Part 1: Cooperative Institute for Part 1: Cooperative Institute for Oceanographic Satellite Studies Oceanographic Satellite Studies CIOSS CIOSS Established within COAS at OSU to make use of the Established within COAS at OSU to make use of the extensive expertise of the COAS Faculty in extensive expertise of the COAS Faculty in satellite remote sensing, data analysis, modeling satellite remote sensing, data analysis, modeling and data assimilation. and data assimilation.
Transcript
Part 1: Cooperative Institute for Part 1: Cooperative Institute for Oceanographic Satellite StudiesOceanographic Satellite Studies
CIOSSCIOSS
Established within COAS at OSU to make use of the extensive Established within COAS at OSU to make use of the extensive expertise of the COAS Faculty in satellite remote sensing, data expertise of the COAS Faculty in satellite remote sensing, data analysis, modeling and data assimilation. analysis, modeling and data assimilation.
Cooperative Institute for OceanographicCooperative Institute for Oceanographic Satellite Studies Satellite Studies
CIOSSCIOSS
Established within COAS at OSU to make use of the extensive Established within COAS at OSU to make use of the extensive expertise of the COAS Faculty in satellite remote sensing, data expertise of the COAS Faculty in satellite remote sensing, data analysis, modeling and data assimilation. analysis, modeling and data assimilation.
CIOSS – Years 1-2CIOSS – Years 1-2
Focus on large-scale continental margins, especially along the Focus on large-scale continental margins, especially along the West coast of the US – the California Current System.West coast of the US – the California Current System.
In this focus region, many CIOSS/COAS Faculty are In this focus region, many CIOSS/COAS Faculty are collaborating in national field programs, providing a wealth of collaborating in national field programs, providing a wealth of field data with which to test remote sensing and model fields.field data with which to test remote sensing and model fields.
A focus on the continental margins is also aligned with the A focus on the continental margins is also aligned with the national effort to create an Integrated Ocean Observing national effort to create an Integrated Ocean Observing System (IOOS) for both the “open” and “coastal” ocean. System (IOOS) for both the “open” and “coastal” ocean. CIOSS Fellows are active leaders and participants in forming CIOSS Fellows are active leaders and participants in forming the regional IOOS consortia in the Pacific Northwest the regional IOOS consortia in the Pacific Northwest (NANOOS & PACOOS).(NANOOS & PACOOS).
The approach in years 1-2 was to use the “core” research funds The approach in years 1-2 was to use the “core” research funds to hire post-docs and other early career researchers to address to hire post-docs and other early career researchers to address basic research problems in CIOSS Research Theme Areas.basic research problems in CIOSS Research Theme Areas.
CIOSS - Years 3+CIOSS - Years 3+ Reduce (don’t eliminate) the emphasis on early career Reduce (don’t eliminate) the emphasis on early career
scientists for core research.scientists for core research.
Emphasize traditional research projects that address CIOSS Emphasize traditional research projects that address CIOSS Themes and NOAA/NESDIS “Missions” and responsibilities, Themes and NOAA/NESDIS “Missions” and responsibilities, with support for all levels of staff (students to PI’s).with support for all levels of staff (students to PI’s).
Expand activities designed to evaluate present and future Expand activities designed to evaluate present and future satellite sensors, algorithms and techniques (Theme 1).satellite sensors, algorithms and techniques (Theme 1).
Expand activities to cover local to global regions. Expand activities to cover local to global regions.
Increase outreach to include “informal” education (Theme 5).Increase outreach to include “informal” education (Theme 5).
CIOSS Research and Outreach ThemesCIOSS Research and Outreach Themes
Theme 1: Satellite Sensors and TechniquesTheme 1: Satellite Sensors and Techniques
Theme 2: Ocean-Atmosphere Fields and FluxesTheme 2: Ocean-Atmosphere Fields and Fluxes
Theme 3: Ocean-Atmosphere Models and Data AssimilationTheme 3: Ocean-Atmosphere Models and Data Assimilation
Outreach Supported by Core FundingOutreach Supported by Core Funding
SMILESMILE
WorkshopsWorkshops
Informal Education – Science Museum DisplaysInformal Education – Science Museum Displays
Task II: CIOSS Research and Additional Outreach, Funded Task II: CIOSS Research and Additional Outreach, Funded by NOAA/NESDISby NOAA/NESDIS
Task III: CIOSS Research and Outreach, Funded by Task III: CIOSS Research and Outreach, Funded by Agencies other than NOAA/NESDISAgencies other than NOAA/NESDIS
Both Tasks II and III include projects and outreach funded through Both Tasks II and III include projects and outreach funded through proposals and specific funding opportunities.proposals and specific funding opportunities.
Administration HighlightsAdministration Highlights Six post-docs hired: 4 currently working and 2 more to begin in Six post-docs hired: 4 currently working and 2 more to begin in
summer 2005 (with years 1-2 funding)summer 2005 (with years 1-2 funding)
Two “COAST” Workshops – GOES-R3 for HES-CWTwo “COAST” Workshops – GOES-R3 for HES-CW Establish requirements for research and operational applications for Establish requirements for research and operational applications for
hyperspectral sensor on GOES-R (white paper, brochure, ongoing workshops hyperspectral sensor on GOES-R (white paper, brochure, ongoing workshops and research)and research)
Vector Wind WorkshopVector Wind Workshop Establish requirements for research and operational applications of satellite Establish requirements for research and operational applications of satellite
observations of ocean vector winds – active and passive microwaveobservations of ocean vector winds – active and passive microwave
Cal/Val of active and passive microwaveCal/Val of active and passive microwave
Get data in the hands of operational users (unfortunately WindSat failed before Get data in the hands of operational users (unfortunately WindSat failed before this could happen)this could happen)
Provide recommendations to NASA & NOAA for future products and Provide recommendations to NASA & NOAA for future products and investigationsinvestigations
Administration HighlightsAdministration Highlights Council of Fellows Meetings: Discuss progress and review Council of Fellows Meetings: Discuss progress and review
proposed CIOSS projectsproposed CIOSS projects
CIOSS Executive Board Meeting scheduled for Aug 2005CIOSS Executive Board Meeting scheduled for Aug 2005
Publications:Publications: Final revision of 5 Year PlanFinal revision of 5 Year Plan
Annual Reports and Workshop ReportsAnnual Reports and Workshop Reports
HES-CW Brochure, White PaperHES-CW Brochure, White Paper
Increased NOAA interactions, including short visits by Increased NOAA interactions, including short visits by NESDIS personnel and longer visits by Dick Reynolds and NESDIS personnel and longer visits by Dick Reynolds and Laury Miller to OSU, visits of COAS Fellows to NESDIS, Laury Miller to OSU, visits of COAS Fellows to NESDIS, other CI’sother CI’s
Annual and supplemental proposals to NESDIS (2 at present); Annual and supplemental proposals to NESDIS (2 at present); GOES-R3 proposal to comeGOES-R3 proposal to come
Successful proposals to other branches of NOAASuccessful proposals to other branches of NOAA
Research HighlightsResearch HighlightsA. Current PostdocsA. Current Postdocs
Choboter/Allen/SamelsonChoboter/Allen/Samelson – – Analysis of fields from coastal ocean Analysis of fields from coastal ocean modelsmodels. Paul Choboter, working with John Allen and Roger Samelson, . Paul Choboter, working with John Allen and Roger Samelson, has analyzed the fields from John Kindle’s (NRL, one of the CIOSS has analyzed the fields from John Kindle’s (NRL, one of the CIOSS partners) model of the California Current, partners) model of the California Current, looking at the relation looking at the relation between the poleward undercurrent and surface slopebetween the poleward undercurrent and surface slope (measurable by (measurable by altimeter). He has also pursued theoretical investigations of upwelling altimeter). He has also pursued theoretical investigations of upwelling systems. These projects provide metrics against which data assimilation systems. These projects provide metrics against which data assimilation models can be evaluated. Research theme of models can be evaluated. Research theme of Ocean-Atmosphere Models Ocean-Atmosphere Models and Data Assimilationand Data Assimilation..
MacCallum/LetelierMacCallum/Letelier – – Phytoplankton physiology as determined from Phytoplankton physiology as determined from satellite and ship-board optical measurementssatellite and ship-board optical measurements. Iain MacCallum, . Iain MacCallum, working with Ricardo Letelier, has assembled the working with Ricardo Letelier, has assembled the data sets necessary to data sets necessary to compare satellite and ship-board optical measurementscompare satellite and ship-board optical measurements (multi-spectral (multi-spectral and hyper-spectral). Analyses of the combined data sets will be carried out and hyper-spectral). Analyses of the combined data sets will be carried out within the COAST project. Research themes of within the COAST project. Research themes of Satellite Sensors and Satellite Sensors and Techniques Techniques and and Ocean-Atmosphere Fields and FluxesOcean-Atmosphere Fields and Fluxes..
Research HighlightsResearch HighlightsA. Current PostdocsA. Current Postdocs
Guo/Coakley Guo/Coakley –– Estimates of surface radiation from satellite fields Estimates of surface radiation from satellite fields. . Guang Guo, working with Jim Coakley, is assembling a data set of Guang Guo, working with Jim Coakley, is assembling a data set of radiation data from research cruises, collocated with clear satellite radiation data from research cruises, collocated with clear satellite imagery from the same times and locations. These data sets will be used to imagery from the same times and locations. These data sets will be used to evaluate and improve methods of estimating surface radiation from evaluate and improve methods of estimating surface radiation from satellite data. Research themes of satellite data. Research themes of Satellite Sensors and TechniquesSatellite Sensors and Techniques and and Ocean-Atmosphere Fields and FluxesOcean-Atmosphere Fields and Fluxes. .
Jiao/FreilichJiao/Freilich – – Cal/Val for WindSat/Improved resolution in satellite Cal/Val for WindSat/Improved resolution in satellite wind fields.wind fields. Hai-Ying Jiao, working with Mike Freilich, is performing Hai-Ying Jiao, working with Mike Freilich, is performing fieldwise validation of WindSat against QuikSCAT. This will be followed fieldwise validation of WindSat against QuikSCAT. This will be followed by exploring methods of increasing the resolution of surface wind fields, by exploring methods of increasing the resolution of surface wind fields, derived from combined satellite sensors. Research themes of derived from combined satellite sensors. Research themes of Satellite Satellite Sensors and TechniquesSensors and Techniques and and Ocean-Atmosphere Fields and Fluxes.Ocean-Atmosphere Fields and Fluxes.
Research HighlightsResearch Highlights
B. Postdocs starting Summer 2005B. Postdocs starting Summer 2005
Saraceno/Strub/Kosro – Combining radar currents, ALT SSH, and Saraceno/Strub/Kosro – Combining radar currents, ALT SSH, and SCAT winds.SCAT winds. Martin Saraceno will develop methods to combine coastal Martin Saraceno will develop methods to combine coastal radar data with multiple satellite altimeter and scatterometer data sets, in radar data with multiple satellite altimeter and scatterometer data sets, in order to quantify the mesoscale variability in surface circulation off order to quantify the mesoscale variability in surface circulation off Oregon. Research themes of Oregon. Research themes of Satellite Sensors and Techniques, Ocean-Satellite Sensors and Techniques, Ocean-Atmosphere Fields and FluxesAtmosphere Fields and Fluxes and and Ocean-Atmosphere AnalysesOcean-Atmosphere Analyses. .
Chois/Allen/Egbert/Samelson/Miller – Data Assimilation of satellite Chois/Allen/Egbert/Samelson/Miller – Data Assimilation of satellite data. data. Byong-Ju Chois will develop techniques to assimilate satellite Byong-Ju Chois will develop techniques to assimilate satellite altimeter and surface radar data into nested coastal circulation models. altimeter and surface radar data into nested coastal circulation models. Research theme of Research theme of Ocean-Atmosphere Models and Data AssimilationOcean-Atmosphere Models and Data Assimilation..
Research HighlightsResearch Highlights
C. Other ResearchC. Other Research
Peter StruttonPeter Strutton –– Oceans and Human Health Grant. Oceans and Human Health Grant. Use of satellite Use of satellite and in situ data in addressing problems involving Harmful Algal Blooms and in situ data in addressing problems involving Harmful Algal Blooms (HAB’s). This is a new (but natural) topic of research for CIOSS/COAS (HAB’s). This is a new (but natural) topic of research for CIOSS/COAS and a major component of the COAST effort for HES-CW on GOES-R. and a major component of the COAST effort for HES-CW on GOES-R. Research themes of Research themes of Satellite Sensors and Techniques Satellite Sensors and Techniques andand Ocean- Ocean-Atmosphere Fields and FluxesAtmosphere Fields and Fluxes. .
Chris Goldfinger – GIS Ocean Bottom Mapping (finished). Chris Goldfinger – GIS Ocean Bottom Mapping (finished). Creation Creation and use of a comprehensive, helpful and easily accessible, multi-layer and use of a comprehensive, helpful and easily accessible, multi-layer GIS database of the geologic and geophysical data for the ocean bottom GIS database of the geologic and geophysical data for the ocean bottom over the shelf for the Oregon continental margin. Research themes of over the shelf for the Oregon continental margin. Research themes of Ocean-Atmosphere Analyses Ocean-Atmosphere Analyses andand Outreach (Formal Education, Outreach (Formal Education, Informal Education and Data Access)Informal Education and Data Access)..
Research HighlightsResearch Highlights
C. Other ResearchC. Other Research
Dawn Wright – Marine GIS and Satellite Remote Sensing for Ocean Dawn Wright – Marine GIS and Satellite Remote Sensing for Ocean and Coastal Resource Management (finished).and Coastal Resource Management (finished). Compilation of Compilation of oceanographic satellite data appropriate for covering specific areas, time oceanographic satellite data appropriate for covering specific areas, time periods of interest and coastal management questions for the Oregon periods of interest and coastal management questions for the Oregon coastal zone and territorial sea, and the successful incorporation of 40 of coastal zone and territorial sea, and the successful incorporation of 40 of these satellite data layers into the Oregon Coastal Atlas (OCA, these satellite data layers into the Oregon Coastal Atlas (OCA, http://www.coastalatlas.net), an interactive map, data and metadata portal for coastal managers and scientists. Research themes of Ocean-Ocean-Atmosphere AnalysesAtmosphere Analyses and and Outreach (Informal EducationOutreach (Informal Education and and Data Data Access).Access).
Annual: 4 GLOBEC Projects (NOS): coastal modeling, Annual: 4 GLOBEC Projects (NOS): coastal modeling, basin-scale to coastal connections, and data analysis basin-scale to coastal connections, and data analysis (satellite, radar, in situ).(satellite, radar, in situ).
coastal wind fields (12.5 km) coastal wind fields (12.5 km) Davis/Clark: Evaluation of efforts to redesign MOBYDavis/Clark: Evaluation of efforts to redesign MOBY Letelier: Workshops to develop specifications for Letelier: Workshops to develop specifications for
creating ocean color CDRscreating ocean color CDRs
Supplement 2: 1 GOES-R Procurement Supplement 2: 1 GOES-R Procurement Davis: Continued evaluation of HES-CW design specsDavis: Continued evaluation of HES-CW design specs
GOES-R3 (FY-06): A suite of research projects that will GOES-R3 (FY-06): A suite of research projects that will contribute to the identification of risk areas for HES-CW contribute to the identification of risk areas for HES-CW and suggest solutions to those problems and suggest solutions to those problems
Proposed Year 3 Project BudgetsProposed Year 3 Project Budgets
TOTAL Yr 2: TOTAL Yr 2: $0.9M$0.9M (Annual+COAST+SMILE)(Annual+COAST+SMILE)
TOTAL Yr 1: TOTAL Yr 1: $0.9M$0.9M (Annual+GIS)(Annual+GIS)
SummarySummary
In years 1-2, CIOSS took on greater roles in research In years 1-2, CIOSS took on greater roles in research meeting its Theme 1: Evaluation of present and future meeting its Theme 1: Evaluation of present and future satellite sensors and techniques. This contributes to the satellite sensors and techniques. This contributes to the NOAA goals in the GOES-R3 and R2O.NOAA goals in the GOES-R3 and R2O.
CIOSS also began to propose successfully to other CIOSS also began to propose successfully to other branches of NOAA (primarily in the OHH program).branches of NOAA (primarily in the OHH program).
It did this while retaining its emphasis on basic research, It did this while retaining its emphasis on basic research, presently emphasizing research that will be useful in presently emphasizing research that will be useful in future IOOS coastal observing/modeling systems, in future IOOS coastal observing/modeling systems, in which CIOSS Fellows are leaders and participants.which CIOSS Fellows are leaders and participants.
These activities have “primed the pump” for a major These activities have “primed the pump” for a major increase in activity in year 3.increase in activity in year 3.
But the most fun has been….But the most fun has been….
Outreach in Formal and Informal EducationOutreach in Formal and Informal Education First, note that the workshops are classified as “Formal First, note that the workshops are classified as “Formal
Education”, but what I’m really talking about is:Education”, but what I’m really talking about is:
SMILE: Held the second year of activities based on SMILE: Held the second year of activities based on oceanography, mapping [and remote sensing].oceanography, mapping [and remote sensing].
SMILE: Held the first High School Challenge based on SMILE: Held the first High School Challenge based on this material – a resounding success involving this material – a resounding success involving NOS/HazMat.NOS/HazMat.
Informal Ed: Is moving from discussions to support for Informal Ed: Is moving from discussions to support for the design and evaluation of public interactive displays of the design and evaluation of public interactive displays of CIOSS/NOAA science at HMSC, in collaboration with CIOSS/NOAA science at HMSC, in collaboration with CoastWatch, NOAA/OAR/PMEL, HMSC and a new CoastWatch, NOAA/OAR/PMEL, HMSC and a new PhD program in Informal Ed at OSU.PhD program in Informal Ed at OSU.
HMSC will serve as a laboratory to test and evaluate new HMSC will serve as a laboratory to test and evaluate new technologies for delivering NOAA products to the public.technologies for delivering NOAA products to the public.
This presentation is Part 1 of a 3 part This presentation is Part 1 of a 3 part series. Please continue with Part 2: series. Please continue with Part 2:
CIOSS & SMILE, A Partnership for CIOSS & SMILE, A Partnership for Ocean Sciences EducationOcean Sciences Education
Part 2: CIOSS & SMILEPart 2: CIOSS & SMILEA Partnership for Ocean Sciences A Partnership for Ocean Sciences
EducationEducation
What is the SMILE Program?What is the SMILE Program?
SMILE is the Science & Math SMILE is the Science & Math Investigative Learning Investigative Learning Experiences (SMILE) ProgramExperiences (SMILE) Program
Why SMILE?Why SMILE?
The purpose of SMILE is to The purpose of SMILE is to increase the number of increase the number of educationally underserved minority educationally underserved minority students:students:• who graduate from high school;who graduate from high school;• are qualified to attend college;are qualified to attend college;• choose careers in science or choose careers in science or
math related fields.math related fields.
How Does SMILE Do It?How Does SMILE Do It?
SMILE collaborates with scientists, SMILE collaborates with scientists, mathematicians and Oregon school mathematicians and Oregon school districts to provide after-school districts to provide after-school clubs for science and math clubs for science and math enrichment.enrichment.
How Does SMILE Do It?How Does SMILE Do It?
SMILE brings students to college SMILE brings students to college campuses to experience a piece of campuses to experience a piece of college for themselves. college for themselves.
SMILE clubs provide science and SMILE clubs provide science and math enrichment for 4th through 12 math enrichment for 4th through 12 grade students.grade students.
How Does SMILE Do It?How Does SMILE Do It?
SMILE also offers professional SMILE also offers professional development for the teachers who run development for the teachers who run SMILE clubs.SMILE clubs.
SMILE students gain personal, SMILE students gain personal, practical experiences which help practical experiences which help round out their education. It round out their education. It encourages them to think beyond encourages them to think beyond high school and to earn the high school and to earn the opportunity to choose careers which opportunity to choose careers which require a college education.require a college education.John Rademacher, High School PrincipalJohn Rademacher, High School Principal
CIOSS & SMILECIOSS & SMILE
CIOSS & SMILE are collaborating CIOSS & SMILE are collaborating to bring oceanography to the high to bring oceanography to the high school students through club school students through club activities and yearly hands-on activities and yearly hands-on scenario based challenge scenario based challenge weekends.weekends.
The ChallengeThe Challenge
The challenge was a community The challenge was a community based problem solving model where based problem solving model where students applied scientific concepts students applied scientific concepts as evidence to decide upon and as evidence to decide upon and communicate a community action communicate a community action plan.plan.
The ScenarioThe Scenario
The 2004-2005 school year was the The 2004-2005 school year was the first year the students were exposed first year the students were exposed to oceanography. The theme of the to oceanography. The theme of the challenge weekend was how to challenge weekend was how to clean up a near-shore oil spill.clean up a near-shore oil spill.
Pre-scenarioPre-scenario Develop skills and concepts in clubs Develop skills and concepts in clubs
through simple hands-on activities.through simple hands-on activities. Making WavesMaking Waves Comprehending Currents (temp & Comprehending Currents (temp &
SMILE staff teaches the activities to SMILE staff teaches the activities to the teachers who run the SMILE the teachers who run the SMILE clubs at 3 workshops throughout the clubs at 3 workshops throughout the year. The teachers then present the year. The teachers then present the lessons to their students in after-lessons to their students in after-school clubs.school clubs.
Scenario DevelopmentScenario Development
The scenario was developed through The scenario was developed through personal communication with oil-spill personal communication with oil-spill clean up professionals (NOAA HazMat, clean up professionals (NOAA HazMat, Oregon DEQ) and by reading web-Oregon DEQ) and by reading web-based materials designed for based materials designed for professionals wanting to learn more professionals wanting to learn more about their profession. about their profession.
The OR ConferenceThe OR Conference
i
The OR ConferenceThe OR Conference The event was structured like a The event was structured like a
professional scientific conference professional scientific conference (including acronyms).(including acronyms).
For most high school students the word For most high school students the word “conference” implies a parent-teacher “conference” implies a parent-teacher conference usually in connection with conference usually in connection with misbehavior.misbehavior.
Part of SMILE’s mission is to help Part of SMILE’s mission is to help acclimate students to the culture of acclimate students to the culture of academia.academia.
Team BuildingTeam Building
College student mentors help team members get College student mentors help team members get to know each other and function like a team.to know each other and function like a team.
Key Note SpeechKey Note Speech
““Working on theWorking on the
Same Frequency” – Same Frequency” –
Benjamin Dotson, Benjamin Dotson,
USCGUSCG
Ship in DistressShip in Distress
The OR conferees were informed that an oil The OR conferees were informed that an oil tanker had lost power off the coast of the tanker had lost power off the coast of the fictional town of Pete’s Bay.fictional town of Pete’s Bay.
ESI Map of Pete’s BayESI Map of Pete’s Bay
Teams were given base maps and had to collect key Teams were given base maps and had to collect key information from other maps arranged by “resources” to information from other maps arranged by “resources” to compile an ESI map of the area.compile an ESI map of the area.
ESI Map of Pete’s BayESI Map of Pete’s Bay
ESI Map of Pete’s BayESI Map of Pete’s Bay
ESI Map of Pete’s BayESI Map of Pete’s Bay
Students had booklets with questions to guide them in Students had booklets with questions to guide them in thinking about the resources in each area, working in teams.thinking about the resources in each area, working in teams.
Student and Professional ESI Student and Professional ESI MapsMaps
Oil Spill in Pete’s BayOil Spill in Pete’s Bay
The next morning the students are told that the oil tanker sank. They disperse into specialist areas to learn how to deal with an oil spill.
Students Become SpecialistsStudents Become Specialists
The students worked cooperatively in The students worked cooperatively in teams. Individuals on each team teams. Individuals on each team became "specialists" in a certain became "specialists" in a certain discipline. The team combined their discipline. The team combined their collective team knowledge to create a collective team knowledge to create a community action plan, taking in to community action plan, taking in to account the views of a number of account the views of a number of different stakeholders in the scenario.different stakeholders in the scenario.
Specialist AreasSpecialist Areas
GIS/MappingGIS/Mapping Oil Recovery and RemediationOil Recovery and Remediation Shoreline Habitat AssessmentShoreline Habitat Assessment Communications SpecialistsCommunications Specialists Oil spill modeling and probabilityOil spill modeling and probability WeatherWeather
Specialist Area – Using the NOS/Hazmat Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model“Gnome” trajectory model
General processes affecting surface trajectories are General processes affecting surface trajectories are discussed – winds, tides, currents.discussed – winds, tides, currents.
Specialist Area – Using the NOS/Hazmat Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model“Gnome” trajectory model
A cluster of passive tracers is release and tracked A cluster of passive tracers is release and tracked by the model – on different parts of the tidal cycle, by the model – on different parts of the tidal cycle, without and with winds, changing wind direction, …without and with winds, changing wind direction, …
Specialist Area – Using the NOS/Hazmat Specialist Area – Using the NOS/Hazmat “Gnome” trajectory model“Gnome” trajectory model
Conditions under which some of the Conditions under which some of the parcels enter Pete’s Bay are discussed.parcels enter Pete’s Bay are discussed.
Making a PlanMaking a Plan
Each team is given a limited number of “booms,” Each team is given a limited number of “booms,” skimmers, etc. Scale models and winds blown skimmers, etc. Scale models and winds blown through straws helps to visualize flows.through straws helps to visualize flows.
Making a PlanMaking a Plan
The newly trained experts debate the best ways to use The newly trained experts debate the best ways to use their resources, which areas to select as priorities, etc.their resources, which areas to select as priorities, etc.
Making a PlanMaking a Plan
The students set up displays describing their final plans. The students set up displays describing their final plans. Teachers and volunteers play the roles of oyster Teachers and volunteers play the roles of oyster farmers, fishermen, home owners, developers and farmers, fishermen, home owners, developers and circulate, asking the students to explain their plans.circulate, asking the students to explain their plans.
Communicating the PlansCommunicating the Plans
The students clearly enjoyed their new roles as The students clearly enjoyed their new roles as experts and the ability to “explain” the situation to experts and the ability to “explain” the situation to the role-playing teachers and college students.the role-playing teachers and college students.
Communicating the PlansCommunicating the Plans
In this group, each team member described their In this group, each team member described their aspect of the decision making process in aspect of the decision making process in sequence. They appealed for volunteers to help.sequence. They appealed for volunteers to help.
Communicating the PlansCommunicating the Plans
In this group, the responses were more In this group, the responses were more spontaneous, with team members coming forward spontaneous, with team members coming forward and sometimes surprising each other with the and sometimes surprising each other with the explanations. Thinking on your feet was essential.explanations. Thinking on your feet was essential.
Communicating the PlansCommunicating the Plans
Maps, scale models and verbal skills, along with Maps, scale models and verbal skills, along with the newfound training, were the tools employed. the newfound training, were the tools employed. Role-playing volunteers were sometimes skeptical.Role-playing volunteers were sometimes skeptical.
Communicating the PlansCommunicating the Plans
This group made use of an overhead with a blow-up This group made use of an overhead with a blow-up of the bay, as well as their base maps. of the bay, as well as their base maps.
Looking Toward the FutureLooking Toward the Future
The SMILE CIOSS partnership will The SMILE CIOSS partnership will continue next year with another continue next year with another oceanography- based high school oceanography- based high school event.event.Next year we plan to focus on a Next year we plan to focus on a fisheries-based scenario.fisheries-based scenario.
Looking Toward the FutureLooking Toward the Future
Partnering with the SMILE program is Partnering with the SMILE program is a good way to address Broader a good way to address Broader Impact and Outreach (BIO) Impact and Outreach (BIO) requirements of funding agencies.requirements of funding agencies.
A successful first ChallengeA successful first Challenge
This presentation is Part 2 of a 3 part series. This presentation is Part 2 of a 3 part series. Please continue with Part 3: “Informal Please continue with Part 3: “Informal Education”, “Free Choice Education”Education”, “Free Choice Education”
OSU/Oregon Sea Grant have started a program to train educators in OSU/Oregon Sea Grant have started a program to train educators in techniques of Informal Education.techniques of Informal Education.
Research by professors and grad students in this program involves design Research by professors and grad students in this program involves design and evaluation of technological methods of delivering scientific and evaluation of technological methods of delivering scientific information and products to the non-scientific public, resource managers, information and products to the non-scientific public, resource managers, etc.etc.
The public wing of the Hatfield Marine Science Center serves as a The public wing of the Hatfield Marine Science Center serves as a “laboratory” for this research, using evaluations of visitor interactions with “laboratory” for this research, using evaluations of visitor interactions with display technology as the experimental data.display technology as the experimental data.
A proposal has been submitted to the NOAA “Environmental Literacy” A proposal has been submitted to the NOAA “Environmental Literacy” RFP to fund this research, with statements of support from CIOSS, RFP to fund this research, with statements of support from CIOSS, CoastWatch (Monterey), NOAA/OAR/PFEL, and GLOBEC.CoastWatch (Monterey), NOAA/OAR/PFEL, and GLOBEC.
One type of technology under consideration are 3-D projection One type of technology under consideration are 3-D projection systems, such as the “Geowall” technology, using VIS5-D and other systems, such as the “Geowall” technology, using VIS5-D and other software.software.
An initial demonstration of this technology will occur during this An initial demonstration of this technology will occur during this year’s “Sea Fest”, an annual event at HMSC in June.year’s “Sea Fest”, an annual event at HMSC in June.
Chris Moore and Al Hermann (PMEL) will take their system to Chris Moore and Al Hermann (PMEL) will take their system to HMSC, spend a day with HMSC staff discussing different HMSC, spend a day with HMSC staff discussing different possibilities for public and interactive displays, set up and demo the possibilities for public and interactive displays, set up and demo the system during the event on Saturday.system during the event on Saturday.
3-D Projection to external screens or to special monitors for 3-D Projection to external screens or to special monitors for PC’sPC’s
Figure 1. Schematic of passive, dual-projector stereo display system. Components include Figure 1. Schematic of passive, dual-projector stereo display system. Components include host computer (commodity PC or workstation), splitter/converter, DLP projectors, polarizing host computer (commodity PC or workstation), splitter/converter, DLP projectors, polarizing filters, and polarization-preserving projection screen. Passive polarized glasses are worn by filters, and polarization-preserving projection screen. Passive polarized glasses are worn by
the viewer, to deliver the proper image to each eye. Thick arrows denote light path. the viewer, to deliver the proper image to each eye. Thick arrows denote light path.
Install a pull-down screen (the polarization-preserving type) in front of the Install a pull-down screen (the polarization-preserving type) in front of the window. Turn off the lights, fire up the projectors, and viola! The office is window. Turn off the lights, fire up the projectors, and viola! The office is now a virtual theater.......... now a virtual theater..........
ApplicationsApplicationsWatch the movement of Lagrangian model particles from different fixed viewpoints.
Fly through or simply view 3-D “snap-shots” of actual mesoscale survey data.
Several programs (GLOBEC, COAST, NOPP) have produced 3-D surveys off Oregon’s coast. GLOBEC fields include T, Sal, phytoplankton, zooplankton, fish, marine mammals and birds, all collocated, i.e., snapshots of the entire ecosystem at all trophic levels. We hope to be able to demonstrate to the public the richness of the ocean underneath the surface they see, including “hot-spots” created by topographic features (Heceta Bank, Cape Blanco).
August 2000: SST (color contours), juvenile chinook (Yellow circles), juvenile coho (magenta circles), humpback whale sightings (grey dots); largest circles for chinook and coho represent ca. 10 fish per standard trawl; smallest circles represent trawls (offshore) in which juvenile salmon were not caught
From Batchelder et al. (2002)
From Batchelder et al. (2002)
August 2000: Chlorophyll concentration at 5-m depth (color contours, mg/m3), biomass of pelagic birds (grey circles; largest circles ca. 170 kg/km2); and biomass of copepods (vertical bars; mg/m3)
