Transcript Class Investigation

Class Investigation
TEAM:
Teacher Explorations of Atmospheric
Measurements
Diana Soehl-New York
T.J. Trout-Kansas
Kathy Rome-Kansas
Barbara Fortier-Maine
Abstract
We would like to explore how various anthropogenic causes of aerosols affect
the distribution of clouds across the globe.
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By using GLOBE, CloudSat and CALIPSO data, students will:
compare different regions across the U.S. for aerosol production and cloud
distribution and formation.
follow cloud cover protocols and collect data on clouds, temperature and
aerosols.
learn to collect, analyze, and share data using technology to collaborate with
other student scientists.
meet national and state science standards through this investigation.
gain knowledge about the social and ecological aspects of various regions of
the U.S.
Questions:
What types of clouds are prevalent in each region? Why is this so? Is there a
link to the type of aerosols in the region and the type of cloud produced?
Can satellite data help predict the role of aerosols on climate change? How
do aerosols travel across the globe?
Introduction & Research Question
• Human activities influence
weather and climate changes.
• We all wanted to explore how
manmade aerosols in our
areas affect cloud distribution
and climate change.
Long Island,
New York
Kansas
Maine
• Q: Which human activities may
affect cloud formation and
distribution? How can we tell?
Materials & Methods
Materials
• GLOBE & CLoudSat protocols and
data sheets, satellite data
• Aerosol demonstrations
/investigations (anticipatory set),
sun photometer, convex mirror,
digital cameras, thermometers,
laptop with software
Methods
• Lead up
demonstrations/investigations
• Research
• Data collection
• Analysis & discussion of results
Data Summary & Analysis
Data Required
• Site location
• Fly by times of satellites
• Satellite image collection of
CloudSat data
• Student photos of clouds for
regions
• Predominant cloud type for
each region
• Aerosol data sets for each
region
• Relevant weather observations
and data for each region
Analysis & Results
• Data entered on GLOBE,
CloudSat sites
• Students create document with
relevant information on
aerosols for all regions with
graphical representations of
data for comparison.
• Possible videoconferencing to
share and discuss results.
• Students could create
webpage to log and share data
(Pod/Video casts, blogs, etc).
Discussion of challenges to implementation
A network of teachers within an investigation can help alleviate
concerns with respect to:
Cost of equipment
• Varying ages of students
Time constraints
• Motivation of
teachers/students
Coordination of satellite
fly bys with class time
• State testing (teaching to
test instead of inquiry
learning)
Technology issues
• Individual challenges per
district
Teachers will offer positive reinforcements to each other not just the students!
Partners
• Paul Adams
• Matt Rogers
• GLOBE, CALIPSO, &
CloudSat
• KDHE, NYDEC, Maine
DEP
• Local universities,
businesses, farmers, and
other community
members
References/ Bibliography
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CloudSat: http: //cloudsat.atmos.colostate.edu/
CALIPSO: http://www.nasa.gov/mission_pages/calipso/news/First_Light.html
GLOBE: http://www.globe.gov/fsl/html/templ.cgi?about
LI crops and smog:http://www.sciencedaily.com/releases/2000/08/000816073609.htm
Tracking aerosols on LI: http://ams.confex.com/ams/pdfpapers/119040.pdf
UCS climate curriculum guide: http://www.climatehotmap.org/curriculum/climate_change_guide.pdf
Maine DEP: http://www.maine.gov/dep/air/ozone/index.html
KDHE: http://www.kdheks.gov/environment/index.html
National Science Standards: http://www.nap.edu/
Real time satellite tracking: http://www.n2yo.com/