman, J. Alex; Pöhlker, Christopher; Andreae, Meinrat O.; Lang-Yona, Naama; Burrows, Susannah M.; Gunthe, Sachin S.; Elbert, Wolfgang; Su, Hang; Hoor, Peter; Thines, Eckhard; Hoffmann, Thorsten; Després, Viviane R.; Pöschl, Ulrich

2016-12-01

Aerosols of biological origin play a vital role in the Earth system, particularly in the interactions between atmosphere, biosphere, climate, and public health. Airborne bacteria, fungal spores, pollen, and other bioparticles are essential for the reproduction and spread of organisms across various ecosystems, and they can cause or enhance human, animal, and plant diseases. Moreover, they can serve as nuclei for cloud droplets, ice crystals, and precipitation, thus influencing the hydrological cycle and climate. The sources, abundance, composition, and effects of biological aerosols and the atmospheric microbiome are, however, not yet well characterized and constitute a large gap in the scientific understanding of the interaction and co-evolution of life and climate in the Earth system. This review presents an overview of the state of bioaerosol research, highlights recent advances, and outlines future perspectives in terms of bioaerosol identification, characterization, transport, and transformation processes, as well as their interactions with climate, health, and ecosystems, focusing on the role bioaerosols play in the Earth system.

Teleconnections in complex human-Earth system models

NASA Astrophysics Data System (ADS)

Calvin, K. V.; Edmonds, J.

2017-12-01

Human systems and physical Earth systems are closely coupled and interact in complex ways that are sometimes surprising. This presentation discusses a few examples of system interactions. We consider the coupled energy-water-land-economy systems. We show how reductions in fossil fuel emissions are inversely coupled to land rents, food prices and deforestation. We discuss how water shortages in one part of the world is propagated to other distant parts of the world. We discuss the sensitivity of international trade patterns to energy and land systems technology and markets, and the potentially unanticipated results that can emerge.

Earth Observation from the International Space Station -Remote Sensing in Schools-

NASA Astrophysics Data System (ADS)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI

Linkages between the Urban Environment and Earth's Climate System

NASA Technical Reports Server (NTRS)

Shepherd, J. Marshall; Jin, Menglin

2003-01-01

Urbanization is one of the extreme cases of land use change. Although currently only 1.2% of the land is considered urban, the spatial coverage and density of cities are expected to rapidly increase in the near future. It is estimated that by the year 2025 60% of the world s population will live in cities (UNFP, 1999). Though urban areas are local in scale, human activity in urban environments has impacts at local, to global scale by changing atmospheric composition; impacting components of the water cycle; and modifying the carbon cycle 2nd ecosystems. For example, urban dwellers are undoubtedly familiar with "high" ozone pollution days, flash flooding in city streets, or heat stress on summer days. However, our understanding of urbanization on the total Earth-climate system is incomplete. Better understanding of how the Earth s weather, oceans, and land work together and the influence of the urban environment on this climate system is critical. This paper highlights some of the major and current issues involving interactions between urban environments and the Earth's climate system. It also captures some of the most current thinking and findings of the authors and key experts in the field.

The Interactive Virtual Earth Science Teaching (InVEST) project: preliminary results

NASA Astrophysics Data System (ADS)

Gallus, W.; Cervato, C.; Parham, T.; Larsen, M.; Cruz-Neira, C.; Boudreaux, H.

2009-04-01

The InVEST (Interactive Virtual Earth Science Teaching) project has as its goal the development of state-of-the-art virtual reality geoscience tools that can be used to correct student misunderstandings about some geoscience phenomena. One tool, originally developed several years ago, the virtual tornadic thunderstorm, was recently modified based on feedback from instructors given the opportunity to use the tool. The modified virtual storm will be demonstrated during the presentation. In addition, a virtual volcano application is currently under development. To steer the development of this application, a Volcanic Concept Survey was recently administered to over 600 students at six U.S. institutions with the goal of identifying areas of greatest misconception relating to volcanoes. Both mean and median scores on the instrument were exceptionally low, indicating that students generally possessed minimal understanding of volcanic systems. High scores were restricted to the simplest aspects of volcanism (terminology, basic volcano shape) while questions requiring higher thinking and deeper conceptual connections (analysis of patterns, eruptive controls, and hazards) saw much lower scores. Categorical analysis of response types revealed the extent of specific misconceptions, the most predominant of which demonstrated a failure to link tectonics to a global volcanic pattern. Eruptive catalysts and controls also appear poorly understood, as are volcanic impacts on the environment and human endeavors. The survey also included demographic information which has been analyzed. Analysis of student sources of knowledge found that over 41% of students said that they had acquired most of their understanding about volcanoes from non-traditional sources such as the popular media and Hollywood films. Application of a multiple linear regression model and an expanded model suggests that these students were much less likely to receive high scores on questions relating to understanding

Complex systems as lenses on learning and teaching

NASA Astrophysics Data System (ADS)

Hurford, Andrew C.

From metaphors to mathematized models, the complexity sciences are changing the ways disciplines view their worlds, and ideas borrowed from complexity are increasingly being used to structure conversations and guide research on teaching and learning. The purpose of this corpus of research is to further those conversations and to extend complex systems ideas, theories, and modeling to curricula and to research on learning and teaching. A review of the literatures of learning and of complexity science and a discussion of the intersections between those disciplines are provided. The work reported represents an evolving model of learning qua complex system and that evolution is the result of iterative cycles of design research. One of the signatures of complex systems is the presence of scale invariance and this line of research furnishes empirical evidence of scale invariant behaviors in the activity of learners engaged in participatory simulations. The offered discussion of possible causes for these behaviors and chaotic phase transitions in human learning favors real-time optimization of decision-making as the means for producing such behaviors. Beyond theoretical development and modeling, this work includes the development of teaching activities intended to introduce pre-service mathematics and science teachers to complex systems. While some of the learning goals for this activity focused on the introduction of complex systems as a content area, we also used complex systems to frame perspectives on learning. Results of scoring rubrics and interview responses from students illustrate attributes of the proposed model of complex systems learning and also how these pre-service teachers made sense of the ideas. Correlations between established theories of learning and a complex adaptive systems model of learning are established and made explicit, and a means for using complex systems ideas for designing instruction is offered. It is a fundamental assumption of this

A meta-analysis of instructional systems applied in science teaching

NASA Astrophysics Data System (ADS)

Willett, John B.; Yamashita, June J. M.; Anderson, Ronald D.

This article is a report of a meta-analysis on the question: What are the effects of different instructional systems used in science teaching? The studies utilized in this meta-analysis were identified by a process that included a systematic screening of all dissertations completed in the field of science education since 1950, an ERIC search of the literature, a systematic screening of selected research journals, and the standard procedure of identifying potentially relevant studies through examination of the bibliographies of the studies reviewed. In all, the 130 studies coded gave rise to 341 effect sizes. The mean effect size produced over all systems was 0.10 with a standard deviation of 0.41, indicating that, on the average, an innovative teaching system in this sample produced one-tenth of a standard deviation better performance than traditional science teaching. Particular kinds of teaching systems, however, produced results that varied from this overall result. Mean effect sizes were also computed by year of publication, form of publication, grade level, and subject matter.

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.

Earth System Chemistry integrated Modelling (ESCiMo) with the Modular Earth Submodel System (MESSy) version 2.51

NASA Astrophysics Data System (ADS)

Jöckel, Patrick; Tost, Holger; Pozzer, Andrea; Kunze, Markus; Kirner, Oliver; Brenninkmeijer, Carl A. M.; Brinkop, Sabine; Cai, Duy S.; Dyroff, Christoph; Eckstein, Johannes; Frank, Franziska; Garny, Hella; Gottschaldt, Klaus-Dirk; Graf, Phoebe; Grewe, Volker; Kerkweg, Astrid; Kern, Bastian; Matthes, Sigrun; Mertens, Mariano; Meul, Stefanie; Neumaier, Marco; Nützel, Matthias; Oberländer-Hayn, Sophie; Ruhnke, Roland; Runde, Theresa; Sander, Rolf; Scharffe, Dieter; Zahn, Andreas

2016-03-01

Three types of reference simulations, as recommended by the Chemistry-Climate Model Initiative (CCMI), have been performed with version 2.51 of the European Centre for Medium-Range Weather Forecasts - Hamburg (ECHAM)/Modular Earth Submodel System (MESSy) Atmospheric Chemistry (EMAC) model: hindcast simulations (1950-2011), hindcast simulations with specified dynamics (1979-2013), i.e. nudged towards ERA-Interim reanalysis data, and combined hindcast and projection simulations (1950-2100). The manuscript summarizes the updates of the model system and details the different model set-ups used, including the on-line calculated diagnostics. Simulations have been performed with two different nudging set-ups, with and without interactive tropospheric aerosol, and with and without a coupled ocean model. Two different vertical resolutions have been applied. The on-line calculated sources and sinks of reactive species are quantified and a first evaluation of the simulation results from a global perspective is provided as a quality check of the data. The focus is on the intercomparison of the different model set-ups. The simulation data will become publicly available via CCMI and the Climate and Environmental Retrieval and Archive (CERA) database of the German Climate Computing Centre (DKRZ). This manuscript is intended to serve as an extensive reference for further analyses of the Earth System Chemistry integrated Modelling (ESCiMo) simulations.

The Earth System CoG Collaboration Environment

NASA Astrophysics Data System (ADS)

DeLuca, C.; Murphy, S.; Cinquini, L.; Treshansky, A.; Wallis, J. C.; Rood, R. B.; Overeem, I.

2013-12-01

The Earth System CoG supports collaborative Earth science research and product development in virtual organizations that span multiple projects and communities. It provides access to data, metadata, and visualization services along with tools that support open project governance, and it can be used to host individual projects or to profile projects hosted elsewhere. All projects on CoG are described using a project ontology - an organized common vocabulary - that exposes information needed for collaboration and decision-making. Projects can be linked into a network, and the underlying ontology enables consolidated views of information across the network. This access to information promotes the creation of active and knowledgeable project governance, at both individual and aggregate project levels. CoG is being used to support software development projects, model intercomparison projects, training classes, and scientific programs. Its services and ontology are customizable by project. This presentation will provide an overview of CoG, review examples of current use, and discuss how CoG can be used as knowledge and coordination hub for networks of projects in the Earth Sciences.

Effects of primitive photosynthesis on Earth's early climate system

NASA Astrophysics Data System (ADS)

Ozaki, Kazumi; Tajika, Eiichi; Hong, Peng K.; Nakagawa, Yusuke; Reinhard, Christopher T.

2018-01-01

The evolution of different forms of photosynthetic life has profoundly altered the activity level of the biosphere, radically reshaping the composition of Earth's oceans and atmosphere over time. However, the mechanistic impacts of a primitive photosynthetic biosphere on Earth's early atmospheric chemistry and climate are poorly understood. Here, we use a global redox balance model to explore the biogeochemical and climatological effects of different forms of primitive photosynthesis. We find that a hybrid ecosystem of H2-based and Fe2+-based anoxygenic photoautotrophs—organisms that perform photosynthesis without producing oxygen—gives rise to a strong nonlinear amplification of Earth's methane (CH4) cycle, and would thus have represented a critical component of Earth's early climate system before the advent of oxygenic photosynthesis. Using a Monte Carlo approach, we find that a hybrid photosynthetic biosphere widens the range of geochemical conditions that allow for warm climate states well beyond either of these metabolic processes acting in isolation. Our results imply that the Earth's early climate was governed by a novel and poorly explored set of regulatory feedbacks linking the anoxic biosphere and the coupled H, C and Fe cycles. We suggest that similar processes should be considered when assessing the potential for sustained habitability on Earth-like planets with reducing atmospheres.

Strategies for Hydrology Teaching for a Changing World

NASA Astrophysics Data System (ADS)

Sivapalan, Murugesu

2010-05-01

Hydrology as a science has undergone dramatic changes in the past 80 years. However, as evidenced by the text books that are being used and conversations with many educators, it appears that hydrologic education has not kept pace. The legacy of the past growth of hydrology is reflected in the materials and methods used in hydrology teaching as practiced now. Current teaching methods tend to present a mix of empirical approaches (e.g., data analysis, multiple regressions), systems approaches (e.g., unit hydrograph methods, bucket models), and process theories (e.g., infiltration, runoff generation, evaporation, channel flow), often in the form of recipes or skill sets. However, they represent an old paradigm where hydrology was seen as dealing with the movement of water through and over a static earth, aimed at solving one or a combination of separate boundary value problems. However at least since the 1990s there is a new research paradigm operating, which treats hydrology as a distinct geoscience, which does not just deal with the movement of water, but with an interacting holistic earth system that includes not just hydrological but also biogeochemical, ecological and human subsystems. Global change increasingly dictates that this geoscience paradigm be further extended to include highly non-stationary, evolutionary behaviors strongly governed by human-nature interactions. Shouldn't this be recognized in our teaching, and if so how can we achieve it? In this talk I will outline broad strategies we can adopt that could pave the way for a paradigm shift also in the way we teach hydrology. Beyond the essential skills that we have always taught, some of the new skill sets we need to impart are, amongst many others: learning to read the landscape, learning from patterns in the data, including patterns in the landscape and in the atmosphere (e.g., channel morphology, vegetation patterns, climatic patterns), comparative studies as opposed to place-based studies

Global Earth Observation System of Systems (GEOSS): Initial Actions to Enhance Data Sharing to Meet Societal Needs

NASA Astrophysics Data System (ADS)

Adang, T.

2006-05-01

Over 60 nations and 50 participating organizations are working to make the Global Earth Observation System of Systems (GEOSS) a reality. The U.S. contribution to GEOSS is the Integrated Earth Observation System (IEOS), with a vision of enabling a healthy public, economy and planet through an integrated, comprehensive, and sustained Earth observation system. The international Group on Earth Observations (GEO) and the U.S. Group on Earth Observations have developed strategic plans for both GEOSS and IEOS, respectively, and are now working the first phases of implementation. Many of these initial actions are data architecture related and are being addressed by architecture and data working groups from both organizations - the GEO Architecture and Data Committee and the USGEO Architecture and Data Management Working Group. NOAA has actively participated in both architecture groups and has taken internal action to better support GEOSS and IEOS implementation by establishing the Global Earth Observation Integrated Data Environment (GEO IDE). GEO IDE provides a "system of systems" framework for effective and efficient integration of NOAA's many quasi-independent systems, which individually address diverse mandates in such areas resource management, weather forecasting, safe navigation, disaster response, and coastal mapping among others. GEO IDE will have a services oriented architecture, allowing NOAA Line Offices to retain a high level of independence in many of their data management decisions, and encouraging innovation in pursuit of their missions. Through GEO IDE, NOAA partners (both internal and external) will participate in a well-ordered, standards-based data and information infrastructure that will allow users to easily locate, acquire, integrate and utilize NOAA data and information. This paper describes the initial progress being made by GEO and USGEO architecture and data working groups, a status report on GEO IDE development within NOAA, and an assessment of