Summaries from Tuesday Brainstorming

Geology: Julie

Integrate Ocean Science and Geology

Pretty much everything has been done...decided to disband and join other groups.

 

Physics: Crystal & Linda

Use MBARI data to make lessons specific for physics?

Looked at using ATOC data to look at temp and density, but ATOC data is not conclusive enough to give to students to use for a project; didn't really even agree with itself!

If students spend time on a project without coming to any conclusions, it's a learning process, but not very rewarding to students; feel frustrated that they spent lots of time on 'nothing'.

ATOC uses very precise units (lots of sig figs); leads to disagreement between data sets.

Graphs of MBARI data (real-time): lots of info, but not very well laid out.  Graphs designed for scientists with no legends, explanations, units, interpretation, etc. So: what needs to be there to make these useful in classroom?

One of moorings takes pressure data every ten minutes: students could determine wavelengths, period, speed of waves, but would need more frequent data.  Any chance of getting that?

Difficult to find data sets: links are there, but it's hard to figure out what they're pointing to; it's a navigation issue.

So much data...where do you start? How do you (MBARI) funnel it into categories so teachers can use different data for different purposes?  Amount of data out now is nowhere near what's going to be coming out soon!

Perhaps we can pull physics ideas out of existing lessons.

Robotics: another tack we could take to include physics.

 

Ocean color: Barbara

Could not locate map from Topex/Poseidon.

Take a different approach; look at the differences in clines as a seasonal effect.  Kids can identify with this time scale...recognize changes in ocean over time. Can plot graph and interpret at different times of year.

 

Real-time Data: Mark & Ron

W/ RTD, you want to have it coupled with archives (firehose analogy becomes ocean of data); archives are full of interesting events.  Students can look at interesting event and compare the real-time data.

Have a list of inquiries that can connect to data; really focus on picking an inquiry that requires data analysis.

RTD is often not that exciting; we have to figure out what are the exciting factors involved (i.e., storms).  TOPP data has good potential because animals move day-to-day.

Video from the ship can be a good RTD source; launching/recovering vehicles good technology hook.

Mismatch with RTD and classrooms: WRT time of classes...not always something exciting happening when you want it.  Archives are useful here (ala MBA public feed).

Real time maps; GIS in classroom: skill or tool that might become more and more important.  Making a map to show data set in real time is exciting.

Modifying HOOVES interface; bringing teachers and students on-board to determine usefulness and requirements.  Can allow them to access data set that is useful for a specific inquiry.  Collaborative interface would also be interesting: multi-user interface that might allow students or teachers to work together through data analysis process.

Hydrophone feeds are popular: listening in real-time was interesting to public.

RTD generated by researchers: students can become researchers using bits of that data.  Systems for students to collect their own RTD might be a good tool for inquiry.

Where are we in the process: timeline?  (See Regional Cabled Observatory Schedule) We are on the margin of the avalanche of data!

 

Iron: Lisa, John, Katie, Julie

Nutrient loading: coastal dead-zone GOM, human effects, ecosystem effects, comparing env. effects of NL in open ocean vs. shallow tropical setting, explain diatoms role and significance, role of CO2 sequestering in ice age, graph RTD from GOM looking at Cphyll and O2, access fishery data and interpret, color mapping of dead zone, seasonal comarisons, tie into watershed, rivers, ocean, GIS images.

Iron concept deemed extremely important for college curriculum.

Hood Canal studies are underway to determine the extent of these effects. Citizens are involved making measurements, data available on Web.

Geographical applications of watershed using GIS and RTD.

ARC-IMS allows web-interfaced generation of maps from data sets.

Historical data regarding Mississippi Rriver, nitrates, phosphates, geography, etc. human effect goes quite far upstream.

New MBARI project: Land/Ocean Biogeochemical Observatory; monitors flux of nutrients in Elkhorn Slough.  Will be hooked up through wireless network, RTD will be on web. (Can we tie this into a model of watershed?)

 

Pelagic Predators: Rhonda and Adele

Bioaccumulation: contaminants travel through trophic levels

Objective: develop understanding of bioaccumulation processes

Chemistry, Geography integrate well

Using migratory routes to determine wherer orgs exposed to contaminants

Research effects of exposure on animals themselves

Graph data regarding regional contaminant levels

Levels of contaminants over time and trends over years

Seafood safety recommendations based on tracking and geography

 

Layout/Design: Jennifer, Eric, Susanna, Francesca

Incorporate more video/photos

Find a balance between extensive scrolling vs. lots of pop-up windows

"Don't make me think": navigation at top?

Usability tests were quite successful at the Bridge, could be useful in developing EARTH site

Concept tie-in: more information regarding which concepts are covered by each lesson, possibly including scope and sequence information; use AAAS benchmarks, relate activities more specifically to curriculum

Incorporate specific search terms/keywords

Provide links to career pages, highlight different careers on each activity; include information on "Why do I need to know this?"

Observatories create lots of info on non-traditional marine careers

Web site vision/goal: should web site target students of teachers? What is the value of site? Must have a definite answer to know where to go with it.

Common themes/skills: what skills do teachers want their students to know? (data analysis, graphing, reading for research, etc.)

Evaluation/feedback: must have a way for users to communicate their likes/dislikes/needs once site is launched.  Stats for site usage are helpful in developing and updating components

More organized list of activities needed for successful usage (ex. Upwelling activity quite hidden)

Decide whether activities should be in sequence or compartmentalized