Using GLOBE Student Cloud Type and Contrail Data to Complement Satellite Observations. Candace Hvizdak

Transcription

1 Using GLOBE Student Cloud Type and Contrail Data to Complement Satellite Observations Candace Hvizdak Academic Affiliation, Fall 2014: Senior, The University of Texas at El Paso SOARS Summer 2014 Science Research Mentor: Julie Malmberg, Travis Andersen, Kristin Wegner, Gary Randolph Writing and Communication Mentor: David Ahijevych Coach: Christopher Williams Peer Mentor: Steven Naegele and Carlos Martinez ABSTRACT The GLOBE Program is a community program of students, teachers, and scientists who collect and analyze Earth Science data to help sustain, understand and improve the earth. In one of the GLOBE projects, students from around the world record and submit cloud type and contrail data online. The purpose of this study was to compare the student data with cloud data obtained from weather satellites, specifically the cloud type and location recorded by the students, and visible imagery from the GOES-13 and Meteosat 7 satellites. Visible satellite images only show tops of cloud cover and nothing underneath. However, there are many layers to cloud cover. GLOBE student cloud observation data for Ripton, Vermont and Mantasoa, Madagascar were downloaded and compared with satellite observations obtained through NOAA s CLASS system and EUMETSAT to determine whether there could be more cloud layers than previously thought. The agreement between the student and satellite observations in this study was very good, however two of the twenty images studied revealed that due to cloud layering, some lower clouds were present but hidden from satellite view. The results suggest that GLOBE student cloud type observations and contrail data could provide supplemental information to visible satellite observations. This work was performed under the auspices of the Significant Opportunities in Atmospheric Research and Science Program. SOARS is managed by the University Corporation for Atmospheric Research and is funded by the National Science Foundation, the National Oceanic and Atmospheric Administration, the National Center for Atmospheric Research, the University of Colorado at Boulder, Woods Hole Oceanographic Institution and by the Center for Multiscale Modeling of Atmospheric Processes.

2 1. Introduction Clouds are an important part of the water cycle; however the water cycle is not the only impact that clouds have on the world. Many studies have been conducted to find out the impact of clouds on the Earth s energy balance and to get a better understanding of how they may warm or cool our Earth. In a review by Stephens, the author explains how while progress has been made in many areas of our understanding of the cloud feedback its progress is still slow as the concept of cloud feedback is still vague (Stephens 2005). The many cloud types that are produced can also be a deciding factor in the Earth s energy balance. With each different thickness and composition, certain cloud types can affect the balance by either allowing more sun rays to be reflected back or allowing more sun rays to warm the Earth. The thicker the cloud, like cumulus and stratus, the higher albedo it has which could reflect more of the sun s rays back into space. Not only can the type of cloud affect the balance but also many different layers that form as well. Even the height at which the clouds are at can influence how effective the cloud can be at trapping outgoing heat. A higher cloud will emit less heat to space than an identical one at a lower altitude (NASA 2005). Knowing the cloud types can also help to visually indicate the physical processes taking place in the atmosphere. For instance cumuliform clouds indicate conditionally unstable air. This goes for contrails as well. Contrails are also clouds but instead of being made naturally they are made by planes. Contrails are high thin clouds formed at high altitudes by the condensing and freezing of the plane s exhaust. These man made clouds also have a significant impact on the Earth s energy balance (GLOBE 2014). SOARS 2014, Candace Hvizdak, 2

3 Satellites were built to help get an idea of what the Earth looks like as well as to see developing storms (House et al. 1986). With this wider array of information, it has become easier for the atmospheric scientist to predict incoming storms from different regions. There are many different satellites one of which is the geostationary satellite. The Geostationary Operational Environmental Satellites (GOES)-13 satellite operated by the National Oceanographic and Atmospheric Administration (NOAA) covers North, South and Central Americas (GOES-R 2014) and Meteosat-7, (which is also a geostationary satellite), covers the Indian Ocean (EUMETSAT 2014). These satellites are weather satellites designed to gather information on the weather and climate of Earth (Gibbs et al. 2008). The satellites then send back images and data detailing the conditions on that particular day. However, satellites only show so much. The Global Learning and Observations to Benefit the Environment (GLOBE) Program is a worldwide science and education program that brings together students, scientists and teachers who gather Earth science data to help understand, sustain and improve the Earth. GLOBE has many different sections within their program like hydrology, soil and biology. GLOBE also has a section for atmosphere and provides protocols to teachers on the correct way to analyze the sky and to report back their observations on cloud type and contrail data (GLOBE 2014). With the addition of ground observation data, like GLOBE, to satellite observations the information on the energy budget can be expanded to include the many cloud layers seen from the ground. This paper will show how important it is to have eyes on the ground in observance of the sky in addition to satellite observations. By using the GLOBE student cloud type and contrail data it will be shown that combining both datasets would greatly benefit the analysis of the SOARS 2014, Candace Hvizdak, 3

4 energy budget as a whole. Section two of this paper is the data and methods used to complete the analysis and section three is the results and conclusion made on comparing the satellite images to the GLOBE student data. 2. Data and Methods The GLOBE student cloud type and contrail protocols are guidelines for the correct way to conduct an observation or measurement of the sky. Our first step was accessing the Atmosphere page on the GLOBE.gov website to obtain the protocols that identify cloud and contrail types. Next, we obtained GLOBE student cloud type and contrail data from the GLOBE Visualization System. Cloud and contrail types were analyzed using the Data Count Map Type with the Cloud Observations Noons data layer activated. We applied the chosen dates of January 1, 2010 to December 31, 2011 to the Map Date Range fields to reduce the size of the dataset. After searching the many locations available around the world, two locations were decided upon, one domestic and one international. The domestic location is Ripton Elementary School in Ripton, Vermont. The international location is Lycee Jean Laborde High School in Mantasoa, Madagascar. Both locations had a consistent amount of cloud observations that numbered in the thousands. Ripton Elementary had about 1-50 cloud observations noons while Lycee Jean Laborde High School had Once the observation dates and locations were picked, a search for the various satellites in those particular areas was conducted to find the best ones suitable for comparing data. SOARS 2014, Candace Hvizdak, 4

5 The site used to obtain satellite observations was the GIBBS ISCCP B1 Browse system. The GIBBS ISCCP B1 Browse system is an archived system that lists, from various satellites, full disk satellite images of the Earth from 1974 to present day (GIBBS 2014). The satellite best used for the Vermont location was the Geostationary Operational Environmental Satellites (GOES)-13 satellite built by NASA (GOES-R 2014) and Meteosat-7 satellite for Madagascar. These satellites are weather satellites designed to tell you the weather and climate of areas on Earth (Gibbs et al. 2008). GOES-13 is mainly situated over North, South and Central Americas. Meteosat-7, which is also a geostationary satellite, is mainly situated over the Indian Ocean (EUMETSAT 2014). After finding the suitable satellites that showed both locations well, a search for closer images was conducted. The NOAA s CLASS system and EUMETSAT Data Centre provided the necessary data that showed more detailed images of the Vermont and Madagascar location. The GLOBE student data, which makes up both cloud type and contrail data, was compared to visible satellite images to determine the particular cloud type. By comparing these two datasets together, we hope to show that GLOBE student data is needed to supplement the satellite observations. 3. Results and Conclusion The visible satellite images were analyzed to determine what clouds could be seen. Ten Meteosat-7 images of Mantasoa, Madagascar were taken and compared to the Lycee Jean Laborde school report of GLOBE cloud type and contrail data. The report did not contain any contrail data to compare. Of the ten images all were shown to be consistent with the reported coverage and cloud type. For example, the date of January 27, 2010 was reported as having a SOARS 2014, Candace Hvizdak, 5

6 cloud cover of broken with two cloud types seen, cirrocumulus and cumulus. Looking at the visible satellite image for the same date it was determined to have both cirrocumulus and cumulus over Mantasoa, Madagascar. Figure 1 is the number of clouds by cloud cover categories as reported by GLOBE students and visible on the corresponding visible satellite image of Mantasoa, Madagascar. It is shown that of the ten images analyzed no underlying layer of cloud was visible. The GLOBE student cloud type and contrail reported for the area was consistent with what could be seen from the visible satellite image. As is the case with Mantasoa, Madagascar ten images of Ripton, Vermont were taken and compared with the Ripton Elementary School GLOBE data. GOES-13 visible satellite image of Ripton, Vermont on the date of September 7, 2011 showed cirrostratus clouds in a thick layer. Then turning to the GLOBE observations for Ripton, Vermont, the GLOBE students of Ripton SOARS 2014, Candace Hvizdak, 6

7 Elementary School reported that what could be seen were cirrostratus clouds with scattered sky coverage. However, also reported but not seen in the image were two short lived contrails. For the date of December 16, 2011 the Ripton Elementary School GLOBE students reported that the day was overcast with stratus and cumulus clouds. However, the visible satellite image for that day only the stratus can be seen. Comparing the other eight visible satellite images of Ripton, Vermont to Ripton Elementary School GLOBE student cloud type and contrail data we find that the reports are consistent with the images. Figure 2 is the number of clouds by cloud cover categories as reported by GLOBE students and visible on the corresponding visible satellite image of Ripton, Vermont. It was shown that Ripton, Vermont had cloud layers not visible from the visible satellite images. The question posed was how important is it to have ground observation complementing satellite observation. Having both observations is essential to calibrating an energy budget. The SOARS 2014, Candace Hvizdak, 7

8 many cloud layers that form are not always seen from the satellites however by combining both ground observations and satellite observations the gaps in the data can be filled. There were several instances that showed the sky as having more clouds or contrails than what could be seen. After careful analysis of the GLOBE student cloud type and contrail data and GOES-13 and Meteosat-7 satellite images of Ripton, Vermont and Mantasoa, Madagascar respectively it is noted that not all cloud layers could be seen on a satellite image. For Mantasoa, Madagascar, it is determined that with the protocols put in place there is consistent data being reported back by Lycee Jean Laborde GLOBE students. However, further research should be conducted for this area to determine whether other days reported show more cloud layers not seen by visible satellite images but are being reported by Lycee Jean Laborde GLOBE students. Several images revealed that due to the cloud layers some lower clouds were hidden from satellite view. This would show that by adding GLOBE student cloud type and contrail data to the satellite data would in fact be a benefit and not unnecessary. What could not be seen due to overlying top cloud layer can be reported back by students learning science about Earth. Acknowledgements The author wishes to thank EUMETSAT for help with their website, The GLOBE Program: for allowing a student to invade their space and yet be so welcoming. To the Hvizdak family: Marcia, Dan, Chris, Greg and Elu for their love and emotional and financial support. To Patrick Romans: for being a best friend and for his encouragement and motivation to keep going no matter what. Words SOARS 2014, Candace Hvizdak, 8

9 cannot express the gratitude felt towards him. To fellow SOARS Protégés 2014 for being there in time of need during this process and for being so understanding, as well as breaking me of my shell. To the SOARS program (Rebecca Batchelor, Rebecca Haacker-Santos, Laura Allen, and Karen Smith-Herman) for an amazing experience. SOARS 2014, Candace Hvizdak, 9

10 REFERENCES EUMETSAT Web site. Accessed June 10, Gibbs, B. P., Uetrecht, D. S., Carr, J. L., & Sayal, C. (2008, May). Analysis of GOES-13 orbit and attitude determination. In SpaceOps Conference. Heidelberg GIBBS ISCCP B1 Browse System. NOAA Satellite and Information Service Web site. Updated June 20,2014. Accessed June 10, Global ISCCP B1 Browse System. DATA.Gov Web site. Accessed June 10, GOES-R: GOES History Web site. Accessed June 10, Haurwitz, Bernhard, 1945: INSOLATION IN RELATION TO CLOUDINESS AND CLOUD DENSITY. J. Meteor., 2, Haurwitz, Bernhard, 1948: INSOLATION IN RELATION TO CLOUD TYPE. J. Meteor., 5, doi: House, F. B., A. Gruber, G. E. Hunt, and A. T. Mecherikunnel (1986), History of satellite missions and measurements of the Earth Radiation Budget ( ), Rev. Geophys., 24(2), , doi: /rg024i002p NASA. 2005: The Importance of Understanding Clouds. NASA Facts Newton. Ask a scientist:cloud Layers. NOAA s CLASS system. Accessed June 10, 2014 Ockert-Bell, Maureen E., Dennis L. Hartmann, 1992: The Effect of Cloud Type on Earth's Energy Balance: Results for Selected Regions. J. Climate,5, doi: Schmetz, Johannes, Paolo Pili, Stephen Tjemkes, Dieter Just, Jochen Kerkmann, Sergio Rota, Alain Ratier, 2002: An introduction to meteosat second generation (msg). Bull. Amer. Meteor. Soc., 83, doi: Stephens, Graeme L., 2005: Cloud Feedbacks in the Climate System: A Critical Review. J. Climate, 18, doi: SOARS 2014, Candace Hvizdak, 10