Transcript for NASA Connect - The A-Train Express

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[Shaun O'Keefe:] Hi!

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I am Shaun O'Keefe.

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I am the administrator of
the National Aeronautics

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and Space Administration and
also the father of three kids.

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I am excited by the opportunities
that we can provide from NASA

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to inspire that next
generation of explorers.

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Matter of fact, I am here at
Belmont Ridge Middle School

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to lend a hand on a
NASA Connect activity.

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NASA Connect lets viewers
experience the exciting

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and important work that
engineers; scientists

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and technicians do every day.

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Work that's about the future and
for which you our next generation,

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will have the opportunity to
pick up and carry to new heights

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and possibly other planets.

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There are many hands on and web
based activities from NASA Connect

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that the family can
do together at home.

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I encourage you to learn more

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about those activities
in today's program.

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On this episode of NASA Connect
you learn how weather affects our

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daily lives.

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You will see national

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and international scientists
using satellite technology

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to help improve weather
forecasting and improve our ability

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to predict long-term
climate change.

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You'll also be introduced

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to two NASA satellite earth
science missions CloudSat

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and CALIPSO.

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In your home or classroom
you will apply math, science

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and technology concepts with
two really cool activities,

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all in this episode of NASA
Connect, the "A" Train Express.

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[ Music ]

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[Jennifer:] Bonjour!

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I am Jennifer Pulley and
welcome to NASA Connect,

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the show that connects you to
math, science, technology and NASA.

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On today's episode we are
filming on location in France.

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Voila! As you can see France
is a beautiful European country

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that is rich in culture
and history.

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Here is a quick tour at some

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of the places we have seen
during our trip to France.

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[ Music ]

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[Jennifer:] As you can see
France is a great place to visit,

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especially when you
have nice weather.

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Speaking of the weather, what is
one of the first things you want

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to know when you wake
up in the morning?

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Well, if you are like
me you'll think, hmm,

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wonder what the weather
is going to be like today?

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You depend on information about the
weather for a variety of reasons;

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you need to decide what to wear
to school and you need to plan

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for after school activities
if they are outdoors.

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Did you realize that the weather

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in the United States can
have a significant affect

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on what the weather will
be like here in France?

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Storms heading Eastward from the
Atlantic coast can bring wind

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and rain to Europe
a few days later.

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We truly live in a global society

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where we all are interconnected
in some way.

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Today's program will focus

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on predicting weather
and climate change.

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You will learn that we need to
work together internationally

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to answer some of the
questions that earth scientists

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from around the world ask everyday.

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But before we get to those
questions, let's first learn

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about the fundamentals
of weather and climate.

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>> During the course of the
program you will be asked

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to answer several
inquiry based questions.

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After the questions appear

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on the screen your teacher will
pause the program to allow you time

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to answer and discuss
the questions.

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This is your time to explore
and become critical thinkers.

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Students working in
groups take a few minutes

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to answer the following questions.

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How is weather different
from climate?

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List and discuss various kinds
of weather you have experienced?

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What are some factors
that determine weather?

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What climate do you live in?

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It's now time to pause the
program and answer the questions.

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[Jennifer:] Okay guys
lets talk about weather.

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Basically, weather is
the daily condition

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of the earth's atmosphere.

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Weather is produced by the
interaction of several factors

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which include heat, air
pressure, winds and moisture.

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Let's briefly look at
each one of those factors.

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Heat transferred from the sun is
absorbed by the earth and spread

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through the atmosphere.

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Air temperature varies
from place to place

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because of the suns rays strike
the earth at different angles.

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Air pressure is the measure of
the force of the air pressing

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down on the earth's surface.

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Air pressure depends on
the density of the air.

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Denser air exerts more
pressure than less dense air.

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Air pressure on the earth can
vary considerably from location

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to location due to unequal
heating of the atmosphere.

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These air pressure differences
cause the movement of air

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which we called 'wind'.

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Finally, the amount of moisture

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in the air called 'relative
humidity' also influences weather.

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Moisture in the atmosphere
condenses causing clouds to develop

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and precipitation to
fall to the earth.

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So have you come up
with the difference

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between weather and climate?

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I said earlier that weather
is the daily condition

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of the earth's atmosphere,
but what about climate?

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Well for most of us climate means a
location is hot, cold, wet, or dry.

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You see climate is the
average weather conditions

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for a specific region over
an extended period of time.

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The climate of any
place is determined

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by two main factors
temperature and precipitation.

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The earth is divided into
three major climate zones based

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on the average temperature
of these zones.

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They are the tropical,
temperate and polar zones.

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Can you determine what
climate zone you live in?

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To learn more about
weather and climate check

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out the following NASA website.

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Have you even been in a situation

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where the weather forecast
called for sunny skies?

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Yet, it ended up raining
all day long.

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You think, Oh!

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If I only had my umbrella.

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But you know guys the job

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of predicting weather
accurately is a difficult one,

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because our atmosphere
it's constantly changing.

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You see in order to predict the
weather accurately for the hours

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and days ahead, weather
forecasters must analyze

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information they receive
from a number

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of sources including local weather
observers, weather balloons,

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weather stations and satellites.

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Speaking of satellites,
NASA has a train

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of satellites called 'The
Afternoon Constellation' nick-named

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the A-train, which
are orbiting the earth

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and they are collecting all
sorts of data including data

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that will help predict
weather and climate change.

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Two additional satellites, CloudSat
and CALIPSO will soon be launched

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to be a part of that train.

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CloudSat will help
improve weather prediction

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by studying the different aspects
of clouds as its name implies.

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CALIPSO will help predict
climate change and how aerosols

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or particles affect
the earth's atmosphere.

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Later on in the program Dr.
Didier Tanre will tell us all

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about aerosols.

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But first let's visit
with Dr. Graham Stevens.

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He is the principle investigator
on the CloudSat mission.

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[ Music ]

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[Dr. Graham Stevens:]
Thank you Jennifer,

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we rely on accurate weather
predictions for many activities.

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Farmers need to know the best times
to plant and harvest their crops.

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Airplane take offs, landing,

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and flight powers are
scheduled recording

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to local weather conditions.

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Weather forecasts alert
people to severe storms

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that could endanger loss of
property and most people want

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to know what the weather would be
like as they go to and from work

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or school or plan
outdoor activities.

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But do you think weather
predictions

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or forecasts are always correct?

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What do you think causes
errors in weather forecast?

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You know Jennifer is
right when she stated

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that weather predication
is difficult.

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The atmosphere is
constantly changing

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and even though we receive weather
data from the variety of sources

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such as weather stations,
satellites, weather balloons

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and ground based observers,
it is still impossible

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to predict the weather correctly
a hundred percent of the time.

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One of the ways in improving our
prediction of weather and climate,

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is to develop new
technologies that helps us

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to understand how the
atmosphere works and new satellite

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that will help improve
weather prediction is NASA's

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CloudSat satellite.

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CloudSat will provide the
first vertical cloud profiling

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from space, improving
weather and climate forecast.

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Before, we continue with the
specifics of the CloudSat mission,

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here are a few questions I
would like you and your peers

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to discuss and answer.

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What is a cloud?

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What types of clouds exist?

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Which clouds make which weather?

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Why it is important
to study clouds?

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Is now time to pause the
program, so how did you do

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with your questions you know
clouds are all made of water?

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Sometimes they are made
of tiny drops, far apart

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and held up by the wind.

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Other times they have made
big drops held up for a while

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by very strong output
winds inside the cloud.

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In this kind of cloud, the
drops become too heavy to stay

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up so they fall to earth as rain
or if it is cold enough they fall

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to earth as snow, hail or sleet.

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Clouds are classified based
on three factors their shape,

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the altitude at which they occur,

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and whether they are
producing precipitation.

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Clouds come in three basic shapes,
cumulus clouds which are heeped

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and puffy, stratus
clouds which are light

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and cirrus clouds which are wispy.

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Clouds also occur in
three altitude ranges,

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specifically the altitude
of the cloud base.

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High clouds which occur about six
thousand meters and designated

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by cirrus or cirro are cirrus,
cirrocumulus, and cirrostratus.

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Middle clouds which occur
between two thousand

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and six thousands
meters and it designated

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by alto are altocumulus
and altostratus.

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Low clouds which occur below
two thousand meters are stratus,

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nimbostratus, cumulus,

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stratocumulus, cumulonimbus
and fog.

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I bet you didn't think
fog was a cloud;

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it's a cloud that
touches the ground.

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Clouds that incorporate the
word nimbus or the prefix nimbo-

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are clouds from which
precipitation is falling.

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Can you think of another
type of cloud?

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I leave the answer to
that question up to you.

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So, how many of you wondering how
to keep all those clouds in order.

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You know its tuff even for me

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that why uses this globe
cloud chart as a reference.

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You will learn more about
globe later in the program.

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So why is it important
to study clouds?

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Clouds exert an enormous influence
on our weather and climate.

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They are nature's way
of moving fresh water

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from place-to-place on earth.

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Clouds play a very important part
in maintaining earth's temperature.

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We need to understand how clouds
reflect the sun's energy back

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in to space or trap the earth's
energy in the atmosphere.

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We call this 'Earth's
Radiation Budget'.

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Using the clouds at satellite
for the very first time,

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we will be able to measure the
altitude and properties of clouds.

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CloudSat radar will slice through
the atmosphere providing vertical

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cross section view of clouds
and furnish new weather

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and climate data including
cloud layer thickness, cloud top

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and base altitude and
water and ice contents.

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Existing space based systems
only observe the upper most layer

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of clouds and cannot
reliably detect the presence

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of notable clouds layers,

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nor determine the cloud
water and ice contents.

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The penetration of
CloudSat's radar into

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and through clouds will
yield a new capability

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that fills a critical
gap in existing

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and planned space borne
observational systems.

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With these new technology clouds

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that will improve
weather predictions,

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increasing the accuracy
of severe weather,

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hurricanes and flood warnings.

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And now Jennifer I think the
students are ready to size

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up the clouds, back to you.

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[Jennifer:] Thanks Dr. Stevens.

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I really had no idea how much
the clouds impacted our weather.

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Well now it's time to see
how much you've learned.

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And it's time for you
to size up the clouds.

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Students from the school
of international studies

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at Meadowbrook in North of
Virginia will preview part one

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of this program's
hands on activity.

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[Student1:] NASA Connect asked us

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to show you this program's
hands on activity.

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[Student2:] In this
activity you will set

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up three simulated clouds
representing three different

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cloud affects.

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You will use different methods

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to estimate precipitation
content in each cloud type.

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The precipitation from each
cloud would be released

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and you will compare your estimates

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with what is actually
occurring on the ground.

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[Student1:] In addition to
learning about weather forecasting,

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we will also be using math
skills like estimation,

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percentages, averages and ratios.

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You can download a copy

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of the educator guide containing
directions and a list of materials

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from the NASA Connect website.

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[Student3:] Teacher should cut a
three quarter inch diameter hole

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in the center of the bottom
of three different foam cups.

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Cover the hole with a postit note.

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Place about one ounce of
MNMs in a plastic bag.

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Twist the bag tightly and
tie the excess bag in a knot.

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Cut off the access to
make compact bundle.

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Make a second bag
following the same procedure.

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Select any cup poured about half
full of MNMs, then add a bundle

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of MNMs and fill more
loose MNMs into the cup

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until it is three quarters full.

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The loose MNMs will
represent the amount

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of precipitation in each cloud.

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Fill the second cup to about
one third full of MNMs.

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Fill the third cup to about
one fourth full of MNMs.

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Add a bundle of MNMs and then
continue filling with loose MNMs

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until the cup is one half full.

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Secure the lids on the
cups by taping the joint

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with masking tape
or transparent tape.

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Invert the cups and label
each cup, cloud type X, Y,

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and Z below this write the actual
capacity of the cups chosen.

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Line up the cups on a table.

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Students will estimate
how many ounces

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of precipitation each
cloud type contains.

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Write the estimate
on to the data sheet.

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Next remove the postit note and
shine a flash light into the hole.

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Make a new estimate
of how many ounces

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of precipitation each
cloud type contains

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and record it on your data sheet.

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Do this for each cloud type.

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Choose a person to weigh each
cloud type cup on a scale.

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Record the weight ounces.

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Remember weight ounces do
not equal volume ounces.

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Once you have collected all

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of the data you will revise your
precipitation estimate based

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on your data answer
these questions.

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How does the data compare
with your estimates?

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What factors might
cause differences?

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If you had another cloud type

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of a difference size would
the data collected make

[00:15:35.772]
for a more accurate
precipitation forecast?

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Discuss these findings
with your class?

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[Jennifer:] Great job you guys.

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Okay now let's review.

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First we learned the difference
between weather and climate.

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Then we learned how
weather is produced

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by several factors like
heat, energy and moisture.

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Next Dr. Graham Stevens told us how
the CloudSat satellite will be able

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to help improve weather
predictions across the globe.

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>> Ah! Merci beaucoup

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[00:16:09.452]
>>Now let's focus our
attention on aerosols,

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climate changes and CALIPSO.

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Now for that we are going to head

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to the Space Agency
of France or CNES.

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What NASA is to America,
CNES is to France.

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So let's go speak with Dr.
Didier Tanre he is a Principal

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Investigator of PARASOL
and a Co-Investigator

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for the CALIPSO mission.

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CALIPSO is a satellite
that's been built

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by both France and United States.

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[Dr. Didier Tanre:] Let's
see Jennifer the climate

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of the earth has not remain
constant over the course

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of time it has changed in general
it seems affecting the changes

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in climate and changes in climate
are affecting living things.

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Working in groups, see if you can
observe the following question.

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What are some reasons why our
climate has changed over the time?

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Teacher you may now
pause the program

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so students can answer
the question.

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Some people thought
increasing temperature it seems

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that earth's climate
is may be changing

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but the processes behind the
changes are not as clear.

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Two of the biggest
uncertainties in understanding

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and predicting climate change also
affect of clouds and aerosols.

[00:17:25.722]
The CALIPSO or Cloud Aerosols Lidar
and Infrared Pathfinder satellite,

[00:17:30.752]
observation satellite mission
will help us answer some questions

[00:17:35.532]
about climate processes by
providing new information

[00:17:38.602]
on clouds and aerosols.

[00:17:40.492]
Dr. Stephen's provided you
with some information on clouds

[00:17:43.952]
so now let's concentrate
on aerosols.

[00:17:46.882]
What are aerosols?

[00:17:48.372]
Aerosols are tiny
particles suspended

[00:17:50.422]
in space some occur naturally
originating from volcanoes,

[00:17:55.142]
dust storms, fires and grass
land fires, living vegetation

[00:18:00.722]
and sea spray, human
activities such as the burning

[00:18:03.972]
of fossil fuels, and alteration

[00:18:06.012]
of natural surface cover
also generates aerosols.

[00:18:10.162]
Averaged over the
globe, aerosols made

[00:18:12.652]
by human activities currently
account for ten percent

[00:18:16.112]
of the total amount of
aerosols in our atmosphere.

[00:18:19.632]
Lot of that ten percent
is concentrated

[00:18:21.852]
in the Northern Hemisphere.

[00:18:23.642]
Can you think of a reason why?

[00:18:24.942]
We have much to learn about
the way aerosol affect global

[00:18:28.132]
and regional climates.

[00:18:30.192]
We don't know in what regions

[00:18:31.682]
of the planet atmospheric
aerosol is increasing, decreasing

[00:18:36.532]
or remaining constant.

[00:18:38.192]
Over all we don't know
whether aerosols are warming

[00:18:41.662]
or cooling the planet.

[00:18:43.292]
So why do we care about aerosols.

[00:18:45.952]
Aerosols tend to cause cooling

[00:18:47.932]
of the earth surface
immediately below them,

[00:18:50.852]
because it reflects Sun
light back into space,

[00:18:53.112]
aerosols have a direct cooling
effect by reducing the amount

[00:18:56.762]
of solar additions that
reaches the surface.

[00:18:58.982]
If you saw it's a aerosol cooling
may partially offset expecting the

[00:19:03.392]
global warming that is
activity to increases the amount

[00:19:06.812]
of carbon dioxide and other
gases from human activity.

[00:19:11.082]
Did you realize that if there were
no aerosols in the atmosphere,

[00:19:13.802]
there would be no clouds?

[00:19:15.572]
What can we say about
the relationship

[00:19:17.412]
between the clouds and aerosols?

[00:19:19.562]
Aerosols are believed to have
a indirect effect on climate

[00:19:22.862]
by changing the properties
of clouds.

[00:19:25.662]
As aerosol concentration
increase in the cloud,

[00:19:29.072]
the water in the cloud would get
spread over many more particles?

[00:19:33.212]
Each of which is correspondingly
smaller.

[00:19:36.402]
In this way changing aerosols

[00:19:38.442]
in the atmosphere can change the
frequency of cloud occurrence,

[00:19:42.552]
cloud thickness and
rainfall amounts.

[00:19:45.312]
Also clouds with low
aerosol concentration

[00:19:48.372]
and too larger droplets do not
scatter light well and allow much

[00:19:53.222]
of the sunlight to pass
through reach the surface,

[00:19:57.172]
however the higher
aerosol concentration

[00:19:59.732]
in these clouds allow the formation

[00:20:01.912]
of many small liquid water
droplets up to 90% of visualization

[00:20:08.392]
of a light is reflected
back to space by such clouds

[00:20:13.042]
without reaching earth's surface.

[00:20:15.142]
The best known evidence
of the effect of aerosols

[00:20:18.152]
in the atmosphere occurred in 1991.

[00:20:21.182]
A severe volcanic eruption

[00:20:22.872]
on Mt. Pinatubo Philippines put
an estimated twenty million tons

[00:20:27.502]
ofsulphur dioxide
into the atmosphere.

[00:20:30.402]
Aerosols from the eruptions
stayed in the atmosphere so long

[00:20:33.972]
that the earth temperature that
in the following year cooled

[00:20:37.352]
by almost half a degree.

[00:20:39.552]
So earlier in the program Jennifer
was right, it is that place there

[00:20:43.092]
in United States affects
the whether here in France

[00:20:46.102]
and allover the globe.

[00:20:47.922]
And the reverse is true.

[00:20:49.432]
Scientists have been observing
clouds and aerosols globally

[00:20:53.152]
on space for many years using
sensors that measures the amount

[00:20:57.332]
of energy within clouds.

[00:20:59.332]
The sensor observe how clouds
and aerosols, by which latitude

[00:21:03.632]
and longitude but provide
detailed information

[00:21:06.172]
of what is inside the clouds or
on how is the value of altitude.

[00:21:11.292]
For the first time again through
satellite we provide vertical

[00:21:15.352]
[inaudible] like images
of the atmosphere

[00:21:17.682]
on the global scale using LIDAR .

[00:21:19.992]
So LIDAR technique is similar
to radar in in operation

[00:21:23.642]
but LIDAR uses short
frequencies of laser light instead

[00:21:27.852]
of audio waves to
form the atmosphere.

[00:21:30.322]
So the LIDAR data on
aerosols will allow us

[00:21:33.512]
to determine what is laser.

[00:21:35.352]
Altitudes of clouds and
aerosol layer and the extent of

[00:21:38.992]
[inaudible] to notify
the composition of clouds

[00:21:42.142]
and to estimate their
abundance and sizes of aerosols.

[00:21:45.352]
That is so because of high

[00:21:46.702]
[inaudible] with such tool to
study the earth's atmosphere

[00:21:50.262]
and will provide you the
international community

[00:21:52.612]
with the data sets
that are essential

[00:21:55.182]
for better understanding
af the Earth's climate.

[00:21:58.532]
With more confidence in
climate, more than predictions,

[00:22:01.152]
international leaders will be able

[00:22:03.342]
to make more informed
policy decisions

[00:22:06.162]
about global climate change.

[00:22:08.032]
So as the next time you wake
up on a hazy summer day,

[00:22:11.562]
you can tell your friend's that
the haziness, may be caused

[00:22:14.592]
by Sun storm or volcanic eruptions

[00:22:17.452]
that occur all the
way around the world.

[00:22:20.792]
Now back to you Jennifer.

[00:22:22.772]
Au revoir

[00:22:24.252]
[00:22:26.522]
[Jennifer:] Merci Dr. Didier Tanre.

[00:22:28.302]
Well, now that you are
experts on aerosols.

[00:22:31.222]
Let's head to College Contelanda,
located in Bordeaux France

[00:22:35.312]
for part deux of this
program's hands on activity,

[00:22:38.342]
the globe aerosol protocol.

[00:22:45.412]
[ French Language ]

[00:22:45.872]
[Jennifer:] In this activity
called 'Aerosol's protocol'.

[00:22:54.872]
[00:22:55.082]
You will use a Sun photometer

[00:22:59.982]
to measure the aerosol optical
thickness of the atmosphere

[00:23:04.672]
or how much of the Sun's
light is scattered or absorbed

[00:23:09.292]
by particles suspended in the air.

[00:23:11.502]
Remember you can download a copy

[00:23:13.492]
of the educator guide containing
directions and list of materials

[00:23:17.382]
from the NASA Connect website.

[00:23:19.352]
When you all ready to go
outside put your Sun photometer

[00:23:22.442]
in an insulated bag to keep
at it room temperature.

[00:23:25.192]
Putting your Sun photometer

[00:23:26.872]
in a bag will help minimize any
temperature sensitivity problems.

[00:23:31.462]
To begin taking measurements

[00:23:32.712]
with your sun photometer
lift the power switch on

[00:23:35.772]
and then select the green channel,
hold the instrument in front

[00:23:39.272]
of you about chest high.

[00:23:41.402]
Point the Sun photometer at the
Sun and then find the spot made

[00:23:45.892]
by the sun as it shines through
the front alignment bracket.

[00:23:49.632]
Remember guys never look
directly into the sun.

[00:23:52.962]
Use the mark on the rear
alignment bracket as a guide

[00:23:56.492]
to align a Sun's spot until
it rests on the color dot.

[00:24:00.672]
It is normal for the read out to
fluctuate within a few millivolts.

[00:24:05.002]
Record only the highest reading
that you see over a period

[00:24:09.142]
of about fifteen seconds.

[00:24:11.092]
Record the value on the data
sheet and the time of the reading

[00:24:14.292]
to within fifteen seconds.

[00:24:16.262]
Now take the dark voltage
reading, cover the two holes

[00:24:19.972]
on the Sun photometer.

[00:24:21.642]
Record the value of the dark
voltage reading on the data sheet.

[00:24:25.752]
Switch to the red channel;
record the maximum voltage

[00:24:29.672]
and the time just as you
did with the green channel.

[00:24:33.302]
Then take the dark voltage
reading again just like before.

[00:24:37.172]
You need to repeat the
process for the green

[00:24:39.952]
and red channels two more
times giving you a total

[00:24:43.302]
of three data points
for each channel.

[00:24:46.132]
Next using your cloud
chart as a guide, observe

[00:24:49.552]
and record cloud conditions,
determine what types

[00:24:52.772]
of clouds here in the sky.

[00:24:54.612]
Record you observation
on the data chart.

[00:24:57.442]
Next determine the
percentage of cloud cover

[00:24:59.992]
and record the value
on the data sheet.

[00:25:02.602]
Now you need to observe
the sky conditions.

[00:25:05.782]
What is the sky color?

[00:25:07.432]
Is the sky clear or hazy?

[00:25:10.042]
Is the sky obscured
by fog, smoke or haze.

[00:25:14.412]
Record these observations
on the data sheet.

[00:25:17.032]
Finally, record the current
temperature when you get back

[00:25:20.642]
into your classroom log on
to the following website.

[00:25:24.872]
You will record all your
data into the database.

[00:25:27.852]
The database will automatically
convert your voltage readings

[00:25:30.912]
to aerosol optical thickness.

[00:25:33.102]
To learn more about
assessing a Sun photometer,

[00:25:35.732]
check out the NASA Connect website.

[00:25:38.542]
[00:25:40.422]
Tres bien super job you guys.

[00:25:42.942]
You sure did collect a lot of
data in your aerosol protocol.

[00:25:46.152]
Now don't throw it away, because
it could be useful to scientists

[00:25:49.932]
from around the world.

[00:25:51.652]
Say, how would you
like to be a part

[00:25:54.372]
of a really cool international
science program?

[00:25:57.922]
Well Dr. Dianne Robinson
CALIPSO Outreach Director

[00:26:01.372]
from Hampton University
and Dr. Teresa Kennedy

[00:26:04.322]
with Globe International
can tell you more.

[00:26:06.582]
[Dr. Dianne Robinson:]
Thanks Jennifer,

[00:26:07.272]
those are great activities that
can be used with GLOBE and CALIPSO,

[00:26:11.012]
the satellite, being
built right here

[00:26:12.672]
at the Alcatel Building,
in Cannes, France.

[00:26:16.612]
[Dr. Teresa Kennedy:] If you
would like to participate

[00:26:17.882]
with this experiment or other
earth science activities related

[00:26:20.732]
to satellite observation.

[00:26:22.682]
The globe program is actively
looking for students to work

[00:26:24.922]
with scientist worldwide.

[00:26:26.492]
Globe is collective
worldwide effort

[00:26:28.232]
to collect environmental
observations into a large database

[00:26:30.892]
on the internet and
we welcome the French

[00:26:32.912]
to be the newest members to GLOBE.

[00:26:35.132]
Students around the
world collect real data

[00:26:36.822]
in all earth science areas.

[00:26:38.742]
The measurements collected
by students are sent

[00:26:40.562]
to the GLOBE database via the web
or e-mail and used by students

[00:26:44.122]
and scientist around the world.

[00:26:46.282]
The student information is used in
a real way with the data collected

[00:26:49.352]
by scientist and satellites
to give us a greater idea

[00:26:52.442]
about how the environment works?

[00:26:54.232]
Once submitted these data
are publicly available

[00:26:56.762]
on the GLOBE website and
are displayed graphically

[00:26:59.182]
with GLOBE visualization tools.

[00:27:01.262]
[Dr. Dianne Robinson:] An
important aspect of the program is

[00:27:02.912]
that students are encouraged
to communicate directly

[00:27:05.132]
with Globe scientist to better
understand the importance

[00:27:07.412]
and impact of their data.

[00:27:08.952]
Another important aspect is that
the information you collect can

[00:27:12.192]
and does make a difference to
understanding our world around us.

[00:27:15.822]
[Dr. Teresa Kennedy:] More
than a million students

[00:27:17.172]
in over fourteen thousand schools
have joined the GLOBE effort

[00:27:21.052]
and the numbers are growing.

[00:27:23.352]
Want to join the effort?

[00:27:24.622]
For more information
go to our website

[00:27:26.412]
at www.globe.gov,
back to you Jennifer.

[00:27:32.052]
[Jennifer:] Thanks
Dianne and Teresa.

[00:27:34.632]
Well guys that wraps up
another episode of NASA Connect.

[00:27:38.092]
Students don't forget
to check out the website

[00:27:40.852]
for this program's web activities
and the student challenge.

[00:27:44.622]
Hey that a question, comment
or suggestion then e-mail them

[00:27:48.672]
to connect@larc.nasa.gov.

[00:27:52.402]
So until next time
stay connected to math,

[00:27:55.102]
science, technology and NASA.

[00:27:57.882]
Au revoir.

[00:27:58.232]