# Presentation: 047112

## Working together with other GLOBE students and scientists
Peggy LeMone, Chief Scientist

*Peggy LeMone, Chief Scientist*

- Student Scientific Research in Action

## Identify New

- Research
- Question

*Is it getting warmer where I live?*

- Observe
- Natural
- Phenomenon

- Use data at own school
- Use software package to
-     get linear trend

- Students contact
- Scientist/ statistics
- expert  identified by
- teacher

## Explore, Extend, and

- Refine Question

- EXPLORE:
- Students
- --Research computing trends;
-          doubt one site is enough
- --Talk to scientist about what
-       is needed to define regional trend
-       --- access to more sites
-       --- get longer time series
-       --- other evidence for warming

## Explore, Extend, and

- Refine Question

- EXPLORE:
- Students
- --Research computing trends
-          doubt one site is enough
- --Talk to scientist about what
-       is needed to define regional trend
-       --- access to more sites
-       --- get longer time series
-       --- other evidence for warming

*Average by Year *
*(climate scientists do this*)

## Explore, Extend, and

*“**outliers” at end of series has more effect *
*than outliers in the middle.*
*First point :*
*Big effect*
*Middle point:*
*Almost no *
*effect. (same as*
*I found out when*
*I drew line by hand)*

- Refine Question

- EXPLORE:
- Students
- --Research computing trends;
-          doubt one site is enough
- --Talk to scientist about what
-       is needed to define regional trend
-       --- access to more sites
-       --- get longer time series
-       --- other evidence for warming

*Average by Year *
*(climate scientists do this*)

## Explore, Extend, and

*“**outliers” at end of series has more effect *
*than outliers in the middle.*
*First point :*
*Big effect*
*Middle point:*
*Almost no *
*effect. (same as*
*I found out when*
*I drew line by hand)*

- Refine Question

- EXPLORE:
- Students
- --Research computing trends;
-          doubt one site is enough
- --Talk to scientist about what
-       is needed to define regional trend
-       --- access to more sites
-       --- get longer time series
-       --- other evidence for warming

*Smooth data by averaging *
*(Climate scientists*
*do this.  Reduces*
*effect of outliers) *

*Average by Year *
*(climate scientists do this*)

## Explore, Extend, and

- Global trend, from http://climate.jpl.nasa.gov/keyIndicators/

- Refine Question

*NEW TITLE:*
*Signs of warming in region &*
*Relationship to global trends*

## Explore, Extend, and

- Can use data off GLOBE
- web site from nearby schools

- Global trend, from http://climate.jpl.nasa.gov/keyIndicators/

- Refine Question

*NEW TITLE:*
*Signs of warming in region &*
*Relationship to global trends*

## Explore, Extend, and

- Can use data off GLOBE
- web site from nearby schools

- Global trend, from http://climate.jpl.nasa.gov/keyIndicators/

- Source:  http://www.ncdc.noaa.gov/oa.climate/globalwarming.html

- Linear trend of annual
- Temperature for 1979-2005.
- Areas in gray don’t have
- enough data for trend.

- Refine Question

*NEW TITLE:*
*Signs of warming in region &*
*Relationship to global trends*

## Explore, Extend, and

- Can use data off GLOBE
- web site from nearby schools

- Global trend, from http://climate.jpl.nasa.gov/keyIndicators/

- Trend, 1996-2007, from
- Climate Research Unit,
- Hadley Centre, UK
- (from Chief Scientist’s  Blog)

- Source:  http://www.ncdc.noaa.gov/oa.climate/globalwarming.html

- Linear trend of annual
- Temperature for 1979-2005.
- Areas in gray don’t have
- enough data for trend.

- Refine Question

*NEW TITLE:*
*Signs of warming in region &*
*Relationship to global trends*

## Develop Investigation Plan

- Scientist and Teacher:
- -- Can you extend temperature trend in time and space
-     in your region?
- -- Provide articles about how scientists generated temperature trends
- -- Find other indicators of climate change in your region
- -- Learn why climate changes globally and locally

*           **Signs of warming in region and its relationship to global trends*
***PLAN***
***Contact students at schools for which data were collected to find out***
*	**   **more about sites (are they in cities?)*
*                 **if they would like to join in the study*
***Find local and regional temperature-trend data***
***	******  ****learn about how to judge quality of data*
***            ****learn more about minimizing uncertainty in trends*
***Research on signs of climate change in addition to temperature***
***Research on causes of climate change***
*	**   **go to *_[http://www.dlese.org/library/](http://www.dlese.org/library/)_* and search for “climate change,”*
*                  “ **regional climate change”and “urban effects on climate changes”*
*                    **at same web site, search for “seasonal indicators of climate *
*                    **change” visit *_[http://www.globe.gov/projects/seasons](http://www.globe.gov/projects/seasons)_* *

##  Conduct Investigation 

-  Conduct Investigation

-         Analyze Data

**Students from six schools in the region**
- Exchange data
- Search for other signs of warming trend, by
- Asking local scientists
- Looking on Web (GLOBE, NASA, etc).
- 	Plots of time of budburst
-                  Plots of ice breakup
-                  Plots of snowfall
-                  Changes in river flow
-          c.     Talking with older people about what
-                  it was like earlier
-          d.     Study old newspapers
-       Study changes in environment of their
-              GLOBE weather stations (records of
-              changes in neighborhood of school)
- Research causes of local/regional climate change
-        a.  role of greenhouse gases  (can look at local
-             production, using information/software from
-             GLOBE Carbon Cycle program and elsewhere
-        b.  Urban “heat island” and similar effects
-        c.   Aerosols from volcanic eruptions
-        d.  Role of El Nino, etc. in regional record

- Scientist helps students
- with questions to answer
- about neighborhood of
- GLOBE weather stations

## Infrastructure or 

**Scientist**

**Student at School B**

**Teacher**

**Local Scientist**

**Partner**

- _Infrastructure or _
- _“__Collaboratory”_
- Eases communication
-           and interaction
- Eases access to
-            some datasets
-            high-quality
-                 sites and
-                 materials
- Provides
- Analysis and
-  visualization tools
- writing/review
-            tools.

**Student at School A**

**Community resources**

**Notes:**
The functional design of the vision of the GLOBE Program is actualized in the GLOBE Schools interacting with ESSP Project scientist through GLOBE Schools Network. The GLOBE Schools Network operates on the principle of distributed expertise.

## Summarize Findings

- and Conclusions

*                   **Division of Labor for Research Paper*
*  **Team1.  Introduction*
*               **background (don’t forget to define “regional”!,*
*                     **list primary factors in climate change)*
*               **research question*
*               **hypothesis*
*               **thumbnail summary of approach*
*  **Team2.  Material and Methods*
*               **Temperature *
*	**  **Data sources*
*                   **Data evaluation*
*                   **Data analysis techniques*
*               **Other indicators of climate change*
*                   **justify choices           *
*  **Team3.  Results*
*  **Team4.  Discussion*
*	**  **How our results fit in the global picture*
*                       **comparison to global trend*
*                       **more warming higher latitudes*
*                **How our results illustrate the different*
*                      **causes of climate change (dip due to*
*                      **volcanic eruption)*
*      **ALL.   Abstract and Conclusions. Figures*

- Teams bring together
- students from all
- participating schools
- Work over the web
- Scientists, engaged
- from the beginning,
- are consulted periodically

## First review, using peer review tool

*Put pieces together*
*Second review*
*Students discuss paper in video conference*
*Team elected to present paper at GLE*

## Learning as a process of participation in progressive inquiry in a computer-based learning environment

**Distributed            Expertise**

**Learning as a process of participation in progressive inquiry in a computer-based learning environment**

**Climate Change**

**How are our Seasons Changing?**

**Temp. Data Collection**

**How long is the winter season lasting**

**Notes:**
Participatory learning