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3/16/05lecture121 Figures Look in any technical report or thesis or set of instructions, and what do you find? Lots of words. Almost always several figures. Maybe some equations. Perhaps the odd table.

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3/16/05lecture122 Figures What purpose is served by figures? They show information from data. e.g., daily pressure trends.

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3/16/05lecture123 Figures They show important research results. e.g., winds predicted by computer models.

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3/16/05lecture124 Figures They illustrate geophysical processes. e.g., the hydrologic cycle (cartoons).

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3/16/05lecture125 Figures They give useful spatial information. e.g., map of California for station locations.

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3/16/05lecture126 Figures Soyou should be prepared in your future for: (a) creating your own effective figures (e.g., in your senior thesis), and (b) writing effectively about your figures. Also, we should work on how to see and interpret figures in journal articles. Its easy to read the text arund figures and ignore the information in the figure!

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3/16/05lecture127 So you might see this The diurnal cycle of dewpoint across the WWB and AC sites revealed processes that impact near-surface moisture (Fig. 5 ). At sunrise, evapotranspiration (ET) increased as morning dew was quickly evaporated, causing a sharp increase of the dewpoint during the first 2 4 h after sunrise.Fig. 5

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3/16/05lecture128 Instead of this The diurnal cycle of dewpoint across the WWB and AC sites revealed processes that impact near-surface moisture (Fig. 5 ).Fig. 5 At sunrise, evapotranspiration (ET) increased as morning dew was quickly evaporated, causing a sharp increase of the dewpoint during the first 24 h after sunrise.

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3/16/05lecture129 Figures Tasks for today & Monday 1.Given a figure, learn how to refer to it correctly (AMS style) in your text. 2.Given a figure, explain in detail what information is conveyed by the figure. 3.Write effective figure captions! 4.Create your own figuresee what works and what doesnt.

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3/16/05lecture1210 AMS style Quite simple! 1.IF the word figure is the first word in a sentence, then you write: Figure 7 shows the results of adding methane to the problem. 2.OTHERWISE, you write: As we show in Fig. 7, the impact of adding methane is considerable. also We have noticed the same effect when adding borax (Fig. 8).

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3/16/05lecture1211 style Nobody around here much cares for this style: The phenomenon first occurs when the friction parameter is set at 0.1 (Fig. 1). Thereafter, the rate of spin appears to decrease as the friction parameter is increased (Fig. 2). However, once the friction parameter exceeds a threshold value, the spin abruptly increases to a maximum (Fig. 3). This result has been noticed in previous studies (Tashkent 1908, Fig. 111). Enough with the parenthetical at the end of every sentence style!

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3/16/05lecture1212 style Instead, it is YOUR job to MAKE the reader look at the figure. Explain pretty much everything, including the axes if they are different. Example = you show the same figure twice, but in one version the y-axis goes to 100, while in the other it goes up to 200. Point this out to the reader! Explain (in the text) the little dips in the lines and the various squiggles etc.

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3/16/05lecture1213 style The evolution of the observed spectra from 1 to 2.6 m is shown on Fig. 4A. During this period of more than 2 months, the albedo at 1.085 m slightly increased (from 0.65 to 0.7). The slight reduction in contrast of the 1.65-m feature, which is temperature dependent (14), is consistent with Fig. 4A14

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3/16/05lecture1214 caption Fig. 4. Spectral evolution of regions of interest on the permanent cap at six values of L s for each region. Each spectrum corresponds to the closest OMEGA pixel (2 to 5 km in size, depending on altitude), with a signal-to-noise ratio exceeding 300 from 1 to 2.6 m. (A) 343E, 80.2N (region A in Fig. 3). (B) 42.5E, 85.2N (region B in Fig. 3). (C) 164.2E, 72.4N (Region C in Fig. 3); the spectrum at L s 101.8 is mostly overlain by that at L s 103.2. The two dashed lines correspond to best-fit intimate mixture models for the initial spectrum (blue) and final spectrum (red). For region A, only the model spectrum corresponding to the final spectrum is drawn because there is no major evolution with time.

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3/16/05lecture1215 Next 2.Ill give you two figures. You write some text to explain in detail what information is conveyed by the figures. Figures are: 1 http://ingrid.ldeo.columbia.edu/maproom/.Global/.Precipitation/Monthly_OLR.html http://ingrid.ldeo.columbia.edu/maproom/.Global/.Precipitation/Monthly_OLR.html 2. http://www.cdc.noaa.gov/ENSO/images/prate.latest.mon.mean.pac.gifhttp://www.cdc.noaa.gov/ENSO/images/prate.latest.mon.mean.pac.gif 3.Ill give you a second figure. You write a figure captionsee class web page.

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3/16/05lecture1216 Last (Monday?) 4.Ill give you some data. You create various versions of a figure. Study each result, and tell me which (if any) is more effective, and why. Keep this in mind when you create your own figures!