Explain HS-4

Dr. Marco Tedesco did a nice job explaining albedo and how global warming is causing significant changes to the climate in the arctic.  Now we are going to take a closer look at the explanation and science behind albedo.

PART 1

1. Each student needs internet connected access to a computer, i.e. computer lab, mobile device, iPad, tablet, etc.
2. Go to PBS LearningMedia: Earth’s Albedo and Global Warming – http://www.pbslearningmedia.org/resource/ipy07.sci.ess.watcyc.albedo/earths-albedo-and-global-warming/
3. Encourage your students to take notes and or make sketches as they go through the interactive explanation of albedo. Have students click “Launch” when they are ready to begin.
4. Once students complete the simulation have a discussion using these questions found either at the PBS LearningMedia link above or the questions are written below.
   1. What is meant by the term albedo? How does albedo affect the behavior of solar radiation reaching Earth’s surface?
   2. Why would you expect Greenland to have a higher albedo than its surround areas?
   3. What role would seasonality have on Earth’s albedo and how does the Earth’s albedo change over the course of a year?
   4. How do soot particles in the atmosphere affect incoming solar radiation? How might an increase or decrease in the number of particles change the intensity of solar radiation reaching Earth’s surface?

PART 2

With a basic understanding of albedo students will now examine an Arctic region that expands north, east, and just west of Alaska. Their goal is to calculate percent change over the time period from 1994 to 2008.  Special Note – this data was taken from a site that puts NASA satellite data into meaningful illustrations.  This tool only has usable data from 1994 to 2008.

Besides looking at change over time, this is a good opportunity to discuss limitations of models and the role technology plays in understanding our earth system and science in general.  Specifically after they complete the data sheet ask them about which method of data collection and analysis is more efficient, effective, and precise.

Students will make observations about the maps, focusing on change over time.  Their observations should be noted in their science notebook.  Students will use the ISCCP Satellite – Monthly Snow/Ice Amount maps, found on page 13 and the Monthly Snow/Ice Amount – Change Over Time data sheet, found on page 14 and 15, to collect their data, calculate their percentages, and answer questions.

Suggestion – have students complete the data collection and percent change over time at home.  Leave the questions until you are all together.  This will allow time for the most important part of this lesson, the questioning, sharing, and discussing.

1. Handout the ISCCP Satellite – Monthly Snow/Ice Amount maps. On the maps have the students locate and label Chukchi Sea, Beaufort Sea, Bering Sea, and the section of the Northwest Passage that lies between Russia and the United States.
2. Make general observations regarding changes, if any in each of the four maps. Students should note these observations in their science notebook.  Next briefly discuss these generalizations as a class.
3. Handout the Monthly Snow/Ice Amount – Change Over Time data sheet.