Class Investigation TEAM: Teacher Explorations of Atmospheric Measurements T.J. Trout-KansasKathy...
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Transcript of Class Investigation TEAM: Teacher Explorations of Atmospheric Measurements T.J. Trout-KansasKathy...
Class InvestigationClass InvestigationTEAM:
Teacher Explorations of Atmospheric Measurements
T.J. Trout-Kansas Kathy Rome-KansasDiana Soehl-New York Barbara Fortier-Maine
AbstractAbstractWe would like to explore how various anthropogenic causes of aerosols affect
the distribution of clouds across the globe.
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 QuestionIntroduction & 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.
• Q: Which human activities may affect cloud formation and distribution? How can we tell?
Maine
Long Island, New York
Kansas
Materials & MethodsMaterials & MethodsMaterials• 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 & AnalysisData 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 implementationDiscussion of challenges to implementation
Cost of equipment
Time constraints
Coordination of satellite fly bys with class time
Technology issues
• Varying ages of students
• Motivation of teachers/students
• State testing (teaching to test instead of inquiry learning)
• Individual challenges per district
A network of teachers within an investigation can help alleviate concerns with respect to:
Teachers will offer positive reinforcements to each other not just the students!
PartnersPartners
• Paul Adams• Matt Rogers• GLOBE, CALIPSO, &
CloudSat• KDHE, NYDEC, Maine
DEP• Local universities,
businesses, farmers, and other community members
References/ BibliographyReferences/ Bibliography
• 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/