Surface Temperature and Soil Temperature Protocols Observations, Partnerships, Science

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Surface Temperature and Soil Temperature
Protocols Observations, Partnerships, Science
The University of Toledo GLOBE Science Team
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• Outline
• Surface Temperature Protocol
• Working with Teachers and Students
• Looking at the Data
• Comparison with Satellite Observations
• Soil Temperature and the Energy Budget

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Why do We Measure Surface Temperature?

• To help us understand the influences on the rate
  of heat exchange between the Earths surface and
  the atmosphere. This impacts the weather and
  climate and can help us understand Global Warming
  and the urban heat island effect.

The Energy Budget
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Surface Temperature Can be used to Study the
Impact of Land Use/Cover on the Earths
Temperature
Landsat 7 Thermal Image of Toledo, Ohio, USA
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Surface Temperature Measurements Are Not Common
Hand-held IRT
Tower Mounted IRT
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Surface Temperature Data Collection

• Students report Ts measurements, wet/dry surface
  conditions, universal time, and snow depth (up to
  9 samples), and cloud conditions (cover, type,
  contrails).
• Each study site includes location,coverage type
  data (grass, asphalt, bare soil, etc.), and study
  site size (e.g. 302m2 to ideally 902m2 area).
• We asked students to observe a grassy area
  and a parking lot.
• Sites are Geo-coded by latitude and longitude
  coordinates
• We use Raytek ST20 Infrared Thermometer
  (IRTs), i.e. non-contact thermometer, to
  measure Ts.

Its Easy and Fun!
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What are IRTs Used for?
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Engaging Students and Teachers

• October 8, 2004 9 Teachers, surface
  temperature, clouds, snow.
• October 23, 2004 5 Teachers, soil temperature,
  energy budget

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We are Partnering with Other Partnerships

• August 2004 with Stark County Education Center
  and OhioView Remote Sensing Consortium - 15
  Teachers.
• October 2004 with Grand Valley State 9
  Teachers and their Students
• February 2005 with Northern Iowa University
  6 Teachers and their Students.
• July 2005 with Bowling Green State 25
  Teachers.

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Planned Training

• August 2005 - with Stark County Education Center
  and OhioView Remote Sensing Consortium - 25
  Teachers.
• August 2005 with OhioView Remote Sensing
  Consortium - 25 Teachers.

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Feedback From Teachers

• All teachers like to use the IRTs in their
  classrooms. Some said that the project was
  motivational for their students.
• Nearly all teachers ( 85) entered the data
  themselves on the GLOBE website instead of having
  their students do it.
• Some teachers said that their students (usually
  younger) had trouble using the IRT with the
  thermal glove on it.
• Biggest problem is incorrect universal time.

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Feedback from Teachers

• Nearly 50 of the teachers had their students
  look at the data in some way.
• Many students looked at temperature changes from
  day to day and/or between their grassy field and
  parking lot.
• Janice Lynch Cros-Lex HS Had math students
  calculate mean, median, mode and compare grass
  versus parking lot temperatures.
• Tammy Bixler-Zalesinsky Stark State College
  had students graph the data.
• Marita Schroeder - St. Josephs school Students
  compared their data with the data from Orchard
  Hill in Cedar Falls, IA and St. Edward in
  Waterloo, IA.
• Several students have done independent study
  projects with Dr. Cs guidance (Ricky-Whitmer HS,
  and students from St. Ursula Academy).

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Are the Observations Useful? Thermal Shock!

• During our summer 2003 workshop, teachers noticed
  that the IRTs did not match 5 C difference
  noticed.
• The IRT goes through thermal shock if taken
  outside and the temperature is much different
  than inside.

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Testing of Infrared Thermometers for Thermal
Shock
3º C
30º C
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In a Walk-in Refrigerator
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Are 9 Observations the Right Number for Students
to Take?

• Surface temperature varies significantly across
  the landscape even within inches.
• Need average temperature of the observation site.
• The observations cannot take too long or be too
  cumbersome because teachers will not be willing
  to have their students participate.

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Total average of all 36 observations 26.4 C
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Who has participated thus far?
Number of Observations
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Partnerships with other GLOBE partners is
important for us to meet our goals.
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Surface Temperature Observations Taken Thus Far
Field Intensives Fall 04 Spring 05
Field Intensives Fall 03 Spring 04
Summer Tests at UT
Total observations to date 1917 (includes Ts,
clouds and snow)
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Looking at School DataMonroe High School,
Monroe, Michigan
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Diurnal Surface Temperature Observations Monroe
High School, Monroe, Michigan
November 3, 2004
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How accurate are estimations of surface
temperature from satellites?
MOD11 Surface Temperature Image with GLOBE Ts
Schools, April 15, 2005

• Image from the Institute for Computational Earth
  System Science(ICESS), University of California,
  Santa Barbara, Zhengming Wan, Product PI

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Land Use Around the St. Ursula Academy from
Aerial Photographs
Individual MODIS pixel
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Relationship Between Landuse and MODIS
Pixels/Temperature
X 22.42
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Cover Type Surface Temperatures Using Landsat
Imagery
St. Ursula Observed 19.6 C
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I want to participate, how and where do I get an
IRT?

• Students parents may use one at work factory,
  auto repair shop, restaurant
• They can be purchased from Franklyn W. Kirk
  Co., Cleveland, Ohio at a greatly reduced cost,
  121 instead of the suggested retail price of
  169.

• They can be purchased on ebay many are used
  for 80-120.
• Students may use a different IRT instrument,
  many are less expensive, and specify the type
  when they report their data.

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Papers Submitted for Publication
GLOBE student data allows us to do research we
couldnt do any other way!
Timothy W. Ault, Kevin P. Czajkowski, Teresa
Benko, James Coss, Janet Struble,
Alison Spongberg, Mark Templin,
Christopher Gross, Validation of the MODIS
Snow Product (MOD10) and Cloud Mask
Using Student and NWS Cooperative Station
Observations, Journal of Geophysical Research,
Submitted August 2005.   Jason Witter, Alison
Spongberg, Kevin Czajkowski Diurnal Soil
Temperature Effects and Data
Representativeness in the GLOBE Program,
Journal of Geoscience Education, MS 05-049,
Submitted March 2005
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Using Hobo Sensors to Study Soil Heat Flux

• Generally assumed to be negligible over a
  yearly budget
• More important diurnally or seasonally
  

H sensible-heat flux Lv latent heat of
vaporization E mass flux of water vapor G
soil-heat flux
Net radiation received by soil (Rn) H LvE G
August 2003 (Summer)
Grass
Moist Soil (Tindall and Kunkel, 1999)
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We Want to Partner with You!
Dr. Kevin Czajkowski Remote Sensing/Atm. Science
Terri Benko Outreach Coordinator
Janet Struble Education Coordinator
Dr. Alison Spongberg Soil Scientist
Dr. Mark Templin Science Education
Timothy Ault Research Tech
Jackie Kane In-service Teacher
Takelia Bragg Student Tech
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Why is there such a large difference between the
student observations and the satellites?

• The time of day plays a large factor in Ts
• Student observations are typically of a smaller
  area than the MODIS pixel.
• The MODIS satellite surface temperature can have
  errors especially due to atmospheric effects.
• Lastly, land cover changes on the sub-pixel level
  of the MOD11 product.