What is Observational Science?
Observational science is theoretical, experimental and applied research related to
oceanic, atmospheric, and terrestrial sciences. The ultimate goal of observational
science is a better description of the world around us.
Background on Observational Science
Sciences can be placed into three categories: experimental science, theoretical
science , and observational science .
Experimental science. Experimental science follows the model of what is generally
described as the scientific method. A hypothesis is tested by the use of a controlled
study. For instance, a biogeographer might take different groups of plants, and
apply different treatments affecting growth (temperature, rainfall, exposure to
sunlight, length of day, soil type) to each group, and record the results for each
group.
Theoretical science. Theoretical science is the application of scientific logic to
attempt to either predict new scientific laws from known laws, or to deduce simple
laws that describe known phenomena. An example of theoretical science is Albert
Einstein's theory of relativity, which resulted from his applying the known behavior
of electromagnetic fields to gravitation, and predicting the results which would
occur.
Observational science. A third branch of science (which can be considered a type of
experimental science) is observational science. Often, it is not feasible to perform a
controlled study of scientific phenomena. For example, an astronomer simply
cannot travel to the distant stars, but must rely on collecting and interpreting the
light from the cosmos. Similarly, Earth system scientists cannot control any system
to observe the large-scale effects on other systems. Thus, observational science
depends on seeing and watching less than manipulating or applying laws and
principles.
Observational science is used not only to answer fundamental questions about how
the Earth system functions. It is also used to address significant environment-society
problems. NASAs web site Earth Observatory <
[Link] provides numerous examples of ways remote
sensing and observational science are contributing to the solution of global social
and environmental problems.
Observational science also has a significant military and security applications.
Geospatial intelligence is important to the Central Intelligence Agency, the military,
and homeland security. Career opportunities abound in these fields for individuals
skilled in observational technologies like remote sensing. For additional information
about this arena of observational science, see the web site of the National Imagery
and Mapping Agency < [Link] its civilian partner Space Imaging
[Link] and the Department of Homeland Security <
[Link]
NASA and Observational Science
As mentioned above, one of the key elements of NASAs science is Earth System
Scienceobserving Earth to better understand its processes and functions. NASA
has developed a number of remote and in-situ sensing instruments which fly on
aircraft, balloons, rockets and satellites at worldwide locations to observe Earth.
NASA also conducts laboratory and field measurements to validate remote sensing
instruments.
Recent examples of observational science topics have included:
Ozone correlated measurements
Upper atmospheric measurements
Beach erosion
Arctic ice mapping
Volcanic impacts
Hurricane studies
For more examples visit <[Link]
Guidelines for Conducting Observational Science
These guidelines are suggested by Jacob Yates < yates@[Link]>, a
former EarthKAM student worker and now an observational scientist at Goddard
Space Flight Center.
1. Select a theme to study. The theme can be linked to geographic, science,
and social studies curriculum standards or can be something that students are
interested in. For example, students following the war in Iraq may be
interested in dust storms and wish to explore where in the world they are a
problem, their effect on the environment, and other related issues. Themes
might include specific landforms (mountains, plains, rivers, coasts, deserts)
or human features (borders, cities, agriculture), or other aspects of the Earth
system (fires, clouds, ice).
2. Within your theme, select Areas of Interest (AOIs). AOIs are geographic
locations and regions selected to be the focus of your observations. Choosing
AOIs is an important part of geographic research for students and
researchers alike. Remember, regions are useful tools for geographers and
other scientists to use for five reasons:
Regions help to simplify a complex Earth by breaking it down into
manageable pieces. Regions are pieces of areas which together make up a
country or continent. In order to reduce the complexity of understanding an
area, it is convenient to divide the area into smaller and more
comprehensible sections. They serve as jigsaw pieces; when put together
piece by piece, Earth becomes understandable. As historians break time into
periods and eras; playrights organize plays into acts and scenes, geographers
divide Earth into regions at a variety of scales.
Regions serve as examples to lend substance to generalizations. Regions can
provide a specific example to press home an argument. Regions can be used
to illustrate principles but also to shed light on a wider area.
Regions serve as anomalies to see how parts of Earth differ from the norm.
They can underscore how a local part of Earths surface departs from a
general statement or relationship. Regions can help us to develop and assess
general models.
Regions serve as analogues; studying one region can help us to understand
the characteristics of other similar regions.
Regions influence their neighboring regions; studying adjacent regions and
their distinctive characteristics can help us understand how places change
over time and their modulating effects on other regions.
Selecting an AOI that will help to understand the theme is important.
3. Determine the parameters for the investigation. Think in terms of limitations,
constraints, the amount of time you have available, the scope and scale of
the project. As a teacher your role will be to help students bound their
research in a reasoned and reasonable way. It may be helpful to have the
students consider a specific problem related to their theme and to focus on
that.
4. Prepare a research plan. A research plan is simply an outline of the steps
students will follow in their observational science investigation.A good
strategy might be to link the plan to the five skills of geography:
ask geographic questions,
acquire geographic information,
organize geographic information,
analyze it, and
answer the geographic question.
The skills model the scientific process and link observational science to
experimental science. Another approach would be to problematize the theme
and to follow the suggested procedures for Problem Based Learning (PBL).
This table compares PBL with the five geographic skills:
Five Skills of Geography
Ask geographic questions.
Acquire geographic information.
Organize geographic information.
Analyze geographic information.
Answer geographic questions.
PBL
Select a problem with a geographic
(spatial) focus and express it as one or
more inquiry questions. Organize a
research plan.
Collect primary data from observations,
field work, GPS. Locate existing
secondary data sets.
Organize data into spatial database;
select and design appropriate forms of
maps and graphs; explore geographic
relationships.
Explore images, analyze, synthesize,
evaluate, and explain relationships. Make
inferences and draw conclusions.
Summarize findings, offer possible
solutions to problem, formulate valid
generalizations from results of
geographic inquiry. Reflect on learning
and present results.
5. Collect and archive your data. Collect ancillary information for your AOI
including maps, documents, figures, references and so on.
6. Conduct your analysis. Analyzing a set of images is not a precise process. It
is both art and science. One mechanical way to begin the procedure is to use
these elements as tools to scrutinize, evaluate, and consider the image:
Shape: the geometry of the object
Size: the scale of the object
Pattern: certain patterns are indicative of features
Tone (color or hue): the light or color intensity of the features
Texture: surface roughness of the terrain
Shadows: may indicate something unique about an object
Site: the context of key features may be indicative to a certain location or
feature
Association: certain features may have commonality with other specific
features
7. Make your conclusions.
8. Verify that they correlate with other data you have collected. Remember,
your results should be reproducible.