From the Desk of a GLOBE Teacher – Part 3: Attending a national conference

This week we have a guest blogger, Mr. Steven Frantz from Roswell-Kent Middle School in Akron, Ohio.  Mr. Frantz is a GLOBE teacher and is also a participant in GLOBE From Learning To Research Project.  As a part of the project, he had the opportunity to attend the 2013 National Science Teacher Association Meeting in San Antonio, Texas.  He presents his perspective on the meeting as a first time attendee.

Wow! NSTA. I have never been to NSTA until invited by the GLOBE Program to present at their booth. I was told over 8,000 science teachers were registered to attend this three day event. It seems I must have spoken to each and every one of them! At least that’s what my feet tell me. Walking into the vendor hall is, in itself, an experience. National Geographic, NOAA, NSF, and Sea World were there. All the biggies in the science education world were there. Then there were the ones I never heard of before: Zooniverse, Standard Deviants Accelerate, WorldStrides and so many others. Then there was the GLOBE Program booth. Two stories tall, blue with many larger-than-life pictures. Definitely an “AH-HA” moment!

An image of the GLOBE booth at the 2013 NSTA meeting

An image of the GLOBE booth at the 2013 NSTA meeting

We all joked a bit as we strapped on the “Justin Bieber” headset as we began our presentation. It was hard for me to keep it down to 20 minutes. There have been so many great stories to tell! The audience ranged from people who had never heard of the GLOBE Program before to our venerable original Gary.

I also found the time to attend one of the workshops to beta test the new eTraining.  This was really exciting and hopefully will open up the doors for many teachers to be able to bring the GLOBE Program to their students. Since the training was on the cloud protocol, we even went outside to identify clouds and calculate the percent of cloud cover.  Unfortunately there weren’t many clouds in the sky. I did not hear any complaints about the bright sunny sky, however!

Believe it or not, we even found time to relax a bit one evening and have dinner together and share even more stories. That is one of the really neat things about being part of the GLOBE community. Even though separated by miles and time, whenever GLOBE folks meet, there are always the wonderful stories to be shared.

My many thanks go out to everyone who made this once-in-a-lifetime experience possible.

Suggested activity:  Did you attend the NSTA meeting, or have you attended one in the past?  What was your experience?  We’d love to hear about it.  Leave us a comment, send us an email or post on our Facebook page.   And be sure to watch our videos of GLOBE at NSTA as well as a presentation by GLOBE Partner Dave Bydlowski

Posted in Conferences/Meetings | 1 Comment

GLOBE’s 2013 celebration of Earth Day: student connection of weather to climate

To celebrate GLOBE’s 18th birthday on Earth Day 2013, students across the world were asked to demonstrate how participating in GLOBE has enabled or inspired them to improve the environment of their home, school or local community.  We received over 80 entries into the competition, representing each of GLOBE’s six regions.  A panel of judges scored each video based upon a provided rubric.

The overall winner for the competition comes from Kingsburg High School in Kingsburg, California, USA.

The winners, broken down by region are (click on the school’s name to open up the video in a different window):

Africa: Ilboru High School from Arusha, Tanzania

Asia and Pacific: Donchanwittayakom School in Donchan District, Thailand

Europe and Eurasia: SIES Vega de San Mateo from Islas Canarias, España

Latin America and Caribbean: Domingo Faustino Sarmiento from Tierra Del Fuego, Argentina

Near East and North Africa: The 25th Secondary Girls School at Al-Madinah Al-Monawarah from Al-Madinah Al-Monawarah, Saudi Arabia

North America: Madison Plains High School from London, Ohio

We really enjoyed seeing all of the wonderful videos created by our GLOBE students.  Please be sure to visit our Facebook page or our playlist on our YouTube Channel to see more videos from the competition, including second and third place winners from each region.

Suggested Activity: What did you think of these videos?  Let us know here through a comment, on our Facebook page, or on the video directly!

Posted in Competitions | 1 Comment

Exploring the Intertropical Convergence Zone

This week we have a guest post from Janis Steele, PhD and Brooks McCutchen, PhD.  They own and operate Berkshire Sweet Gold Maple and Marine, an agroforestry and ocean-going enterprise concerned with sustainable livelihoods and the preservation of wild and perennial ecosystems, from ridge-to-reef. Along with their three boys, Connor, Rowan and Gavin, they spend half of each year running their farm in the Berkshires in Western Massachusetts and the other half at sea aboard their sailing ketch, Research Vessel Llyr. In both settings–ridge and reef– they work on and study ways to promote and help build practices that support biological and cultural diversity, or biocultural diversity.

Early sailors traveling the world’s oceans were all too familiar with an area of the tropical seas characterized by lack of winds and violent thunderstorms.  They called this zone “the doldrums” and dreaded being “stuck in the doldrums.” In his Rhyme of the Ancient Mariner, English poet Samuel Taylor Coleridge offered the following description of the Pacific doldrums:

All in a hot and copper sky,
The bloody Sun, at noon,
Right up above the mast did stand,
No bigger than the Moon.

Day after day, day after day,
We stuck, no breath no motion;
As idle as a painted ship
Upon a painted ocean.

Today, we have a better understanding of this phenomenon and now know this area as the Intertropical Convergence Zone, or ITCZ.  It shapes atmospheric circulation patterns throughout the world and is considered to be the most prominent rainfall feature on the planet; critical in determining who gets fresh water and who doesn’t in the world’s equatorial regions.  The ITCZ is defined by the coming together, or convergence, of the northern and southern hemisphere trade winds and a decrease in the pressure gradient.  Specifically, in the north, trade winds move in a southwesterward direction originating from the northeast, with somewhat of the opposite effect in the southern hemisphere (where trade winds blow from the southeast to the northwest).

A) Idealized winds generated by pressure gradient and Coriolis Force.  B) Actual wind patterns owing to land mass distribution..  Figure 7.7 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

A) Idealized winds generated by pressure gradient and Coriolis Force. B) Actual wind patterns owing to land mass distribution.
From: Figure 7.7 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

The intense tropical sun pours heat into the atmosphere forcing the air to rise through convection and results in precipitation.  Rain clouds up to 9,144 m (30,000 ft) thick can produce up to 4 m (or 13ft) of rain per year in some places.  The ITCZ is not a stationary phenomenon nor are its movements symmetrical above and below the equator.  Many factors, including seasons and land masses, influence its overall movement.

Southern shift of ITCZ in January. <br />From Figure 7.9 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

Southern shift of ITCZ in January.
From Figure 7.9 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

Northern shift of ITCZ in July.  <br />From Figure 7.9 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

Northern shift of ITCZ in July.
From Figure 7.9 in The Atmosphere, 8th edition, Lutgens and Tarbuck, 8th edition, 2001.

With this knowledge in mind, we first encountered some of the effects of the ITCZ last year, as we approached the Caribbean coast of Panama aboard our sailing research vessel (RV) Llyr in July 2012. The map above shows the ITCZ located very near to Panama, the narrow strip of land that connects North, Central and South America.   At a latitude of about 9°North, we met up with the storms of the ITCZ during the night.  We could see the arrival of a band of storms on our ship’s radar and plotted a course to avoid them.  The storms had other plans, and we spent the night in their midst, at times feeling like they were chasing us as we tried to take evasive action while they kept building right overhead. Lightning lit the sea around us in an eerie glow and we could see, through the rain, bolts striking not far from the ship.  The next morning, tired but safe, we sailed into the harbor in Bocas del Toro, Panama, having had our introduction to the ITCZ.

"Image

Image of the RV Llyr. From Berkshire Sweet Gold

We came to Panama as part of a multi-year research expedition aboard RV Llyr, studying coral reefs, sustainable fisheries and changes taking place in the ocean.  As farmers, we have studied weather for many years, understanding oceans and atmospheric circulation as integrated systems that help produce weather at our forest farm in New England. As social scientists and human ecologists, our interest lies in researching the myriad links between biological and cultural diversity as key elements in sustainable development.  In the coming weeks, we will transit the famous Panama Canal aboard our 53′ steel ketch, and once again pass through “the doldrums” as we make passage for the Marquesas in French Polynesia.  During the 30+ day passage, we’ll be participating in global plankton studies and weather surveys. During our passages through the Pacific Islands, specifically French Polynesia, the Cook Islands, Tonga, and finally Fiji, we’ll perform reef surveys on scuba and hopefully meet with local schools to share the findings and experiences of our expedition.  We are a family of five, with three boys on board, and additional crew members and scientists joining us on expedition.  We look forward to sharing our journey.

Suggested activity: Do you live in a region affected by the ITCZ?  We’d love to hear about your experience as these storms pass through.  Send us a story or an image you have captured about the ITCZ either through a comment here, our website, or our Facebook page.  Be sure to collect temperature and precipitation data to document how your location is affected by the ITCZ, and think about what influence these two atmospheric variables may have on other GLOBE protocols.

Posted in Air Temperature, Atmosphere, General Science, Great Global Investigation of Climate, Latin America and Caribbean, Scientists | 4 Comments

Full Length Mississippi: Defining the basin as a cultural and political landscape part I

This week we are continuing our Full Length Mississippi series with Mike Link and his wife Kate Crowley.  Mike is the retired founding director of The Audubon Center of the North Woods in Minnesota, an author of 24 books, a published researcher (vernal ponds and ornithology), a college instructor at Hamline University, and a consultant to non-profits.  

When we decided that our effort to understand fresh water systems would move from Lake Superior to the Mississippi River it meant more than the change from a lentic system – still waters (as lakes or ponds) to a lotic system  – actively moving water.  It also became a matter of defining the cultural system that is part of the river.

Kate Crowley sits in a boat on Lake Superior. Photo Courtesy of Mike Link.

Kate Crowley sits in a boat on Lake Superior, which shows how calm the waters are. Photo Courtesy of Mike Link.

On Lake Superior two countries shared the large lake, Canada and the United States, with one province in Canada and three states in the US.  The states were at similar latitudes since the lake’s largest measurement is east/west.  The people who live along the lake have adapted to similar climate and forest types and therefore have similar lifestyles.  They also have very similar immigration patterns with predominately northern European ethnic backgrounds.  These individuals came for logging, trapping, and mining opportunities,  so they were recruited from countries where those skills were common.  The American Indian population was predominately Algonquin – Cree First Nation in Canada, Ojibwe in the US, with a few Dakota (Sioux bands) remaining from the time before they were displaced by wars with the Ojibwe/Cree.

As we discussed in our first post, The Mississippi River has a watershed of 31 states and two Canadian Provinces.  Canada does not border the river, but it has a few tributaries that feed into the overall system.  Therefore, the political divisions of the river are all part of the US. Out of these 31 states, 10 actually border the Mississippi.

The river begins in the area of Northern Boreal Forest, but very near the Great Plains and flows south forming a natural boundary between the Eastern and Western United States.  Its primary tributaries are the Missouri River, which reaches to the mountains and can be said to be part of the Great Plains and American West, and the Ohio River, which runs from Pennsylvania in the east through the Midwestern states of Ohio, Indiana, and Illinois.  Historically the Ohio separated the North and the South as much as the famous Mason-Dixon Line – a much more arbitrary boundary.

Since the river runs from the lands of the black spruce and moose to the cypress and the alligator, it is obvious that we would find a lot of change.  Instead of following latitude, the Mississippi follows longitude and the climate shifts drastically from the Gulf of Mexico to the Canadian border.  We took a trip south by car as a preliminary investigation of the river to discover bike routes and make notes of the variations that stood out to two northerners!

Suggested activity: Think about how the Mississippi River would change with latitude as you traveled along its distance from north to south.  How could this inspire a local research project?  With the Phenology and Climate Intensive Observing Period occurring, think of the connection of latitude to phenological events such as Budburst, Green Up and Green Down.  Use GLOBE Student collected data to motivate your research further, and be sure to tell us about it either through a comment, our website, or our Facebook page.

Posted in Backyard Science, General Science | 2 Comments

The most important step in science: Communicating your results!

I remember in high school that I liked science and math much more than my grammar and literature classes.  I recall thinking that if I pursued a career in science, I wouldn’t have to worry about reading and writing and I could really focus on the things I most enjoyed.  Boy was I wrong, and quite ignorant to boot!  In my scientific career, I read and write all of the time, and have come to really value and appreciate these forms of communication.  I read journal articles to learn about what other scientific research is being done, and I write my own articles to communicate the results of my research—one of the most important steps in the scientific process!  Why is it so important?  Consider this philosophical expression:

If a tree falls in the forest and no one is there to hear it, does it make a sound?

This expression illustrates at least one reason why, as a scientist, it is so important to communicate the results of our research.  The scientific research we do often can have profound impacts on our field of science and on society, and yet if we do not share our results, how will anyone ever be able to benefit from the results of that hard work?  Moreover, by communicating research results with colleagues in the scientific community, we allow ourselves to receive credit for doing the work, connect with others doing similar work thereby leading to new collaborations, and establish our results within the scientific knowledge base that future research will be built upon.

There are several ways that scientists communicate our results, including written reports and scientific journal publications, and by giving presentations to our colleagues and the public.  One popular venue for scientists to present to colleagues is at scientific conferences.  These are often organized around a common theme, span several days, and include both oral presentations (“talks”) and poster presentations of scientific research results.

Photo of GLOBE students presenting a poster

GLOBE students presenting a poster presentation at the 2012 GLOBE Student Research Exhibition.

I am currently preparing to attend a scientific conference next week in which I will be presenting some of my research group’s latest results.  Most conferences I attend allow only 15 minutes per oral presentation (and it is recommended you only speak for 12 minutes to allow time for questions), so it is often a challenge to condense your research results into such a short period of time.  It really makes you step back and take a look at what the most important aspects of your project are, and then only talk about those few key points.  For my upcoming conference, however, I have been given 30 minutes to speak.  While I don’t have to worry about focusing my presentation to the point that it can be presented in 15 minutes, I do still have to consider that if I present too much information in that half hour time period my audience will not take away the key points either.  Therefore, I still have to focus my talk to a few key points, and then I can just provide more in depth support for those key findings.

Besides considering how much time I have for my presentation, and what my key message will be, I also have to consider who my audience will be as I prepare my presentation.  At this upcoming conference, I will be speaking to a pretty specialized group of people, however not all of them are scientists, so I will need to define specialized terms and concepts in my presentation.  Moreover, I will have to also really explain up front why my work will matter to them, so that they understand why learning about my results is important to their interests.

Photo of me giving a seminar presentation

Photo of me giving a seminar presentation.

Communicating the results of my scientific research is a very important aspect of my job as a scientist, and one that I do not take lightly.  If I fail to take into account things like the time I am given to present, what my key points are and why they are important, and who my audience is, I will not be successful in communicating what I view as valuable information.   Therefore, I start preparing my presentations early, I practice my presentations, and I also seek feedback from my colleagues to make sure my presentations are clear and help my audience learn something new.   This way I can feel confident that the science that I love so much is really making the impact that it deserves.

Suggested activity:  In your next scientific research project, make sure you communicate your results either in a written report or presentation.  GLOBE provides students with guidance for writing scientific reports, as well as opportunities to present and share their research projects.  For example, the GLOBE Virtual Student Conference is a great venue for students from all over the world to present their research projects!  For more tips on giving scientific presentations, see the GLOBE Student Climate Research Campaign archived webinar entitled “Scientist Skills: Presenting your results”.

Posted in General Science | 2 Comments