ALBERT

Description: Authentic research opportunities in the classroom are most impactful when they are student-driven and inquiry-based. These experiences are even more powerful when they involve technology and meaningful connections with scientists. In today's classrooms, activities are driven by state required skills, education standards, and state mandated testing. Therefore, programs that incorporate authentic research must address the needs of teachers. NASA's Expedition Earth and Beyond (EEAB) Program has developed a framework that addresses teacher needs and incorporates the use of technology and access to mentors to promote and enhance authentic research in the classroom. EEAB is a student involvement program that facilitates student investigations of Earth or planetary comparisons using NASA data. To promote student-led research, EEAB provides standards-aligned, inquiry-based curricular resources, an implementation structure to facilitate research, educator professional development, and ongoing support. This framework also provides teachers with the option to incorporate the use of technology and connect students with a mentor, both of which can enrich student research experiences. The framework is structured by a modeled 9-step process of science which helps students organize their research. With more schools gaining increased access to technology, EEAB has created an option to help schools take advantage of students' interest and comfort with technology by leveraging the use of available technologies to enhance student research. The use of technology not only allows students to collaborate and share their research, it also provides a mechanism for them to work with a mentor. This framework was tested during the 2010/2011 school year. Team workspaces hosted on Wikispaces for Educators allow students to initiate their research and refine their research question initially without external input. This allows teams to work independently and rely on the skills and interests of team members. Once teams finalize their research question, they are assigned a mentor. The mentor introduces himself/herself, acknowledges the initial work the team has conducted, and asks a focused question to help open the lines of communication. Students continue to communicate with their mentor throughout their research. As research is completed, teams can share their investigation during a virtual presentation. These live presentations allow students to share their research with their mentor, other scientists, other students, parents, and school administrators. After the initial year of testing this authentic research process, EEAB is working to address the many lessons learned. This will allow the program to refine and improve the overall process in an effort to maximize the benefits. Combined, these powerful strategies provide a successful framework to help teachers enhance the skills and motivation of their students, preparing them to become the next generation of scientists, explorers, and STEM-literate citizens of our nation.

Description: Fossil fuel carbon dioxide (CO2) emissions (FFCO2) are the largest input to the global carbon cycle on a decadal time scale. Because total emissions are assumed to be reasonably well constrained by fuel statistics, FFCO2 often serves as a reference in order to deduce carbon uptake by poorly understood terrestrial and ocean sinks. Conventional atmospheric CO2 flux inversions solve for spatially explicit regional sources and sinks and estimate land and ocean fluxes by subtracting FFCO2. Thus, errors in FFCO2 can propagate into the final inferred flux estimates. Gridded emissions are often based on disaggregation of emissions estimated at national or regional level. Although national and regional total FFCO2 are well known, gridded emission fields are subject to additional uncertainties due to the emission disaggregation. Assessing such uncertainties is often challenging because of the lack of physical measurements for evaluation. We first review difficulties in assessing uncertainties associated with gridded FFCO2 emission data and present several approaches for evaluation of such uncertainties at multiple scales. Given known limitations, inter-emission data differences are often used as a proxy for the uncertainty. The popular approach allows us to characterize differences in emissions, but does not allow us to fully quantify emission disaggregation biases. Our work aims to vicariously evaluate FFCO2 emission data using atmospheric models and measurements. We show a global simulation experiment where uncertainty estimates are propagated as an atmospheric tracer (uncertainty tracer) alongside CO2 in NASA's GEOS model and discuss implications of FFCO2 uncertainties in the context of flux inversions. We also demonstrate the use of high resolution urban CO2 simulations as a tool for objectively evaluating FFCO2 data over intense emission regions. Though this study focuses on FFCO2 emission data, the outcome of this study could also help improve the knowledge of similar gridded emissions data for non-CO2 compounds with similar emission characteristics.

Description: Anthropogenic nitrogen (N) emissions to the atmosphere have increased significantly the deposition of nitrate (NO3-) and ammonium (NH4+) to the surface waters of the open ocean, with potential impacts on marine productivity and the global carbon cycle. Global-scale understanding of the impacts of N deposition to the oceans is reliant on our ability to produce and validate models of nitrogen emission, atmospheric chemistry, transport and deposition. In this work, approx. 2900 observations of aerosol NO3- and NH4+ concentrations, acquired from sampling aboard ships in the period 1995-2012, are used to assess the performance of modeled N concentration and deposition fields over the remote ocean. Three ocean regions (the eastern tropical North Atlantic, the northern Indian Ocean and northwest Pacific) were selected, in which the density and distribution of observational data were considered sufficient to provide effective comparison to model products. All of these study regions are affected by transport and deposition of mineral dust, which alters the deposition of N, due to uptake of nitrogen oxides (NOx) on mineral surfaces. Assessment of the impacts of atmospheric N deposition on the ocean requires atmospheric chemical transport models to report deposition fluxes, however these fluxes cannot be measured over the ocean. Modelling studies such as the Atmospheric Chemistry and Climate Model Intercomparison Project (ACCMIP), which only report deposition flux are therefore very difficult to validate for dry deposition. Here the available observational data were averaged over a 5deg x 5deg grid and compared to ACCMIP dry deposition fluxes (ModDep) of oxidised N (NOy) and reduced N (NHx) and to the following parameters from the TM4-ECPL (TM4) model: ModDep for NOy, NHx and particulate NO3- and NH4+, and surface-level particulate NO3- and NH4+ concentrations. As a model ensemble, ACCMIP can be expected to be more robust than TM4, while TM4 gives access to speciated parameters (NO3- and NH4+) that are more relevant to the observed parameters and which are not available in ACCMIP. Dry deposition fluxes (CalDep) were calculated from the observed concentrations using estimates of dry deposition velocities. Model observation ratios, weighted by grid-cell area and numbers of observations, (RA,n) were used to assess the performance of the models. Comparison in the three study regions suggests that TM4 over-estimates NO3- concentrations (RA,n = 1.4-2.9) and under-estimates NH4+ concentrations (RA,n = 0.5- 0.7), with spatial distributions in the tropical Atlantic and northern Indian Ocean not being reproduced by the model. In the case of NH4+ in the Indian Ocean, this discrepancy was probably due to seasonal biases in the sampling. Similar patterns were observed in the various comparisons of CalDep to ModDep (RA,n = 0.6- 2.6 for NO3-, 0.6-3.1 for NH4+). Values of RA,n for NHx CalDep - ModDep comparisons were approximately double the corresponding values for NH4+ CalDep - ModDep comparisons due to the significant fraction of gas- phase NH3 deposition incorporated in the TM4 and ACCMIP NHx model products. All of the comparisons suffered due to the scarcity of observational data and the large uncertainty in dry deposition velocities used to derive deposition fluxes from concentrations. (abstract is longer than the allotted space).

Description: Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

Description: Improved remote sensing observations of atmospheric carbon dioxide (CO2) are critically needed to quantify, monitor, and understand the Earth's carbon cycle and its evolution in a changing climate. The processes governing ocean and terrestrial carbon uptake remain poorly understood,especially in dynamic regions with large carbon stocks and strong vulnerability to climate change,for example, the tropical land biosphere, the northern hemisphere high latitudes, and the Southern Ocean. Because the passive spectrometers used by GOSAT (Greenhouse gases Observing SATellite) and OCO-2 (Orbiting Carbon Observatory-2) require sunlit and cloud-free conditions,current observations over these regions remain infrequent and are subject to biases. These short comings limit our ability to understand and predict the processes controlling the carbon cycle on regional to global scales.In contrast, active CO2 remote-sensing techniques allow accurate measurements to be taken day and night, over ocean and land surfaces, in the presence of thin or scattered clouds, and at all times of year. Because of these benefits, the National Research Council recommended the National Aeronautics and Space Administration (NASA) Active Sensing of CO2 Emissions over Nights,Days, and Seasons (ASCENDS) mission in the 2007 report Earth Science and Applications from Space: National Imperatives for the Next Decade and Beyond. The ability of ASCENDS to collect low-bias observations in these key regions is expected to address important gaps in our knowledge of the contemporary carbon cycle.The ASCENDS ad hoc Science Definition Team (SDT), comprised of carbon cycle modeling and active remote sensing instrument teams throughout the United States (US), worked to develop the mission's requirements and advance its readiness from 2008 through 2018. Numerous scientific investigations were carried out to identify the benefit and feasibility of active CO2 remote sensing measurements for improving our understanding of CO2 sources and sinks. This report summarizes their findings and recommendations based on mission modeling studies, analysis of ancillary meteorological data products, development and demonstration of candidate technologies, anddesign studies of the ASCENDS mission concept.

Description: This is a teacher's guide to assist teachers in developing modules on windows for use in both earth and space and astronaut photographs. Activities incorporating mathematical exercises are suggested for grades five through ten.

Description: Land and ocean carbon sinks absorb half of human CO2 emissions. The fate of these sinks in a changing world is unknown, introducing large uncertainties in climate projections. Satellite measurements of atmospheric CO2 are required to better understand the processes governing carbon uptake. Careful planning of future missions using Observing System Simulation Experiments (OSSEs) can help ensure that they meet the needs of the scientific and policy communities. NASA's Carbon Cycle OSSE Initiative brings together researchers from multiple universities and NASA centers to create model-derived data products in support of informed mission planning.