Wired Nature

As winter winds disperse prairie seeds and fragrant pinecones tumble down, Bianca Rosenbaum is busy collecting. As much as she would love to forage through the seasonal natural materials outside of her office at the Chicago Botanic Garden, that’s not what she is after these days. Rather, she is gathering data.

PHOTO: Bianca Rosenbaum at her desk.
Rosenbaum manages data from her colorful office.

Seated at her desk in the Daniel F. and Ada L. Rice Plant Conservation Science Center, Rosenbaum taps away at her computer’s purple keyboard. The Garden’s conservation science information manager is busy finishing her masterpiece—a searchable collection of visual and numeric plant data. The new product is a one-stop-shop for information previously housed in three separate databases and accessible by few.  

Named the Science Collections database, the project centralizes the Garden’s data on seed collections, herbaria, and plant DNA. For the first time, the information is accessible online by anyone from international scientists to curious children.

“We saw this great opportunity to combine our databases and be able to cross reference collections,” she said. “It’s been very exciting. It’s one of my biggest, most challenging projects. It feels extremely rewarding.”

Since she began working at the Garden in 2002 as an expert in Microsoft Access, Rosenbaum has overseen the safekeeping of the data in all three of these areas as well as other Garden research collections. In just a few years, the way the information was stored and managed became outdated as technology progressed. She was thrilled with the opportunity to advance its management system.

When the Science Collections project began four years ago, one of her first tasks was to identify data used by all three databases and merge them into common tables to eliminate repetition and guarantee standardization. The result was a complicated set of linked tables that comprise the structure for the final product—called a relational database.

PHOTO: Collections database search results screen.
A search in the Science Collections database reveals merged information about each species.

She then merged all of the data on each species. Now, rather than going to different databases to find all of the herbarium, seed, and DNA information recorded about a plant, it can be found in one place. 

Rosenbaum then worked with the Garden conservation GIS lab manager, Emily Yates, to add a spatial component to the data by mapping plant locations, which are linked to each collection record. Lastly, she built a web page to serve as a portal from the database to the internet.

Data from the Garden’s Nancy Poole Rich Herbarium are mainly visual, with 17,000 images of pressed plants alongside notes about location and related details. Information from the Dixon National Tallgrass Prairie Seed Bank includes high-resolution images of seeds from 2,600 species. The program also includes notes about whether the Garden houses material that may be accessed for DNA sampling for a given plant. The records include information on all classifications of regional plants, and some international. Only those labeled as threatened or endangered are not shown on a map.

PHOTO: Page from the herbarium with Liatris aspera sample and data.
Liatris aspera (Herbarium acc. 4439)

“This job has totally changed my outlook,” said Rosenbaum, who had no real interest in botany before coming to work at the Garden. “I feel very fortunate that I’ve been here and I’ve been able to combine both the tech world and the environment.”

As a child, she grew her love of technology with encouragement from her parents—an engineer and electronic assembler. She went on to study computer engineering in college, and gained work experience with coding and data management. As a Garden employee, she has coupled those computer skills with a new set of plant-related skills. She is now comfortable with plant names, discussing scientific processes, and even growing her own vegetable garden at home.

Although she spends much of her work day glued to her computer screen, Rosenbaum does find time to look out her window, or step outside to connect with her subject matter. “I think it’s very easy to not notice this world when you are in the tech world, or the business world,” she said. “Now I can connect the two and know what it is I am working on and see what I am working to protect and conserve.”

Rosenbaum often strolls the Waterfall Garden in warm months, but she especially looks forward to spending time in the peaceful Dixon Prairie.

The recently launched database is now open to exploration at www.sciencecollections.org. Check back in coming months for Rosenbaum’s forthcoming addition of advanced search options. 


©2014 Chicago Botanic Garden and my.chicagobotanic.org

Who’s On Air?

On December 4, 2013, the Garden became both the first public botanic garden—and the first Chicago cultural institution—to host a live field trip, with approximately 1,000 students across the country using Google+ Connected Hangouts on Air.

PHOTO: The cover of the comic book.
Click here to download our slideshow of Nightmare on Ash Street for your classroom.

Our field trip topic was the impact of an invasive species on an ecosystem—specifically, emerald ash borer on our native ash trees. We wanted to make this complicated issue relevant and interactive for fifth- and sixth-grade students.

There are many fun things you can do with a live broadcast. The complex subject of balanced ecosystems and invasive species needed something unusual to capture students’ imaginations and attention. Our solution: begin our field trip with an original graphic comic about the emerald ash borer (EAB), and conclude by cutting down an infected tree during our broadcast. The live broadcast format also allowed our educators and horticulturists to go off script for some on-screen improvisation. 

Taking advantage of our medium, we presented from multiple locations—switching to read and show our comic book, present GIS (Geographical Information Systems) maps illustrating the spread of EAB in the U.S., view EAB larvae under a microscope in our science lab, and show how to diagnose the damage on—and treat (or remove)—an infected tree in the woods. The finale was cutting down the infected tree—live on camera! Before we signed off, we had an interactive Q&A between classrooms and Garden experts.

PHOTO: An auditorium of kids watches our broadcast on a projection screen on stage.
An auditorium of seventh graders in California tunes in to our broadcast.

A series of technical and dress rehearsals—one with the three participating classrooms—were necessary to troubleshoot the quirks of Google+ Hangout on Air. We chose three classrooms from across the country as active participants who were able to ask questions on camera, and be seen by our experts and others tuned in. (Viewing classrooms can still participate by typing in questions during the broadcast.)

From a technical standpoint, it was critical to know the limits of this technology. Google Hangouts currently allows up to ten screens to actively participate in an on-air event, and our entire program had to be done live, as Google Hangout on Air does not allow for streaming video. We used four of our allotted screens at the Garden: one for our graphic novel with narration, one in the lab, and two in the field. The screens were controlled through a central operator (me!) who acted as an on-air producer, switching from one screen to another to control the on-air experience. We used two smartphones to transmit from the field, and tested several models with different operating systems and carriers to maximize image quality (especially in the woods), and keep gaps in the transmission to a minimum. Macintosh computers provided the indoor Garden screens; one was dedicated to the microscope, and the other used its built-in camera. The computers were hard-wired to the Ethernet network to ensure the best transmission possible. Delays were a minor issue: even under the best of circumstances, we experienced a short lag switching from user to user. This was particularly problematic when fielding classroom questions.

ILLUSTRATION: Google connected classrooms graphic.
Explore more with connected classrooms.

While a virtual field trip is not a substitute for an actual visit to the Garden, it can offer something very different and unique, bringing together classrooms from all over the country. Virtual classrooms can also enrich classroom activities in schools facing budget shortfalls and scant funding for field trips. This new tool from Google can help us (and others) raise awareness about topics that affect us all from local to global impact. Follow us on Google+ to be alerted to our next virtual field trip and other Garden updates.

#ConnectedClassrooms   #VirtualFieldTrips


©2014 Chicago Botanic Garden and my.chicagobotanic.org