Learn about the mission and find out how to make classroom connections to NASA Earth science – plus explore related teaching and learning resources.
In the News
A new spacecraft that will collect vital sea-surface measurements for better understanding climate change and improving weather predictions is joining the fleet of Earth science satellites monitoring our changing planet from space. A U.S.-European partnership, the Sentinel-6 Michael Freilich satellite continues a long tradition of collecting scientific data from Earth orbit. It’s named in honor of NASA’s former Earth Science Division director and a leading advocate for ocean measurements from space.
Read on to find out how the mission will measure sea-surface height for the next 10 years and provide atmospheric data to help better predict weather. Plus, find out how to watch the launch online and explore related teaching resources to bring NASA Earth science into the classroom and incorporate sea level data into your instruction.
How It Works
The Sentinel-6 Michael Freilich satellite is designed to measure sea-surface height and improve weather predictions. Once in orbit, it will be able to measure sea-surface height – with accuracy down to the centimeter – over 90% of the world’s oceans every 10 days. It will do this using a suite of onboard science tools, or instruments.
To measure sea-surface height, a radar altimeter will send a pulse of microwave energy to the ocean’s surface and record how long it takes for the energy to return. The time it takes for the signal to return varies depending on the height of the ocean – a higher ocean surface results in a shorter return time, while a lower ocean surface results in a longer return time. A microwave radiometer will measure delays that take place as the signal travels through the atmosphere to correct for this effect and provide an even more precise measurement of sea-surface height.
To measure atmospheric data, Sentinel-6 Michael Freilich is equipped with the Global Navigation Satellite System - Radio Occultation, or GNSS-RO, instrument, which will measure signals from GPS satellites – the same ones you use to navigate on Earth. As these satellites move below or rise above the horizon from Sentinel-6 Michael Freilich's perspective, their signals slow down, change frequency and bend as a result of the phenomenon known as refraction. Scientists can use these changes in the GPS signal to measure small shifts in temperature, moisture content, and density in the atmosphere. These measurements can help meteorologists improve weather forecasts.
Why It's Important
Scientists from around the world have been collecting sea level measurements for more than a century. The data – gathered from tide gauges, sediment cores, and space satellites – paint a clear picture: sea level is rising. Looking at the average height of the sea across the planet, we see that in the last 25 years global sea level has been rising an average of 0.13 inches (3.3 mm) per year. This average is increasing each year (in the 2000s, it was 0.12 inches, or 3.0 mm, per year) as is the rate at which it’s increasing. That means that sea level is rising, and it’s rising faster and faster. Since 1880, global sea level has risen more than eight inches (20 cm). By 2100, it is projected to rise another one to four feet (30 to 122 cm).
Measuring sea level from space provides scientists with global measurements of Earth’s oceans in a matter of days, including areas far from shore where measurements aren’t practical or possible. Starting in 1992 with the launch of the TOPEX/Poseidon mission, the record of sea level measurements from space has continued uninterrupted, providing an increasingly detailed picture of Earth’s rising seas. The Sentinel-6 Michael Freilich satellite – and its twin, which will launch in 2025 – will extend those measurements to 2030, allowing scientists to continue collecting vital information about Earth’s changing oceans and climate.
Unlike previous satellites that measured sea level, Sentinel-6 Michael Freilich has the capability to measure sea level variations more accurately near coastlines, giving scientists insight into changes that can have direct impacts on communities and livelihoods, such as commercial fishing and ship navigation.
With rising seas already impacting people and communities, it's important to understand not just how much seas are rising, but also where and how quickly they are rising. Data from instruments on Sentinel-6 Michael Freilich can be combined with data from other satellites to get a clearer picture of what's contributing to sea level rise and where. For example, by looking at the satellite's radar altimeter measurements along with gravity measurements from the GRACE-FO mission, scientists can better determine how melting ice and thermal expansion are contributing to sea level rise. And by tracking the movement of warm water (which stands taller than cold water), scientists can better predict the rapid expansion of hurricanes.
Watch the Launch
Scheduled to launch at 9:17 a.m. PST (12:17 p.m. EST) on November 21, Sentinel-6 Michael Freilich will launch atop a SpaceX Falcon 9 rocket from Vandenberg Air Force Base in California.
Watch a live broadcast of the launch from the Vandenberg Air Force Base on NASA TV and the agency’s website. Visit the Sentinel-6 Michael Freilich website to explore more news about the mission. Follow launch updates on NASA's Twitter, Facebook and Instagram accounts.
Make classroom connections to NASA Earth science with lessons about rising seas, thermal expansion and ice melt, data collection and graphing, and engineering. Plus explore independent activities and experiments students can do at home, video playlists, and more:
Lesson Collection for Educators
Explore these standards-aligned STEM lessons about launches, Earth satellites, and sea level rise to make classroom connections to the Sentinel-6 Michael Freilich mission.
Learn With NASA – YouTube Playlist
This YouTube playlist for students and teachers features explainers about the causes and effects of sea level rise and how NASA is studying our changing planet – plus related STEM activities and experiments for students.
Teaching Space With NASA
Watch education webinars featuring NASA experts and education specialists talking about Earth science and more, explore related resources, and register to participate in an upcoming live Q&A.
Teachable Moments: The Science of Earth's Rising Seas
How do we know sea-level rise is happening and what’s causing it? Learn about the NASA satellites studying the problem and get students exploring the data through math.
Teachable Moments: NASA's Eyes on Extreme Weather
Learn about the causes and effects of extreme weather including hurricanes, floods, droughts and wildfires, plus how NASA studies them.
Activities for Students
Get students engaged in science and engineering related to the Sentinel-6 Michael Freilich mission with these videos and independent activities.
Learning Space With NASA at Home
Explore Earth and space science activities students can do with NASA at home, watch live stream events and video tutorials, plus explore tips for home-based learning!
- Press Kit: Sentinel-6 Michael Freilich
- Website: Sentinel-6 Michael Freilich
- Article: Meet the People Behind the Sentinel-6 Michael Freilich Spacecraft
- Article: 5 Things to Know About Sentinel-6 Michael Freilich
- Website: NASA Climate Change
- Website: Sea Level Science
- Website: NASA Climate Kids
- Article for Kids: How Do We Measure Sea Level?
- Interactive: Explore Earth Now
- Facts & Figures: Climate Change - Evidence
- Gallery: Images of Change
- Podcast: On a Mission
- Multimedia: NASA climate images, videos, and graphics
- Social Media: List of NASA social media channels
- Events: NASA Live
Recursos en Español
Most years, summertime at NASA's Jet Propulsion Laboratory arrives with an influx of more than 800 interns, raring to play a hands-on role in exploring Earth and space with robotic spacecraft.
Perhaps as exciting as adding NASA to their resumes and working alongside the scientists and engineers they have long admired is the chance to explore the laboratory's smorgasbord of science labs, spacecraft assembly facilities, space simulators, the historic mission control center and a place called the Mars Yard, where engineers test drive Mars rovers.
But this year, as the summer internship season approached with most of JPL's more than 6,000 employees still on mandatory telework, the laboratory – and the students who were offered internships at the Southern California center – had a decision to make.
"We asked the students and the mentors [the employees bringing them in] whether their projects could still be achieved remotely and provide the educational component we consider to be so crucial to these experiences," said Adrian Ponce, deputy section manager of JPL's Education Office, which runs the laboratory's STEM internship programs.
The answer was a resounding yes, which meant the laboratory had just a matter of weeks to create virtual alternatives for every aspect of the internship experience, from accessing specialized software for studying Earth and planetary science to testing and fine-tuning the movements of spacecraft in development and preparing others for launch to attending enrichment activities like science talks and team building events.
“We were able to transition almost all of the interns to aspects of their projects that are telework-compatible. Others agreed to a future start date,” said Ponce, adding that just 2% of the students offered internships declined to proceed or had their projects canceled.
Now, JPL's 600-plus summer interns – some who were part-way through internships when the stay-at-home orders went into effect, others who are returning and many who are first-timers – are getting an extended lesson in the against-the-odds attitude on which the laboratory prides itself.
We wanted to hear about their experiences as JPL's first class of remote interns. What are their routines and home offices like in cities across the country? How have their teams adapted to building spacecraft and doing science remotely? Read a collection of their responses below to learn how JPL interns are finding ways to persevere, whether it's using their engineering skills to fashion homemade desks, getting accustomed to testing spacecraft from 2,000 miles away or working alongside siblings, kids, and pets.
"I am working with an astronomer on the NEOWISE project, which is an automated system that detects near-Earth objects, such as asteroids. The goal of my project is to identify any objects missed by the automated system and use modeling to learn more about their characteristics. My average day consists of writing scripts in Python to manipulate the NEOWISE data and visually vet that the objects in the images are asteroids and not noise or stars.
My office setup consists of a table with scattered books, papers, and pencils, a laptop, television, a child in the background asking a million questions while I work, and a bird on my shoulder that watches me at times."
– Jennifer Bragg will be studying optics at the University of Arizona as an incoming graduate student starting this August. She is completing her summer internship from Pahoa, Hawaii.
"I'm helping support the Perseverance Mars rover launch this summer. So far, I have been working remotely, but I'm lucky enough to have the opportunity to go to Pasadena, California, in late July to support the launch from JPL! On launch day, I will be in the testbed, where myself and a few other members of my group will be 'shadowing' the spacecraft. This means that when operators send their commands to the actual spacecraft, when it’s on the launch pad and during its first day or so in space, we'll send the same instructions to the test-bed version. This way, if anything goes wrong, we'll have a high-fidelity simulation ready for debugging.
I have a desk in my bedroom, so my office setup is decent enough. I bought a little whiteboard to write myself notes. As for my average working day, it really depends on what I'm doing. Some days, I'm writing procedures or code, so it's a text editor, a hundred internet tabs, and a messenger to ask my team members questions. Other days, I'm supporting a shift in the test bed, so I'm on a web call with a few other people talking about the test we're doing. Luckily, a large portion of my team's work can be done on our personal computers. The biggest change has been adding the ability to operate the test bed remotely. I'm often amazed that from New York, I can control hardware in California.
I was ecstatic that I was still able to help with the Perseverance Mars rover mission! I spent the second half of 2019 working on launch and cruise testing for the mission, so I'm happy to be able to see it through."
– Radina Yanakieva is an undergraduate student studying aerospace engineering at Georgia Tech and interning from Staten Island, New York.
"Our team is using radar data [from the European Space Agency’s Mars Express spacecraft] to find out what lies beneath the large icy deposits on Mars' south pole. My average day consists of analyzing this radar data on my computer to find and map the topography of an older surface that lies below the ice on Mars’ south pole, while my plants look on approvingly.
I was delighted to be offered the chance to work at JPL again. (This is my fourth JPL internship.) Even though it's better to be 'on lab,' it is an honor to get to learn from the coolest and smartest people in the world."
– Aditya Khuller is a graduate student working toward a Ph.D. in planetary science at Arizona State University and interning from Tempe, Arizona.
"I am working on the Perseverance Mars rover mission [launching this summer]. As a member of the mobility team, I am testing the rover's auto-navigation behaviors. If given a specific location, flight software should be able to return data about where that location is relative to the rover. My project is to create test cases and develop procedures to verify the data returned by the flight software when this feature is used.
My average day starts with me eating breakfast with my mom who is also working from home. Then, I write a brief plan for my day. Next, I meet with my mentor to discuss any problems and/or updates. I spend the rest of my day at my portable workstation working on code to test the rover's behaviors and analyzing the data from the tests. I have a mini desk that I either set up in my bedroom in front of my Georgia Tech Buzz painting or in the dining room.
If I could visit in person, the first thing I would want to see is the Mars rover engineering model "Scarecrow." I would love to visit the Mars Yard [a simulated Mars environment at JPL] and watch Scarecrow run through different tests. It would be so cool to see a physical representation of the things that I've been working on."
– Breanna Ivey is an undergraduate student studying electrical engineering at the Georgia Institute of Technology and interning from Macon, Georgia.
"I am working on the Psyche mission as a member of the Assembly Test and Launch Operations team, also known as ATLO. (We engineers love our acronyms!) Our goal is to assemble and test the Psyche spacecraft to make sure everything works correctly so that the spacecraft will be able to orbit and study its target, a metal asteroid also called Psyche. Scientists theorize that the asteroid is actually the metal core of what was once another planet. By studying it, we hope to learn more about the formation of Earth.
I always start out my virtual work day by giving my dog a hug, grabbing a cup of coffee and heading up to my family's guest bedroom, which has turned into my office for the summer. On the window sill in my office are a number of space-themed Lego sets including the 'Women of NASA' set, which helps me get into the space-exploration mood! Once I have fueled up on coffee, my brain is ready for launch, and I log in to the JPL virtual network to start writing plans for testing Psyche's propulsion systems. While the ATLO team is working remotely, we are focused on writing test plans and procedures so that they can be ready as soon as the Psyche spacecraft is in the lab for testing. We have a continuous stream of video calls set up throughout the week to meet virtually with the teams helping to build the spacecraft."
– Kaelan Oldani is a master's student studying aerospace engineering at the University of Michigan and interning from Ann Arbor, Michigan. She recently accepted a full-time position at JPL and is starting in early 2021.
"NASA's Deep Space Network is a system of antennas positioned around the world – in Australia, Spain, and Goldstone, California – that's used to communicate with spacecraft. My internship is working on a risk assessment of the hydraulic system for the 70-meter antenna at the Goldstone facility. The hydraulic system is what allows the antenna and dish surrounding it to move so it can accurately track spacecraft in flight. The ultimate goal of the work is to make sure the antenna's hydraulic systems meet NASA standards.
My average day starts by getting ready for work (morning routine), accessing my work computer through a virtual interface and talking with my mentor on [our collaboration tool]. Then, I dive into work, researching hydraulic schematics, JPL technical drawings of the antenna, and NASA standards, and adding to a huge spreadsheet that I use to track every component of the antenna's hydraulic system. Currently, I'm tracking every flexible hydraulic fluid hose on the system and figuring out what dangers a failure of the hose could have on personnel and the mission."
– Ricardo Isai Melgar is an undergraduate student studying mechanical engineering at East Los Angeles College and interning from Los Angeles.
"My project this summer is to develop a network of carbon-dioxide sensors to be used aboard the International Space Station for monitoring the levels of carbon dioxide that crewmembers experience.
My 'office setup' is actually just a board across the end of my bed balanced on the other side by a small dresser that I pull into the middle of the room every day so that I can sit and have a hard surface to work on.
At first I wasn't sure if I was interested in doing a virtual engineering internship. How would that even work? But after talking to my family, I decided to accept. Online or in person, getting to work at JPL is still a really cool opportunity."
– Susanna Eschbach is an undergraduate student studying electrical and computer engineering at Northern Illinois University and interning from DeKalb, Illinois.
"I'm planning test procedures for the Europa Clipper mission [which is designed to make flybys of Jupiter's moon Europa]. The end goal is to create a list of tests we can perform that will prove that the spacecraft meets its requirements and works as a whole system.
I was very excited when I got the offer to do a virtual internship at JPL. My internship was originally supposed to be with the Perseverance Mars rover mission, but it required too much in-person work, so I was moved to the Europa Clipper project. While I had been looking forward to working on a project that was going to be launching so soon, Jupiter's moon Europa has always captured my imagination because of the ocean under its surface. It was an added bonus to know I had an internship secured for the summer."
– Izzie Torres is an undergraduate student studying aerospace engineering and management at MIT and interning from Seattle.
"I am investigating potential spacecraft trajectories to reach the water worlds orbiting the outer planets, specifically Jupiter's moon Europa. If you take both Jupiter and Europa into account, their gravitational force fields combine to allow for some incredibly fuel-efficient maneuvers between the two. The ultimate goal is to make it easier for mission designers to use these low-energy trajectories to develop mission plans that use very little fuel.
I'm not a gamer, but I just got a new gaming laptop because it has a nice graphics processing unit, or GPU. During my internship at JPL last summer, we used several GPUs and a supercomputer to make our trajectory computations 10,000 times faster! We plan to use the GPU to speed up my work this summer as well. I have my laptop connected to a second monitor up in the loft of the cabin where my wife and I are staying. We just had a baby two months ago, so I have to make the most of the quiet times when he's napping!"
– Jared Blanchard is a graduate student working toward a Ph.D. in aeronautics and astronautics at Stanford University.
"I'm doing a theory-based project on the topic of nanotechnology under the mentorship of Mohammad Ashtijou and Eric Perez.
I vividly remember being infatuated with NASA as a youth, so much so that my parents ordered me a pamphlet from Space Center Houston with posters and stickers explaining all of the cool things happening across NASA. I will never forget when I was able to visit Space Center Houston on spring break in 2009. It was by far the most amazing thing I have ever witnessed as a youth. When I was offered the internship at JPL, I was excited, challenged, and motivated. There is a great deal of respect that comes with being an NASA intern, and I look forward to furthering my experiences.
But the challenges are prevalent, too. Unfortunately, the internship is completely virtual and there are limitations to my experience. It is hard working at home with the multiple personalities in my family. I love them, but have you attempted to conduct research with a surround system of romantic comedies playing in the living room, war video games blasting grenades, and the sweet voice of your grandmother asking for help getting pans from the top shelf?"
– Yohn I. Ellis Jr. is a graduate student studying electrical engineering at Prairie View A&M University and interning from Houston.
"This summer, I am supporting the proposal for a small satellite mission concept called Cupid’s Arrow. Cupid’s Arrow would be a small probe designed to fly through Venus’ atmosphere and collect samples. The ultimate goal of the project is to understand the “origin story” of Venus' atmosphere and how, despite their comparable sizes, Earth and Venus evolved so differently geologically, with the former being the habitable, friendly planet that we call home and the latter being the hottest planet in our solar system with a mainly carbon dioxide atmosphere.
While ordinary JPL meetings include discussions of space probes, rockets, and visiting other planets, my working day rarely involves leaving my desk. Because all of my work can be done on my computer, I have a pretty simple office setup: a desk, my computer, and a wall full of posters of Earth and the Solar System. An average day is usually a combination of data analysis, reading and learning about Venus, and a number of web meetings. The team has several different time zones represented, so a morning meeting in Pacific time accommodates all of Pacific, Eastern and European time zones that exist within the working hours of the team."
– Mina Cezairli is an undergraduate student studying mechanical engineering at Yale University and is interning from New Haven, Connecticut.
“I'm characterizing the genetic signatures of heat-resistant bacteria. The goal is to improve the techniques we use to sterilize spacecraft to prevent them from contaminating other worlds or bringing contaminants back to Earth. Specifically, I'm working to refine the amount of time spacecraft need to spend getting blasted by dry heat as a sanitation method.
"As someone who has a biology-lab heavy internship, I was quite skeptical of how an online internship would work. There was originally supposed to be lab work, but I think the project took an interesting turn into research and computational biology. It has been a really cool intersection to explore, and I have gained a deeper understanding of the math and analysis involved in addition to the biology concepts."
– Izabella Zamora is an undergraduate student studying biology and computer science at the Massachusetts Institute of Technology and interning from Brimfield, Massachusetts.
"I am working on the engineering operations team for the Perseverance Mars rover. After the rover lands on Mars, it will send daily status updates. Every day, an engineer at JPL will need to make sure that the status update looks healthy so that the rover can continue its mission. I am writing code to make that process a lot faster for the engineers.
When I was offered the internship back in November, I thought I would be working on hardware for the rover. Once the COVID-19 crisis began ramping up and I saw many of my friends' internships get cancelled or shortened, I was worried that the same would happen to me. One day, I got a call letting me know that my previous internship wouldn't be possible but that there was an opportunity to work on a different team. I was so grateful to have the opportunity to retain my internship at JPL and get the chance to work with my mentor, Farah Alibay, who was once a JPL intern herself."
– Leilani Trautman is an undergraduate student studying electrical engineering and computer science at MIT and interning from San Diego, California.
"I am working on electronics for the coronagraph instrument that will fly aboard the Nancy Grace Roman Space Telescope. The Roman Space Telescope will study dark energy, dark matter, and exoplanets [planets outside our solar system]. The science instrument I'm working on will be used to image exoplanets. It's also serving as a technology demonstration to advance future coronagraphs [which are instruments designed to observe objects close to bright stars].
I was both nervous and excited to have a virtual internship. I’m a returning intern, continuing my work on the coronagraph instrument. I absolutely love my work and my project at JPL, so I was really looking forward to another internship. Since I’m working with the same group, I was relieved that I already knew my team, but nervous about how I would connect with my team, ask questions, and meet other 'JPLers.' But I think my team is just as effective working virtually as we were when working 'on lab.' My mentor and I have even figured out how to test hardware virtually by video calling the engineer in the lab and connecting remotely into the lab computer."
– Kathryn Chamberlin is an undergraduate student studying electrical engineering at Arizona State University and interning from Phoenix.
"I am working on the flight system for the Perseverance Mars rover. The first half of my internship was spent learning the rules of the road for the entire flight system. My first task was updating command-line Python scripts, which help unpack the data that is received from the rover. After that, I moved on to testing a part of the flight software that manages which mechanisms and instruments the spacecraft can use at a certain time. I have been so grateful to contribute to the Perseverance Mars rover project, especially during the summer that it launches!
I have always been one to be happy with all the opportunities I am granted, but I do have to say it was hard to come to the realization that I would not be able to step foot on the JPL campus. However, I was truly grateful to receive this opportunity, and I have been so delighted to see the JPL spirit translate to the online video chats and communication channels. It's definitely the amazing people who make JPL into the place that everybody admires. Most important, I would like to thank my mentor, Jessica Samuels, for taking the time to meet with me every day and show me the true compassion and inspiration of the engineers at JPL."
– Daniel Stover is an undergraduate student studying electrical and computer engineering at Virginia Tech and interning from Leesburg, Virginia.
"I'm working on a project called the Multi-Angle Imager for Aerosols, or MAIA. It's an instrument that will go into lower Earth orbit and collect images of particulate matter to learn about air pollution and its effects on health. I'm programming some of the software used to control the instrument's electronics. I'm also testing the simulated interface used to communicate with the instrument.
I was ecstatic to still have my internship! I'm very blessed to be able to do all my work remotely. It has sometimes proven to be a challenge when I find myself more than four layers deep in virtual environments. And it can be confusing to program hardware on the West Coast with software that I wrote all the way over here on the East Coast. However, I've learned so much and am surprised by and grateful for the meaningful relationships I've already built."
– Sophia Yoo is an incoming graduate student studying electrical and computer engineering at Princeton University and is interning from Souderton, Pennsylvania.
"My summer research project is focused on using machine-learning algorithms to make predictions about the density of electrons in Earth’s ionosphere [a region of the planet's upper atmosphere]. Our work seeks to allow scientists to forecast this electron density, as it has important impacts on things such as GPS positioning and aircraft navigation.
Despite the strangeness of working remotely, I have learned a ton about the research process and what it is like to be part of a real research team. Working alongside my mentors to adapt to the unique challenges of working remotely has also been educational. In research, and in life, there will always be new and unforeseen problems and challenges. This extreme circumstance is valuable in that it teaches us interns the importance of creative problem solving, adaptability, and making the most out of the situation we are given."
– Natalie Maus is an undergraduate student studying astrophysics and computer science at Colby College and interning from Evergreen, Colorado.
"I have two projects at JPL. My first project focuses on the Europa Clipper mission [designed to make flybys of Jupiter's moon Europa]. I study how the complex topography on the icy moon influences the temperature of the surface. This work is crucial to detect 'hot spots,' which are areas the mission (and future missions) aim to study because they might correspond to regions that could support life! My other work consists of studying frost on Mars and whether it indicates the presence of water-ice below the surface.
JPL and NASA interns are connected through social networks, and it's impressive to see the diversity. Some talks are given by 'JPLers' who make themselves available to answer questions. When I came to JPL, I expected to meet superheroes. This wish has been entirely fulfilled. Working remotely doesn't mean working alone. On the contrary, I think it increases our connections and solidarity."
– Lucas Lange is an undergraduate student studying aerospace engineering and planetary science at ISAE-SUPAERO [aerospace institute in France] and interning from Pasadena, California.
Explore JPL’s summer and year-round internship programs and apply at: jpl.nasa.gov/intern
The laboratory’s STEM internship and fellowship programs are managed by the JPL Education Office. Extending the NASA Office of STEM Engagement’s reach, JPL Education seeks to create the next generation of scientists, engineers, technologists and space explorers by supporting educators and bringing the excitement of NASA missions and science to learners of all ages.
TAGS: Higher Education, Internships, STEM, College Students, Virtual Internships, Telework, Mars 2020 interns, Mars 2020, Perseverance, DSN, Deep Space Network, Mars, Asteroids, NEOWISE, Science, Technology, Engineering, Computer Science, Psyche, International Space Station, ISS, Europa, Jupiter, Europa Clipper, trajectory, nanotechnology, Cupid's Arrow, Proposal, Venus, Planetary Protection, Biology, Nancy Grace Roman Space Telescope, Dark Matter, Exoplanets, Multi-Angle Imager for Aerosols, MAIA, Earth, Earth science, air pollution, Hispanic Heritage Month, Black History Month, Asian Pacific American Heritage Month, Earth Science, Earth, Climate Change, Sea Level Rise
In the News
An extreme weather event is something that falls outside the realm of normal weather patterns. It can range from superpowerful hurricanes to torrential downpours to extended hot dry weather and more. Extreme weather events are, themselves, troublesome, but the effects of such extremes, including damaging winds, floods, drought and wildfires, can be devastating.
NASA uses airborne and space-based platforms, in conjunction with those from the National Oceanic and Atmospheric Administration, or NOAA, to monitor these events and the ways in which our changing climate is contributing to them. Together, the agencies are collecting more detailed data on weather and climate than ever before, improving society's ability to predict, monitor and respond to extreme events.
NASA makes this data available to the public, and students can use it to understand extreme weather events happening in their regions, learn more about weather and climate in general, and design plans for resilience and mitigation. Read on for a look at the various kinds of extreme weather, how climate change is impacting them, and ways students can use NASA data to explore science for themselves.
How It Works
Global climate change, or the overall warming of our planet, has had observable effects on the environment. Glaciers have shrunk, ice on rivers and lakes is breaking up and melting earlier in the year, precipitation patterns have changed, plant and animal habitat ranges have shifted, and trees are flowering sooner, exposing fruit blossoms to damaging erratic spring hail and deadly late frost. Effects that scientists had predicted in the past are now occurring: loss of sea ice, accelerated sea level rise, shifting storm patterns and longer, more intense heat waves.
Some of the most visible and disruptive effects of global climate change are extreme weather and resulting disasters such as wildfires and flooding. These events vary by geographic location, with many regions, such as the Southwest United States and parts of Central and South America, Asia, Europe, Africa and Australia, experiencing more heat, drought and insect outbreaks that contribute to increased wildfires. Other regions of the world, including coastal areas of the United States and many island nations, are experiencing flooding and salt water intrusion into drinking water wells as a result of sea level rise and storm surges from intense tropical storms. And some areas of the world, such as the Midwestern and Southern United States, have been inundated with rain that has resulted in catastrophic flooding.
Temperatures, rainfall, droughts, high-intensity hurricanes and severe flooding events all are increasing and projected to continue as the world's climate warms, according to the National Climate Assessment. Weather is dynamic and various types of weather can interact to produce extreme outcomes. Here's how climate change can play a role in some of these weather extremes.
Eighteen of the 19 warmest years on record have occurred since 2001. September 2019 tied as the hottest month on record for the planet. Since the 1880s, the average global surface temperature has risen about 2 degrees Fahrenheit (1 degree Celsius). As a result of warming temperatures, global average sea level has risen nearly 7 inches (178 millimeters) over the past 100 years. Data show this warming of the Earth system has been driven in large part by increased emissions into the atmosphere of carbon dioxide and other greenhouse gases created by human activities. And as temperatures continue to rise, we can expect more extreme weather.
Drought and Wildfires
High temperatures alone can lead to drought. Drought can cause problems for humans, animals and crops dependent on water and can weaken trees, making them more susceptible to disease and insect attacks. High temperatures combined with low humidity, dry vegetation and hot, dry, fast winds typify what is known as "fire weather" or "fire season." During fire season, wildfires are more likely to start, spread rapidly and be difficult to extinguish.
In California, where climate change has brought hotter, drier weather, residents are plagued by two fire seasons – one lasting from June through September that is primarily caused by high heat, low humidity and dry vegetation, and another lasting from October through April that is generally more volatile, as it is fueled by high winds. This 11-month fire season is longer than in past years. In recent years, California has also seen an increase in destructive wildfires. Weather extremes and climate change are partly to blame, even in relatively wet years. In California, these years mean more plant growth and potentially more fuel for fires when those plants dry out in the fall and the winds arrive. Wildfires have some fairly obvious effects on people and property. In addition to the visible destruction, smoke from wildfires can dramatically decrease air quality, pushing carbon into the air and destroying important carbon-sequestering plants and trees. Large-scale biomass destruction, as is happening in the Amazon rainforest, will have a lasting impact on important Earth processes.
Since the 1980s, regions of the world prone to hurricanes, cyclones and typhoons have witnessed an increase in intensity, frequency and duration of these destructive storms. All three are intense tropical storms that form over oceans. (The different names refer to where on Earth they occur.) They are all fueled by available heat energy from warm ocean water. Warmer oceans provide more energy to passing storms, meaning hurricanes can form more quickly and reach higher speeds. Typhoon Hagibis, which recently left a trail of destruction in Japan, was described as the worst storm to hit the region in decades. Growing unusually quickly from a tropical storm to a Category 5 storm in less than a day, Hagibis was so intense it was called a super typhoon. In 2018, the second strongest cyclone to hit a U.S. territory and the largest typhoon of the year, Super Typhoon Yutu, caused catastrophic destruction on the Mariana Islands, an archipelago in the North Pacific Ocean. More intense storms and rising sea levels make storm surge – ocean water that is pushed toward the shore by strong winds – even worse than in the past. Typhoons can wreak havoc on infrastructure and compromise fresh water reserves. It can take months or even years for a hard-hit region to recover.
Like any other weather event, extreme cold weather events such as blizzards and unusually heavy snowfall can be, but are not always, linked to climate change. Just as warmer ocean water increases the intensity of a warm tropical storm, warmer than average winter ocean temperatures in the Atlantic feed additional energy and moisture into cold storms, influencing the severity of snowfall once the storm comes ashore in the Eastern United States. There is some natural variability, such as the presence of El Niño conditions, that can also lead to severe snowstorms in the region. But natural variability isn't enough to fully explain the increase in major snowstorms in the U.S. In fact, the frequency of extreme snowstorms in the eastern two-thirds of the region has increased dramatically over the last century. Approximately twice as many extreme snowstorms occurred in the U.S. during the latter half of the 20th century as in the first half.
Why It's Important
Because of the risk to lives and property, monitoring the increasing number of extreme weather events is more important now than ever before. And a number of NASA satellites and airborne science instruments are doing just that.
A large global constellation of satellites, operated by NASA and NOAA, combined with a small fleet of planes operated by the U.S. Forest Service, help detect and map the extent, spread and impact of forest fires. As technology has advanced, so has the value of remote sensing, the science of scanning Earth from a distance using satellites and high-flying airplanes. Wildfire data from satellites and aircraft provide information that firefighters and command centers can use to call evacuation orders and make decisions about where to deploy crews to best arrest a fire's progress.
The agencies' satellites and airborne instruments also work in conjunction with those from international partners to provide data about hurricanes to decision makers at the National Hurricane Center, where predictions and warnings are issued so evacuations can be coordinated among the public and local authorities. Visible imagery from NASA satellites helps forecasters understand whether a storm is brewing or weakening based on changes to its structure. Other instruments on NASA satellites can measure sea surface characteristics, wind speeds, precipitation, and the height, thickness and inner structure of clouds.
NASA's airborne instruments, such as those aboard the Global Hawk aircraft, provide data from within the storm that cannot be otherwise obtained. Global Hawk can fly above a storm in a back-and-forth pattern and drop instruments called dropsondes through the storm. These instruments measure winds, temperature, pressure and humidity on their way to the surface. This detailed data can be used to characterize a storm, informing scientists of shifting patterns and potential future developments.
NASA missions will continue to study both weather and climate phenomena – whether they be droughts, floods, wildfires, hurricanes or other extremes – returning data for analysis. New airborne instruments aboard the satellite-simulating ER-2 and cloud-penetrating P-3 aircraft will fly missions starting in 2020 to study Atlantic coast-threatening snowstorms. Data from these flights will be combined with ground-based radar measurements and satellite measurements to better understand storms and their potential impact. Meanwhile, climate science instruments and satellites will continue to collect data that can inform everyone about the many aspects of our changing planet.
Weather and climate data isn't just for meteorologists. Explore the resources and standards-aligned lessons below to get students analyzing local weather patterns, understanding wildfire monitoring and modeling global climate!
Precipitation and Clouds
Teachable Moment: NASA Mission Gets the View on Earth’s Water Resources from Space
Explore the water cycle and its effects on communities through the lens of a NASA satellite designed to track the movement of water around the globe.
Precipitation Towers: Modeling Weather Data
This lesson uses stacking cubes as a way to graph precipitation data, comparing the precipitation averages and seasonal patterns for several locations.
Time 30 mins - 1 hr
The Sky and Dichotomous Key
Students learn about cloud types to be able to predict inclement weather. They will then identify areas in the school affected by severe weather and develop a solution to ease the impacts of rain, wind, heat or sun.
Time 30 mins - 1 hr
Wildfires and Temperature
Teachable Moment: The Science of Wildfires
As wildfires burn over larger areas and longer portions of the year, NASA scientists are finding new ways to study their impacts on our climate and communities.
Fired Up Over Math: Studying Wildfires from Space
Students learn how scientists assess wildfires using remote sensing and solve related math problems, appropriate for various grade levels.
Time 30 mins - 1 hr
Pixels on Fire
Students use mobile devices and computers to learn about remote sensing and satellite data to determine when and where wildfires have started.
Time 30 mins - 1 hr
Graphing Global Temperature Trends
Students use global temperature data to create models and compare short-term trends to long-term trends.
Time 1-2 hrs
Teachable Moment: The Science of Earth's Rising Seas
How do we know sea-level rise is happening and what’s causing it? Learn about the NASA satellites studying the problem and get students exploring the data through math.
Graphing Sea-Level Trends
In this activity, students will use sea-level rise data to create models and compare short-term trends to long-term trends. They will then determine whether sea-level rise is occurring based on the data.
Time 1-2 hrs
Satellites and Data
Teachable Moment: Celebrate Earth Day with NASA Science Data
NASA uses a fleet of satellites and science instruments to study our changing climate. Here’s how students can use that NASA data to do Earth science of their own.
How to Read a Heat Map
Students learn to read, interpret and compare “heat map” representations of Earth science data.
Time 30 mins - 1 hr
Build a Satellite
Students will use the engineering design process to design, build, test and improve a model satellite intended to investigate the surface of a planet.
Time > 2 hrs
Lesson Collection: Climate
Explore a collection of standards-aligned lessons all about Earth's climate.
The Change of Seasons: Views from Space
See how seasonal changes affect our planet.
Subject Earth Science
Take the Pi in the Sky Challenge
Can you use pi to solve these stellar math problems faced by NASA scientists and engineers?
Make a Cloud in a Bottle
Have you ever wondered how clouds form? In this activity, you can make your own cloud to see for yourself!
Subject Earth Science
NASA's Earth Minute
Learn how NASA studies Earth's weather and climate in these one minute videos!
Type Video Series
Subject Earth Science
- Hurricanes as Heat Engines Story Map Lesson
- NOAA Educator Resources
- Article: "The Impact of Climate Change on Natural Disasters"
- NASA Earth Observatory - Atmosphere
- NASA Earth Observatory - Natural Event
- Interactive: NASA Eyes
Resources for Students
In the News
A pair of Earth orbiters designed to keep track of the planet's water resources and evolving water cycle is scheduled to launch this month – no earlier than May 22, 2018. The Gravity Recovery and Climate Experiment Follow-On mission, or GRACE-FO, will pick up where its predecessor, GRACE, left off when it completed its 15-year mission in 2017. By measuring changes in Earth’s gravity, the mission will track water movement around the globe, identifying risks such as droughts and floods and revealing how land ice and sea level are evolving. The GRACE-FO mission is a great way to get students asking, and answering, questions about how we know what we know about some of the major components of Earth’s water cycle: ice sheets, glaciers, sea level, and ground-water resources.
How It Works
Earth Science Lessons
Explore a collection of standards-aligned lessons for grades K-12 all about our home planet.
The GRACE-FO mission, a partnership between NASA and the German Research Centre for Geosciences (GFZ), will measure small variations in Earth’s mass to track how and where water is moving across the planet. This is no easy task, as water can be solid, liquid or gas; it can be in plain sight (as in a lake or glacier); it can be in the atmosphere or hidden underground; and it’s always on the move. But one thing all this water has in common, regardless of what state of matter it is in or where it is located, is mass.
Everything that has mass exerts a gravitational force. It is this gravitational force that GRACE-FO measures to track the whereabouts of water on Earth. Most of Earth's gravitational force, more than 99 percent, does not change from one month to the next because it is exerted by Earth’s solid surface and interior. GRACE-FO is sensitive enough to measure the tiny amount that does change – mostly as a result of the movement of water within the Earth system.
GRACE-FO works by flying two spacecraft in tandem around Earth – one spacecraft trailing the other at a distance of about 137 miles (220 kilometers). By pointing their microwave ranging instruments at each other, the satellites can measure tiny changes in the distance between them – within one micron (the diameter of a blood cell) – caused by changes in Earth’s gravitational field. Scientists can then use those measurements to create a map of Earth’s global gravitational field and calculate local mass variations.
As the forward spacecraft travels over a region that has more or less mass than the surrounding areas, such as a mountain or low valley, the gravitational attraction of that mass will cause the spacecraft to speed up or slow down, slightly increasing or decreasing the relative distance between it and its trailing companion. As a result of this effect, GRACE-FO will be able to track water as it moves into or out of a region, changing the region’s mass and, therefore, its gravity. In fact, the previous GRACE spacecraft measured a weakening gravity field over several years in Central California, enabling an estimate of aquifer depletion, and in Greenland, providing accurate measurements of ice melt over more than 15 years.
Find out more about how the mission works in the video below, from JPL's "Crazy Engineering" video series:
Why It’s Important
Tracking changes in our water resources and the water cycle is important for everyone. The water cycle is one of the fundamental processes on Earth that sustains life and shapes our planet, moving water between Earth's oceans, atmosphere and land. Over thousands of years, we have developed our civilizations around that cycle, placing cities and agriculture near rivers and the sea, building reservoirs and canals to bring water to where it is needed, and drilling wells to pump water from the ground. We depend on this cycle for the water resources that we need, and as those resources change, communities and livelihoods are affected. For example, too much water in an area causes dangerous floods that can destroy property, crops and infrastructure. Too little water causes shortages, which require us to reduce how much water we use. GRACE-FO will provide monthly data that will help us study those precious water resources.
Changes to Earth’s water over multiple years are an important indicator of how Earth is responding in a changing climate. Monitoring changes in ice sheets and glaciers, surface and underground water storage, the amount of water in large lakes and rivers, as well as changes in sea level and ocean currents, provides a global view of how Earth’s water cycle and energy balance are evolving. As our climate changes and our local water resources shift, we need accurate observations and continuous measurements like those from GRACE and GRACE Follow-On to be able to respond and plan.
As a result of the GRACE mission, we have a much more accurate picture of how our global water resources are evolving in both the short and long term. GRACE-FO will continue the legacy of GRACE, yielding up-to-date water and surface mass information and allowing us to identify trends over the coming years.
Teach ItHave students interpret GRACE data for themselves:
Tracking Water With NASA Satellite Data
Using real data from NASA’s GRACE satellites, students will track water mass changes in the U.S.
Time 1-2 hrs
Get students learning about global water resources:
Explore a collection of standards-aligned lessons all about water and the water cycle.
Teach students to read, interpret and compare “heat map” representations of Earth science data:
How to Read a Heat Map
Students learn to read, interpret and compare “heat map” representations of Earth science data.
Time 30 mins - 1 hr
Explore MoreNASA's Space Place:
LoriAnn Pawlik recently shared her NASA-inspired lesson during a professional development workshop hosted by the agency. LoriAnn teaches STEM to grades K-5 at Penn Elementary School in Prince William County, Virginia, which focuses on students learning English, as well as those with learning disorders and autism. When she recently came across a lesson on the NASA/JPL Edu website, she saw an opportunity to bring real-world NASA data to her students.
How do you use NASA in the classroom?
Using the lesson “How to Read a Heat Map” as a jumping-off point, LoriAnn had her students first dive into the practice of reading and interpreting graphs. From here, she extended the lesson with an exploration of NASA satellites and the data they collect, focusing on the Gravity Recovery And Climate Experiment, or GRACE mission, to tie in with a community science night on water science.
GRACE was launched in 2002 to track changes in the distribution of liquid water, ice and land masses on Earth by measuring changes in the planet’s gravity field every 30 days. Circling Earth 16 times each day, GRACE spent more than 15 years collecting data – all of which is available online – before its science mission ended last October. The mission provided students the perfect context to study climate and water through authentic NASA data.
How did students react to the lesson?
LoriAnn set the stage for her students by explaining to them that they would be providing their data to NASA scientists.
“I told them that I was working on a project for a scientist from NASA-JPL and that we needed their help,” she said via email. “By the time I gave them the background and showed a brief GRACE video, they were all in – excited, eager enthusiastic! It helped that each table, or ‘engineering group,’ was responsible for a different U.S. state.”
As a result, students were able to plot the changes in gravitational fields for multiple locations over several years.
What are other ways you use NASA lessons or resources?
By extending the lesson, LoriAnn gave her students a sense of authentic ownership of the data and practice in real scientific analysis. But it wasn’t her first time uniting NASA science with her school curriculum:
“I'd been working with our second-graders on field studies of habitats,” LoriAnn explained. “We observed, journaled and tracked the migration of monarch butterflies, discussed what happened to habitats of living things since Hurricane Harvey and Hurricane Irma were just going through, and then I used the [NASA Mars Exploration website] to have students extend the findings to space habitats.”
Looking for ways to bring NASA STEM into your classroom or already have a great idea? The Education Office at NASA's Jet Propulsion Laboratory serves educators in the greater Los Angeles area. Contact JPL education specialist Brandon Rodriguez at firstname.lastname@example.org.
In the News
Earth Day, the day set aside each year to celebrate our planet and bring attention to the natural world, is on April 22, 2017. More than one billion people are expected to participate in Earth Day events around the globe that will draw attention to what we know about Earth, how it is changing and how we can be kind to our home planet.
One of the ways that NASA participates – not just on Earth Day, but also year-round – is by collecting and analyzing science data from sensors on Earth and satellites. These data allow us to monitor the health of our planet and better understand how and why it is changing.
This year, to highlight the importance of these data, NASA is inviting people to “adopt” a portion of Earth’s surface and obtain a snapshot of some of the satellite data available for their adopted location. Even though you’ll have no legal or ownership rights to this region, it will be fun to learn about the various types of data available for different locations on Earth. Find out how you can participate.
How It Works
NASA’s fleet of Earth-observing satellites and airborne sensors provides us with data about such vital information as carbon dioxide, carbon monoxide, global land and sea temperature, ice, sea surface salinity, and chlorophyll – just to name a few. The satellites and sensors collect these data over time and from as many perspectives as possible, allowing us to discern trends in the data.
A snapshot of data is just one piece of a much larger puzzle because it only gives us an indication of what was happening at the exact moment that data was captured. Even data collected over a year has its limitations because local conditions may ebb and flow over longer time periods. Collecting data about multiple elements of the Earth system over decades or centuries enables us to develop correlation and causation models, powerful indicators of why trends are developing as they are. And using multiple platforms (satellite, aerial, Earth-based) to measure data enables us to validate our data sets.
Why It’s Important
Humans are dependent on a healthy and functioning Earth to survive, which means we need to keep a close eye on all Earth systems and our impacts on those systems. This process of collecting data over time from multiple perspectives, discerning trends and validating the data is crucial to understanding our planet and helping policymakers formulate actions we can take to preserve Earth for future generations.
First, introduce students to the kinds of data scientists use to study Earth. Participate in NASA’s Adopt the Planet campaign to receive a snapshot of Earth science data for one patch of Earth. Then encourage students to dig deeper with these standards-aligned lessons:
- *NEW* Lesson: Earth Science Data Visualizations – How to Read a Heat Map – Students learn to read, interpret and compare “heat map” representations of Earth science data.
- Lesson: Graphing Sea Level Trends – In this activity, students will use sea-level rise data to create models and compare short-term trends to long-term trends. They will then determine whether sea-level rise is occurring based on the data.
- Lesson: Graphing Global Temperature Trends – Students use global temperature data to create models and compare short-term trends to long-term trends.
- Lessons in Sea Level Rise – What is sea-level rise and how does it affect us? This "Teachable Moment" looks at the science behind sea-level rise and offers lessons and tools for teaching students about this important climate topic.
- Earth Science Lessons
- NASA Eyes on the Earth
- NASA’s Earth Observatory
- NASA’s Worldview
- Earth Vital Signs
- Earth Minute Videos
NASA hosted a telecon today on the role carbon emissions are playing in climate change and the steps the agency is taking to answer some of the most pressing questions about our planet's future.
Currently, Earth's land cover and oceans are shouldering much of the impacts of human emissions -- about half in fact. But it's unclear if and how long that will continue. Any changes in that support system could mean even bigger changes in Earth's climate. NASA is using a number of strategies and technologies to study the problem, including ground- and space-based instruments, supercomputer simulations and field studies, but climate scientists say there's still more work to do to truly understand how carbon moves among the land, oceans and atmosphere.
Learn more about carbon, climate and NASA's ongoing research with these resources:
News and Blogs
- Feature: "A Breathing Planet, Off Balance"
- Feature: "Seven Case Studies in Carbon and Climate"
- Earth Right Now Blog
Lessons and Activities
Multimedia and Interactives
Facts and Figures
Join the Conversation
- Reddit AMA: "We're NASA scientists studying the role of carbon in our planet's climate. Ask us anything!"
- Follow @EarthVitalSigns on Twitter
- Follow NASA Climate Change on Facebook
In the News
“Sea level rise” – we hear that phrase, but what does it mean, really? How does it affect us? Do I have to be concerned about it in my lifetime? These are all great questions!
Sea level rise is the increasing of the average global sea level. It doesn’t mean that seas are higher by the same amount everywhere. In fact, in some areas, such as the west coast of the US, sea level has actually dropped slightly … for now. But before we get into that, let’s understand the main contributors to sea level rise:
- Melting mountain glaciers - Glaciers are bodies of ice on land that are constantly moving, carving paths through mountains and rock. As glaciers melt, the runoff flows into the oceans, raising their levels.
- Melting polar ice caps - Think of our north and south polar regions. At both locations, we have ice on land (“land ice”) and ice floating in the ocean (“sea ice”). Melting sea ice, much like ice cubes melting in a drink, does not affect the level of the oceans. Melting land ice, however, contributes to about one third of sea level rise.
- Thermal expansion of water - Consider that our oceans absorb over 90 percent of the heat trapped by greenhouse gasses in Earth’s atmosphere. When water heats up, its molecules become more energetic, causing the water to expand and take up more room, so that accounts for about a third of sea level rise.
Let’s take a closer look at global sea levels. Sea level is not constant everywhere. This is because it can be affected by ocean currents and natural cycles, such as the Pacific Decadal Oscillation, or PDO, a 20- to 30-year cyclical fluctuation in the Pacific Ocean’s surface temperature. Because of the PDO, right now the Eastern Pacific has higher sea levels than usual, while the Western Pacific has lower sea levels than usual. However, the global average of 3 millimeters of sea level rise per year is increasing and the rate that it’s increasing is speeding up. That means that sea level is rising, and it’s rising faster and faster. Take a look at this video for some great visuals and further explanation of how phenomena such as the Gulf Stream affect local sea level heights.
Why It's Important
You may be asking yourself, how do we know sea levels are rising? Well, a couple of ways. First, for the past 23 years we have been using data from several NASA satellites to constantly measure sea surface height around the globe. Data from these ocean altimeters is integrated to refine and calibrate measurements. Additionally, we have tide gauges on Earth to ground-truth (locally validate) our satellite measurements. As for historical data, we use sediment cores -- drillings into Earth that yield the oldest layers on the bottom and the youngest layers on top -- to examine where oceans once reached thousands of years ago.
Locally, folks are making observations – and already seeing the impacts of sea level rise on their communities. Places such as Miami are now experiencing regular flooding in downtown city streets at high tide. The South Pacific island nation of Kiribati saw a 2.6 millimeter rise in sea level between 1992 and 2010. That may not seem like much, but when you consider that the land only sits about 2 meters above sea level, that’s a big deal; some villages have already had to relocate to escape the rising tides. Residents of China's Yellow River delta are swamped by sea level rise of more than 25 centimeters (9 inches) a year. Even NASA is concerned about some of its facilities that are located in low-lying areas.
Besides wiping out dry land, encroaching salt water can pollute our fresh water supplies and damage fresh-water dependent ecosystems. It’s not just fresh water rivers and lakes that are at risk – our aquifers, or natural underground water storage, are at risk of filling with salt water as the ocean encroaches on the land above them.
Clearly, sea level rise is something that is already affecting people and will continue to do so. All three contributors to sea level rise can be attributed to the warming of the Earth system. Warming temperatures cause mountain glaciers and polar ice caps to melt, thereby increasing the volume of water in the oceans. At the same time, our oceans are getting warmer and expanding in volume as a result of this heat (thermal expansion). Since 1880, global sea level has risen 20 centimeters (8 inches); by 2100, it is projected to rise another 30 to 122 centimeters (1 to 4 feet). Watch this video for some illustrations of these facts:
Also check out the Climate Time Machine for Sea Level to see what impact a 1 meter to 6 meter rise in sea level will have on the coastal US and other areas of the world.
If we can control our contributions to the rise in greenhouse gases in Earth’s atmosphere, we can perhaps level out the warming of the Earth system and eventually stabilize our sea levels. In the meantime, we need to be prepared for the impact encroaching seas will have on our coastal communities and water supplies.
To engage your students in analyzing real climate data and drawing their own conclusions, have them try these Next Generation Science Standards and Common Core Mathematics aligned problems.
Have students use these two satellite data graphs to answer the questions below. (To obtain exact data points, place your mouse on the section of the graph you would like to examine.)
- What is the source of the data for each graph?
- Which years are covered by each graph?
- Is one graph a better representation of global sea levels than the other? Why or why not?
- By approximately how many millimeters did sea level rise between:
A) 1910 and 1930?
55 mm – 45 mm = 10 mm (approx.)B) 1930 and 1950?
120 mm – 55 mm = 65 mm (approx.)
- What is the approximate average rate of increase of sea level rise between 1870 and 2000?
Note: students of various math abilities may approach and solve this problem within their capabilities. The most sophisticated approach is to find the slope of the line of best fit. The correct answer is approximately 1.5 mm per year.
- By how many millimeters did sea level rise between the first measurement obtained in January 1993 and the first measurement obtained in January 2013?
(55.69)-(-16.56) = 72.25 mm
- What is the approximate rate of sea level rise between January 1993 and present?
Note: The answer for this problem is directly stated at the top of the graph, 3.21 mm per year. Students of various math abilities may approach and solve this problem within their capabilities. The most sophisticated approach is to find slope of the line of best fit.
- By how much did the average global temperature change, and did it increase or decrease between 1910 and 1930? How about between 1930 and 1950?
A) (-0.12)-(-0.46) = 0.34 (increase by 0.34 degrees C)
B) (-0.19)-(-0.12) = -0.07 (decrease by 0.07 degrees C)
- Compare your answers to question number 8 with your answers to question number 4. Can you offer an explanation for the correlation or lack thereof?
Encourage students to critically examine the graph, noting the temperature increase that occurred between 1930 and 1944, preceding the temperature decrease between 1944 and 1950. Students familiar with heat capacity should include this concept in their discussion.
- What is the approximate average global temperature rise per year from the first measurement taken in 1880 to present?
Note: students of various math abilities may approach and solve this problem within their capabilities. The most sophisticated approach is to find slope of the line of best fit. The most conservative answer is 0.007°C per year, the best-fit answer is closer to 0.01°C.
Have students examine this line graph for average global temperature and use it to answer the questions below.
Now, what can you do to be kind to Earth and do your part to control greenhouse gases in our atmosphere?
- First, watch this video to learn more about our changing climate:
- Next, check out this interactive feature to see what others around the globe are doing and add your ideas.
News and Resources
- Earth Right Now Blog
- Article: "Warming Seas and Melting Ice Sheets"
- Article: "The Fingerprints of Sea Level Rise"
- NASA’s Climate Change website
- NASA Earth Missions