march 15 th, 2014 university of washington. introductions & acknowledgements karen matsumoto...
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March 15th, 2014
University of Washington
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Introductions & Acknowledgements
Karen MatsumotoNicole IveyCS Staff & Volunteers
Louise MeadMelissa KjelvikLiz Schultheis
Billie SwallaBryan BartleyLauren VandepasEmma Timmins-Schiffman
Andi Anderson
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Goals for Today1. 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.
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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
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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/
Look Up, Look Down, Look in the Middlesee Ryken p.16
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For the Uninspired…
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…
adapted from Ryken, p16.
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Essential Questions
…are big picture questions that cannot be answered with one investigation
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Essential Questions
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Essential Questions
http://www.jd-d.co.uk/2012/06/patterns-networks-reef-architecture.html
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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?
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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?
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“Testable” Questions
Manipulated
Responding
Variables
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“Testable” Questions
Manipulatedor
Changed
Respondingor
Measured
Variables
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“Testable” Questions
Manipulatedor
Changedor
Predictor
Respondingor
Measuredor
Response
Variables
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“Testable” Questions
Manipulatedor
Changedor
Predictor
Respondingor
Measuredor
Response
or Independent
or Dependent
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“Testable” Variables
Qualitative Quantitative
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Qualitative Information
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Qualitative Information
What does it look like?
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Qualitative Information
What does it look like?eg, radial, concentric
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Qualitative InformationWhat does it sound like?
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Qualitative InformationWhat does it sound like?eg, high and shrill, low and reverbrating
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Qualitative Information
What’s it smell like?
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Qualitative Information
What’s it smell like?eg, decay, rich
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Qualitative Information
What’s it feel like?
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Qualitative Information
What’s it feel like?eg, slimy, rough
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Qualitative Information
What’s it taste like?
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Qualitative Information
What’s it taste like?You shouldn’t putthings at the beachin your mouth!
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Qualitative Information
What kind is it?eg, juvenile or adult,predator or prey,protected or endangered
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Qualitative Information
What kind is it?eg, juvenile or adult,predator or prey,protected or endangered
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Qualitative Information
http://en.wikipedia.org/wiki/Food_web
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Quantitative Measurement
Physical measurementstimetidal elevationtemperaturepHorganism size (or size of molt)location (GPS app)distance travelled
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Quantitative MeasurementRemote 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)
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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)
Quantitative Measurement
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Quantitative Measurement
A typical quantitative measurement consists of several repeated measurements summarized by a mean and standard deviation.
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Quantitative Measurement
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Quantitative Measurement
=AVERAGE(number1, number2,...) =STDEV(number1, number2,...)
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3 Types of InvestigationsStephanie Zimsen
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Which substrate does Anthopleura prefer?
S = Sand G = Gravel C = Cobble B = Boulder
SD = Shell Debris L = Log
BR = Bedrock
see Example 1 - Comparison.xls
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Calculating Frequency from Presence/Absence Data
The frequency of ulvoids for plot 4 is:
quadrats 4
hits 40.1 frequency
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Calculating Frequency from Presence/Absence Data
Now assume that the ulvoids are randomlydistributed 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
0.1
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What is the relationship between chlorophyll concentrations and dissolved oxygen in Elliot Bay?
by Shawn Larson
https://green.kingcounty.gov/marine-buoy/default.aspx
see Example 2 - Correlation.xls
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Examples
How much biodiversity is on Alki beach?
see exercise in Ryken, p. 8
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Examples
How much biodiversity is on Alki beach?Descriptive (quantitative)
see exercise in Ryken, p. 8
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Examples
What is the food web in an eelgrass bed?
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Examples
What is the food web in an eelgrass bed?Descriptive (qualitative)
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Examples
How does water pH at the shoreline compare to an isolated tide-pool or a finger-bowl?
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Examples
How does water pH at the shoreline compare to an isolated tide-pool or a finger-bowl?
Comparative (different kinds of water conditions)
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Examples
How are beaches in developed areas, like Alki, different from those in more protected areas, like Rockaway?
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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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Examples
Has the area covered by eel grass beds increased or decreased?
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Examples
Has the area covered by eel grass beds increased or decreased?
Comparative (or the simplest form of correlation)
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Examples
How does an abundance of seastars affect the shellfish population?
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Examples
How does an abundance of seastars affect the shellfish population?
Correlative