 | THUMBNAIL |
| TITLE/INFO (click map title to view map detail page)  |
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| 1 - How does water phase change in the earth system?Water can be found in three phases on Earth: gas, liquid and solid (ice). When heat energy is added from the sun, phase changes may occur (e.g., ice melt, evaporation of liquid water). Understanding basic water properties is fundamental to studying the global water cycle. |
| Jason / Aquarius / AirMOSS Workshop |
| 8/13/2015 |
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| 2 - Where is water stored in the earth system?This concept map shows the location and quantity of water stored on land, in the ocean, and in the atmosphere. It also traces how water fluxes between these major reservoirs (e.g., evaporation, precipitation). Various forms of water such as sea ice, soil moisture, groundwater, and land ice are also included. |
| Jason / Aquarius / AirMOSS Workshop |
| 8/12/2015 |
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| 2013 Sensing the Cosmos Concept MapThis is a draft of a concept map for a middle school week-long STEM experience at the University of Notre Dame: see http://stc.michianastem.org |
| Thomas Loughran |
| 2/1/2013 |
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| 3 - How can the movement of water, heat, and salt impact humans?Tracking the movement of heat, water and salt across the globe contributes to our understanding of the earth system. This map highlights human-relevant processes such as ocean circulation, El Niño / La Niña events, sea level rise, and fresh water resources. |
| Jason / Aquarius / AirMOSS Workshop |
| 8/11/2015 |
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| 4 - What types of water motion can satellites detect?Earth-observing satellites can detect the lateral movement of seawater while inferring its vertical motion. Examples from a NASA field experiment show how in situ and computer model data were used synergistically with satellite-based measurements to study the saltiest part of the North Atlantic Ocean. |
| Jason / Aquarius / AirMOSS Workshop |
| 8/10/2015 |
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| 5 - How do we detect water and its properties in the earth system?Map outlines how satellite and airborne instruments (e.g., active, passive, gravitational) monitor elements of earth's water cycle. Surface properties such as sea level, roughness, salinity, and soil moisture are measured using altimeters, scatterometers, radar, and/or radiometers. |
| Jason / Aquarius / AirMOSS Workshop |
| 8/9/2015 |
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| 5th grade salinity mapUnderstanding our ocean's salinity and how changes can impact our future created by Pamela Pittman during the NASA Aquarius pre-launch workshop. |
| Pamela Pittman |
| 6/4/2011 |
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| COSEE Ocean Systems |
| 10/17/2012 |
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| COSEE Ocean Systems |
| 10/17/2012 |
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| Ariff Zulfa |
| 8/11/2014 |
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| James Fiorendino |
| 9/28/2013 |
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| IBP Webinars |
| 11/19/2013 |
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| IBP Webinars |
| 1/27/2014 |
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| IBP Webinars |
| 2/28/2012 |
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| Carla Companion |
| 11/28/2012 |
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| COSEE West Workshop Archive |
| 4/4/2011 |
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| Turbulence Webinar Series |
| 1/21/2013 |
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| Benthic Webinar Series OverviewThe first concept map shown by Sara Lindsay (UMaine) during her June 2012 webinar was an overview of the COSEE-OS Benthic Ecology webinar series. |
| Benthic Webinar Archive |
| 6/26/2012 |
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| Jessica Jarett |
| 5/10/2013 |
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| Chelsea Spieth |
| 4/11/2014 |
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| Dylan Richins |
| 3/28/2016 |
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| Bioturbation and effects on sediment biogeochemistryConcept map presented byNils Volkenborn (Univ. of South Carolina) during his June 2012 webinar. He addressed the techniques that can allow scientists to "see" under the mud to gather information about how worms, bivalves and other benthic organisms modify their environments by bioturbation. |
| Benthic Webinar Archive |
| 6/12/2012 |
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| Broadening Participation ResourcesConcept map prepared by the Institute for Broadening Participation as an introduction to IBP's resources for broadening participation in STEM. |
| IBP Webinars |
| 4/29/2014 |
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| Broader Impacts BarriersThis map illustrates some of the concepts that relate to some of the barriers encountered throughout a broader
impact collaboration between scientists and informal educators. |
| Carla Companion |
| 3/13/2012 |
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| Broader Impacts BarriersThis map illustrates some of the concepts that relate to some of the barriers encountered throughout a broader impact collaboration between scientists and informal educators. |
| Steven Engstrom |
| 5/16/2011 |
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