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Deep Earth Academy Teaching for Science - Learning for Life Deep Earth Academy facilitates and develops programs and materials based on scientific ocean drilling expeditions and Earth Systems Science to strengthen students' science, mathematics, and analytical skills. Our approach includes use of authentic data, inquiry-centered activities and interdisciplinary explorations drawing from the adventures of the JOIDES Resolution ship and the earlier ocean drilling ship; the Glomar Challenger.

The following is not a futuristic scenario. It is not science fiction. It is a demonstration of the capabilities of GIS to model the results of an extremely unlikely, yet intellectually fascinating query: What would happen if the earth stopped spinning? ArcGIS was used to perform complex raster analysis and volumetric computations and generate maps that visualize these results.

"Time lapse footage taken by Oregon State University alum Don Pettit during his time on the International Space Station. This one shows Earth from day to night. Watch the other eight time lapse videos from space http://www.youtube.com/view_play_list... science"

posted online with permission "Acid Rain and the Greenhouse Effect" (Fluid Earth, Unit 4, Topic 6)

The Carbon Cycle What Goes Around Comes Around by John Arthur Harrison, Ph.D. Carbon is the fourth most abundant element in the universe, and is absolutely essential to life on earth. In fact, carbon constitutes the very definition of life, as its presence or absence helps define whether a molecule is considered to be organic or inorganic. Every organism on Earth needs carbon either for structure, energy, or, as in the case of humans, for both. Discounting water, you are about half carbon. Additionally, carbon is found in forms as diverse as the gas carbon dioxide (CO2), and in solids like limestone (CaCO3), wood, plastic, diamonds, and graphite.

Earth System Science Education Alliance course

"Recognising ocean acidification in deep time: An evaluation of the evidence for acidification across the Triassic-Jurassic boundary Sarah E. GreeneCorresponding author contact information, 1, E-mail the corresponding author, Rowan C. Martindale1, E-mail the corresponding author, Kathleen A. Ritterbush E-mail the corresponding author, David J. Bottjer E-mail the corresponding author, Frank A. Corsetti E-mail the corresponding author, William M. Berelson E-mail the corresponding author Department of Earth Sciences, University of Southern California, Los Angeles, California, USA 90089 Received 22 July 2011. Accepted 17 March 2012. Available online 5 April 2012. While demonstrating ocean acidification in the modern is relatively straightforward (measure increase in atmospheric CO2 and corresponding ocean chemistry change), identifying palaeo-ocean acidification is problematic. The crux of this problem is that the rock record is a constructive archive while ocean acidification is essentially a destructive (and/or inhibitory) phenomenon. This is exacerbated in deep time without the benefit of a deep ocean record. Here, we discuss the feasibility of, and potential criteria for, identifying an acidification event in deep time. Furthermore, we investigate the evidence for ocean acidification during the Triassic-Jurassic (T-J) boundary interval, an excellent test case because 1) it occurs in deep time, beyond the reach of deep sea drilling coverage; 2) a potential trigger for acidification is known; and 3) it is associated with one of the 'Big Five' mass extinctions which disproportionately affected modern-style invertebrates. Three main criteria suggest that acidification may have occurred across the T-J transition. 1) The eruption of the Central Atlantic Magmatic Province (CAMP) and the associated massive and rapid release of CO2 coincident with the end-Triassic mass extinction provide a suitable trigger for an acidification event (

"Abstract The Phanerozoic fossil record of marine animal diversity covaries with the amount of marine sedimentary rock. The extent to which this covariation reflects a geologically controlled sampling bias remains unknown. We show that Phanerozoic records of seawater chemistry and continental flooding contain information on the diversity of marine animals that is independent of sedimentary rock quantity and sampling. Interrelationships among variables suggest long-term interactions among continental flooding, sulfur and carbon cycling, and macroevolution. Thus, mutual responses to interacting Earth systems, not sampling biases, explain much of the observed covariation between Phanerozoic patterns of sedimentation and fossil biodiversity. Linkages between biodiversity and environmental records likely reflect complex biotic responses to changing ocean redox conditions and long-term sea-level fluctuations driven by plate tectonics. "

Encyclopedia of Earth

"Generation Earth is an environmental education program from the Los Angeles County Department of Public Works. We offer workshops, mentorship, and do-it-yourself environmental projects that help youth make a positive difference at school, at home, and eventually, out in the world."\nask them about buses for school fieldtrips

"On the Rise A new report from the United Nations says the Earth is getting warmer faster than people once thought, and that sea levels are expected to rise. "

NARRATOR: Even though the ocean covers seventy percent of the Earth's surface, people tend to know more information about land than the sea. As a result, our understanding of the ocean is often incomplete or full of misconceptions. How well do you know the ocean? You may think Earth has five separate oceans. They're clearly labeled on our maps. But, in actuality, these are all connected, and part of one global ocean system. Ever wonder why the ocean is blue? You may have heard its because the water reflects the color of the sky. Not quite. Sunlight contains all the colors of the rainbow. When it hits the ocean, it gets scattered by the water molecules. Blue light is scattered the most, which is why the ocean appears blue. Even more interesting is that floating plants and sediments in the water can cause light to bounce in such a way for the ocean to appear green, yellow, and even red! Another idea some people have is that the sea floor is flat. Actually, just like land, the sea floor has canyons, plains, and mountain ranges. And many of these features are even bigger than those found on land. You may also think that our ocean's saltwater is just a mix of water and table salt. Not so. Seawater's "salt" is actually made of dissolved minerals from surface runoff. That is, excess water from rain and melting snow flowing over land and into the sea. This is why the ocean doesn't have the same level of salinity everywhere. Salinity varies by location and season. Finally, you may have heard that melting sea ice will cause sea levels to rise. In reality, sea ice is just frozen seawater, and because it routinely freezes and melts, its volume is already accounted for in the ocean. Sea levels can rise, however, from ice that melts off land and into the ocean. Understanding basic facts about the ocean is important since it affects everything from our atmosphere to our ecosystems. By knowing your ocean, you are better prepared to help protect it.