GLOBE

Surface Temperature Team
Team Members: David Smith, Kevin Czajkowski, Todd Ensign, Mikell Lynne Hedley, Marian Meng

· Kevin Czajkowski (Scientist): Dr. Kevin Czajkowski served as the GLOBE Program PI for the Surface Temperature protocols that he developed and which he continues to research through an annual field campaign. He has done a great deal of satellite validation using his protocol and he runs summer workshops every year with the help of his lead educator Mike Hedley. Homepage

· Mike Hedley (Curriculum Specialist): Dr. Mikell (Mike) Hedley is a veteran teacher of almost every science subject at the H.S. level who recently earned her Ph.D in education. She has worked with Kevin for many years designing activities and connecting the science to the classroom as part of their SATELLITES Program. Presently, she does the statistical analysis for the SATELLITES program determining the way the program affects the students' growth in spatial abilities and growth in science concept knowledge. She also aligns the program with academic content standards.

· David Smith (Tool Expert): David Smith has a long and varied background with GIS and worked for the Northwestern University team developing My World GIS, then transitioned to GLOBE where he was the liaison to the Watershed Dynamics team, and now he is developing cross curricular GIS resources for Redlands University, CA. David also has developed 5 EET chapters and he can help translate our ideas into EET appropriate formats.

· Marian Xiangfeng Meng (Educator): Marian is from Ocean University of China （OUC）. She is academically visiting Department of Oceanography in University of Hawaii (UH) financially supported by the Chinese government for one year. At UH, She is studying variability of eddies related to ENSO with AVISO altimeter data. Her main task in OUC is teaching and scientific research. She has taught two courses of undergraduate since 2005, "Introduction to Oceanography" and "Oceanic data processing and visualization". She is taking part in works to build Data service center of OUC. Her scientific research has involved in warm pool, Indonesian Throughflow, ENSO, eddies, etc. She want to better her work by joining the team.

$Marian Meng\'s picture$

· Todd Ensign (Data Provider): Todd Ensign works at the NASA IV&V Facility in WV where he runs the Educator Resource Center. His background is Earth Science education (certified teacher) and technology integration. He designs and delivers STEM trainings for teachers and is very active in NASA's GLOBE Program as the state coordinator. He will assist in mining data from the GLOBE database and/or from the MODIS satellite.

NOTES from 1st Telecon May 7, 2009:

Most important question: Who is providing the "data"?

One thought is GLOBE.

Maybe MODIS data or possibly both?

What about surface temperature towers?

Can we use the data straight from MODIS or should we pull it from NASA NEO

Is there a "thread server" or an online data provider of the NASA MODIS data.

What kind of data can we really download? What kind of analysis we do with that data using My World?

Next, what will our lesson be like? Here are some starter thoughts:

It will begin with an introduction to remote sensing and in particular the infrared portion of the EM spectrum. This could be tied to a short intro-activity using My World and a dataset we provide. Sort of an exploration. Where are the high/low values? Why?

Next we can get deeper. Maybe students create a layer that creates a certain size boundary around cities of a certain population, and we then test if temperatures are effected by population. (ya think?) Possibly a graph is created at this step too building more skills with My World.

Finally, we could have a "real" problem that we address. The NASA satellite can't get good readings when there is snow for example. Then we instruct the students on how to pull GLOBE data and plot it on My World. They then learn to pull NASA satellite data. Finally, they use skills from the earlier lessons to address the problem.

We need to have another telecon before June 3 where we lay out the above to the EET folks.

NOTES from 2nd Telecon / Webinar May 15, 2009:

David tested a GeoTIFF from NASA NEO and the output seem to show a 0-255 color value, not a temperature. Todd spoke with developer Kevin Ward and discussed the fact that NEO isn't giving us what we need. He said that that is a limitation of the tool but he offered to develop a custom CSV output for us. Still waiting to hear back on if it can provide Lat, Lon and Value which will work for us.

Next choice is to go straight to MODIS for remote sensed imagery. There is a brand new online tool at the NASA/USGS Land Processes Distributed Active Archive Center (LPDAAC) called the MRTweb which stands for MODIS Reprojection Tool on the world wide web. https://lpdaac.usgs.gov/lpdaac/get_data/mrtweb https://lpdaac.usgs.gov/lpdaac/get_data/mrtweb Todd and Dave think this has great promise. Again, David tested it and output form this tool and we are not sure there is "data" behind the image. The LPDAAC folks assured me there was, but we need to determine how we access it. Todd will follow up with the support staff to see how someone gets at the "data". The image below is one of the reprojected MODIS datasets opened on ArcMap.

GLOBE Data: I searched within the GLOBE Data and found 49 schools with over 1000 data points. Top 3 are displayed here in a graph.

TO DO: Todd will follow up with LPDAAC folks to learn more about data. Dave will see if that data can be used in My World or ArcMap. Mike will pull all activities from SATELLITES workshops that can assist in the module development.

SESSIONS AT THE CONFERENCE

Session 1 - Thursday Morning
Meet your team members. Learn about the data, tools, and expertise represented on your team. Review DataSheet(s) and explore data and tools.

Team members meet each other and share their experiences and viewpoints on using data in education. Review and discuss DataSheet(s) begun by the data representative(s) for your team. Explore datasets and tools and consider how the expertise on the team can complement them. If you haven't already done so, narrow down the range of datasets the team is considering using to a manageable number.

Add Session 1 Notes here:

Reconsider use of GLOBE Air Temp data instead of MODIS. Reference MODIS as a going further topic...

Use GLOBE Air temp data with Land Cover map to investigate Urban Heat Island affect. Relationship between surface temp and land cover

GLOBE Field campaigns...used to help teacher use GLOBE data in classroom http://globe.gov/events/surface-temp

Downloaded air temp data for Dec 11 2008 as shapefile and added to My World.

Case Study...discuss how students were involved in the collection of this data and did the analysis.

Created a user account on USGS MODIS website

username: GLOBEDATA pw: dataaccess1*

Use NEO to download an MODIS image as a base layer to overlay.

GLOBE Surface Temp Data Sheet

Session 2 - Thursday Afternoon
Brainstorm data-use storylines

Brainstorm a set of possible storylines for valid investigations of the dataset(s) you have selected. Come up with at least one compelling scenario that will give users a reason to work through the technological steps necessary to perform an analysis of the data.

The Activity Outline Guide provides an outline for the minimum information needed for the team's activity outline.

Add session 2 Notes here:

download and begin filling out data sheet

download and begin filling out EETTemplateFields.doc

case study development and steps

Sessions 3 and 4 - Friday Morning
Select a data-use scenario and perform a proof-of-concept check

Use the complementary expertise on the team to check that the task you are envisioning can actually be completed in an educational setting. Identify a target grade level for the activity and choose a working title.

Please limit the scope of the activity to tasks that can be accomplished by accessing existing data and tools. Discuss and agree upon the content limits of the activity as well. Consider that the major goal of these activities is to develop user familiarity with the data and tools.

Add Session 3 and 4 Notes here:

GLOBE Heat Island Case Study

[We will share the story of a group of inner city students who were curious why their teacher who lived in the country had more snow than they did. The students conducted an inquiry based research project and discovered that urban areas area on average are warmer than rural areas. This is known as the Urban Heat island effect. In this unit we will use My World GIS and GLOBE Program student data to explore the principle of Urban Heat Island effect.]

On the coldest day in the winter of 2000, a group of dedicated, excited high school students congregated at a research arboretum to meet Kevin Czajkowski, a remote sensing scientist and meteorology professor from The University of Toledo. The professor had invited the students to participate in a project researching global climate change science and the urban heat island effect. The ensuing program built a relationship between research scientists, students, and teachers that has lasted to this day. The ongoing relationship is maintained to the mutual benefit of all involved. Teachers gain professional development in cutting edge technology; students benefit by actively participating in research in real world science problems; the research scientists benefit by increasing their data collection capabilities.

Presently K-12 students from Ohio are working with students from around the world to study the impact of snow and ice on the climate and the relationship between land cover and the urban heat island effect. They are participating in the GLOBE Surface Temperature Research Project directed by the University of Toledo and OhioView. Thousands of students in worldwide will be taking surface temperature, cloud type and percent, snow depth measurements during the school day for two weeks in December in a coordinated field campaign. The students collect Earth surface temperature data around their schools to understand the way in which the Earth's temperature is affected by land cover. This is particularly important in the study of the urban heat island effect. The focus of the field campaign is to understand how ice and snow changes the energy budget.

Information about Heat Island effect:

Wikipedia: An urban heat island (UHI) is a metropolitan area which is significantly warmer than its surrounding rural areas. The temperature difference usually is larger at night than during the day and larger in winter than in summer, and is most apparent when winds are weak. The main cause of the urban heat island is modification of the land surface by urban development; waste heat generated by energy usage is a secondary contributor. As population centres grow they tend to modify a greater and greater area of land and have a corresponding increase in average temperature. Partly as a result of the urban heat island effect, monthly rainfall is about 28% greater between 20–40 miles downwind of cities, compared with upwind.http://en.wikipedia.org/wiki/Urban_heat_island#cite_note-0 http://en.wikipedia.org/wiki/Urban_heat_island

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Roswell Kent Middle School is located in Akron, Ohio and is located in northeastern Ohio. Akron is a heavily urban area with a population of _____ and is about ____ miles from Lake Erie

The GLOBE Program: The GLOBE Program is a hands-on, environmental science program. Students from around the world participate by collecting local environmental data such as air temperature, cloud cover, or soil moisture content and posting that data on the GLOBE Web site. Started in 1995, the program now involves students from all 50 states and more than 100 countries. The growing collection of data is available to both scientists and students who are studying Earth's natural system.

DESCRIBE THE SCHOOL AND THEIR DATA COLLECTION: Reynolds students started collecting environmental data from the vicinity of their school and posting it on the GLOBE Program Web site in 1995. Since then they have posted more than 43,000 measurements on the site, and they are still very actively involved. Both scientists and students are now using the Reynolds data, as well as GLOBE data collected by students from all around the world, to learn more about Earth's natural system.

In this chapter, you will learn how to find the data that Reynolds students have posted on the GLOBE Web site, and how to display that data using the GLOBE Graphing Tool. The graphs will help you to discover some basic environmental patterns, ones you may not have noticed or thought much about. These patterns will help you better understand some things about Earth's natural system and the way in which the parts of the system interact. Once you have learned something about the GLOBE Web site and Earth's natural system, you will have some new opportunities available to you:

You can use the GLOBE Web site to look for climate patterns at schools around the United States and in over 100 other countries. You may discover some interesting comparisons. For example, if you live close to 35 degrees North Latitude, you can compare the maximum daily temperatures at your school with those of a school in Santa Barbara, CA, Tokyo, Japan, or dozens of other locations.

If you have never collected and saved environmental data, you may discover schools within 50 miles of your own school that have a large data collection on the GLOBE Web site that you can study. You'll be able to investigate ways that the natural processes in your region-such as rain, solar heating, and natural vegetation-work together to influence the environment in which you live.

Sessions 5 and 6 - Friday Afternoon
Develop your case study storyline and outline the procedures for data access and analysis Case Study Development

Record ideas, bullet points, or actual text that will become part of the case study to introduce users to the issues and concepts of the activity. Gather links for appropriate images, diagrams, and background text.

Record the name and URL of all datasets and access/analysis software tools to be used. List the major tasks users will complete, then perform a deliberate walk-through of each task to capture the full sequence of procedures. Give special attention to the most difficult or least intuitive steps, and note points in the sequence where additional information will be helpful.

Add Session 5 and 6 Notes here:

Team Name—GLOBE Surface Temperature

Working title for activity— Are our Cities Warming the Earth?

Name(s) and URL(s) of dataset(s) used—

· GLOBE Program Surface Temperature: http://www.globe.gov/ (Primary)

· MODIS 8-day average via NASA NEO: http://neo.sci.gsfc.nasa.gov/

o Only used as a base layer for context and included in project file.

Name(s) and URL(s) of access/analysis software tool(s) used—

My World GIS http://www.myworldgis.org/ and http://www.pasco.com/myworld

Target educational level for the activity (restrict to as few levels as possible)— 9-12

Case Study— What will users be investigating through their data analysis?

Users will be learning how land cover effects surface temperature, when comparing urban and rural areas around Toledo, OH. [possibly other cities] Users will understand the principle known as Urban Heat Island effect after comparing the urban and rural areas. [sites will be controlled for elevation, etc.]

We will share the story of a group of inner city students who were curious why their teacher who lived in the country had more snow than they did. The students conducted an inquiry based research project and discovered that urban areas area on average are warmer than rural areas. This is known as the Urban Heat island effect.

In this unit we will use My World GIS and GLOBE Program student data to explore the principle of Urban Heat Island effect.

Data Access and Analysis Procedures—

PART 1. Download and install software [use sea ice lesson step 1].

PART 2. Download GLOBE Surface Temperature Data for December 8, 2008 from http://viz.globe.gov/viz-bin/access.cgi and Import the GLOBE data file into My World GIS

Steps

1. Goto http://www.globe.gov/

2. Select For Student and Data Access in the menu

3. De-select Air Temperature and choose only Surface Temperature.

4. Scroll the to bottom of the page and Enter the date 12-08-2008 for both the Start and End Date.

5. Click the More Options button and select the Tab Delimited format and the date format YYYY-MM-DD then click on Get Data NOW!!!!!

6. If prompted, save the file to your desktop if your browser doesn't automatically download the file to your download folder.

7. Launch My World GIS

8. Goto Visualize Mode

9. Choose File – Import Data from File and find the txt file you downloaded from GLOBE

10. Add Countries, States, Counties and Cities Base Map layers from the World and US Data Libraries.

OPTIONAL STEP: (Download project file).

PART 3. Examining the Urban Heat Island Effect

1. Subset the GLOBE Data for short grass using Analyze mode

2. Subset the GLOBE Data for Michigan, Ohio, West Virginia using the Marque tool

3. Changed the color scheme and enlarge the data points for the GLOBE Data

4. Explore the data table. What are the max and minimum temperatures? Can you tell where they are? Open the table, sort data, determine max/min of data. Do summary statistics, make a histogram, What is the average temperature for the selected schools?

5.

Identify the major tasks of the data access and analysis process. (i.e: Download and install software, Request data for a specific time or place, Query the data to find X, etc.)

For each major task, produce an outline of detailed instructions to complete it. Include information that will help users to understand the data and analysis methods and to interpret their results.

Session 7 - Saturday Morning
Enhance your step-by-step procedures by adding "About" sections that provide extra information; List several ideas for "Going Further" with the data or tools

Fill in any gaps in your activity outline and add sections that can help users make meaning of the data. Suggest several ideas for the "Going Further" section that challenge users to work with the data and/or tools in other investigations. These suggestions provide launching points for scientific inquiry which is facilitated by the skills learned in the activity.

Add Session 7 Notes here:

Going Further

Variations

seasonal cycle of local surface temperature

inter-annual variation of local surface temperature and possible

relation with ENSO or Atlantic Nino

detect existence of any trend to warming or cooling

The users can used the GLOBE data to study seasonal cycle of local

surface temperature, its inter-annual variation and the relationship

between the surface temperature changes in different cities with El

Nino/La Nina. As known, El Nino can influence the climate change all

over the world. But not all the regions are significantly influenced

by El Nino. There are possibly more important factors.

1). Compute the monthly average surface temperature observation.

2). based on the monthly average data, we can get the multi-year

average surface temperature in each month and inter-annual variation

of the surface temperature. Useful information about seasonal cycle of

local surface temperature can be got in such a way.

3), Based on the above, we can compute the temperature monthly

variation related to the multi-year average monthly. We can know if

local surface temperature is abnormal warmer or cooler than the

average year. We can compare the temporal evolution with ENSO index to

find possible relationship

4) Detect trends in local surface temperature using year-average

surface temperature or the computed monthly anomaly data

Session 8 - Final Team Breakout
Finalize your Activity outline and DataSheet, Generate PowerPoint slides for the report out session, Upload all resources to this page

Create a 2- or 3-slide ppt file for the report out session.

Slide 1: Team name, names of team members, and a brief phrase to describe each individual's contribution

Slide 2: Working title for your activity, names of dataset(s) and tool(s) utilized

Slide 3: Your choice of something to illustrate your team's vision of the completed activity

Attach the file plus any other documents produced by the team to this page. Include final versions of the team's DataSheet.

Add Session 8 Notes here:

GLOBE_reportout (PowerPoint 626kB Jun6 09)

1/10/10-Newest Version of our lesson is here: Lesson Draft 1-10-10 (Microsoft Word 4.2MB Jan11 10)

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GLOBE

Surface Temperature Team

NOTES from 1st Telecon May 7, 2009:

NOTES from 2nd Telecon / Webinar May 15, 2009:

SESSIONS AT THE CONFERENCE