SUPPORT

Student reflection activities:

  • Prompt students to create a visual model of the process of scientific inquiry for investigating their problem including the steps taken, people and resources involved, decision points, etc. 
  • Direct students to draw a new picture of their conception of airborne mission scientists and write a list of at least 5 tasks in which they are involved. Collect drawings and use to compare initial drawings to final drawings as a way to assess student understanding.

Assessment:

  • Check for key characteristics of problem scenarios, including:
    • problem definition
    • key question to investigate
    • type of aircraft and remote sensing instrumentation that is most appropriate
    • plan for the investigation (following the scientific method)
  • Check the list of questions generated by further investigation. It should include:
    • Aeronautics science (e.g., how planes fly, how they can be used for remote sensing, different types of aircraft, how does weather affect remote sensing flights, etc.)
    • Remote sensing science (e.g., how do they work, what do the instruments sense)
    • Natural disaster investigations, based on their scenario (e.g., how do you measure ozone? where is the best place to investigate the effects of smoke on climate? etc.)
  • Check visual representation of the relationship between people and resources involved in complex scientific investigations of natural disasters. Model should reflect use of aeronautics and remote sensing.
  • Compare initial and final drawings of airborne mission scientists.

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Ideas for math lesson connections:

  • Students create a diagram labeling the various layers of the atmosphere and showing their relative thickness.
  • Students create a pie chart showing the components of air and their relative abundance.
  • Students calculate the circumference, surface area, and volume of the earth when given the radius.

Related National Education Math Standards:

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Ideas for geography lesson connections:

  • Students identify the latitude and longitude of the natural disaster locations in sample scenarios.
  • Students identify geographic locations that may be impacted by the natural disaster and create a profile based on population, potential animal endangerment, etc. in sample scenarios

Related National Education Geography Standards:

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Ideas for technology lesson connections:

  • Students learn to use presentation software while creating a presentation on their problem scenario .
  • Students learn to use concept mapping, flow charting, or graphic software to create a visual representation of the decision-making process they used in completing their flight request form.
  • Students learn to use html or web page development software to create a website with links to web pages containing information about their problem scenario .

Related National Education Science Technology Standards:

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Activity sheet: Describing an airborne mission scientist (AMS-1)

Name: ________________________________________

Instructions: In the space below either describe what you think airborne mission scientists are and do, or draw and label a picture of airborne mission scientists at work.

 

 


List 5 tasks that airborne mission scientists complete during explorations.

1.      

2.      

3.      

4.      

5.      

 

Actual NASA missions – Information for teachers and students

Background information: You may want to provide web sites to students after the activity begins to help prompt their thinking or after completing their flight request form to check their answers against the actual project. Sites are technical but are rich in pictures and explanations.

Group/problem

Reference site

Actual Aircraft & RS used
Group 1 – Study ozone depletion SAGE III Ozone Loss and Validation Experiment
  • ER-2 – high altitude sensing;
    DC 8 – heavy instruments
  • Dual-Beam UV-Absorption Ozone Photometer; Harvard Carbon Dioxide Experiment (Harvard CO2 )
Group 2 – Study the radioactive effects of burning biomass smoke and aerosols on clouds and climate Smoke, Clouds, and Radiation Investigation

Smoke/Sulfate Clouds and Radiation Experiment
  • ER-2 – high altitude sensing
  • MAS
Group 3 – Study the effect of snow and ice on climate  Snow/Ice Global Mapping Project
  • ER-2 – high altitude sensing
  • MAS
Group 4 – Study moisture levels in hurricanes Convection And Moisture EXperiment

Hurricane science

  • ER-2 – high altitude sensing;
    DC-8 – lower altitude sensing
  • MAMS (ER2)
  • MACAWS (DC8)

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General overview of remote sensing from aircraft

What is remote sensing?

"Remote sensing" is the observation of the Earth from distant vantage points, usually by/from satellites or aircraft. Cameras mounted on these platforms capture detailed pictures of the Earth that reveal features not apparent to the naked eye. Once captured, the images are passed on to analysts who interpret the data, extract information, and use it to answer questions. This information may be used to map forests, detect pollution, measure elevation, locate a diseased crop, and answer a variety of other questions.

There are many reasons why remote sensing is used to study the environmental and climatic problems of the Earth. As previously discussed, remote sensing can be used on either aircraft or satellites. This activity will focus on the use of airplanes to collect data from remote sensing.

Remote sensing from aircraft has three primary uses: monitoring, diagnosing and understanding.

  • Monitoring involves collecting data over a period of time during which the conditions affecting the problem may change. This will give the scientists an idea of what may be causing the problem, which leads into the second use.
  • Diagnosis. The data collected can be analyzed to determine what is causing the problem.
  • Once this is known, the data will be used in further understanding the problem, which is the third primary use. Once scientists understand the problem, they can better treat it in the future.

There are many different kinds of remote sensors ranging from simple cameras to sophisticated digital equipment that sense different levels of heat, light, and gases. Consequently these sensors have a wide range of sizes and weights and utilize numerous methods of data communication and storage. Some remote sensors work best at certain altitudes or below certain speeds. Others may be limited to the best weather possible, and some can see through even the worst clouds and rain. All of these factors must be considered when choosing the most appropriate sensor.

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Group activity instructions (AMS-2)

Your goal is to create a flight request for your given problem statement. You will need to determine what questions need to be answered to complete the request form. Then, working with your team, you will need to complete the flight request form. Your goal is not to "solve" the stated problem, it is to develop a plan on how to investigate this problem using aircraft and remote sensing.

1. In your group, review the Activity sheet: NASA Airborne Science Flight Request Form (AMS-4) and:

  • develop a list the questions or information needed to complete the form
  • separate the questions by expertise, who is most likely able to answer the question?
    • a science expert
    • an aeronautics expert
    • a remote sensing instrumentation expert

2. Assign each member of your team a different role:

  • Science expert – becomes familiar with information about the problem scenario 
  • Aeronautics expert – becomes familiar with information about the aircraft 
  • Remote sensing expert– becomes familiar with information about remote sensing instruments 

3. When directed by the teacher, separate into expert groups, each member of your group will now meet with the team of aeronautics, remote sensing, or science experts.

4. In expert groups, review the provided expert information and work together to answer your assigned question.

5. When directed by your teacher, return to your original group.

6. In your original group, each member should share the information learned during the expert group meeting and together, complete the Activity sheet: NASA Airborne Science Flight Request Form (AMS-4). Your group should develop a short presentation that explains your request to use NASA resources. Presentations should meet the following criteria:

  • Did we make a strong case for the importance of the environmental issue being studied?
  • Did we provide evidence supporting the choice of aircraft?
  • Did we provide evidence supporting the choice of remote sensing instrument?
  • Did we show evidence of working together as a team?

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Activity sheet: Question categorization (AMS-3)

Record the types of questions you will need to find to complete the NASA Airborne Science Flight Request Form. Then, categorize the questions by expertise:

A=aeronautics, R=remote sensing, S=science

Questions

Expert

Sample: What is each type of remote sensing instrument used for?

R

Sample: How have the available aircraft been used for remote sensing missions in the past?

A

Sample: What will I need to “sense” to investigate my problem?

S
   
   
   
   
   
   
   
   
   
   
   

 

Activity sheet: Airborne science flight request form (AMS-4)

 

      AIRBORNE SCIENCE FLIGHT REQUEST FORM    

National Aeronautics and Space Administration
Investigation title:

Reason for requesting use of NASA facilities:

Investigator(s):
Background and primary science objectives:
Aircraft required:     ER-2                      DC-8                           P-3B Orion

     (circle)                      King Air                Pathfinder                     SR-71 Blackbird
Data requirements and aircraft sensor:

TYPE OF DATA BEING COLLECTED: (describe)

SENSORS (circle):

            MODIS          AVIRIS                   MAMS           MACAWS          Harvard Co2 

            Dual-Beam UV-Absorption Spectrometer                         Aerial Camera Systems
General flight window (month):              General site location (state or country):

A)                                                                   A)

B)                                                                    B)

C)                                                                    C)

D)                                                                    D)

This form must be completed and returned to NASA/DFRC by:

 (Do not mark in this space/For office use only)

Mail completed forms to:

Dryden Flight Research Center

National Aeronautics and Space Administration

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Problem scenarios (AMS-2 & AMS-2A)

Problem scenario 1: Study the decrease in the amount of ozone in the Earth's atmosphere

Why is it important? How can we measure the amount of ozone in the atmosphere? How can we study ozone loss and the gain we hope occurs in the future?

Ozone is a gas found in Earth/s atmosphere that screens the harmful form of radiation from the sun, ultraviolet radiation, that is responsible for sunburn and skin cancer. Most of the ozone in Earth/s atmosphere is found in a part of the atmosphere known as the stratosphere. The stratosphere is the region from about 30,000 feet to 180,000 feet above the Earth/s surface. Within the stratosphere, the amount of ozone is greatest between 50,000 feet and 100,000 feet. Even though we say greatest, it/s not very much. Only one or two molecules of ozone for every one million air molecules found there! Remember, air is about 78% nitrogen, 21% oxygen, and 1% other elements.

Problem scenario 2: Study effects of smoke and aerosols on climate

Why is it important and how can we study the effects on the clouds and the climate due to smoke from burning biomass and aerosols? (Biomass is vegetation and wastes from animals, which includes wood, grass, algae, garbage, and plant products. It can be used as an energy source like gasoline or coal.)

Scientists are interested in things that man does on the earth that affect the atmosphere. When someone burns leaves in their backyard or uses an aerosol hairspray for instance, it can actually affect the weather. One or two people doing those things might not have any effect, but when you multiply one or two by the millions of people in cities and include industrial companies who do those things on a much larger scale, the weather and climate can actually be changed, Man can have a serious effect on his environment. A series of experiments to help scientists better understand the effects on the clouds and the climate due to smoke from burning biomass and aerosols are called The Smoke/Sulfate Clouds and Radiation experiments. In the experiments scientists carefully examined gases and clouds in the atmosphere containing chemicals from aerosols and biomass burning as well as those found on the Earth's surface.

Problem scenario 3: Study the effect of snow and ice on climate

Why is it important and how can we study the effect of snow and ice on climate?

Snow covers about 40% of the entire surface of the Earth during winter in the Northern Hemisphere. Because it is white, snow reflects a lot of light and therefore it has an effect on the amount of radiation falling on and being reflected from the Earth. The balance of radiation has an effect on biological (life processes), chemical (chemical processes), and geological processes (processes associated with the earth itself). Many areas of the earth depend on the melting of snow to water crops and for drinking water. It is necessary to carefully watch snow packs throughout the winter and spring to keep track of the water supply and the possibility of flooding.

Problem scenario 4: Study moisture levels in hurricanes

Why is it important and how can we study the amount of moisture in hurricanes?

NASA uses remote sensing instruments to learn about the way hurricanes are formed, how they move, and how they change. Knowledge of this kind can help hurricane forecasters make better predictions. If they have a better idea where a hurricane will make landfall, less people may have to evacuate their homes. Better predictions could also improve the early warning times for areas that might be affected. This could potentially save lives.

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Remote sensing instrument descriptions

for Students

Instrument Description Example missions
Multispectral Atmospheric Mapping Sensor (MAMS) The MAMS is designed to study weather related events including storm system structures, cloud-top temperatures, and upper atmospheric water vapor. MAMS measures reflected radiation from the Earth's surface and clouds and thermal (heat) emission from the Earth's surface, clouds, and atmospheric water vapor. It can provide detailed pictures of atmospheric and surface features as well as clouds and thunderstorm features.
  • Clouds and snow
  • Water vapor in hurricanes
MODIS - Moderate Resolution Imaging Spectroradiometer - Airborne Simulator (MAS) MAS is designed for the measurement of biological and physical processes and atmospheric temperature. The MODIS program remotely senses data to monitor variation in environmental conditions for assessing both natural and human-influenced global change.
  • Clouds and snow;
  • Cloud & atmospheric radiation
  • Smoke, Clouds, and Radiation
  • Arctic Radiation
  • Snow, Glaciers, and Sea Ice;
  • Forest/Atmosphere Interaction.
Harvard Carbon Dioxide Experiment (Harvard CO2) This instrument is used to explore carbon dioxide levels. It detects the concentration of carbon dioxide in the different layers of the atmosphere
  • Pollution levels
  • Ozone depletion
Dual-Beam UV - Absorption Ozone Photometer This instrument detects measures of radiation to determine the ozone density.
  • Ozone levels
 Multicenter Airborne Coherent Atmospheric Wind Sensor (MACAWS) MACAWS is an airborne Doppler laser radar which measures wind fields, vertical wind profiles, and aerosol backscatter from clear air and clouds. It was especially designed to map the speed and direction of winds in storms.
  • Wind directions inside hurricanes
  • Strong wind storms
Aerial Camera Systems There are a variety of film camera systems used for remote sensing. Color infrared, natural color and black and white film may be used with the choice determined by investigator requirements. 
  • RC-10 Mapping Cameras provide image scales of two miles to the inch and one mile to the inch.
  • HR-732 Aerial Cameras are used to acquire high resolution photography providing an image scale of half-mile to the inch.
  • Iris II Panoramic Camera has been employed to acquire high resolution land use and land cover data.
  • Forestry, wetlands inventories, wildlife habitat
  • Assess timber resources
  • Monitoring gypsy moth defoliation
 Airborne Visible Infrared Imaging Spectrometer

(AVIRIS)

 The science objectives of the AVIRIS are:
  • Identify, measure, and monitor constituents of the Earth's surface and atmosphere based on molecular absorption and particle scattering signatures
  • Research directed towards understanding processes related to the global environment and climate change. 
  • Ecology
  • Oceanography
  • Geology
  • Snow hydrology  
  • Cloud and atmospheric studies 

 

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Kids as Airborne Mission Scientist

  NASA Airborne science flight request presentation scoring rubric (AMS-5)

Date:
Reviewer's name:

 

 Presenter's name(s):
Environmental problem description:

 

  strong good weak
Did the presenter(s) make a case for the importance of the environmental issue to be studied with NASA resources?      
Did the presenters provide evidence supporting their choice of aircraft?      
Did the presenters provide evidence supporting their choice of remote sensing device?      
Did the presenters provide evidence of working effectively as a team?      
         

 

q Recommend to accept request                            q Recommend to deny request

Why? Support your decision:

Lesson: Who are airborne mission scientists and what do they do?

Activity Sheet: Describing an airborne mission scientist (AMS-6)

Name: ________________________________________________________________________

Instructions: Now that you have been an airborne mission scientist and worked with your classmates as airborne mission scientist, write a new description or draw and label a new picture of airborne mission scientists at work.

 

 

 

List 5 tasks that airborne mission scientists complete during explorations.

1.      

2.      

3.      

4.      

5.      

 

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rev. October 12, 2002