Nitrogen biogeochemistry of headwater catchments underlain by discontinuous permafrost
In this TIEE data set, students answer the question of what influences flux of nitrogen from catchments underlain by discontinuous permafrost.
Students work with a large dataset describing nitrogen dynamics in the Caribou-Poker Creeks Research Watersheds, small watersheds in the boreal forest that are underlain with various extents of permafrost cover. Students use spreadsheet and graphics software to investigate responses of N cycling to permafrost, seasonal patterns, and inter-annual variation by 1) making observations concerning long (inter-annual) and short-term (seasonal) patterns in nutrient concentrations in streams, 2) hypothesizing about physical and biological conditions influencing nitrogen chemistry, and 3) testing predictions using graphical analyses.
Students work with a large dataset describing nitrogen dynamics in the Caribou-Poker Creeks Research Watersheds, small watersheds in the boreal forest that are underlain with various extents of permafrost cover. Students use spreadsheet and graphics software to investigate responses of N cycling to permafrost, seasonal patterns, and inter-annual variation by 1) making observations concerning long (inter-annual) and short-term (seasonal) patterns in nutrient concentrations in streams, 2) hypothesizing about physical and biological conditions influencing nitrogen chemistry, and 3) testing predictions using graphical analyses.
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| Format | |
| Resource Group | TIEE |
| Resource Group Link | https://ecoed.esa.org/index.php?P=SearchResults&F46=TIEE |
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| Discipline Specific Core Concepts | |
| Life science discipline (subject) | |
| Keywords | Catchment biogeochemistry, boreal forest, discontinuous permafrost, nitrogen (N) |
| Audience | |
| Intended End User Role | |
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| Educational Language | |
| Pedagogical Use Category | |
| Pedagogical Use Description | Skills used include drawing observations from graphical data, hypothesizing, calculations and preparation of figures from large datasets, graphical analyses, facilitated group learning, and written presentation of results. Student-active approaches include investigating causal relationships, calculations, preparation of graphs, and interpretation of data. Communication activities include think-pair-share, class discussion, and presentation of findings with the class or in written reports. Assessable outcomes include formative assessment via small-group and class discussion; display-quality figures; written and verbal presentation of observations, analyses, and interpretation. |
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| Url | http://tiee.esa.org/vol/v7/issues/data_sets/harms/abstract.html |
| Full Name of Primary Author | Tamara K. Harms |
| Primary Author Controlled Name | |
| Primary Author Affiliation | Institute of Arctic Biology, University of Alaska, Fairbanks AK |
| Primary Author email | tharms@ualaska.edu |
| Secondary Author Name(s) | Samuel T. Norlin, Jeremy B. Jones |
| Secondary Author Affiliation(s) | Geophysical Institute, University of Alaska, Fairbanks AK Institute of Arctic Biology, University of Alaska, Fairbanks AK |
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| Rights | Copyright 2011 by Tamara K. Harms, Samuel T. Norlin, Jeremy B. Jones, and the Ecological Society of America |
| License | |
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| Review type | |
| Drought and Water Ecosystem Services Collection | Off |
| Conservation Targets Under Global Change Collection | Off |
| Big Data Collection | Off |
| Editors Choice | No |
| Resource Status | |
| Date Of Record Submission | 2011-08-29 |
| I Agree to EcoEdDL's Copyright Policy & Terms of Use | Yes |
| Date Of Record Release | 2011-08-29 12:05:15 |
| Last Modified By Id |
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| Date Last Modified | 2018-07-26 15:02:23 |
| Release Flag | Published |
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