# Presentation: 865873

## Water 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 instrument calibration
- 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 Water Temperature Protocol training session.

## Inquiry Context

- How does water temperature compare to air temperature?
- How does a rain event or snow melt affect water temperature?
- How does the water temperature vary across seasons?
- How does water temperature relate to other water quality measurements?

**Notes:**
Questions for further investigation:
-How does a sudden change in air temperature affect water temperature?
-Is the range of air temperature different in areas next to large bodies of water as compared to areas away from water bodies?
-How do water temperatures compare to air temperatures in the winter? In the summer?
-Do different sample sites on the same water body have similar water temperatures?

The picture shows GLOBE training with NASA (National Aeronautics and Space Administration) representatives on September 2004.

## 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.
Examples: 
How does water temperature vary over several weeks?
How does water temperature differ in the same water body between shaded and unshaded areas?
How does the water temperature compare between two different local water bodies?
Does water temperature change following a rain event?

## Why do GLOBE scientists researchwater temperature?

- To track the mixing of waters in estuaries and along coasts
- To help determine the evaporation rates
- To help determine what can live in water
- To determine the overturning of lakes

**Notes:**
Water temperature:
-influences the amount and diversity of aquatic life
-is important because warm water can be fatal for sensitive species, such as trout or salmon, which require cold, oxygen-rich conditions.
-is important for understanding local and global weather patterns.

The picture is of a Hydrology Study Site of Kintampo Secondary School in Ghana.

## Science Content

**Processes ****Affected by an Increase**** in Water Temperature:**
- Increase in rates of chemical reactions
- Increase in respiration rates in organisms
- Increase in growth rates
- Decrease in solubility of gases

**Processes ****Affecting**** Water Temperature:**
- Sunlight or Shade
- Discharges of warmer or cooler water
- Reflected heat from land cover

**Notes:**
Temperature affects the physical, chemical, and biological processes in water bodies and, therefore, the concentration of many variables.

Processes affecting water temperature:
-sunlight
-water discharges such as power plants, metal foundries, sewage plants
-reflected heat from land cover (bare rock, urbanization)
-shade from trees

Processes affected by an increase in water temperature
-increased rate of chemical reactions
-increased rate of respiration in organisms (e.g. algae)
-increased rates of evaporation
-decrease in solubility of gases (e.g. oxygen, CO2)

## Instruments: Alcohol-Filled Thermometer

**Notes:**
Calibrate the thermometer in the lab/classroom.
Store the thermometer upright in a cup or beaker to prevent the column from separating.

## The Measurements

- Thermometer Calibration
- Water Temperature
- Three separate measurements

**Notes:**
Thermometer calibration should be done every three months.
It is preferred that these measurements be taken weekly at your Hydrology Study Site.
It is important to take three measurements for quality control.

This picture shows students in Thailand taking water temperature measurements.

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

**Field/Lab Guides:**
- Calibrating the Hydrology Thermometer Field Guide
- Water Temperature Protocol Field Guide
- Optional:
- Collecting a Water Sample in a Bucket Field Guide
**Data Sheets:**
- Hydrology Investigation Data Sheet

**Notes:**
Field/Lab Guides: The respective chapter and pages numbers are included below:
These Field Guides are located in the Hydrology Investigation of the Teacher’s Guide.  
-Calibrating the Hydrology Thermometer Field Guide (Water Temperature Protocol – 4)
-Water Temperature Protocol Field Guide (Water Temperature Protocol – 5)
Optional:
-Collecting a Water Sample in a Bucket Field Guide (Sampling Procedures – 20)

Data sheets: The data sheets are located in the Appendix of the Hydrology 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.
-Hydrology Investigation Data Sheet (Hydrology Investigation Appendix – 5-8)

## Collecting Data: Calibrating the Thermometer

- Stir together distilled water and crushed ice
- Let sit for 10-15 minutes
- Submerge thermometer in ice-water bath for three minutes, stir occassionally
- Thermometer should read between -0.5° C and +0.5° C

**Notes:**
It is best to use distilled water.
Stirring the water bath is critical so that the temperature is uniform.  Make sure that the thermometer does not touch the sides of the beaker.
Calibrate the thermometer if it is new or has not been done within last 3 months.

If the thermometer reads between -0.5° C and +0.5° C, the thermometer is fine.
If the thermometer reads greater than +0.5° C, check to make sure that there is more ice than water in your ice-water bath.
If the thermometer reads less than -0.5° C, check to make sure that there is no salt in your ice-water bath.

## Collecting Data: Protocol

- Lower thermometer 10 cm into water for 3-5 minutes
- Read temperature at eye level, keeping bulb in water
- Thermometer should be in water for 1 minute
- Take two more measurements
- Average the three temperatures
- Check for accuracy

**Notes:**
Preparation:
-Tie a string to the thermometer, long enough to reach into water body.  Tie the other end of the sting to the rubber band. Slip the rubber band around your wrist.
-Check to make sure the alcohol in the thermometer is continuous.  The alcohol column can become separated.  If it does hold it from the top and shake it vigorously or swing. Attaching a string with colored flagging will help you from losing the thermometer in either the water or in vegetation on land.
-Rubber gloves are suggested in the event that the water body may be polluted.
Bucket Method:
The temperature can be measured directly in the water body or by collecting a water sample using the bucket method (see Collecting a Water Sample in a Bucket Field Guide on page 20 of the Sampling Procedures in the Hydrology Investigation section of the Teacher’s Guide).  If you use the bucket method be sure to measure the temperature immediately, don’t let the water sit for more than ten minutes (preferably less).  Each new measurement will need new water samples. 
Collecting Data:
-Measurement should be made at same sampling area each time you visit the Hydrology Study Site.
-Be sure students wait the full 3 minutes before reading the thermometer. Have them practice before making actual measurements.
-The three measurements should be within 1 degree Celsius of the average value, if not, remove the outliers and repeat the measurements.

## Enter Data on the GLOBE Web Site

- Step 1: Confirm that the Hydrology Study Site definition is completed
- Step 2: Select “Hydrology Measurements” from the Hydrology data entry menu
- Step 3: Enter date/UT time/select site
- Step 4: Enter the “water state” and temperature measurements
- Step 5: Confirm data entries on verification page, *especially the Average Water Temperature*

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

The Hydrology Measurements data entry form is setup to enter data for many of the hydrology protocols at one time. Enter just the data that you collected from the study site, leaving other data entry boxes empty.
For water temperature, you have to enter the three individual measurements, if the measurements are greater than 1 degree C from the average it won’t let you proceed! Confirm that the average water temperature value you calculated on your data sheet is equal to the average water temperature posted on the Confirmation Page of the data entry page.
It is always a good idea to include metadata, or additional information, about both the study site and the hydrology measurements when entering data. A textbox space is provided for entering this additional information. Especially for the study site it allows you to better describe the conditions of the study site.

## Looking at the Data

**Water & Air Temperature Banyangsung, Kanchanaburi, Thailand**

**N**

**E**

**S**

**W**

**Notes:**
These data are from Banyangsung, Kanchanaburi, Thailand.  
These data address “How does water temperature compare to air temperature?”
**At this point, ask participants to describe their observations about the graph.
These data show that air and water temperature follow similar patterns, but in general the range (or yearly variation) of the air temperature measurements is greater. Why is this?
There are several interesting spikes in water temperature, where the temperature appears to have changed abruptly from one measurement to the next?
Are there corresponding changes in air temperature? 
How might these spikes be explained? 
What further investigations might be made?

Refer to the “Looking at Data” section of this protocol for a data analysis activity.

The pictures are the Hydrology Study Site pictures where these data were collected, these pictures were retrieved from the GLOBE web site under the “Maps and Graphs” and “Site Photos” pages.

## 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.

Learning Activities for the Water Temperature Protocol on the GLOBE Web site:
Water Walk
Model a Catchment Basin
Practicing Your Protocols: Water Temperature
Water Detectives

## Getting Started

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

**Notes:**
A first step in being prepared to implement the Hydrology protocols is to fully read through the Introduction section of the Hydrology Investigation, in the Teacher’s Guide.
Secondly, an exploration of the possible study sites available and determining the equipment you have or need will help you be prepared to make these measurements.
Multiple sites can be established and observed!
Don’t forget to enter your data soon after completing the observations!