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/