Marine Conservation Science and Policy Service

learning Program
Satellite tracking is any activity in which the position or flight progress of an orbiting
object is monitored. Tracking is used for visual observation, active or passive radio
communication, or simply following the current location and ground track of the satellite.

Module 5: Management, Conservation, Research

and actions

Section 4: Satellite tracking

Sunshine State Standards

SC.912.N.1.1, SC.912.N.1.3, SC.912.N.1.3

Objectives
 Learn about the importance of satellites in
tracking environmental issues
 Understand how technology could facilitate
new data to understand different
environmental issues
_____________________________________________________________________

Vocabulary
Geostationary orbit (or Geostationary Earth Orbit GEO)- is a geosynchronous orbit
directly above the Earth's equator (0° latitude), with a period equal to the Earth's
rotational period and an orbital eccentricity of approximately zero. An object in a
geostationary orbit appears motionless, at a fixed position in the sky, to ground
observers.

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Global Positioning System (GPS)- is a space-based global navigation satellite system
(GNSS) that provides reliable location and time information in all weather and at all
times and anywhere on or near the Earth when and where there is an unobstructed line
of sight to four or more GPS satellites.

Low Earth orbit (LEO)- is generally defined as an orbit within the locus extending from
the Earth’s surface up to an altitude of 2,000 km.

Polar orbit- is an orbit in which a satellite passes above or nearly above both poles of
the body (usually a planet such as the Earth, but possibly another body such as the
Sun) being orbited on each revolution

Space station (also called an orbital station)- is a manned satellite designed to remain
in low Earth orbit for a long period of time, and which has the ability for other spacecraft
to dock to it. A space station is distinguished from other manned spacecraft by its lack
of major propulsion or landing facilities—instead, other vehicles are used to transport
people and supplies to and from the station.

Background

Satellites are used for a large number of

purposes. Common types include military
and civilian Earth observation satellites,
communications satellites, navigation
satellites, weather satellites, and research
satellites. Space stations and human
spacecraft in orbit are also satellites.
Satellite orbits vary greatly, depending on
the purpose of the satellite, and are
classified in a number of ways. Well-known
(overlapping) classes include low Earth
orbit, polar orbit, and geostationary orbit.

Satellites are usually semi-independent computer-controlled systems. Satellite

subsystems attend many tasks, such as power generation, thermal control, telemetry,
attitude control and orbit control.

Satellites enable us to provide consistent, long-term observations, 24 hours a day, 7

days a week. They track fast breaking storms across “Tornado Alley” as well as tropical
storms in the Atlantic and Pacific oceans. Data from satellites are used to measure the
temperature of the ocean, which is a key indicator of climate change. Satellite
information is used to monitor coral reefs, harmful algal blooms, fires, and volcanic ash.
Monitoring the Earth from space helps us understand how the Earth works and affects
much of our daily lives. Satellites provide other services beyond just imaging the Earth.

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Monitoring conditions in space and solar flares from the sun help us understand how
conditions in space affect the Earth. Satellites also relay position information from
emergency beacons to help save lives when people are in distress on boats, airplanes,
or in remote areas. Scientists also use a data collection system on the satellites to relay
data from transmitters on the ground to researchers in the field.

Satellites provide invaluable services to society. They have brought together people
from different continents by providing an instantaneous link through satellite telephone
and television signals.

Another important application of satellites, perhaps one we think less about, is the
continuous monitoring of the global environment. Recently, the world has seen shocking
pictures of the BP oil spill from SkyTruth, an NGO that promotes the use of remote
sensing for environmental protection. The range of environmental uses for satellites
goes far beyond weather forecasting and human-made disaster monitoring.

Evolution and Types of Satellites

Satellites have come a long way since the Soviet Union
launched Sputnik 1, the first ever artificial satellite, into
space on 4 October 1957. Sputnik 1 was a significant
scientific achievement. Measuring just 22 inches in
diameter and weighing 184 pounds, it circled the Earth
every 95 minutes, travelling 29,000 kilometres an hour at
an altitude of 900 km.

The Sputnik 1 launch elicited interesting reactions, most

of which turned out to be wrong. At the time, military experts said that satellites would

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have no practical application in the foreseeable future. On 1 April 1960, the US
launched TIROS-1, the world’s first weather satellite. It spent only 78 days in orbit, but
its impact endures today.

From 1960 on, there have been

continuous improvements in instruments
and technology and the number of uses
for satellite data has also increased.

“This satellite forever changed weather forecasting,” says Dr. Jane Lubchenco,
Administrator of the US National Oceanic and Atmospheric Administration (NOAA).
TIROS-1 had very limited capabilities: two cameras and two video recorders. But from
1960 on, there have been continuous improvements in instruments and technology. The
number of uses for satellite data has also increased.

There are two basic types of satellite

orbits: geostationary (“geo” for short) and
polar-orbiting. Up until 1975, all satellites
had an orbit around the poles. Polar-
orbiting satellites fly at low altitudes,
circling the Earth once every 100
minutes, and covering the entire planet.
Three polar-orbiting satellites can
observe the entire planet every six hours.
This orbit allows a closer look at the
Earth, producing images and
measurements with a high spatial
resolution. These satellites are always on
the move and therefore do not allow
continuous observation of a particular
geographical area.

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In order to provide continuous observation capabilities, geo satellites were developed.
These fly at high altitudes — 36,000 km — over the equator and move at the same
speed as the Earth’s rotation. By hovering over the same spot, they can observe a
particular area continuously. However, geo satellites are limited in that, due to the
Earth’s curvature, they cannot observe the polar regions.

Fortunately, polar and geo satellites complement each other, combining the former’s
worldwide coverage and high resolution with the latter’s continuous coverage.

Uses of Environmental Satellites

Satellites are ideal for observing the global environment as they are capable of
revealing and monitoring remote environments, hidden features, and even events that
the human eye cannot detect. They provide reliable data 24 hours a day, seven days a
week on the following atmospheric phenomena that are essential for weather
forecasting:

 Temperature, wind speed and direction, aerosols, water vapour, cloud cover,
precipitation, storms, and tropical cyclones. Satellites can also monitor how
winds disperse smoke from wildfires or ash from volcanic eruptions.

Satellites provide the following data on the oceans:

 Sea surface temperature, sea level height, ocean currents, and ocean winds. It is
also possible to monitor accidents, such as large oil spills, and periodic
oscillations in the sea that affect global weather patterns, such as El Niño in the
Pacific Ocean.

The following land features can also be observed via satellites:

 Land surface temperature, winds, vegetation cover, bodies of water, human
settlements, soil moisture, depth and extent of snow and ice.

Satellites can be owned and operated by government agencies, international

organizations, or by the private sector. One of the most advanced polar-orbiting
commercial satellites, the GeoEye-1, provides images with a resolution of 0.5 metres.
As SkyTruth president John Amos points out, in reference to Google Earth,
“revolutionary imagery that was basically spy technology a few years ago is suddenly at
everybody’s fingertips.”

Climate Change Monitoring

Satellites are ideal for monitoring climate change because they can monitor the
concentration of greenhouse gases in the atmosphere, such as aerosols, water vapor,
carbon monoxide (CO), carbon-dioxide (CO2) and methane.

They also help track the likely major impacts of climate change, such as global
temperatures, weather patterns, the number and intensity of tropical cyclones, floods,

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droughts, sea level rise, changes in ocean currents, geographical shifts of ecosystems,
vegetation health, melting of glaciers and polar ice, bleaching of coral reefs, wildfires,
ocean acidification and changes in wildlife migratory patterns.

Japan launched Ibuki (known in English as the Greenhouse Gases Observing Satellite,
or Gosat), the world’s first satellite specifically designed for this purpose, in January
2009. Ibuki is a polar-orbiting satellite that can measure greenhouse gases at 56,000
points worldwide, providing the most comprehensive view of concentration of these
gases so far.

Satellites are ideal for observing the

global environment as they are capable
of revealing and monitoring remote
environments.

Deforestation is a significant source of greenhouse gases, and reduces biodiversity.

Satellites are ideal to monitor forest cover worldwide. There are global databases
containing satellite images for the past 30 years, making it possible to detect trends and
areas where deforestation occurs. Thus, satellites can assist the UN Collaborative
Programme on Reducing Emissions from Deforestation and Forest Degradation in
Developing Countries (UN-REDD) to achieve its objectives.

Validation of satellite measurements — that is, verification with ground observations —

is very important. Processing raw data and transforming it into satellite images and
applications requires complex formulas called algorithms. Validation of satellite images
and products should be conducted periodically. Calibration, or the process of verifying
the accuracy of measurements, is equally important. Satellite instruments can be
calibrated by comparing them to other satellites, as well as to ground observations.
Satellite operators have different policies on access to their data. Some organizations
have open and free access to the data their satellites generate, while others require
payment. Yet others consider satellite data a matter of national security and restrict
access to their data. Open and free access to satellite data would be desirable.

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Next Generation and Beyond
Over the next decade or so, our capabilities to observe the global environment will
improve dramatically. Satellite agencies in Canada, China, India, Japan, Russia, the
United States and Europe are working hard to bring into operation the next generation
of satellites.

These satellites will have significantly better sensors that will allow more accurate
weather forecasts. They will also generate higher resolution images, and more
measurements to advance our understanding of the global environment, in turn
enabling scientists to develop better climate change models.

The US, for instance, is currently developing the next generation of polar and
geostationary satellites. The Joint Polar Satellite System (JPSS), developed and
managed by NASA and the National Oceanic and Atmospheric Administration (NOAA),
will constitute the most advanced Earth observation satellite system ever built.
Over the next decade or so, our capabilities to observe the global environment will
improve dramatically.

JPSS will generate high-resolution images and measurements of the entire planet every
six hours. The volume of data generated by these satellites will be so large that
conventional software and data analysis systems would be swamped. In order to handle
this stream of data, new software and worldwide network of 15 antennas to downlink the
data are being developed by Raytheon, a private company, under a contract awarded
by NOAA.

NOAA and NASA are also jointly developing the new Geostationary Operational
Environmental Satellite (GOES-R) that will provide faster scanning and higher resolution
images of the atmosphere, land, and oceans in the Western Hemisphere. GOES-R will
also detect lightning events in the entire Western Hemisphere in real time, which will
allow more accurate weather forecasts and more warning time for severe
thunderstorms, hurricanes, and tornadoes. Other countries are also in the planning
stages for developing satellites with similar capabilities.

Most environmental satellites are owned and operated by developed countries, but the
number of satellites launched by developing countries is increasing. In the developing
world, China and India have the most important and ambitious satellite programs.
Future Chinese and Indian satellites will also have advanced capabilities. These new
satellites will allow better weather forecasts, better monitoring of the global environment,
and better climate models.

Finally, the Group on Earth Observations (GEO) was launched in response to calls for
action at the 2002 World Summit on Sustainable Development. Drawing on satellites
from countries around the world, GEO is currently building the Global Earth Observation
System of Systems (GEOSS) to provide the most comprehensive view of the state of
the global environment. GEOSS will collect and disseminate data on the planet’s

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weather, climate, biodiversity, ecosystems, agriculture, energy, health, disasters, and
water.

The importance of satellites, as well as the number of applications for their data, is likely
to increase in the near future. Satellites will play a significant role in monitoring the
factors and impact of climate change, and provide valuable inputs to promote a more
environmentally sustainable development.

Types of Satellites

 Anti-Satellite weapons/"Killer Satellites" are satellites that are designed to

destroy enemy warheads, satellites, other space assets. They may have particle
weapons, energy weapons, kinetic weapons, nuclear and/or conventional
missiles, or a combination of these weapons.
 Astronomical satellites are satellites used for observation of distant planets,
galaxies, and other outer space objects.
 Biosatellites are satellites designed to carry living organisms, generally for
scientific experimentation.
 Communications satellites are satellites stationed in space for the purpose of
telecommunications.
 Miniaturized satellites are satellites of unusually low weights and small sizes
 Navigational satellites are satellites which use radio time signals transmitted to
enable mobile receivers on the ground to determine their exact location. The
relatively clear line of sight between the satellites and receivers on the ground,
combined with ever-improving electronics, allows satellite navigation systems to
measure location to accuracies on the order of a few meters in real time.
 Reconnaissance satellites are Earth observation satellite or communications
satellite deployed for military or intelligence applications. Very little is known
about the full power of these satellites, as governments who operate them
usually keep information pertaining to their reconnaissance satellites classified.
 Earth observation satellites are satellites intended for non-military uses such as
environmental monitoring, meteorology, map making etc. (See especially Earth
Observing System.)
 Space stations are man-made structures that are designed for human beings to
live on in outer space. A space station is distinguished from other manned
spacecraft by its lack of major propulsion or landing facilities — instead, other
vehicles are used as transport to and from the station. Space stations are
designed for medium-term living in orbit, for periods of weeks, months, or even
years.
 Tether satellites are satellites which are connected to another satellite by a thin
cable called a tether.
 Weather satellites are primarily used to monitor Earth's weather and climate.

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 Activity: Satellite Tracking
Duration: 1 hour

Summary
Students use satellite tagging data to follow the movement of marine animals over time.
Examining satellite maps of sea Surface Temperature (SST) and chlorophyll-a data
combined with satellite tagging data, students answer questions related to open-ocean
animals, their habitats and migratory behaviors.

Key Concepts
 Science and technology are closely linked when organisms under investigation
are not easily accessible to scientists.
 A variety of physical and biological factors are involved in determining the
behavior, migratory patterns and activities of pelagic predators

Objectives
Students will be able to:
 Utilize a satellite tracking data set to illustrate migratory and behavior patterns of
pelagic species
 Explain how physical or biological factors influence organism behavior

Materials
 Computers with Internet access

Procedure
1. Begin the class by asking students to brainstorm how and why scientists gather
data on open-ocean animals. Introduce students to the idea of satellite tagging.
2. Have students use the “Tagging of Pacific Predators” or TOPP website “About”
section (http://topp.org/about_topp) and gather background information to
discover the underlying reasons why researchers are tagging predators. Scroll
down this page to gather information on different satellite tags, their uses and the
data they generate. What are some of the different types of tags currently in use?
What kind of animals can be tagged with each type? What types of data can be
obtained through satellite research?
3. Have students work in small groups and use the “TOPP Predators” online section
to investigate the variety of animals in the satellite tagging programs and the
availability of active data.
4. Have each group choose an active, tagged pelagic predator that they will follow
over the course of the activity. Have students gather background information on

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 their chosen organisms (Pacific Pelagic Predators include: Blue Shark, Shortfin
mako shark, Salmon shark, Leatherback sea turtle, Black-footed albatross,
Northern elephant seal, Laysan Albatross, Sperm whale, juvenile White shark,
Southern elephant seal) such as:
o Animal location
o Diet
o Size,
o Lifespan
o number of young
o parenting style
o Threats and conservation status
o Questions answered from tagging information on this animal

5. Have students follow the progress of their organism over the past year. Work
with students to have them design their own data sheet in a program such as
Excel, or on graph paper based on the information available on the Tagging
Pacific Predators website.
o From the NANOOS site (www.nanoos.org) main page menu on left,
choose Data, Observational, then scroll down to find “Tagging Pacific
Predators”
o Scroll down to “Deployment Information” for students to find their chosen
organism. Under Organisms’ name, have students choose “Browse all
daily images.” This will take students to a webpage where they can see
animated images of their chosen organism’s daily movement. The image
on the left gives the animal’s location; the image in the middle shows the
animal’s location along with satellite imagery of sea surface temperature
(SST). The image on the right shows the animal’s movement along with
satellite imagery of cholophyll-a.
o Allow students time to explore the animations. Be sure students figure out
how to move ahead in days or back in days, or jump to a specific day.

6. Once students have become comfortable with the animations, have students
investigate oceanographic conditions along their chosen animal’s path during the
time of migration. Help students interpret the satellite data correctly; encourage
them to be sure to read the scale bar on satellite images. Sometimes the
spectrum will cover all possible values and sometimes the spectrum only covers
the range in the data set. Be sure students understand what cloud cover looks
like on satellite data.
7. Students can then use information regarding their organism’s general habitat,
feeding habits and reproductive behaviors, along with the oceanographic data to
determine why their animal may have migrated along that particular pathway.
Was the pathway predictable based on oceanic conditions? Was it a seasonal
migration? Did the predator follow a food source? Was the migration the result of
a reproductive strategy?

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8. Have groups identify ways in which the information obtained from tracking their
predator can be used (i.e., protection, harvesting, environmental assessment,
etc.).
9. Have students compile the information and the conclusions they have drawn into
a final project to share with their class. All projects should include a written
component, accompanied by appropriate visual aids.

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 Activity: Marine Animals on the Move
Duration: 1 hour

Summary
Over the course of this project, students will be expected to collaborate and share
collected data with a partner school to create a final product that interprets possible
connections between organisms and their environment based on the use of real-time
satellite tracking data.

Key Concepts
 There are certain basic needs that must be met for animals to survive in the open
oceans
 Science and technology are closely linked when organisms under investigation
are not easily accessible to scientists
 A variety of physical and biological factors are involved in determining the
behavior, migratory patterns and activities of pelagic predators

Objectives
Students will be able to:
 Identify a variety of pelagic predators
 Describe different methods used by scientists to carry out pelagic research
 Utilize a satellite tracking data set to illustrate migratory patterns of pelagic
species
 Collaborate with students of other levels to create an informative project or
presentation

Materials
 Computers with Internet access
 Reference books about pelagic predators
 Science journal for each student
 Presentation materials (art supplies, paper, markers, scissors, etc.)

Procedure

1. Arrange for students to form long-term mentor-intern partnerships with students

from lower grade levels.
2. Have partner pairs follow one of the tagged animals over the course of a few
months, collecting real-time data on the animal’s location, path and any other
applicable variables.

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 3. Have older students engage their younger partners in age-appropriate
discussions to investigate correlations between the organism and its travel
parameters based on data collection and research. Students should focus on
communicating and collaborating with younger “interns”—sharing data,
delegating responsibilities, asking and answering questions.
4. Have students compile the information and the conclusions they have drawn into
a final project to share with their fellow scientists and interns. All projects should
include a written and oral component, accompanied by appropriate visual aids.

Examples of final projects:

 Scientific magazine article
 TV show (video and/or script)
 PowerPoint presentation

5. Have students assist their intern in creating a final presentation to share with their
peers and families at a mock scientific conference.
 Examples of age-appropriate final projects:
o Photo album with travel text
o Puppet show
o TV show (video or live)—students will act out the life of their organism
o Big book

Secondary level “scientists” responsibilities:

• Research chosen organism (identification, habitat, life cycle, trophic
relationships)
• Obtain real-time data on organism, its travels and location
parameters
• Make correlations between organism, its travels and parameters
based on data collection and research
• Communicate and collaborate with lower-grade “interns”—sharing
data, delegating responsibilities, asking and answering
questions
• Keep a scientific journal of progress
• Prepare and present final project

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 Activity: Reading Satellite Images
Duration: 1-2 hours

Objectives
Students will:
o Understand how satellite images are made by active, passive, and remote
sensing instruments.
o Understand that analyzing satellite images reveal features and events that
would be impossible to detect with other means of analysis.

Materials
The class will need the following:
 Computer with Internet access (optional but very helpful)
 Three digital satellite images:
o Image one
o Image two
o Image three

If classroom Internet access is not available, color copies of the images may be used.
 Maps/atlases with longitude and latitude markings

Each student will need the following:

 Pencils
 Rulers
 Classroom Activity Sheet: Analyzing Satellite Images
 Take Home Activity Sheet: Tracking Weather with Satellite Images
Procedures
1. Begin the lesson by asking students if they know what the term “artificial satellite”
means. Write down their ideas and tell them that one possible definition is “a
human-built object that orbits a planet, such as Earth, and performs a specific
task by receiving and transmitting signals. The six main types of artificial satellite
are listed below:
 Scientific research—used to map sea surface temperatures
 Weather—provides ongoing weather data
 Communications—used to track the satellite system
 Navigation—the Global Positioning System (GPS)
 Earth observation—used to map surface features such as land use
 Military—provides secure communications for the military

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 2. Ask students to describe how they think satellite images are made. Address any
errors, such as the misconception that satellites take photographs on film that are
then collected and developed. Explain that satellites use remote sensing
instruments to collect data, which are transmitted from the satellite to the ground
as radar or microwave signals. Some satellites have active instruments, which
send out a signal and record the “echo” when it bounces back up to the satellite
similar to the way a ship uses sonar to map the ocean floor. Other satellites use
only passive instruments that don’t emit signals but instead collect radiation
emitted or reflected from Earth. Point out that raw satellite data are just sets of
numbers registered by digital equipment; by itself; raw data do not make an
image. Converting raw data into an image requires computer software that
converts ranges of radiation values into colors we can see.

3. Divide the class into groups of three or four and tell each group that they will be
analyzing three satellite images. Distribute the Classroom Activity Sheet:
Analyzing Satellite Images. If groups have Internet access, they can view the full-
color images directly on a computer monitor by using the links provided below.
Otherwise, each group should have a color copy of each image.) Tell students
that their goal is to work together to complete the questions on the sheet. The
three satellite images can are:
 Image one
 Image two
 Image three

After students have completed their analyses, have a class discussion on the
results. Have representatives from each group share their results and explain
how they reached their conclusions. Suggested answers for the questions on the
Classroom Activity Sheet follow:

Image 1: Volcanic Eruption

 Japan; Bonus: Mt. Usu
 Lake Toya, a volcanic caldera.
 The three dark streaks are ash deposits from the eruption of Mt. Usu.
 In six months, the ash trails will no longer be visible. Some snow will remain, but
it will not be as extensive. If the volcano erupts again, it may create more ash
plumes, and the crater may widen.

Image 2: Glacier Movement

 United States; Bonus: College Fjord, Alaska
 Harvard Glacier is growing into the fjord. The boundary line between the glacier
and water is well defined and appears to have some accumulation. Yale Glacier
is receding from the fjord. Vegetation appears to be growing in areas scraped by
the glacier.
 Harvard Glacier is producing the most icebergs.
 The largest concentrations of vegetation are along the fjord walls.

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Image 3: Fire
 Mexico and Guatemala; Bonus: Gulf of Mexico
 Roughly from south to north
 The southern United States and Mexico would be affected directly. Depending on
prevailing winds, countries south of the fires, such as Honduras and Nicaragua,
could be affected, too.
 A radar image of this region would reveal topographic features but no
atmospheric phenomena, such as smoke. Radar also would not reveal hotspots
on the ground; infrared instruments are required to see temperature variations.

4. Distribute the Take Home Activity Sheet: Tracking Weather with Satellite Images.
Encourage students to chart cloud coverage for the region of their choice for a
week. When the worksheets are complete, you may wish to have students share
some of their results with the class.

Discussion Questions
1. Describe the most important benefits of satellites and satellite imagery. Are images
from space always helpful? What are the limitations of satellite images?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

2. How do satellites collect data? How can some of these data be converted into useful
images?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

3. Explain the differences between satellite orbits. How does the orbit of a satellite
affect what it can observe?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

4. Satellites can operate for several years, but eventually the hardware will stop
working. Should satellites that breakdown be repaired in orbit, brought back to Earth to
be repaired or recycled, or abandoned? What potential hazards might be associated
with each case?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

5. In 1957, the Soviet Union launched Sputnik 1, the first artificial satellite. Its launch
caused widespread fear that the Soviets would control space exploration and use their

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power to spy on the rest of the world. In truth, Sputnik sent only a feeble tracking signal.
Today, spy satellites are used daily by the United States and other countries. What are
the advantages and disadvantages of satellite surveillance?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

6. Describe how a satellite image of 20 square miles around your home might look.
How might it change over time?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________

Extensions

Demonstrating String Orbits

Help students understand how the orbit of a satellite affects what it can observe by
performing some or all of these simple demonstrations showing three kinds of satellite
orbits—geosynchronous, equatorial, and polar.

Geosynchronous orbit.

Use a globe or basketball to represent Earth and some string or yarn to represent the
ground path of an orbit. Select two volunteers: one to choose a location to view and a
second to hold the globe and rotate it slowly eastward. In order to keep the location in
constant view, the first volunteer will need to orbit the globe as it spins. Explain that
satellites whose orbits keep them over the same ground position are in synch with
Earth’s rotation, so they are called geosychronous satellites. Ask the class how long
such a satellite would take to orbit Earth (answer: 24 hours). Note: Geosychronous
orbits are located about 22,000 miles above the ground, giving them a great view of
large areas; because they remain over the same ground position, they provide 24-hour
coverage.

Equatorial orbit.

Ask volunteers to use yarn to demonstrate the ground path of a satellite orbiting over
the equator. For each orbit, the yarn should encircle the globe once completely. Explain
that some satellites in equatorial orbits only take 90 minutes to circle Earth. Ask the
class how many times the yarn would wrap around the globe in one 24-hour rotation of
the globe if the orbital period of the satellite was 90 minutes (answer: 24 hours at 1.5
hours = 16 times).

Polar orbit.

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To demonstrate the ground path of a polar orbit, volunteers should stretch the yarn from
the top side at the north pole to the bottom side at the south pole. They should continue
stretching the yarn underneath the globe and up the other side, returning to the north
pole as the globe rotates. This may take some practice. To keep the yarn from slipping
off, the volunteers may need to affix the yarn to the north pole with a piece of tape. As
the volunteers continue through several globe spins, the class should begin to see that,
over time, a satellite with a polar orbit will cover the entire Earth.

Radar Altimetry with a Shoebox

Satellite radar works by emitting a signal to the ground and measuring the time it takes
to return to the satellite. The measurements allow scientists to calculate the altitude of
surface features on the ground regardless of the amount of cloud cover. Have students
work in groups to prepare a mini-landscape in a shoebox. They should distribute some
sand, rocks, and dirt in the bottom of the shoebox and tape the lid on securely. When
ready, groups should exchange boxes (carefully, without shifting the landscape), with
instructions to take measurements of the landscape and produce a map of it without
actually opening the box.

Using a ruler and pencil, each group should draw a pattern on the top of the box
indicating where they will poke small holes to take measurements. These holes are
called data points. The holes should be evenly spaced, and the pattern should include
enough holes to get an accurate reading of the content of the box. A grid works well, but
students may select any configuration they think will provide accurate readings. After
the box top is marked, each hole should be carefully poked to allow only a thin dowel
rod to pass through (long drinking straws can be used instead of dowels). To take a
measurement, students should insert the dowel just until it meets resistance, being
careful not to press down too hard. At that point, students should make a mark on the
dowel, remove it from the box, and measure the length from the mark to the end of the
dowel to get a distance reading from the box top to the landscape. Note: Taller features
will yield shorter measurements, so this measurement will need to be subtracted from
the total height of the box to reveal the actual height of the landscape.

Once all the measurements have been made, each group should produce a topographic
map showing the data points and connecting points with the same measurements. This
would allow the map to reveal surface features. Maps can be color-coded to bring out
contrasting features in the landscape. After the maps are completed, each group should
open their box lid and compare the map to the real thing. As a class, discuss sources of
error and explain what adjustments could be made to increase the accuracy of the
measurements.

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Image One

19
Image Two

20
Image 3

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Classroom Activity Sheet: Reading Satellite Images
Name:________________________________________________________________

Analyzing Satellite Images

Use the information provided to answer the questions about each satellite image. You
will need an atlas or globe to determine the location of features on the satellite images.
To answer some of the questions, you will need to use the Internet links provided to
view the full color image.

Using the latitude and longitude and an atlas, name the country over which this image
was taken.
______________________________________________________________________

Bonus: Name the volcano:

______________________________________________________________________

What is the largest feature in this image?

______________________________________________________________________

What might the three dark streaks in the image be? What could have caused them?
______________________________________________________________________

How might this region look in a satellite image taken six months later?
______________________________________________________________________

Image 1: Volcanic Eruption

Link: http://asterweb.jpl.nasa.gov/gallery/images/usu2.jpg
Date: April 3, 2000
Location: latitude 42.53N, longitude 140.83E
Instrument wavelength: Infrared
Image coverage: 18 km (13 miles) by 22 km (15 miles)
Satellite: TERRA (instrument: ASTER - Advanced
Spaceborne Thermal Emission and Reflection
Radiometer)
Orbit type: Polar
Credit: NASA/GSFC/MITI/ERSDAC/JAROS and
U.S./Japan ASTER Science Team

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Classroom Activity Sheet: Reading Satellite Images

Name:_______________________________________________________________

Analyzing Satellite Images

To answer some of the questions, you will need to use the Internet links provided to
view the full color image.

Using an atlas and the latitude and longitude readings, name the country over which
this image was taken.
______________________________________________________________________

Bonus: This image covers a portion of a fjord, a narrow inlet with steep cliffs. What is
the name of the fjord?
______________________________________________________________________

This image clearly shows two prominent glaciers. Harvard Glacier is the large glacier on
the left and Yale is on the right. Snow and ice appear white and blue, and water
appears dark because it reflects the least amount of infrared energy. Examine the areas
where Harvard and Yale Glaciers touch the water. Which of these two glaciers appears
to be shrinking and which one is growing into the fjord?
______________________________________________________________________

Icebergs that have broken away from glaciers can be seen as white dots in the water.
Which glacier appears to be producing the
most icebergs?
__________________________________
__________________________________
__

Where are the largest concentrations of

vegetation (shown in red on screen)?
________________________________

Image 2: Glacier Movement

Link: http://asterweb.jpl.nasa.gov/gallery/images/
college.jpg
Date: June 24, 2000
Location: latitude 6115’ 25” N,
longitude 14737’ 12” W
Instrument wavelength: Infrared
Image coverage: 20 by 24 km (12 by 15 miles)
Satellite: TERRA (instrument: ASTER)
Orbit type: Polar
Credit: NASA/GSFC/MITI/ERSDAC/JAROS, and
U.S./Japan ASTER Science Team

23
Classroom Activity Sheet: Reading Satellite Images
Name:_______________________________________________________________

Analyzing Satellite Images

To answer some of the questions, you will need to use the Internet links provided to
view the full color image.

Using an atlas and the latitude and longitude readings, name the two countries over
which this image was taken.
______________________________________________________________________

Bonus: Name the body of water in the upper part of the image.
______________________________________________________________________

What is the apparent wind direction? (The top of the image is north.)
______________________________________________________________________

What areas of the world might be directly affected by the smoke from these fires?
______________________________________________________________________

How might this image be different if it had used radar imagery rather than infrared
technology? Would the smoke and fires still be visible?
______________________________
______________________________
__________

Image 3: Fires
Link:http://seawifs.gsfc.nasa.gov/SEAWIFS/IMAGES/
SEAWIFS/S1998156182955.L1A_HNAV.
MexicanFires.jpg
Date: June 5, 1998
Location: latitude ~18to 20N,
longitude ~90to 100W
Instrument wavelength: Infrared. Note: the true-color
effect of this image is accomplished by combining
several
gray-scale infrared images and converting certain
wavelength ranges to red, green, or blue.
Satellite: SeaWiFS
Orbit type: Polar
Credit: Provided by the SeaWiFS Project, NASA/Goddard
Space Flight Center, and ORBIMAG

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Take-Home Activity Sheet: Reading Satellite Images

Name:_______________________________________________________________

Tracking Weather Satellite Images

Use this sheet to track major weather conditions for five days using satellite images
from television and newspaper reports or online at http://weather.com. Each of the five
boxes below will represent a snapshot of weather for that day. By charting the weather
over several days, you will be able to identify major patterns and possibly forecast
weather events before they happen.

1. Choose a region (such as the southeastern United States). Trace a map of this
region in each of the five boxes.

2. Each day for a week, find a weather satellite image of this region. (Each image
should have been taken at roughly the same time of day.)

3. On your map of the region for that day, draw cloud patterns you’ve been able to
detect from the satellite images. If directions of movement can be determined, draw
indicative arrows.

4. At the end of the week, look at your five maps. Do any patterns emerge? Write a
paragraph describing how cloud cover patterns change from day to day.

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Resources

http://www.nanoos.org/education/lesson_plans/pdfs/satellite_tracking_090116.pdf

http://www.mbari.org/earth/Pelagics/satellite.pdf

http://www.mbari.org/earth/Pelagics/pelagics.htm

http://www.mindspring.com/~n2wwd/html/tracking.html

http://www.noaa.gov/satellites.html

http://ourworld.unu.edu/en/how-things-work-environmental-satellites/

http://en.wikipedia.org/wiki/Geostationary_Operational_Environmental_Satellite#Satellit
es

http://en.wikipedia.org/wiki/Satellite

http://www.stmary.ws/highschool/physics/97/JMATTHEW.HTM

SeaWIFS (chlorophyll-a satellite data): http://oceancolor.gsfc.nasa.gov/SeaWiFS/

NOAA satellite data: http://www.nesdis.noaa.gov/

Census of Marine Life: http://www.coml.org/

Monterey Bay Aquarium Research Institute: http://www.mbari.org/

http://www.discoveryeducation.com/teachers/free-lesson-plans/reading-satellite-
images.cfm

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