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March 15 th , 2014 University of Washington

March 15 th , 2014 University of Washington. Introductions & Acknowledgements. Louise Mead Melissa Kjelvik Liz Schultheis. Billie Swalla Bryan Bartley Lauren Vandepas Emma Timmins- Schiffman. Karen Matsumoto Nicole Ivey CS Staff & Volunteers. Andi Anderson. Goals for Today.

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March 15 th , 2014 University of Washington

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  1. March 15th, 2014 University of Washington

  2. Introductions & Acknowledgements Louise Mead Melissa Kjelvik Liz Schultheis Billie Swalla Bryan Bartley Lauren Vandepas Emma Timmins-Schiffman Karen Matsumoto Nicole Ivey CS Staff & Volunteers Andi Anderson

  3. Goals for Today 1. Teachers will learn a simple, logical framework for creating and implementing scientific field investigations. Teachers will gain confidence guiding their own students’ inquiry projects. 2. Teachers will practice graphical analysis with Excel, while gaining familiarity with real-life environmental monitoring data. 3. Teachers will learn how to practice scientific inquiry in the classroom using Data Nuggets worksheets. Furthermore, teachers will use the provided data sets to explore their own investigative questions and create their own Data Nuggets. The Citizen Science program hopes to share outstanding examples of students’ and teachers’ Data Nuggets about marine science topics on the datanuggets.org website, as a resource for other educators and the public.

  4. Where does inquiry begin? "Once the emotions have been aroused - a sense of the beautiful, the excitement of the new and unknown, a feeling of sympathy, pity, admiration, or love - then we wish for knowledge about the object of our emotional response. Once found it has lasting meaning.“ —Carson, The Sense of Wonder, 1956

  5. Look Up, Look Down, Look in the Middle see Ryken p.16 Life is the most complex physical phenomenon in the Universe, manifesting an extraordinary diversity of form and function over an enormous scale from the largest animals and plants to the smallest microbes and subcellular units. — West and Brown, 2005 http://scaleofuniverse.com/

  6. For the Uninspired… adapted from Ryken, p16. I am curious about . . . It surprised me that . . . My favorite part of the beach is… I wonder how this part of the ecosystem affects that other part . . . If I could choose to be any animal, it would be…

  7. Essential Questions …are big picture questions that cannot be answered with one investigation

  8. Essential Questions

  9. Essential Questions http://www.jd-d.co.uk/2012/06/patterns-networks-reef-architecture.html

  10. Some Essential Questions of the Citizen Science Program • What makes up the environment? • What is a healthy environment? • What are the parts and relationships in the intertidal ecosystem? • Where do I fit into the ecosystem? • What responsibility do individuals and communities have in the preservation of environmental resources?

  11. Some Essential Questions of the Citizen Science Program • What makes up the environment? • What is a healthy environment? • What are the parts and relationships in the intertidal ecosystem? • Where do I fit into the ecosystem? • What responsibility do individuals and communities have in the preservation of environmental resources? • What are yours?

  12. “Testable” Questions Responding Manipulated Variables

  13. “Testable” Questions Responding or Measured Manipulated or Changed Variables

  14. “Testable” Questions Responding or Measured or Response Manipulated or Changed or Predictor Variables

  15. “Testable” Questions Responding or Measured or Response or Dependent Manipulated or Changed or Predictor or Independent

  16. “Testable” Variables Quantitative Qualitative

  17. Qualitative Information

  18. Qualitative Information What does it look like?

  19. Qualitative Information What does it look like? eg, radial, concentric

  20. Qualitative Information What does it sound like?

  21. Qualitative Information What does it sound like? eg, high and shrill, low and reverbrating

  22. Qualitative Information What’s it smell like?

  23. Qualitative Information What’s it smell like? eg, decay, rich

  24. Qualitative Information What’s it feel like?

  25. Qualitative Information What’s it feel like? eg, slimy, rough

  26. Qualitative Information What’s it taste like?

  27. Qualitative Information What’s it taste like? You shouldn’t put things at the beach in your mouth!

  28. Qualitative Information What kind is it? eg, juvenile or adult, predator or prey, protected or endangered

  29. Qualitative Information What kind is it? eg, juvenile or adult, predator or prey, protected or endangered

  30. Qualitative Information http://en.wikipedia.org/wiki/Food_web

  31. Quantitative Measurement Physical measurements time tidal elevation temperature pH organism size (or size of molt) location (GPS app) distance travelled

  32. Quantitative Measurement Remote and historical data: Historical Citizen Science data King County Marine-Moorings (green.kingcounty.gov/marine-buoy/ NANOOS Visualization System (nvs.nanoos.org) CoastWatch (coastwatch.pfeg.noaa.gov) GOOGLE Earth (google.com/earth)

  33. Quantitative Measurement Ecological Measurements: Species richness (a la Bioblitz) Frequency (from presence / absence data) Species abundance (counting versus estimating, good for population trends over time) coverage (from habitat and substrate) Biodiversity indices (Simpson’s & Shannon Index)

  34. Quantitative Measurement A typical quantitative measurement consists of several repeated measurements summarized by a mean and standard deviation.

  35. Quantitative Measurement

  36. Quantitative Measurement =AVERAGE(number1, number2,...) =STDEV(number1, number2,...)

  37. 3 Types of Investigations Stephanie Zimsen

  38. Which substrate does Anthopleuraprefer? see Example 1 - Comparison.xls B = Boulder S = Sand C = Cobble G = Gravel SD = Shell Debris L = Log BR = Bedrock

  39. Calculating Frequency from Presence/Absence Data The frequency of ulvoids for plot 4 is:

  40. Calculating Frequency from Presence/Absence Data Now assume that the ulvoids are randomly distributed between the Gravel & Sand areas. The probability that the ulvoids will be in gravel is 90%. Their overall frequency in gravel is 90% x 1.0 = 0.9

  41. What is the relationship between chlorophyll concentrations and dissolved oxygen in Elliot Bay? see Example 2 - Correlation.xls by Shawn Larson https://green.kingcounty.gov/marine-buoy/default.aspx

  42. Examples see exercise in Ryken, p. 8 How much biodiversity is on Alki beach?

  43. Examples see exercise in Ryken, p. 8 How much biodiversity is on Alki beach? Descriptive (quantitative)

  44. Examples What is the food web in an eelgrass bed?

  45. Examples What is the food web in an eelgrass bed? Descriptive (qualitative)

  46. Examples How does water pH at the shoreline compare to an isolated tide-pool or a finger-bowl?

  47. Examples How does water pH at the shoreline compare to an isolated tide-pool or a finger-bowl? Comparative (different kinds of water conditions)

  48. Examples How are beaches in developed areas, like Alki, different from those in more protected areas, like Rockaway?

  49. Examples How are beaches in developed areas, like Alki, different from those in more protected areas, like Rockaway? Comparative (different kinds of environment)

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