REMOTE SENSING HYDROLOGY 2012 EVENT TRAINING POWERPOINT

Transcription

1 REMOTE SENSING HYDROLOGY 2012 EVENT TRAINING POWERPOINT

2 PRESENTED BY: MARK A. VAN HECKE NATIONAL SCIENCE OLYMPIAD EARTH-SPACE SCIENCE EVENTS CHAIR/EVENT TRAINER SENIOR SOCIAL STUDIES INSTRUCTOR INSTRUCTIONAL DESIGN/TECHNOLOGY CONSULTANT ANCHOR BAY HIGH SCHOOL FAIR HAVEN, MICHIGAN

3 PRESENTATION OBJECTIVES: Identify significant changes in the focus and rules for the 2012 Remote Sensing competition Provide a description of remote sensing and its associated terms Demonstrate instructional strategies that may be used to create an event training program for event trainers and students Identify resources that may be used to help prepare students for the 2012 Remote Sensing Event

4 EVENT DESCRIPTION: The 2012 Science Olympiad Remote Sensing competition will focus on hydrology-the study of the occurrence, circulation, distribution and properties of the Earth s waters and atmosphere : The role of water in maintaining the radiative balance of Earth s atmosphere Hydrologic cycles Local and global ecological effects of changes in atmospheric and oceanic temperatures

5 EVENT DESCRIPTION: Remote sensing technologies are used to record data and monitor changes in the atmosphere and oceans by acquiring radiometric measurements of: Atmospheric and ocean temperature Greenhouse gases Changes in land/sea/ice elevations Changes in land/sea vegetative cover The interpretation of data in a numeric grid will be eliminated in 2012

6 EVENT DESCRIPTION: These radiometric measurements are acquired by sensors that detect interactions between electromagnetic energy and the atmosphere, oceans and Earth.

7 EVENT DESCRIPTION: Sensors are placed aboard satellites, which orbit our planet in Earth Observation Missions.

8 EVENT DESCRIPTION: Data acquired by the sensors is then analyzed and interpreted and used to create a variety of images

9 WHAT STUDENTS WILL DO: Students will be presented with one or more tasks requiring the use of science process skills to complete tasks related to the study of remote sensing and including: Describe interactions between electromagnetic energy and the atmosphere, oceans and earth Identify and describe significant Earth Observation Missions related to climate change and land use Using remote sensing imagery to describe local and global changes in atmospheric and ocean temperatures, hydrologic cycles and vegetative cover

10 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Light travels very rapidly around 182,000 miles per second (300,000 Km per second).

11 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM In one sense light is particles of energy we call photons that move in caboosed rows from one place to another at 182,000 miles per second

12 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM A substance will emit photons when its energy level increases by chemical reactions such as fire, nuclear reactions such as solar radiation, the presence of an electric current or an increase in temperature such as in heating metal.

13 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The best way to describe electromagnetic radiation is by describing its most basic component the electromagnetic wave.

14 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM All of the different kinds of electromagnetic energy including light, television waves, x rays, gamma rays, radio waves, etc. are all made of the same kind of basic wave

15 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The diagram shows the path of a single photon where x= distance and A= the amplitude of the wave, which refers to the strength or volume of the wave.

16 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Changes in amplitude do not affect frequency or wavelength. Changes in amplitude explain things such as a weak cell phone signal or bright or dim light of the same color.

17 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The Ǻ in the diagram refers to the frequency and wavelength in which the photon travels. The frequency of a wave is the number of times that the crest of a wave (high point) passes a point in one second.

18 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The measurement unit of frequency is Hertz. One hertz means a frequency of one wave per second. Most radio waves have a frequency of around 100,000 and 1,000,000 hertz while visible light frequencies have frequencies between around 100,000,000,000,000 and 1,000,000,000,000,000 hertz.

19 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Wavelength is the distance between the crests (top curves) or troughs (bottom curves) of two waves.

20 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The higher the frequency of a wave, the shorter its wavelength will be The lower the frequency of a wave, the longer its wavelength will be

21 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Electromagnetic radiation (EMR) refers to the emission of atoms in gases that take the form of waves. The movements of electrons from one energy state into another cause the emission of radiation in a band spectrum.

22 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM The Electromagnetic Spectrum (EMS) is the range of all possible frequencies of electromagnetic radiation.

23 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Now, let s listen to the Electromagnetic Spectrum Song by Emerson and Yann on this You Tube Video

24

25 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Most satellite pictures are pictures of reflected sunlight that makes its way through the atmosphere and is collected by the satellite sensor.

26 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM These are usually near infrared images that collect EMR (Electromagnetic Radiation)

27 Compare these two images of the Detroit area. The one on the right is a visible light image taken from the Space Shuttle. The one on the right is a LANDSAT image in the near infrared range

28 Water is darker in the near-infrared image (right) because water absorbs-infrared light more strongly than it does visible light giving a darker appearance.

29 Now, compare the near-infrared intensity reflected from forested regions. Leafy deciduous vegetation reflects more infrared radiation than grasses and coniferous trees-which absorb more energy and appear darker

30 How do concrete and roadways in both images appear? What are some problems that you could see with asphalt pavement on NI (near-infrared) images

31 Now, let s move into the thermal range of near-infrared and see the difference between visible light on the left and thermal imagery (10 13 ) to the right.

32 In studying weather, TI is useful in determining convection between warm and cold air in local atmospheres Why are the clouds in the region of warmer temperatures on the left image darker than those with colder air?

33 What kind of precipitation likely exists at the top of the cloud? What kind of precipitation likely exists at the bottom layer of the cloud?

34 What is indicated by this TI image? What is indicated by the area of lighter/no clouds indicated by the arrow?

35 ACTIVITY 1 THE ELECTROMAGNETIC SPECTRUM Electromagnetic energy moves in waves Remote sensing sensors can detect and record EM energy that cannot be seen by the human eye Different wavelengths of EM energy interact with water in different ways Remote sensing imagery can help us to understand how changes in atmospheric and ocean temperatures may affect us

36 SETTING UP A TRAINING PROGRAM Event Content Coach Students

37 TRAINING RESOURCES In planning your Event Training Program, you will need to acquire or create training resources for each event.

38 TRAINING RESOURCES More than likely, students and coaches will use the Internet to research content knowledge needed for events. But there are often questions about whether or not to purchase prepared resources or create your own training resources

39 COMMERCIAL TRAINING RESOURCES Commercial training resources may be more cost and time effective to use Commercial training resources may be expensive, too difficult for students to understand, or unable to comport with the Event Rules

40 CREATING TRAINING RESOURCES Practice activities can be calibrated to Event Rules, your Minimum Performance Standards and student ability levels In-house preparation of training materials will take time and perhaps require additional training, resources

41 CREATING A RESEARCH NOTEBOOK Creating a Research Notebook is one of the best ways that you can have students acquire the content knowledge needed for their events.

42 CREATING A RESEARCH NOTEBOOK Research Notebooks can be created using conventional binders with tabbed organizers. Or you may wish to use software such as MS One-Note to electronically organize your research

43 BINDERS AND TABS Binders are low cost and familiar to most students Binders are limited in storage capacity and limit sharing

44 BINDERS AND TABS Purchase a large (3 ) binder and sets of vertical and horizontal tabs

45 BINDERS AND TABS Use the horizontal tabs that will run along the top of the binder to organize subtopics within each of the key event topics as shown.

46 BINDERS AND TABS Next, use the vertical tabs that will run along the right side of the binder to organize the Key Event Topics

47 BINDERS AND TABS To guide student research, do the following: Assign a Key Event Topic and a subtopic within that KET Have students acquire a set number of websites, text, illustrations, etc. for the assigned subtopic Have students copy the resource and place it into the binder in its correct subtopic tab Use Information Analysis Skills to extrapolate information from the resource

48 Summarizing Research Have students summarize their research in their own words. This can be done by: Study the article before you read it. Examine the title, headings, illustrationsanything that will help them to focus on what is to be read Read the article carefully identifying the main idea, major subordinate ideas and their relationship to one another

49 Summarizing Research Students can use the TMD Method as a guideline in summarizing research articles TOPIC- What is the passage about? MAIN IDEA- The Main Idea of the Article is ALWAYS written as a statement-not a question DETAILS- Supporting details include the most RELEVANT facts left in the article

50 BINDERS AND TABS You can then follow up with Practice Activities geared towards the KET subtopic that students researched

51 SOFTWARE Notebook software is portable, customizable and allows greater collaboration between students Students and coaches may not be familiar with software, some students may not have computers or Internet access

52 SOFTWARE There are a number of e-notebook programs available. This presentation will focus on MS One-Note 2010.

53 SOFTWARE In One-Note, the term Notebook is used to describe the format and tools used to organize and save the information that you put into it.

54 SOFTWARE A Section is a tabbed subset of a Notebook

55 SOFTWARE A Page is a subset of a Section in a Notebook. Pages contain the specific information that is organized in the Notebook

56 SOFTWARE To open One-Note, click the Start menu and select Microsoft Office One-Note from the menu. You may also use a desktop shortcut to open the program.

57 SOFTWARE When you start One-Note for the first time, you will see two default Notebooks- a Work Notebook and a Personal Notebook. You can easily customize them to fit your needs. In the File menu, you can also create new Notebooks.

58 SOFTWARE You can rename each Section of the Notebook by doubleclicking it and then keying in the new Section name. You ll of course want to create Sections for each of the Key Event Topics

59 SOFTWARE As students are researching websites for a Key Event Topic on the Internet, all they have to do is click Print in the File menu of their browser.

60 SOFTWARE Next, Select Printer and Choose One Note

61 SOFTWARE You can then key in a title for the page that will appear on the right side of the screen with the other Pages in the Section.

62 ACTIVITY 2 GLACIAL MOVEMENT This image TERRA image of College Fjord, Alaska shows two large glaciers. Harvard Glacier is the large continental glacier shown at the left. Yale Glacier is shown on the right. Take a few moments and use the image of College Fjord on your worksheet and the full size image that follows to answer the Activity Sheet questions.

63 COLLEGE FJORD

64 COLLEGE FJORD Which of the two glaciers appears to be shrinking? Yale Glacier Which appears to be growing into the fjord? Harvard Glacier

65 COLLEGE FJORD Which glacier appears to be producing the most icebergs? Harvard Glacier

66 COLLEGE FJORD Where are the largest concentrations of vegetation shown on the image? Along the fjord walls

67 COLLEGE FJORD What wavelength was likely used to create this image? Infrared

68 Note this visible light Shuttle image of fjords in Greenland. What features are more difficult to ascertain in this image compared with the College Fjord? What features are easier to distinguish on this image compared with the College Fjord Image? What evidence is there of glacial melting in this and in the College Fjord Image? What would you need to do to determine whether or not anthropogenic activities are causing an increase in glacial melting?

69 ACTIVITY 2 GLACIAL MOVEMENT Different wavelengths of EM energy interact with water in different ways Remote sensing sensors can detect and record EM energy that cannot be seen by the human eye Remote sensing imagery can help us to understand how changes in atmospheric and ocean temperatures may affect us Remote sensing imagery is easy and fun to use

70 CREATING EVENT NOTES Remote Sensing, like most Science Olympiad events allows the use of student notes and other resources during competition. In Remote Sensing, each team is allowed up to two 8.5x11 double-sided sheets of computer or handgenerated notes

71 CREATING EVENT NOTES Limits are placed upon the amount of material that students may bring to competitions

72 CREATING EVENT NOTES This is because if students bring lots of notes and books to competitions, locating and managing the information often becomes the focus of team effort

73 CREATING EVENT NOTES In preparing competition notes, students will need to distill all of the research they have done to prepare for competition into: Up to two 8.5x11 double-sided sheets of computer or hand-generated notes

74 CREATING EVENT NOTES Divide your allowed sheets into equal sections for each of the Key Event Topics. Title each section CLEARLY with the name of the Key Event Topic You may calibrate the size of each section based on its emphasis in the Event Rules, writing styles of the team members, etc.

75 CREATING EVENT NOTES Identify the MOST SIGNIFICANT information you will need to remember about each Key Event Topic You may also need to include technical information about processes, illustrations, equations, etc.

76 CREATING EVENT NOTES Write the information in each section so that it can be clearly understood by both team members and can be communicated during competition with a minimum of conversation

77 CREATING EVENT NOTES Have competition notes in clear view of the Event Supervisor and be sure you have the latest Event Rules and Rule Clarifications specifying what may be brought to competition.

78 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS Wetlands are important transitional landforms between bodies of water and land.

79 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS For at least part of the year, wetlands are flooded with water.

80 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS Covering just 6% of Earth s surface, wetlands including marshes, tundra, peat bogs, lagoons, river deltas and floodplains account for 10-20% of terrestrial carbon.

81 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS Wetlands slow the decay of organic material trapped in them and hold as much as 771 gigatons of C0 2, methane and other greenhouse gases

82 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS Wetlands are also important in the prevention of floods in floodplain areas, acting as sponges that soak up excess water.

83 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS They also capture sediments needed for agriculture, cleanse waters of organic pollutants and limit seashore and riverbank erosion.

84 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS Given their importance, wetlands are vital to the health global ecosystems as well as local regions.

85 Take a moment to answer the Activity 3 Worksheet questions relating to the Parker River, Massachusetts shown on the left. Use the image on your worksheet as well as the larger image shown on the next screen to help answer the questions.

86 PARKER RIVER MASSACHUSETTS

87 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS What do the bright tones of red in the Parker River, Massachusetts Image indicate? What do the tan and green tones on the image indicate?

88 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS What does black indicate on the Parker River, Massachusetts image? What do the blue and white tones on the image indicate?

89 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS What does the red color of the image seem to become darker at the mouth of the river (upper left)? What type of landform will likely occur over time in the area indicated by the orange circle?

90 ACTIVITY 3 INFRARED IMAGERY OF WETLANDS What do the angular lines indicate in the area shown in the black circle? The small puddles and ponds shown throughout the image provide evidence of what geologic process?

91 ACTIVITY INFRARED IMAGERY OF WETLANDS Different wavelengths of EM energy interact with water in different ways Remote sensing sensors can detect and record EM energy that cannot be seen by the human eye Remote sensing imagery can allow us to see changes in natural and human activities that would otherwise be invisible. I just might be getting the hand of this event now

92 RESOURCES FOR REMOTE SENSING 2012 Remote Sensing Training Handout 2012 Science Olympiad Remote Sensing Resource CD 2011 Division C Test Bank CD State Coach s Resource Webpages Laboratory Manual in Physical Geology Eighth Edition 2009 American Geological Institute and National Association of Geoscience Teachers Edited by Richard M. Busch and illustrated by Dennis Tasa Pearson Publishers

93 RESOURCES FOR REMOTE SENSING NASA Earth Observation Mission Satellite Technical Manual NASA Earth Change and Space Flight NASA Earth From Space Website for Images

94 PRESENTATION OBJECTIVES: Identify significant changes in the focus and rules for the 2012 Remote Sensing competition Provide a description of remote sensing and its associated terms Demonstrate instructional strategies that may be used to create an event training program for event trainers and students Identify resources that may be used to help prepare students for the 2012 Remote Sensing Event