1. Class Investigation TEAM: Teacher Explorations of Atmospheric Measurements T.J. Trout-KansasKathy Rome-KansasDiana Soehl-New YorkBarbara Fortier-Maine

2. Abstract We 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?

3. 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. Q: Which human activities may affect cloud formation and distribution? How can we tell? Maine Long Island, New York Kansas

4. 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

5. 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).

6. Discussion 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!

7. Partners Paul Adams Matt Rogers GLOBE, CALIPSO, & CloudSat KDHE, NYDEC, Maine DEP Local universities, businesses, farmers, and other community members

8. References/ Bibliography CloudSat: http: //cloudsat.atmos.colostate.edu/http: //cloudsat.atmos.colostate.edu/ CALIPSO: http://www.nasa.gov/mission_pages/calipso/news/First_Light.htmlhttp://www.nasa.gov/mission_pages/calipso/news/First_Light.html GLOBE: http://www.globe.gov/fsl/html/templ.cgi?abouthttp://www.globe.gov/fsl/html/templ.cgi?about LI crops and smog:http://www.sciencedaily.com/releases/2000/08/000816073609.htmhttp://www.sciencedaily.com/releases/2000/08/000816073609.htm Tracking aerosols on LI: http://ams.confex.com/ams/pdfpapers/119040.pdfhttp://ams.confex.com/ams/pdfpapers/119040.pdf UCS climate curriculum guide: http://www.climatehotmap.org/curriculum/climate_change_guide.pdfhttp://www.climatehotmap.org/curriculum/climate_change_guide.pdf Maine DEP: http://www.maine.gov/dep/air/ozone/index.htmlhttp://www.maine.gov/dep/air/ozone/index.html KDHE: http://www.kdheks.gov/environment/index.htmlhttp://www.kdheks.gov/environment/index.html National Science Standards: http://www.nap.edu/http://www.nap.edu/ Real time satellite tracking: http://www.n2yo.com/http://www.n2yo.com/