FINAL TRANSLATION SCRIPT
for
The GLOBE Program
Protocol Video #1
"Water Transparency and Temperature"
March 21, 2001
Music up. Title sequence, incorporating GLOBE logo and title appears: Water Transparency and Temperature.
Effect to a shot of man fishing on a lake, silhouetted by the sun. Music dips as the sound of fishing reel being wound up gets louder.
Fishing shot continues.
Cut to a sound-up of Israeli teachers and their students discussing water transparency. (Sub-titles on screen)
Cut to scientist interview full screen, then interview shrinks into box as footage of the scientist working appears behind box.
SOT: Dr. Roger Bales. "When Globe students study water temperature and transparency, they're really looking at two of the more fundamental physical measures of water quality. Water transparency is extremely important because that indicates the penetration of light into water, and we know plants need light in order to grow. Temperature also affects the growth of organisms."
Music sting and graphic bumper: Getting Started: Water Transparency
Cut to close-up shots of data sheets, a turbidity tube, a bucket, a Secchi Disk, rope, clothespins, and an umbrella. Super text identifying these items.
1. TO MEASURE TRANSPARENCY, YOU'LL NEED YOUR DATA SHEETS AND EITHER A TURBIDITY TUBE AND A BUCKET OR A SECCHI DISK, SOME ROPE, CLOTHESPINS OR SOMETHING ELSE TO MARK THE ROPE AND AN UMBRELLA OR LARGE PIECE OF CARDBOARD FOR SHADE.
Cut to a shot of student dropping a Secchi Disk dropping into the water.
2. A SECCHI DISK IS USED TO MEASURE THE TRANSPARENCY OF STILL, DEEP WATERS.
Music sting. Text over graphic background. The text (definition, transparency, degree to which water allows light to penetrate)
DEFINITION: TRANSPARENCY--DEGREE TO WHICH WATER ALLOWS LIGHT TO PENETRATE
Quick sound up of rushing water and dissolve to a shot of student collecting water in a turbidity tube
3. FOR FLOWING OR SHALLOW WATERS, WE USE A TURBIDITY TUBE TO MEASURE TRANSPARENCY. TURBIDITY IS THE OPPOSITE OF TRANSPARENCY.
Music sting. Text over graphic background. The text (definition, turbidity, inability to transmit light) can be removed for the foreign language master.
DEFINITION: TURBIDITY--CLOUDINESS; INABILITY TO TRANSMIT LIGHT.
Cut to a shot of a stream, then slowly dissolve to a lake and then a seashore. Super text over the shots (streams, rivers, estuaries lakes, reservoirs, bays, oceans, pond, irrigation ditch).
4. IT'S IMPORTANT TO REPORT TO GLOBE WHAT TYPE OF WATER SITE YOU'RE STUDYING. THE BEST GLOBE HYDROLOGY SITES ARE STREAMS, LAKES, ESTUARIES, RIVERS, RESERVOIRS, BAYS AND OCEANS. IF NONE OF THESE ARE ACCESSIBLE, YOU CAN STUDY A POND OR IRRIGATION DITCH.
Camera pans across a still and a fast part of a stream and then zooms in on a riffle area.
5. IF YOU CHOOSE A MOVING BODY OF WATER TAKE YOUR SAMPLE WHERE THE WATER IS MOVING BUT NOT TOO FAST. THAT'S CALLED A RIFFLE AREA.
Music continues. Text over graphic background. The text (definition, riffle area, place where water is moving, but not too fast) can be removed for the foreign language master.
DEFINITION: RIFFLE AREA--PLACE WHERE WATER IS MOVING, BUT NOT TOO FAST.
Cut to a shot of student team taking Secchi measurements from a pier.
Sound-up of student saying, "OK, let's go over here and do it, cause it's shadier."
6. IF YOU ARE AT A STILL BODY OF WATER FIND A SPOT NEAR THE OUTLET AREA OR ALONG THE MIDDLE. AVOID INLETS. BRIDGES AND PIERS ARE GOOD PLACES TO TAKE YOUR MEASUREMENTS.
Cut to a shot of a seashore.
7. FOR BRACKISH OR SALT WATER SITES, YOU'LL NEED TO KNOW AND REPORT THE TIMES OF LOW AND HIGH TIDES.
Music sting and graphic bumper: Step By Step: Water Transparency
Cut to cinema verite-style footage showing a team of students measuring transparency using a Secchi Disk. There will be minimal voiceover. We will hear the natural sound of the students working together as they do the protocol and many of the shots will be from the students' POV.
The camera starts with a wide establishing shot of a group standing on a bridge.
8. THESE STUDENTS ARE USING A SECCHI DISK TO MEASURE THE TRANSPARENCY OF A LAKE.
The camera moves in closer to show the students checking to make sure the sun is to their back and getting in position to drop their Secchi Disk into the water. Camera tilts up to show shade tree above them. Side angle shows the Secchi Disk in the shade as a student begins to lower it.
Sound-up of student saying, " OK, I don't see it anymore guys. Can you put a clip on it? Other students reply, "Yes."
Camera moves to a high shot, looking down through the water at the Secchi Disk. Student says something like--OK, I can't see it anymore.
Camera cuts to wide angle to show another student marking the rope with a clothes pin.
9. THEY MARK THE ROPE AT THE POINT WHERE THE SECCHI DISK JUST DISAPPEARS.
Sound-up of student saying, "OK, you guys see it? Yes."
Camera cuts back to the high angle, looking down through the water as the disk is pulled back up. Student says something like--There it is again, mark the rope.
Camera goes wide again to show the next spot being marked and then cuts to a close-up showing the two clothes pins next to each other on the rope.
10. AND THEY MARK IT AGAIN WHEN THE DISK REAPPEARS.
Sound-up student saying, "The lower one is 93 centimeters and the higher one is 100 centimeters."
Dissolve to a shot of a different group of students measuring the distance between the Secchi disk and the point where they marked the rope. Cut to a shot showing one of students recording the data.
11. SINCE EVERYONE SEES THINGS A LITTLE DIFFERENTLY, TWO MORE STUDENTS IN THE GROUP SHOULD MEASURE TRANSPARENCY IN THE SAME SPOT.
Music sting and graphic: A Closer Look
In this segment, we replay the step-by-step sequence and freeze the video to make key points. In each case, our voiceover begins with the replay, NOT with the freeze.
Replay step-by-step sequence starting at the point in which the camera tilts up to show a shade tree above two boys. Side angle shows the Secchi Disk in the shade as a student begins to lower it. Freeze video.
12. TRANSPARENCY MEASUREMENTS NEED TO BE MADE IN THE SHADE, WITH THE SUN BEHIND YOU.
Pick up step-by-step sequence starting at the point in which the camera cuts to wide angle to show another student marking the rope with a clothes pin at the surface of the water. Cut to shot of another student marking rope above the water. Freeze last shot of video. Graphic arrow is superimposed to point out that marking point is above the waters surface.
13. IF IT'S WITHIN YOUR REACH, MARK THE ROPE AT THE WATER'S SURFACE.
Cut to the point in the step-by-step sequence when the camera goes wide again to show the next spot being marked and then cuts to a close-up showing the two clothes pins next to each other on the rope. Freeze video. Graphic line is superimposed to show a short distance between the two clothes pins.
14. THERE SHOULD ONLY BE A FEW CENTIMETERS DIFFERENCE BETWEEN THE TWO POINTS YOU'VE MARKED. IF THE DEPTHS ARE MORE THAN 10 CENTIMETERS DIFFERENT, REPEAT THE MEASUREMENT.
Use effect to transition to a shot of another group in which the water surface is not within reach. Camera shows rope, held by student, in water. Freeze video. Graphic superimposes "marking point" and an arrow points out where measurement should be taken. Another line is superimposed to show length between water surface and marking point.
15. AT SOME SITES, YOU WON'T BE ABLE TO REACH THE WATER'S SURFACE TO MARK THE ROPE. IN THAT CASE, YOU NEED TO CHOOSE A SPOT ABOVE THE WATER'S SURFACE AND RECORD AND REPORT THE DISTANCE BETWEEN THE WATER SURFACE AND THE POINT WHERE YOU WERE ABLE TO MARK THE ROPE.
Cut to cinema verite-style footage showing a team of students measuring transparency using a turbidity tube. There will be minimal voiceover. We will hear the natural sound of the students working together as they do the protocol and some shots will be from the students' POV.
The camera starts with a wide establishing shot of a group getting out their turbidity tube next to a shallow pond.
16. THESE STUDENTS ARE STUDYING A SHALLOW POND, SO THEY COLLECT SAMPLE WATER IN A BUCKET AND USE A TURBIDITY TUBE TO MEASURE TRANSPARENCY. TRANSPARENCY IS THE ONLY HYDROLOGY PROTOCOL IN WHICH YOU DON'T HAVE TO RINSE YOUR BUCKET BEFORE COLLECTING YOUR SAMPLE, BECAUSE DISTURBING THE WATER MAY ALTER YOUR READING. ALSO, WHEN COLLECTING YOUR SAMPLE BE CAREFUL TO USE ONLY THE SURFACE WATER.
Cut to shots of students carrying bucket of water to shady area. Cut to a medium close-up of the sample water being poured in the tube.
Sound-up of teacher saying, "OK, why are we bringing the bucket over here?
Students reply, "Because it's shady."
Teacher says, " It's shady and why don't we want to do this in the sun?"
Students reply, "Because the sun interferes with what we're doing."
Teacher says, "OK, now go ahead."
Cut to a high-shot with camera looking down through the water.
Cut to a close-up of the student's hand rotating the tube gently.
Student says, "I can still see it."
Cut to a medium side shot to show student pouring water all the way to the top. Students looking at measurement marks,
Sound-up of student saying, "Depth where pattern is no longer visible?"
Another student says, "It's at 80 centimeters."
17. THIS WATER SAMPLE IS PRETTY TRANSPARENT. THEY CAN STILL SEE THE DISK WHEN THE TUBE IS FULL.
Cut to a close-up of the sample water being poured away. Cut to a medium shot showing student pouring new sample water into the turbidity tube.
18. TWO MORE STUDENTS WILL FOLLOW THE SAME STEPS TO TAKE THEIR OWN TRANSPARENCY MEASUREMENTS.
Music sting and graphic: A Closer Look
In this segment, we replay the step-by-step sequence and freeze the video to make key points. In each case, our voiceover begins with the replay, NOT with the freeze.
Replay step-by-step sequence starting at the point in which the camera moves in as student check the position of the sun and one student positions his body to shade the tube. Freeze video. Graphic arrow is superimposed to point out the body shading the tube or a shadow around the tube.
19. NOTICE HOW THE STUDENTS MAKE SURE THAT THE TURBIDITY TUBE IS IN THE SHADE.
Pick up the step-by-step sequence starting at the point in which the camera shoots a close-up of the student's hand rotating the tube gently. Freeze video. Graphic arrow is superimposed to point out hand.
20. ROTATING THE TUBE HELPS YOU TO TELL WHETHER OR NOT THE IMAGE HAS COMPLETELY DISAPPEARED.
Sound-up of student saying, "I can still see it."
Pick up the step-by-step sequence when the camera is on a medium side shot to show student pouring water all the way to the top. Freeze last shot of video. Graphic 'greater than' symbol and 120 cm is superimposed over the top of the tube.
21. IF YOU GET TO THE TOP AND CAN STILL SEE THE DISK, YOUR MEASUREMENT WILL BE "GREATER THAN" THE DEPTH OF THE TUBE --IN THIS CASE, GREATER THAN 120 CENTIMETERS.
Cut to a brief sound-up as the students stop to look up at the sky and talk about the clouds they see. Cut to a close-up of the clouds in the sky and then to a student writing down the data.
22. WHICHEVER METHOD YOU USE FOR MEASURING TRANSPARENCY, YOU'LL NEED TO RECORD CLOUD COVER BEFORE LEAVING THE SITE.
Sound-up of students conversation.
First student asks, "Cloud cover?"
Another students says, "Clear, scattered, broken or overcast?"
Another student says, "It's not clear...broken."
Music sting and graphic bumper: Flub Ups
Video is shot with a hand-held camera and appears black and white with hatch marks and a red record button visible around the picture. The overall impression is that we're seeing through the lens of a hidden camera.
Music sting and digital effect as we move to next example. Cut to shot of student team measuring transparency in the sun. The universal "no" sign (a circle with a diagonal line through it) appears over the Secchi disk going into water in the sunlight.
23. TRANSPARENCY READINGS SHOULD NEVER BE TAKEN IN THE DIRECT SUNLIGHT. USE A TREE, AN UMBRELLA, A LARGE PIECE OF CARDBOARD OR YOUR BODY FOR SHADE.
Cut to shot of a dirty bucket being inserted into the water The universal "no" sign (a circle with a diagonal line through it) appears over the bucket.
24. NEVER USE A DIRTY BUCKET AND DON'T USE YOUR BUCKET FOR ANYTHING OTHER THAN TAKING WATER SAMPLES.
Music sting and graphic bumper: Getting Started: Water Temperature
Cut to close-ups of each item on word cue. Super text identifying these items.
25. TO MEASURE TEMPERATURE, YOU NEED AN ALCOHOL-FILLED THERMOMETER, A CLOCK OR WATCH, ENOUGH STRING TO LOWER THE THERMOMETER INTO THE WATER AND A RUBBER BAND.
Cut to shot showing calibration thermometer in ice bath.
26. AT LEAST EVERY THREE MONTHS, YOU SHOULD USE AN ICE BATH TO CALIBRATE YOUR THERMOMETER, AS DESCRIBED IN THE ATMOSPHERE PROTOCOLS SECTION OF THE TEACHER'S GUIDE.
Music sting and graphic bumper: Step By Step: Water Temperature
Cut to cinema verite-style footage showing a team of students measuring water temperature. There will be minimal voiceover. We will hear the natural sound of the students working together as they do the protocol and many of the shots will be from the students' POV.
The camera starts with shot of students at the water's edge taking the water temperature.
27. THESE STUDENTS HAVE FINISHED MEASURING TRANSPARENCY AND ARE NOW MEASURING THE TEMPERATURE OF THE WATER.
Cut to a close-up of a student's hand picking up the thermometer. It has a string attached to it.
Camera pulls out to a medium shot as the thermometer is being shaken and then held still and read at eye level, out of the sun. Camera zooms in closer to see reading.
28. FIRST, THE STUDENTS RECORD WHAT THE THERMOMETER READS BEFORE IT GOES IN THE WATER.
Cut to a wide shot showing the student throwing the thermometer toward the water.
Cut to a medium shot of the thermometer dropping into the water.
Dissolve to a shot of one of the students checking her watch. Cut to a shot of student reading the thermometer. Zoom in for an ECU of the thermometer reading.
Cut to a medium shot of the thermometer being dropped back into the water. Cut to a wide shot of the student taking the thermometer back out and checking the reading.
29. AFTER READING THE WATER TEMPERATURE, THE STUDENT LOWERS THE THERMOMETER BACK INTO THE WATER FOR ANOTHER MINUTE OR SO AND READS IT AGAIN.
Cut to an ECU of the thermometer reading. Cut to a shot of the student recording the data.
30. THE TEMPERATURE IS THE SAME. SHE RECORDS IT ON HER DATA WORKSHEET AND GIVES THE THERMOMETER TO THE NEXT STUDENT. AT LEAST THREE WILL TAKE THE MEASUREMENT.
Music sting and graphic: A Closer Look
In this segment, we replay the step-by-step sequence and freeze the video to make key points. In each case, our voiceover begins with the replay, NOT with the freeze.
Replay step-by-step sequence starting on the camera close-up of a student's hand picking up the thermometer. It has a string and a rubber band attached to it. Close-up on the rubber band around the student's wrist. Freeze video. Graphic arrow is superimposed to point out the rubber band.
31. IN MEASURING WATER TEMPERATURE, IT IS IMPORTANT TO HOLD ON TO THE THERMOMETER. A LOT OF THERMOMETERS HAVE BEEN LOST BY PEOPLE WHO FORGOT THE RUBBER BAND TRICK.
Pick up step-by-step sequence on a medium shot of the thermometer dropping into the water. Freeze video. Superimposed graphic clock highlights the times from 3 to 5 minutes and stops at 5 minutes.
32. THE BULB OF THE THERMOMETER IS IMMERSED IN THE SAMPLE WATER TO A DEPTH OF TEN CENTIMETERS FOR THREE TO FIVE MINUTES.
Pick up step-by-step as students put the thermometer back into the water and recheck temperature. Freeze video. Superimposed graphic clock shows one minute time lapse.
33. THEN IT'S IMMERSED AGAIN FOR ONE MINUTE TO MAKE SURE THE TEMPERATURE READING IS CORRECT. IF THE SECOND READING IS THE SAME AS THE FIRST, RECORD THE DATA, OTHERWISE, IMMERSE THE THERMOMETER FOR A MINUTE AT A TIME UNTIL THERE IS NO CHANGE IN TEMPERATURE.
Cut to the point in the step-by-step sequence when the camera shot is on a student lifting the thermometer out of the water. Cut to a close-up of the student's hand on the thermometer, with the tip of the thermometer still in the water. Freeze video. Superimpose arrow to point out the bulb under water.
34. BE CAREFUL TO RAISE THE THERMOMETER JUST ENOUGH TO READ THE TEMPERATURE. OTHERWISE AIR TEMPERATURE AND WIND COULD AFFECT THE READING. WHETHER YOU'RE WORKING FROM A SAMPLE BUCKET OR AT THE WATER'S EDGE, MAKE SURE TO TAKE THE READING WITH THE BULB IN THE WATER.
Cut to a sound up of a different student team. They are going over their data sheets in the field and then cut to shot of students entering data into the computer.
35. ALL OF THE TRANSPARENCY MEASUREMENTS --AND THE AVERAGE OF THE TEMPERATURE MEASUREMENTS -- WILL BE RECORDED IN THE DATA NOTEBOOK AND THE GLOBE DATA SERVER. IF AT LEAST THREE TEMPERATURE READINGS HAD NOT BEEN WITHIN ONE-HALF DEGREE OF THE AVERAGE, THE STUDENTS WOULD HAVE HAD TO REPEAT THE MEASUREMENT.
Music sting and graphic bumper: Flub Ups
Video is shot with a hand-held camera and appears black and white with hatch marks and a red record button visible around the picture. The overall impression is that we're seeing through the lens of a hidden camera.
The camera shows someone rinsing a bucket up with distilled water to rinse. A universal "no" sign appears over the bottle of distilled water.
36. YOUR BUCKET SHOULD BE RINSED WITH SAMPLE WATER ONLY BEFORE COLLECTING A SAMPLE TO MEASURE.
Music sting and digital effect as we move to next example. The camera shows a thermometer in the water. Then, someone pulls the thermometer out of the water, turns and asks someone to bring over a worksheet or a pen, and then finally takes the measurement. A universal "no" sign appears over the space between the thermometer and the water. Another universal "no" sign appears over the students fingers on the bulb.
37. TEMPERATURE READINGS HAVE TO BE MADE QUICKLY, WITH THE THERMOMETER IN THE WATER. OTHERWISE AIR TEMPERATURE AND WIND WILL AFFECT YOUR READING. AND NEVER HOLD A THERMOMETER BY THE BULB.
Music sting and graphic bumper: Let's Learn
Cut to sound-up of a teacher and hearing impaired students sitting in a circle and discussing/signing water transparency.
Teacher says, "Any more questions for discussion ... Natalia?"
Student signs, teacher verbalizes, "Do fish live in cloudy water, H20?"
Teacher says, "Another question please...Magda?
Student signs, teacher verbalizes, "Does the cloudiness of H2O change the temperature of the water?"
Cut to GLOBE scientist on camera.
SOT: Dr. Martha Conklin. "All the measurements that the students take are critical for probing or gathering information about different water bodies. Now, transparency is an important one because, light penetration gives you some idea about how productive a lake is. Then you might ask the question, why?"
SOT: Dr. Roger Bales. "The temperature and transparency measurements that Globe students are making are very important water quality indicators that we will use on a regional basis. We're involved in making assessments of the effects of climate change, of other things like acid deposition on a region-wide basis, and especially as climate changes, we expect temperature and transparency to show shifts across the region."
Dissolve slowly to a shot of man fishing that began the video. Fade to a shot of the GLOBE Teacher's Guide. Graphic superimposed over video: Visit GLOBE at www.globe.gov
38. FOR ADDITIONAL INFORMATION AND MORE DETAILED INSTRUCTIONS ON HOW TO DO THESE PROTOCOLS, PLEASE REFER TO THE GLOBE PROGRAM TEACHER'S GUIDE.