NASA Wallops Flight Center GEOS-3 altimeter data processing report

The procedures used to process the GEOS-3 radar altimeter data from raw telemetry data to a final user data product are described. In addition, the radar altimeter hardware design and operating parameters are presented to aid the altimeter user in understanding the altimeter data

An atlas of GEOS-3 radar altimeter data for data buoy comparison studies

An atlas is compiled to identify times and dates when GEOS-3 altimeter data was taken in the vicinity of data buoys. The time period covered is from GEOS launch to April 9, 1978. Two buffer areas are considered for each of the various buoy locations to determine the simultaneity of GEOS and buoy data. The two buffer areas are ? or - 0.25 degrees and ? or - 1 degree

The Skylab radar altimeter

A summary of the significant hardware characteristics of the S-193 altimeter experiment portion of the 1973 Skylab Mission is presented. A detailed discussion of the altimetry, oceanographic, and instrumentation technology objectives are presented along with a discussion of the major experiments associated with these objectives

An atlas of 1975 GEOS-3 radar altimeter data for hurricane/tropical disturbance studies, volume 1

Geographic locations of 1975 hurricanes and other tropical disturbances were correlated with the closest approaching orbits of the GEOS-3 satellite and its radar altimeter. The disturbance locations and altimeter data were gathered for a seven-month period beginning with GEOS-3 launch in mid-April 1975. Areas of coverage were the Atlantic Ocean, the Carribean, the Gulf of Mexico, the west coast of the continental United States, and the central and western Pacific Ocean. Volume 1 contains disturbance coverage data for the Atlantic Ocean, Gulf of Mexico, and Eastern Pacific Ocean. Central and Western Pacific coverage is documented in Volume II

IMPACTS ON PROPERTY TAXES OF RECLASSIFYING FLOOD-PRONE CROPLAND IN THE SOUTH DELTA AREA OF MISSISSIPPI

Current tax appraisal procedures for cropland in Mississippi do not account for any negative impacts caused by frequent flooding in some areas of the South Delta. If flood-prone cropland values are significantly below average, the current tax system could generate inequitable tax burdens on owners of flood-prone cropland. A modified system of appraisal may be desirable to produce a more equitable tax structure. The purpose of this study was to evaluate different methods of reclassifying flood-prone cropland in the South Delta and to determine subsequent tax impacts on landowners and county tax revenue. Cropland tax data for Sharkey and Issaquena Counties were collected and different permanent reclassification schemes were proposed. Reclassification schemes were defined by lowering a parcel's capability class assignment by 1, 2, 3, or 4 classes if its elevation was below a specified trigger level. The impact that each reclassification scheme would have on landowners' taxes and the tax base in the affected counties was then estimated. In order to show the impact on tax shifts that would keep the county's tax base from declining, a new, higher millage rate was computed for selected reclassification schemes. After applying the adjusted millage rate to all properties in the county, changes in cropland taxes were reduced. Among the permanent reclassification schemes evaluated in this study, a trigger elevation level of 90 feet appears to offer reasonable tax impacts. Cropland parcels below 90 feet could be reassigned to the lowest capability class if the residents desired to provide the largest tax relief to these property owners. A more conservative reassignment scheme could be selected if desired. A temporary (year-to-year) reclassification system may provide more equitable tax distributions over time but would probably require more administrative costs to implement.Cropland appraisal, property taxes, flood-prone cropland, Land Economics/Use,

A determination of air-sea gas exchange and upper ocean biological production from five noble gases and tritiugenic helium-3

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at the Massachusetts Institute of Technology and the Woods Hole Oceanographic Institution September 2007The five noble gases (helium, neon, argon, krypton, and xenon) are biologically and chemically inert, making them ideal oceanographic tracers. Additionally, the noble gases have a wide range of solubilities and molecular diffusivities, and thus respond differently to physical forcing. Tritium, an isotope of hydrogen, is useful in tandem with its daughter helium-3 as a tracer for water mass ages. In this thesis, a fourteen month time-series of the five noble gases, helium-3 and tritium was measured at the Bermuda Atlantic Time-series Study (BATS) site. The time-series of five noble gases was used to develop a parameterization of air-sea gas exchange for oligotrophic waters and wind speeds between 0 and 13 m s−1 that explicitly includes bubble processes and that constrains diffusive gas exchange to ± 6% and complete and partial air injection processes to ± 15%. Additionally, the parameterization is based on weeks to seasonal time scales, matching the time scales of many relevant biogeochemical cycles. The time-series of helium isotopes, tritium, argon, and oxygen was used to constrain upper ocean biological production. Specifically, the helium flux gauge technique was used to estimate new production, apparent oxygen utilization rates were used to quantify export production, and euphotic zone seasonal cycles of oxygen and argon were used to determine net community production. The concurrent use of these three methods allows examination of the relationship between the types of production and begins to address a number of apparent inconsistencies in the elemental budgets of carbon, oxygen, and nitrogen.I received funding towards my graduate research from the Department of Defense (NDSEG fellowship), the National Science Foundation (OCE-0221247), and the Scurlock Fund for research

Instructor perspectives on iteration during upper-division optics lab activities

Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of students' modeling ability that are relevant across multiple upper-division lab contexts. To this end, we interviewed 19 instructors from 16 institutions about optics lab activities that incorporate photodiodes. Interviews focused on how those activities were designed to engage students in some aspects of modeling. We find that, according to many interviewees, iteration is an important aspect of modeling. In addition, interviewees described four distinct types of iteration: revising apparatuses, revising models, revising data-taking procedures, and repeating data collection using existing apparatuses and procedures. We provide examples of each type of iteration, and discuss implications for the development of future modeling assessments.Comment: 4 pages, 1 figure; under revie

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within- and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domain---namely, upper-division physics labs---they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.Comment: 22 pages, 3 tables, submitted to Phys. Rev. PE