1. Incorporating Data and Research into Courses Ellen E. Martin, University of Florida Wayne Powell, Brooklyn College Preparing for an Academic Career in Geosciences Workshop

2. Rational Create scientifically literate students –Future citizens, teachers, voters, politicians, business associates… Teach students to think like scientists –Beyond simplified “textbook” content –Apply scientific techniques and content –Think critically –Welcome the unexpected

3. Students learn –To evaluate data critically –To observe patterns and anomalies –To make inferences and predictions –To make interpretations –To form testable hypotheses –To adapt to unforeseen circumstances Goals Students explore the question rather than the answer

4. Students: –Learn not all data are as perfect as textbook examples –Discover there are multiple ways to interpret the same data –Gain ownership of ideas and interpretations –Discover some of the difficulties associated with data collection Additional Goals

5. Use data available on the web Create opportunities for them to collect and interpret their own data –Field work –Lab work Allow them to design and execute a research experiment Techniques

6. NOAA’s Oceanographic In-Situ Data Access CDT (conductivity, temperature, depth) data http://www.epic.noaa.gov/epic/ewb/ NOAA’s Live Access to Climate Data map views and cross sections of a range of variables for a range of depths http://ferret.wrc.noaa.gov Example 1: Online Data Ocean Circulation

7. Ocean Circulation Surface temperature Temperature 3000 m Surface salinity

8. Ocean Circulation Classic textbook Pacific high latitude Atlantic low latitude

9. Temp Salinity OxygenPhosphate

10. Ocean Circulation Questions Pick out areas of anomalous temperature Where do deep waters acquire their temperature and salinity? What controls density? Identify a salinity anomaly, come up with a theory for what might cause the anomaly and how you might test it What is the relationship between oxygen and phosphate in the ocean? …

11. What is suspended in the air we breathe on our urban campus? Is there any justifiable concern? Example 2: Field Data Brooklyn Air Quality

12. Motivations and Advantages Community-based Personal impact Simple procedures Relatively inexpensive equipment No travel required