# Presentation: 483152

## Surface Temperature Protocol

## Goals for the Training Session

- Provide an inquiry context for the data collection and science content
- Provide accurate science content
- Review procedures for data collection
- Review data entry and analysis
- Discuss classroom implementation ideas
- Collect feedback from participants

**Notes:**
These are the goals for the Surface Temperature Protocol training session.

## Inquiry Context

- How does surface temperature vary with land cover (e.g. bare soil, short grass, tall grass, concrete, sand)?

- How does the time of year affect the surface temperature?
- How does surface temperature compare with air temperature?
- Can surface temperature measurements help scientists study the urban heat island effect?

**Notes:**
Diagram shows the surface temperature of Toledo, Ohio from the Landsat 7 satellite taken on July 1, 2000 at approximately 11:00am local time.  Red areas are hot and purple areas are cooler.  The hottest locations are sites with much pavement (concrete and asphalt), such as malls and downtown.  The cooler areas are the parks that have many trees and the water in the Maumee River and Lake Erie.

## Local Inquiry Example

**Notes:**
Students can generate local inquiry questions to create a context for data collection to answer the question. Local inquiry topics can be connected or scaled to provide a local to global perspective on environmental research.

Please generate a local example that teachers and students can relate to.
How does surface temperature change with land cover? (sidewalk, grass, dirt, asphalt, gravel, etc.)
Based on the answer to the first question, how do you think cities affect surface temperature? Air temperature?
For a given land cover, what is the difference between surface temperature in the shade and in the sun?
If you shade an area, how quickly does the surface temperature change? (What happens when a cloud creates a shadow on the ground?)

## Help calculate the rate of heat and moisture exchange between the atmosphere and the soil
Verification of remotely sensed temperature readings

- Verification of remotely sensed temperature readings

**Why do GLOBE scientists ****research surface temperature?**

**Notes:**
Surface temperature is not normally taken by official weather agencies. However, surface temperatures are provided from several satellites (GOES, Terra, Aqua). The satellite readings need to be corrected for interference by the atmosphere’s temperature. The surface temperature readings, like those taken at GLOBE schools, can be used to verify and modify the satellite’s correction methods (called “algorithms”). Surface temperatures can not be measured from satellites if there are clouds in the way.

The total number of surface temperature observations taken around the world is relatively small.

Photo taken shows a variety of land cover at Environmental Learning Center in Fort Collins, Colorado.

## Science Content: What is surface temperature?

- Surface temperature is the radiating temperature of the ground surface.

**Notes:**
Surface temperature is the radiating temperature of the ground surface, including grass, bare soil, roads, sidewalks, buildings, trees...
It can be observed using the infrared part of the electromagnetic spectrum.
Every object emits electromagnetic energy according to its temperature; hot objects emit shorter wavelength energy, while cooler objects emit longer wavelength energy.

Surface temperature is also what you feel when you walk barefooted on the surface. 

Diagram shows what happens to solar energy when it hits the ground:
1. Some is reflected (not shown in diagram)
2. The rest of the solar radiation heats the surface or
3. Evaporates water (evapotranspiration).  Evapotranspiration includes evaporation from the soil and transpiration that results from photosynthesis, or
4. Heat from the surface goes into the ground (by conduction), or
5. Heat escapes from the surface in rising air currents (sensible heat).  The heat is called “sensible” because you can feel (sense) it.  

What affects surface temperature?
-time of day (hottest around solar noon and summer)
-amount of vegetation and moisture available on the surface (greatest in deserts and paved surfaces since there is less water to evaporate and cool the surface)

## Instruments: Infrared Thermometer

- Measures infrared (heat) radiation emanating from surface and converts to temperature
- Check calibration once a year
- Use thermal glove

**Notes:**
Surface temperature can be observed using the electromagnetic spectrum.
Maintenance of instrument:
-proper cleaning of lens is important since accumulated particles on the lens can reduce the accuracy
-do not use solvents to clean the lens
-uses a 9V battery – indicator light on display screen will tell you when it is out
Calibrate with bucket of ice water
-point IRT perpendicular to water surface about 5 cm away
-reading should be within –2 C to +2 C
The IRT sensor is susceptible to large differences in air temperature.  If you enclose the IRT in the adapted oven mitt (thermal glove), this will ensure the IRT stays insulated and will provide accurate readings.
Some IRT units are equipped with a laser that will shine from the front of the thermometer along the approximate line of sight, causing a red dot to appear where the surface temperature is measured.  Make sure students do not aim this laser beam directly at eyes or off surfaces that could reflect in someone’s eyes.
Wrap your IRT in the Thermal Glove when the air temperature at your study site varies more than 5 degrees Celsius from the air temperature of where the IRT has been stored.  The IRT with the thermal glove has been tested to work for 30 minutes. The thermal glove is made from a standard oven mitt.  The oven mitt used to make the thermal glove MUST be constructed of 100% terry cloth; inside and outside.  An actual-size pattern of the thermal glove with hole designations for the IRT’s sensing eye and digital display screen is shown in the Surface Temperature Protocol section of the 2003 Teacher’s Guide. 

## The Measurements

- Surface Temperature Supplemental Site Definition
- Cloud Protocols
- Snow Depth
- Surface Temperature

**Notes:**
Surface Temperature Supplemental Site Definition is only done once initially or for temporary changes to the study site.

Photo of the thermal glove taken by Lenny Zemon.

## Collecting Data: Field/Lab Guides & Data Sheets

**Field/Lab Guides:**
- Surface Temperature Field Guide
- Cloud Cover and Contrail Cover Protocol Field Guide
- Cloud Type and Contrail Type Protocol Field Guide
- Solid Precipitation Protocol Field Guide
**Data Sheets:**
- Surface Temperature Data Sheet

**Notes:**
Field/Lab Guides: All Field Guides are located in the Atmosphere Investigation of the Teacher’s Guide.  The respective chapter and pages numbers are included below:
-Surface Temperature Field Guide (Surface Temperature Protocol – 7)
-Cloud Cover and Contrail Cover Protocol Field Guide (Cloud Protocol -9)
-Cloud Type and Contrail Type Protocol Field Guide (Cloud Protocol -10)
-Solid Precipitation Protocol Field Guide (Precipitation Protocol – 9,10)

Data Sheets:The data sheets are located in the Appendix of the Atmosphere Investigation of the print Teacher’s Guide or they can be downloaded from the Teacher’s Guide link on the GLOBE Web site at any time.
- Surface Temperature Data Sheet (Appendix – 21,22)

## Collecting Data: Protocol

- Initially select from Land Cover Sample Sites, Atmosphere Study Sites or Soil Moisture Study Sites
- Fill out Supplemental Site Definition Data
- Make Cloud Protocols observations
- Pick nine random observation spots in the study site at least 5 m apart
- Read and record surface temperature
- Record local time-convert to Universal Time
- Measure and record snow depth

**Notes:**
You must take your surface temperature measurements at a defined site or define it as a new site. Your site should be homogeneous, as large as possible, and away from anything that will cast shadows on the area. An ideal site would be your Land Cover Sample Site with plants less than a meter tall.  A homogeneous area of 30x30m also would work as long as they are away from trees and buildings (or anything that creates shadows)  e.g. football fields, parking lot without cars (use same area of lot every time), bare soil, area containing shrubs.
It is best to take these readings within seconds of each other.  Cloud cover can often change quickly and has the potential to modify the surface temperature readings.  Your 9 observation spots may be closer than 5 meters apart when your study site is smaller than 30m x 30m – you need at least three readings to report data to GLOBE. We want to encourage people to take 9 observations- more observations will help get a good average of the study site.
Stand so that you do not cast a shadow on the observation spot. Hold the IRT with your arm extended straight out and point the IRT straight down. At each spot, record local time, read and record surface temperature, and measure and record snow depth. Record any other information that explains environmental conditions of the day in the comments.

**At this point give the participants the field guides and data collection sheets, go outside, and let them practice the measurements. 

## Enter Data on the GLOBE Web Site

- Step 1: Confirm that a Land Cover Sample Site, Atmosphere Study Site or Soil Moisture Study Site has been defined.
- Step 2: Select “Surface Temperature Site Selection” from the atmosphere data entry menu
- Step 3: Select site and initial, correcting, or updating information option
- Step 4: Enter date & supplemental site definition data from the surface temperature data sheet
- Step 5: Confirm data entries on verification page

**Notes:**
**At this point, direct the participants to the GLOBE training data entry site and have them enter the data from their data collection sheets. Note: You will need to have a site definition already established. You may establish a Land Cover Sample Site, Atmosphere Study Site, or Soil Moisture Study Site to use for recording Surface Temperature data.

This data entry only needs to be done once initially or when anything changes in your study site.
Email data entry is also available.  Directions can be found on the GLOBE Web site under Data Entry.

## Enter Data on the GLOBE Web Site

- Step 1: Confirm that the Surface Temperature 	    Site Selection is completed
- Step 2: Select “Surface Temperature 	 	 	    Measurements” from the atmosphere 	  	    data entry menu
- Step 3: Enter date/ select site/9 UT times
- Step 4: Enter cloud and surface temperature 		    data
- Step 5: Confirm data entries on verification page

**Notes:**
**At this point, redirect the participants to the GLOBE training data entry site and have them enter the data from their data collection sheets. Note: The Surface Temperature Site Selection data entry must be completed prior to entering the Surface Temperature data. (The directions for this are on the prior slide.)

Email data entry is also available.  Directions can be found on the GLOBE Web site under Data Entry.

## Looking at the Data

- Parking Lot Temperature Comparison of Two Schools

**Notes:**
The temperature of the parking lots at these two schools that are within one mile of each other in Toledo show the variability that can be present in the observations.  The parking lot at Meadowvale Elementary School was warmer on April 11, 2005 and April 19, 2005 while the observations were about the same on April 14, 2005.  The observations were taken at nearly the same time of day under the same cloud conditions.

Refer to the “Looking at Data” section of this protocol in the Teacher’s Guide for a data analysis activity.

## Classroom Implementation

- Inquiry
- Curriculum/Standards Alignment
- Assessment
- Classroom Management

**Notes:**
Have participants break into groups and discuss one or more of the above bullet items, as time allows.

The Infrared Thermometer can be used to measure Earth’s surface temperature but also can be used for other types of surface temperature monitoring:
Examples:
-by meat packers to ensure their refrigerators and freezers are kept cold
-by mechanics to measure the temperature of a car’s oil
-by a janitor to monitor whether or not a heating system was fixed in a classroom

Have students use their sense of touch to measure surface temperature and estimate the differences between different samples and then compare to actual measurements from the IRT instrument. (Students may go barefooted over several land covers to compare.)

## Getting Started

- The GLOBE Web site has information
- _[http://www.globe.gov](http://www.globe.gov/)_
- GLOBE Help Desk or your Country Coordinator can support you as you get started.
- Get your students involved doing real science!