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• W285945302 abstract "[ILLUSTRATION OMITTED] In this fast-paced world, students are using the internet to obtain information quicker than they can drive to the library. To apply students' savvy internet skills in the science classroom--as well as capture their interest in science and investigation, and provide opportunities for authentic research--introduce them to real-time data from ocean-observing systems. Buoys, satellite images, autonomous rovers, and other devices sense the pulse of the ocean by collecting data continuously and telecommunicating it to scientists, who then post it on the internet. Students can use data from these ocean-observing systems to discover the winds and waves from storms or to explore currents and predict marine-organism distribution. The four web-based student activities presented in this article bring the world of high-tech instruments and realtime data information to the classroom. The first activity introduces ocean-observing systems; the second explores how the ocean affects local weather; the third uses ocean temperatures to predict the distribution of marine organisms; and the fourth provides insight into how ocean temperatures may change with predicted climate changes. What are ocean-observing systems? Ocean-observing systems include a variety of instruments that measure temperature, currents, wave height, salinity, and other parameters. Observing systems employ many types of technology, including: satellites that carry sensors, which provide ocean information from miles above the surface; moored (stationary) buoys, which carry sensors and then transmit that information directly to landbased computers; and roving self-guided sensors, which use sound navigation and ranging (SONAR) techniques to detect seafloor features and water-chemistry information, that is then radioed to receivers. Most of the real-time information gathered from ocean-observing systems is posted on the web. Therefore, the data is accessible to any secondary science classroom with an internet connection and can be incorporated in the curriculum through student activities. The Center for Science Education Excellence-Mid-Atlantic (COSEE-MA) (see On the web at the end of this article) provides internet-based activities that have been classroom tested by teachers in Taking the Pulse of Our Ocean workshops. Four of these activities are described in this article. Depending on students' computer skills, these activities can be conducted independently, in small groups with minimal supervision, or as a classroom project (by projecting the activities from a teacher-controlled computer). The only materials needed are at least one computer with an internet connection and the relevant activity worksheets. Although these activities can be conducted independently, they build upon one another if completed in the order described. Ocean-Observing Systems In Exploring Ocean-Observing Systems, students investigate the many uses of these systems (Figure 1). To initiate the activity, introduce students to the following features of the ocean that scientists use to make predictions about weather and climate. The ocean occupies over 70% of Earth's surface. Surface waters are constantly in motion, and these circulation patterns exert a strong effect on global and regional climate and weather. currents are generated by many different forces. Winds, created by differences in solar heating, drive the ocean's surface currents. Earth's rotation (and resulting Coriolis effect) and coasts shape the circulation (Garrison 2005). The deep circulation of the global ocean is driven by density differences between the cold polar regions and the rest of the ocean. Warm, salty water delivered to the polar regions is cooled, forming dense water that sinks to the depths and then spreads throughout the world's oceans. FIGURE 1 Ocean-Observing Systems. …" @default.
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• W285945302 title "Real-Time Ocean Data in the Classroom: Students Use the Internet to Conduct Ocean Research" @default.
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