C.L.I.M.A.T.E.

A Conservation Proposal for Schools

by David Anthony Murray

 (A) INTRODUCTION

C.L.I.M.A.T.E. - an exciting environmental monitoring initiative which will contribute significantly to debates on conservation issues and environmental change in the U.K.

Any British school or secondary college may participate in CLIMATE.

This document is a teacher guide to CLIMATE.

Many schools now possess monitoring and logging equipment which is relatively cheap, robust and easy to operate, and which, with care, can provide valid and reliable environmental information (Figure 1).

(b) The Conservation Role of Schools:

Children can for the first time, with help from aware teachers of Geography and Environmental Science, assist professionals who monitor ecosystems.

Schools’ recorded observations will improve our understanding of local and global changes in habitats and environments.

Participation in CLIMATE will also enable pupils to achieve a variety of National Curriculum targets at Key Stages 1 - 4 in several curriculum areas.

To derive maximum benefit from this study a team approach is needed. Ideally, the project should be led by a team of 2 or more teachers or other professionals with expertise in Geography, Environmental Science and Information Technology.

A primary school may wish to work with a neighbouring primary or secondary school in the area to maximise resources and success.

(e) Preliminary Study:

CLIMATE provides a starting point for schools. It is based upon pilot work carried out since 1995 by the author in collaboration with several Leicestershire schools, particularly: (1) Queensmead Junior School (7-11 years); (2) New Parks Community College (11 - 16 years); (3) Robert Smyth Upper School (14 - 18 years).

Development work since 1993 has been supplemented by: (i) expedition testing in Australian rain forest; (ii) Geographical Association National Conference workshops; (iii) collaboration with several University departments and equipment manufacturers.

CLIMATE has arisen from and is part of, research to develop a proactive conservation resource - a book - for schools, created by schools, running on the Internet. This resource is called Dreaming.

The Dreaming 2000 project recognises a belief that: (a) U.K. schools can become custodians of pieces of land throughout the 21st century; (b) children can become lifetime guardians of native animal and plant species.

Environmental monitoring is one essential aspect of serious conservation which schools can undertake as part of the Dreaming 2000 concept.

(B) INVESTIGATION OUTLINE

Schools will monitor and record (log) similar environmental parameters at different geographical locations in the U.K. All investigations will occur simultaneously.

(1) examine changing boundaries between adjacent habitats;

(2) determine some environmental indications of different habitats;

(3) discover relationships between and among environmental factors and vegetation type / habitat.

(1) Habitat measurements of surface ground temperature, air temperature and reflected infra red sunlight are affected by habitat type and vegetation type.

(2) Measurements recorded over a prolonged (several years) period will provide useful baseline information about vegetation and environment change.

(3) The amount of reflected infra red sunlight from vegetation is an indicator of the type of vegetation / habitat.

(4) Short-term and long-term temperature variations and changes within a habitat are indicators of vegetation type and condition.

(b) Aims:

Aims are to:

(1) Collect environmental descriptions of 2 adjacent habitats.

(2) Compare 2 adjacent habitats.

(3) Relate recorded measures to habitat type.

(4) Relate recorded measures to vegetation type.

(5) Monitor environmental changes over time (years).

(6) Monitor vegetation changes over time (years).

(7) Monitor weather effects on environmental measures.

(8) Compare findings of different schools throughout the U.K..

Participating schools should attempt to log on at least June 21st each year.

The following dates have been selected to help indicate trends:

Follow-on Dates: September 21st, December 21st, March 21st

Minimum Log Time: 10.00 a.m. - 2.00 p.m. (= 4 hours) G.M.T.

11.00 a.m. - 3.00 p.m. (= 4 hours) B.S.T.

Maximum Log Time: Sunrise - Sunset

 (C) EQUIPMENT

1. LIVE box (with Acorn Pocket Book 2 palmtop computer.

(2) LogIT with CheckIT display (or optionally with Pocket Book 2 or with Psion Series 3mx palmtop computer).

(3) DataMeter 1000 (optionally with Series 3mx palmtop).

(4) Other suitable data logger.

Note: (1) - (3) above require link cables and appropriate LIVE link software. (See diagram below for guide to component assembly)

Sensors:

Channel 1 = Reflected sunlight (infra red)

Channel 2 = Air temperature (deg. Celsius)

Channel 3 = Ground surface temperature (deg. Celsius)

Note 1: Light sensors may be converted to infra-red light sensors by simply inserting appropriate cut-out plastic filters - red and turquoise cut out much of the visible spectrum - into the sensor. (Sensor manufacturers can advise.) Infra red reflected sunlight is a better indication of vegetation type. Additionally, the full spectrum of light may cause saturated readings of the light sensor on very bright summer days.

Note 2: If unconverted light sensors are used to test the same hypothesis with the full spectrum of light, this must be reported, and is an acceptable alternative.

(i)1-metre extension cable (x2) to connect light sensor to logger.

(ii) Garden cane, 92 cm long, (x2) to attach sensors.

(iii) Watches (x 2) to synchronise starting and stopping times.

(iv) Waterproof sticky tape (transparent or white) to: (a) attach leads and sensors to cane; (b) seal all connections against rain.

(v) Desk-top computer to store and further analyse logged data.

(vi) Data transference and display software (Eg Insight - equipment manufacturers).

(vii) Leads to transfer data to computer for further analysis.

(viii) Map/ Compass (to record site locations and wind direction).

(ix) Weather recording sheet (see below).

(x) Polythene sandwich bags to protect/seal equipment from possible rain.

Note: Recommended equipment has been tested extensively by the author during pilot investigations since 1993.

(1) DCP Microdevelopments Ltd (In conjunction with SCC Research), Edison House, Bow St, Great Ellingham, Norfolk, NR17 1JB, LogIT datalogger, LIVE box, datalogging software, sensors.

(2) Fisher Scientific UK (Griffin & George), Bishop Meadow Rd, Loughborough, Leicestershire, LE11, 5RG - LogIT SL datalogger, LIVE monitoring box, DataMeter 1000 datalogger, sensors, interfaces.

(3) Psion plc, 83 Frampton Rd, London, NW8 8NQ - palmtop computers.

(4) Software Publications, Leicester University School of Education, University Rd, Leicester, LE1 7RF - Insight and Junior Insight software.

(5) Xemplar Education Ltd, The Quorum, Barnwell Rd, Cambridge, CB5 8RE - Pocket Lab (Pocket Book computer, LIVE box, datalogging software, interfaces).

(1) Choose 2 different habitats. (Note: More than 2 may be chosen.)

(2) Habitats must be adjacent to each other.

(3) Each habitat must have clearly defined boundaries.

(4) Choose 1 location in each habitat where vegetation and physical features are typical of that habitat.

(5) At each location mark a monitoring spot (peg / ribbon).

Describe each habitat carefully (use Dreaming 2000 resource: forms A-1, B-1, C-1). Use text, drawings, photographs, graphs. Record latitude and longitude co-ordinates of monitoring locations (Ordnance Survey map).

(c) Preparation General:

(1) Carry out trial runs inside beforehand. There are no second chances on the day!

(2) Carry out trial runs outside beforehand, in similar habitat locations not being used for the final data collection.

(3) Ensure that habitat exact locations to be used are:-

(a) clearly marked for future reference and testing.

(b) not affected by human presence during data collection (use watchers).

(c) not trampled or disturbed during setting up or clearing up.

(d) likely to be accessible for at least the next 10 (preferably 100) years!

(1) Seal all connections, including sensor joints, with waterproof tape.

(2) Check that all electronic equipment is performing properly before setting up.

(3) Check battery voltages to ensure that data collection will carry on to completion.

(4) Colour code all sensors and channels so that sensors are attached correctly:

Green = surface ground temperature;

Blue = air temperature;

Yellow = sunlight; Red = infra red sunlight.

(5) Decide upon standard file names to save data. Record these on a worksheet.

(6) Make sure you can transfer data to a computer / disk as soon as monitoring ends.

 (E) PROCEDURES

(1) Find the boundary between the two chosen habitats.

(2) Choose a location typical of each habitat / vegetation type. (Note: Chosen locations should be as close together as possible.)

(3) Mark and record exact monitoring locations. Use a permanent reference point to describe each location.

(4) Describe the site of each habitat and each testing location.

(5) Complete Dreaming 2000 template (see ‘CLIMATE on the Internet’, below):

PART A-1: School Details

PART B-1: Site Details

PART C-1: Habitats on Site

Record weather from a clear vantage point: (a) at the start; (b) every 2 hours; (c) at the end of the monitoring period. Note the following (Appendix 1 - Weather) as far as is practicable and possible, taking into account equipment availability and the Key Stage / age range of the pupils:-

(1) General description of the weather.

(2) % and type of cloud cover (standard procedure).

(3) Wind direction and speed.

(4) Rainfall during: (a) previous 24 hours, (b) 24 hours on day of investigation; (c) period of monitoring.

(5) Barometric (air) pressure in a clearing.

(6) Relative humidity of the air in a clearing.

(7) The local (regional) weather forecast for the monitoring day.

(Note: Do not disturb vegetation at the monitoring sites. Take care to protect the area directly underneath, above and surrounding the sensors.)

Before entering a chosen monitoring site set up the equipment at a pilot test site:-

(1)Push the cane into the ground so that it points south at an angle of 50 degrees with the ground with the tip 60 cm vertically above ground level. This will minimise shadow effects.

(2) Place the logging equipment on the ground behind the cane. (Note: always work from a position north of the base of the cane to avoid disturbance which may affect results.)

(3) Attach extension cables to the logger.

(4) Attach sensors to extension cables.

(5) Seal connections with tape. If there is any likelihood of rain, dew or water spillage from plants, place and seal logging equipment inside sandwich bags.

(6) Attach extension cables to the underside of the cane with tape (preferably transparent or white). Tape up loose cables and wires.

(7) Weight the ground temperature sensor to the ground with a small amount of blutac taped to the sensor cable 3 cm from the sensor tip.

(8) Arrange and tape the sensors in line with the cane as follows:

(a) Ground temperature = 1 mm above ground surface, 25 cm from the base of the cane;

(b) Air Temperature = 40 cm above the ground surface with the tip aligned horizontally;

(c) Light = hang vertically from the tip of the cane 40 cm above the ground surface, so that the sensor is pointing directly to the ground.

(9) Test all equipment and collect test data for 5 minutes.

(10) If everything is working, relocate the equipment to the monitoring location.

(1) Check all connections then carry out a 5-minute trial logging. Save the data and examine it to ensure that everything is operating correctly. Check everything again.

(2) Commence the final data collection.

(3) Record the exact starting and stopping times.

(4) Do not place your body between the direction of the light and the apparatus at any time during the investigation, as this will produce light fluctuations and possible spurious results.

(5) A watcher should record unusual events, such as site visits by animals or large sudden clouds or storms, and must ensure that no human interferes with the site.

(6) If logging continues for more than 4 hours, check at intervals that the data is being logged. Do not disturb the site, equipment or collection procedure.

(7) If the equipment has ceased to log data, save the data, fix the fault and start a second data collection immediately. Note the second start time.

 (F) INTERPRETATION OF DATA

Use DCP and Insight software, which is recommended for this study (see Equipment Manufacturers), or a suitable spreadsheet or statistical software package to analyse your logged data.

Use Appendix 2 - Summary Statistics (below) to record weather information.

(i) maximum value and time of maximum;

(ii) minimum value and time of minimum;

(iii) range (= maximum - minimum);

(iv) average (mean) value for the duration of logging;

(iv) variation (standard deviation);

(v) initial value and final value;

(vi) difference between initial and final values.

(i) add the means together and divide by 2 to give an average site temperature;

(ii) add the standard deviations together and divide by 2 to get the standard error of the variation for the site.

(i) mean ground temperature, air temperature and sunlight;

(ii) variation in ground temperature, air temperature and sunlight.

(1) Are there any trends for any habitat?

(2) Are there any differences in trends between habitats?

(3) Why are there observed differences (hypothesis)?

(4) Can the type of vegetation explain any differences?

(5) How may the investigation be modified to better examine any observed differences?

(6) Can just one site from each habitat be monitored by a school to obtain valid results?

(7)How might a long-term study (10 - 25 years) help our understanding of climate change and habitat change?

(1) Complete Dreaming 2000 template (see ‘CLIMATE on the Internet’, below):

PART E-3: Project Details: Monitoring of Site

PART F-1: Participants: Groups

PART F-2: Participants: Individuals

(2) Make sure that you store all data files and procedures on a back-up disk.

Author’s note: At a future date all useful information may be centrally stored for ease of access and for further analysis.

Each school’s efforts will contribute towards a greater understanding of environmental variables which affect living systems and assist pupils and schools to become land custodians and guardians of biodiversity.

One intention of CLIMATE is to provide meaningful information over a prolonged time period which can help advance the debate on climatic, environmental and habitat change.

A few precautions and advice from a science methods teacher and / or the equipment manufacturer, will ensure that your results are both reliable and valid, and that other schools interested in your work can compare your findings with theirs.

Several factors are worth considering:

(1) Try to follow these procedures exactly.

(2) Record all procedures exactly.

(3) Report any unusual procedure precisely so that others may copy / understand them.

(4) Note any unusual occurrences during data collection.

(5) Repeat your procedures exactly on future occasions of data collection.

(6) Use the same equipment on different occasions. Label all equipment (ink) clearly.

(7) Try to use the same sensors each time on a long term basis.

(8) If the same equipment is not available or broken, use similar equipment.

(9) If you change equipment (i.e. use a different manufacturer) carry out calibration tests (seek assistance from the manufacturer or a scientist) so that you can compare measurements recorded at different dates.

(10) Obtain calibration data for your sensors from the manufacturer and report these, if this is practically possible.

(11) If possible, calibrate your temperature sensors against a known standard.

(12) If possible, calibrate your light sensor against a known standard in Lux. Otherwise report light intensity as a percentage. (Note: Calibration curves are specific to the type of equipment.)

(13) If you change the light filter, seek help in recalibrating the sensor. Report changes and differences.

(14) Test your light sensor beforehand to ensure that their is no saturation (i.e. that the light readings at the brightest part of the day are not higher (.i.e. more intense) than the upper limit of the sensor’s sensitivity). If necessary, use a recommended filter.

(15) If a light filter has been used, use the same filter on subsequent occasions. (Note: filter discs reduce the wavelength intensity, and can be used to prevent saturation or to allow only infra red light through.)

Author’s note:The procedures outlined here are not prescriptive, but serve as a guide to aid uniformity. However, if a school deviates from this outline, the exact method adopted should be reported together with the rationale (PART E-3).

CLIMATE is a part of the Dreaming 2000 project.

Dreaming 2000 is a proactive conservation book and resource created by children and teachers for schools, accessible through the internet.

Registered CLIMATE schools may use the abbreviated version of the Dreaming resource to summarise any CLIMATE study. Dreaming 2000 is found at:

http://www.matilda.mcmail.com

CLIMATE information which is properly submitted by registered schools (see (M) below) will be later presented on the World Wide Web

CLIMATE schools should complete the following sections of the Dreaming 2000 template:

PART A-1: School Details

PART B-1: Site Details

PART C-1: Habitats on Site

PART E-3: Project Details: Monitoring of Site

PART F-1: Participants: Groups

PART F-2: Participants: Individuals

dreaming2100@hotmail.com

(1) If sufficient equipment and time are available, schools might wish to sample more than 2 habitats, or might wish to sample several sites within a habitat.

(2) Other useful environmental parameters to measure include:

(a) below-surface soil temperature;

(b) relative humidity;

(c) air pressure;

(d) air temperature at several vertical distances from the ground.

Note: Preliminary investigations involving each sensor have been successfully carried out by the author.

CLIMATE helps to satisfy numerous Science and I.T. attainment targets. Additionally, CLIMATE supports Geography requirements at Key Stages 1 - 3 and at GCSE level.

Fieldwork activities in the location of the school.

Views on attractive / unattractive features of the environment in a locality.

How that environment is changing.

Effects of weather on surroundings.

Main physical features that give localities their character.

Main environmental issues that give localities their character.

How people affect the environment.

How and why people manage and sustain their environment.

Characteristics of one type of vegetation.

Relation of vegetation to climate and soil.

Relation of vegetation to human activity.

Attempts to plan and manage environments.

How stewardship affects environmental planning / management.

How conservation affects environmental planning / Management.

Sense of place.

Appreciation of the environment.

Affects of attitudes and values in management of environments.

CLIMATE is a vehicle for thorough examination of any designated habitat, whether the site be within school grounds, in the immediate geographical locality or hundreds of miles away within a national park.

Pupils, through CLIMATE can examine any of a wide variety of recognised ecosystem types. With understanding comes commitment. Only when children own ideas, projects and outcomes will they feel empowered to help shape our future landscapes.

 (L) REFERENCES

(1) The World Ecosystem: Monitoring IT, D A Murray, Educational Computing and Technology, 3, December / January 1996, pages 28 - 29.

(2) Aboriginal Dream, David Murray, Times Educational Supplement, Environment Extra, June 23rd 1995.

 (M) REGISTRATION AS A CLIMATE SCHOOL

In order to participate in CLIMATE a school representative should complete and return the CLIMATE Registration Form (Appendix 3).

This material may not be reproduced in any form without prior written permission.

Schools and Colleges which have submitted a completed CLIMATE Registration Form may use this material within the registered institution only.

This proposal was first presented at the Geographical Association Annual Conference, Geography For All, Thursday 16th April 1998, University of Leeds, by David Murray, assisted by Malcolm Murray.

Habitat: ________________________________________________________

Monitoring Location: LAT: ______________ LONG: _______________

Date: ___________ Time: ________ Time monitoring started: ________

(1) General Description: _______________________________________

____________________________________________________________

(2) Type of Cloud: _____________________ Cover (%): ___________

(3) Wind Direction: _______________ Wind Speed: _______________

(4) Rainfall (mm):

(a) yesterday 24 hrs: ________ (b) today 24 hrs: ________

(c) period of monitoring: _________

(5) Air pressure (clearing): _________________

(6) Relative humidity (clearing): ________________

(7) Local weather forecast for monitoring day: __________________

____________________________________________________________

(8) Other Observations: ________________________________________

____________________________________________________________

Habitat: _________________________________________________

Location: LAT: ________________ LONG: ___________________

Date: __________________ Logger: ______________________

Ch 1: Sunlight Units: _________

Maximum: ______ Time: ______

Minimum: ______ Time: ______

Range: _________ Average (mean): ________

Variation (S.D.): ________

Initial value: _______ Final Value: _______ Diff: _______

Ch 2: Air Temperature Units: _________

Maximum: ______ Time: ______

Minimum: ______ Time: ______

Range: _________ Average (mean): ________

Variation (S.D.): ________

Initial value: _______ Final Value: _______ Diff: _______

Ch 3: Ground Surface Temperature Units: _________

Maximum: ______ Time: ______

Minimum: ______ Time: ______

Range: _________ Average (mean): ________

Variation (S.D.): ________

Initial value: _______ Final Value: _______ Diff: _______

School name: _____________________________________________________

Address: _________________________________________________________

Tel: _________________ Fax: _________________ Email: _________________

Age Range: __________ No. of Pupils: ________

School Representative : ________________________________________

The above school/college is interested in participating in CLIMATE, which is part of the DREAMING 2000 project. Please register the school as an interested member of the CLIMATE project.

Signed: _____________________________ Date: __________________

Note: Only registered schools may download and use from the internet the CLIMATE study outline ‘Environmental Monitoring of Habitats’ as described at the Geographical Association Annual Conference, Thursday 16th April 1998.

A list of CLIMATE / DREAMING 2000 registered schools may be published at a future date. Registration may also provide an opportunity for schools’ data to be centrally stored and further analysed. Note: There is no obligation on the part of any registered school to carry out any investigation.

Please Email your registration to: climate2001@hotmail.com

This document, called ‘Appendix 3, Climate Registration Form’ may be copied for the purpose of registering as a participant in CLIMATE.

Note: CLIMATE is a voluntary conseravtion project initiated by David Murray. Participation is free to registered schools. However, any school / college wishing to make a donation towards the NET Quest project should write (cheques payable to ‘NET Quest’) to: MATILDA Quest (Ref: CLIMATE, P O Box 550, Leicester, LE5 2WB).

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