1 00:00:00,000 --> 00:00:03,360 Welcome to St. Stephen's Indian School! 2 00:00:03,360 --> 00:00:10,680 St. Stephen's Indian School is a BIA grant school situated on the Wind River Indian Reservation 3 00:00:10,680 --> 00:00:12,760 in Central Wyoming. 4 00:00:12,760 --> 00:00:17,760 The reservation is home to nearly 10,000 Native Americans, mostly of the Northern Arapaho 5 00:00:17,760 --> 00:00:19,840 and Shoshone Tribes. 6 00:00:19,840 --> 00:00:23,440 Students work hard on the usual subjects like math and English. 7 00:00:23,440 --> 00:00:27,240 We are very proud to be involved in this project. 8 00:00:27,240 --> 00:00:29,680 SOCCER! 9 00:00:29,680 --> 00:00:33,960 NASA Connect asked us to show you how to do the lesson for this show. 10 00:00:33,960 --> 00:00:37,200 Here's how you can become real atmospheric detectives. 11 00:00:37,200 --> 00:00:41,600 Once you've gathered the materials listed in the Educator's Guide, locate a specific 12 00:00:41,600 --> 00:00:45,600 outside area that is flat, elevated, and open. 13 00:00:45,600 --> 00:00:48,920 Divide the class into four research groups. 14 00:00:48,920 --> 00:00:54,680 Each group then tapes one piece of contact paper to the center of the cardboard. 15 00:00:54,680 --> 00:00:58,400 Tape the one piece of contact paper in the center of the cardboard with the sticky side 16 00:00:58,400 --> 00:00:59,400 up. 17 00:00:59,400 --> 00:01:01,840 Keep the protective backing on the contact paper. 18 00:01:01,840 --> 00:01:08,920 Repeat the above procedure for a total of two aerosol samplers for each research group. 19 00:01:08,920 --> 00:01:14,040 Each group is then assigned an area on the school grounds in which to place its sampler. 20 00:01:14,040 --> 00:01:18,760 Each group completes the morning column on Table A, Observations of Weather Conditions, 21 00:01:18,760 --> 00:01:21,880 on Student Data Worksheet Number 1. 22 00:01:21,880 --> 00:01:29,160 You will need to refer to the local paper, watch the local weather report, or visit www.weather.com 23 00:01:29,160 --> 00:01:31,960 before completing your observations. 24 00:01:31,960 --> 00:01:36,920 Now place one of the samplers on a flat surface, preferably a meter or two above the ground. 25 00:01:36,920 --> 00:01:40,240 Remove the protective backing from the contact paper. 26 00:01:40,240 --> 00:01:45,800 After exposing the sampler to the outside air for at least two hours, place the aerosol 27 00:01:45,800 --> 00:01:51,800 sampler grid, grid side down, over the contact paper and return the sampler to the classroom. 28 00:01:51,800 --> 00:01:58,240 Using a magnifying glass or holding the contact paper up to a light, count the number of aerosols 29 00:01:58,240 --> 00:02:02,960 found in each of ten randomly selected squares on the grid. 30 00:02:02,960 --> 00:02:07,320 Randomly select the squares by tossing the dice twice. 31 00:02:07,320 --> 00:02:12,800 Record the number of aerosols in each sample square on Table B, Aerosol Sampler Collection 32 00:02:12,800 --> 00:02:15,960 Data on Student Data Worksheet Number 1. 33 00:02:16,280 --> 00:02:21,560 Add up all the aerosols in the ten randomly selected squares to get a total. 34 00:02:21,560 --> 00:02:27,560 Next, divide the total number of aerosols by ten to get an average, or mean, of the 35 00:02:27,560 --> 00:02:30,760 aerosols per square. 36 00:02:30,760 --> 00:02:33,640 Repeat the procedure for the afternoon samples. 37 00:02:33,640 --> 00:02:39,400 After the average number of aerosols per square for each of the two samplers has been calculated, 38 00:02:39,400 --> 00:02:45,240 construct a line graph using the aerosol sampler line graph to compare the data. 39 00:02:45,240 --> 00:02:50,120 After you've completed this activity at school, you'll take your own sampler home. 40 00:02:50,120 --> 00:02:54,040 Place your sampler on a flat surface one to two meters above the ground. 41 00:02:54,040 --> 00:02:57,040 Leave your sampler outside overnight. 42 00:02:57,040 --> 00:03:02,080 First thing in the morning, attach the aerosol sampler grid, grid side down, to the contact 43 00:03:02,080 --> 00:03:03,080 paper. 44 00:03:03,080 --> 00:03:05,080 Bring your sampler to school with you. 45 00:03:05,080 --> 00:03:09,200 When you get to school, your teachers will give you time to randomly select your ten 46 00:03:09,200 --> 00:03:10,200 squares. 47 00:03:10,520 --> 00:03:15,440 Find the average and record the data in Table C aerosol sampler data, collection from home 48 00:03:15,440 --> 00:03:18,040 on Student Data Worksheet Number 2. 49 00:03:18,040 --> 00:03:23,880 Next, you'll write your address and the total number of aerosols from Table C on a self-adhesive 50 00:03:23,880 --> 00:03:24,880 note. 51 00:03:24,880 --> 00:03:31,360 Your teacher will divide a map of your community into four regions, Northeast, Northwest, Southeast, 52 00:03:31,360 --> 00:03:32,360 and Southwest. 53 00:03:32,360 --> 00:03:37,400 All students will place their labeled adhesive notes onto the map where they live. 54 00:03:37,400 --> 00:03:41,960 Collecting the data from the map, find the average for each region and make a class graph 55 00:03:41,960 --> 00:03:42,960 of the data. 56 00:03:42,960 --> 00:03:45,680 Analyze your data, guys. 57 00:03:45,680 --> 00:03:49,600 Now that you have the results from your sampler, you should review the data and discuss your 58 00:03:49,600 --> 00:03:50,600 observations. 59 00:03:50,600 --> 00:03:54,120 Then, consider these questions. 60 00:03:54,120 --> 00:03:57,240 How can weather conditions affect the results of this activity? 61 00:03:57,240 --> 00:04:05,640 What are some other methods you could use to collect data on aerosols in the atmosphere? 62 00:04:05,640 --> 00:04:09,840 Look at your map of your community and the data collected from home. 63 00:04:09,840 --> 00:04:15,120 What is the relationship between where students live and the amount of aerosols collected? 64 00:04:15,120 --> 00:04:18,240 Teachers, check out our NASA Connect website. 65 00:04:18,240 --> 00:04:22,160 From here, you can download the Educator's Guide, where you'll find more questions like 66 00:04:22,160 --> 00:04:25,320 these that'll help your students analyze their data. 67 00:04:25,320 --> 00:04:30,440 Now, let's head back to Hampton University and meet Dr. John Anderson. 68 00:04:31,200 --> 00:04:36,920 Dr. Anderson uses space-based passive remote sensing to measure aerosols in the atmosphere. 69 00:04:36,920 --> 00:04:42,440 Remember, this type of remote sensing is different from LIDAR, which uses active remote sensing 70 00:04:42,440 --> 00:04:43,920 to measure aerosols. 71 00:04:43,920 --> 00:04:49,960 Dr. Anderson's passive remote sensing system is actually above us right now, on a satellite 72 00:04:49,960 --> 00:04:50,960 in space. 73 00:04:50,960 --> 00:04:54,640 A satellite is any object that orbits another object in space.