Translation Script
for
The GLOBE Program
"Protocol Series: Maximum, Minimum and Current Air Temperature"
Music up. Opening sequence and title slate appears: Protocol Series: Maximum, Minimum and Current Air Temperature.
Effect to a close-up shot of sunrise. Music dips.
Cut to a sound-up of Finnish students, speaking in their native language with English subtitles.
Student--"Why do we have to take both maximum temperature and minimum temperature?"
Student--"Why would the scientists around the world use our data? Everyone knows it's sometimes cold and sometimes warm."
Student--"When we take air temperature how does it help us to understand the environment?"
Cut to Dr. Postawko on camera.
SOT: Dr. Susan Postawko: "One of the ways in which we monitor, if you will, the health of the planet is by taking its temperature the same as we would for a person. Global climate change is a very unknown area, and while we think global warming may be taking place, we don't always know exactly what's happening and how it's happening in different areas of the globe."
Music sting and graphic bumper: Getting Started
Cut to footage of group at instrument shelter, followed by close-ups of equipment on word cue.
1. V/O: AIR TEMPERATURE MEASUREMENT INVOLVES A FAMILIAR TECHNIQUE: READING A THERMOMETER. TO MEASURE AIR TEMPERATURE YOU WILL NEED A WELL-VENTILATED INSTRUMENT SHELTER, A MAXIMUM/MINIMUM THERMOMETER, A CALIBRATION THERMOMETER AND AN ATMOSPHERE INVESTIGATION DATA WORK SHEET.
Start with a shot of a straight, horizontal thermometer, with the bulb on the left. Show alcohol (red) in the bulb, then show the red expand and contract. Sun is shining as it expands, then picture darkens and moon appears as it contracts. This progression from day to night is repeated throughout the graphic as we add each new element.
2. V/O: IF YOU REMEMBER HOW THE MAX/MIN THERMOMETER IS MADE, YOU'LL HAVE AN EASIER TIME READING IT CORRECTLY. A REGULAR STRAIGHT THERMOMETER HAS LIQUID, SUCH AS ALCOHOL, IN IT. MOST OF THE LIQUID IS IN THE BULB AND A LITTLE BIT OF THE LIQUID IS IN A SMALL CHANNEL ALONG THE LENGTH OF THE TUBE. WHEN TEMPERATURE INCREASES, THE ALCOHOL EXPANDS. WHEN TEMPERATURE DECREASES THE ALCOHOL CONTRACTS.
Go back to daylight, and add mercury to the right of the alcohol.
3. IN THE MAX-MIN THERMOMETER A SMALL AMOUNT OF MERCURY HAS BEEN ADDED, IT MOVES WITH THE ALCOHOL. WHEN THE TEMPERATURE INCREASES THE ALCOHOL EXPANDS, PUSHING THE MERCURY AWAY FROM THE BULB. WHEN THE TEMPERATURE DECREASES THE ALCOHOL CONTRACTS AND THE MERCURY MOVES BACK TOWARD THE BULB.
Fade on indicators (blue), which are really just lines, not barbells. Show mercury pushing the right indicator over. Then, as day turns to night, the mercury moves left, and there is a space between the indicator and the mercury. As the temperature drops, the mercury should be pushing the left indicator over.
4. LITTLE PINS, WE CALL THEM INDICATORS, HAVE BEEN ADDED TO THE THERMOMETER ON EITHER SIDE OF THE MERCURY. THE ALCOHOL FLOWS AROUND THE PINS, BUT THE MERCURY PUSHES THEM ALONG THE TUBE. AS THE TEMPERATURE INCREASES, THE MERCURY PUSHES THE RIGHT HAND INDICATOR AWAY FROM THE BULB. AS THE TEMPERATURE DECREASES, THE PIN ON THE RIGHT SIDE STAYS IN PLACE AND THE MERCURY MOVES AWAY.
5. AS THE MERCURY MOVES CLOSER TO THE BULB, IT PUSHES THE LEFT HAND INDICATOR. WHEN THE TEMP BEGINS TO INCREASE AGAIN, THE PIN ON THE LEFT STAYS IN PLACE.
6. IN THIS WAY, ONE PIN INDICATES THE MAXIMUM TEMPERATURE AND THE OTHER PIN INDICATES THE MINIMUM
Show the mercury moving left, and pushing the left indicator over. The yellow mercury pushes the indicator and the red alcohol is now present from the bulb to the left of the indicator. Then, sun comes back up and the red line moves to the right of the left indicator pushing the mercury away from the bulb. Left indicator stays in place and there is red between the indicator and the mercury.
Show thermometer bend from middle and show indicators and mercury move in a day to night progression. Arrows point out the mercury movement.
7. THE THERMOMETER CONTINUES TO WORK IN THE SAME WAY EVEN WHEN IT IS BENT INTO THE SHAPE OF A HORSESHOE. IN THIS SHAPE, AS THE TEMPERATURE INCREASES THE ALCOHOL STILL EXPANDS AND THE MERCURY MOVES UP ON THE RIGHT SIDE OF THE THERMOMETER, AND DOWN ON THE SIDE WITH THE BULB. AS THE TEMPERATURE DECREASES, THE ALCOHOL CONTRACTS AND THE MERCURY MOVES IN THE OPPOSITE DIRECTION, RISING TOWARD THE BULB ON ONE SIDE, WHILE FALLING ON THE OTHER.
Fade on scales. Arrows point out the mercury to show that the reading is the same on both sides. CU on U-tube shows numbers going down and up and points out zero degrees, very much like existing graphic except indicators shouldn't look like barbells.
8. SCALES ARE ADDED TO BOTH SIDES OF THE THERMOMETER. THESE SCALES ARE ADJUSTED SO THAT THE TOP OF THE MERCURY, WHICH MEASURES CURRENT TEMPERATURE, GIVES THE SAME READING ON BOTH SIDES.
9. ON THE BULB SIDE, THE MERCURY DROPS AS THE TEMPERATURE INCREASES, AND SO THE MEASUREMENT SCALE ON THIS SIDE IS UPSIDE DOWN.
10. HIGHER TEMPERATURES ARE AT THE BOTTOM AND LOWER TEMPERATURES ARE AT THE TOP. ALWAYS LOOK FOR ZERO DEGREES CELSIUS AND THE PLUS AND MINUS SIGNS TO ORIENT YOURSELF.
Point out max and min temps as in existing graphic, except indicators don't look like barbells.
11. THE BOTTOM OF THE LEFT INDICATOR SHOWS THE MINIMUM TEMPERATURE, THE BOTTOM OF THE RIGHT INDICATOR SHOWS THE MAXIMUM TEMPERATURE.
Cut to a shot of a student walking to the instrument shelter. Cut to a camera pan that shows the instrument shelter sitting in a grassy, flat open area. Cut to camera pan that shows buildings, trees and bushes, then pull back to reveal the instrument shelter in the foreground.
12. BEFORE YOU CAN MEASURE AIR TEMPERATURE, YOU NEED TO PUT UP AN INSTRUMENT SHELTER. UNLESS YOUR SURROUNDINGS ARE VERY RUGGED, YOU SHOULD LOOK FOR A FLAT, OPEN AREA WITH A NATURAL SURFACE, SUCH AS GRASS. BUILDINGS, TREES AND BUSHES CAN AFFECT THE FLOW OF AIR TO YOUR THERMOMETER, SO TRY TO PUT YOUR SHELTER FOUR TIMES AS FAR FROM AN OBJECT AS THAT OBJECT IS HIGH.
Superimpose graphics over the video to show a line going up next to a 10 meter tall tree. 10 m appears on screen next to the line indicating height. Then a distance line draws on from the tree to the shelter with 40 m appearing next to the distance line.
13. IN OTHER WORDS, IF YOUR SITE IS SURROUNDED BY TREES THAT ARE TEN METERS TALL, TRY TO PUT THE SHELTER 40 METERS AWAY.
Cut to a shot of an instrument shelter that is not the proper distance away. Dissolve to shot of students at instrument shelter. Dissolve to shot of tall trees. Dissolve to close-up of a student writing down the metadata.
14. MANY SCHOOLS CAN'T FIND A SITE WITH THAT MUCH SPACE. IN THAT CASE, DO THE BEST YOU CAN AND THEN MAKE SURE TO WRITE DOWN WHAT THE OBSTRUCTIONS ARE, HOW TALL THEY ARE, AND WHERE THEY ARE RELATIVE TO THE INSTRUMENT SHELTER.
Student says: "We have to record the metadata, the trees are too close to the instrument shelter."
15. BOTH DISTANCE AND DIRECTION ARE IMPORTANT. THIS INFORMATION ABOUT YOUR MEASUREMENT SITE IS CALLED METADATA AND IS CRITICAL TO REPORT TO GLOBE.
Music sting. Text over dictionary background is used to represent the definition, (definition, metadata, data about data)
16. DEFINITION: METADATA--DATA ABOUT DATA
Cut to shot of web page. Cut to a cartoon-like graphic of a GLOBE scientist sitting at a computer manipulating data. Bubble is graphically superimposed above her head and an image of an instrument shelter in a grassy field appears inside the bubble. Another bubble containing a "reality" image appears on the right. This footage shows an instrument shelter in an arid setting.
17. WITHOUT YOUR METADATA, GLOBE SCIENTISTS HAVE NO IDEA HOW YOUR SHELTER IS CONFIGURED -- AND THAT INFORMATION IS CRITICAL TO HOW YOUR DATA ARE INTERPRETED.
Cut to shots of students walking to a shelter and close up shot of holes in the top of the shelter.
18. PURPOSE OF AN INSTRUMENT SHELTER IS TO ALLOW YOU TO MEASURE THE TEMPERATURE OF FREE-FLOWING AIR WITHOUT INTERFERENCE FROM THINGS LIKE DIRECT OR REFLECTED SUNLIGHT. PAINT IT WHITE TO REFLECT LIGHT AND MAKE SURE IT HAS CLEAR AIR HOLES NEAR THE TOP AND LOUVERS FOR GOOD VENTILATION.
Cut to shot of an instrument shelter mounted on site. The text "Tampering," "vibration," and "Direct sunlight" appear on word cue. Camera pans up from ground up the post and to the instrument shelter. Cut to different angle of another shelter on site.
19. BY PLACING THE SHELTER CORRECTLY, YOU WILL ALSO PROTECT AGAINST VIBRATION, TAMPERING, AND DIRECT SUNLIGHT. YOU CAN MINIMIZE VIBRATION BY MOUNTING THE SHELTER ON A POST AND SECURING IT IN THE GROUND. DON'T BE TEMPTED TO COVER UP THE NATURAL GROUND COVERING WITH THINGS LIKE GRAVEL, TAR OR CONCRETE.
Cut to shots of someone unlocking and opening the door. Cut to shot of screen inside shelter door.
20. YOU MAY USE A LOCK TO DISCOURAGE PEOPLE FROM TAMPERING WITH YOUR EQUIPMENT AND A SCREEN TO KEEP INSECTS FROM NESTING IN YOUR SHELTER.
Pan down from palm trees to instrument shelter.
21. AND MAKE SURE TO FACE THE SHELTER AWAY FROM THE EQUATOR TO AVOID DIRECT SUNLIGHT WHEN YOU OPEN THE DOOR.
Shot shows the thermometers hanging inside the instrument shelter. Arrows show air flow into the shelter. Cut to shot of shelter, with arrows showing heights above ground (1.5m) and average snow depth (.6m
22. YOU SHOULD MOUNT YOUR THERMOMETERS WITH SPACE BETWEEN THEM AND THE REAR WALL OF THE SHELTER, SO THAT AIR CAN CIRCULATE ALL AROUND. THE POST SHOULD BE TALL ENOUGH THAT YOUR INSTRUMENTS HANG AT LEAST ONE AND A HALF METERS ABOVE THE GROUND OR .6 METERS ABOVE THE AVERAGE MAXIMUM SNOW DEPTH.
Cut to shot of two students calibrating their thermometer in classroom.
23. AT LEAST EVERY SIX MONTHS, YOU CALIBRATE YOUR MAX/MIN THERMOMETER TO MAKE SURE IT IS READING ACCURATELY.
Music sting. Text (calibrate - take measurements to compare an instrument to a known standard) with dictionary background to represent the definition. The text can be removed for the foreign language master.
24. DEFINITION: CALIBRATE -- TAKE MEASUREMENTS TO COMPARE AN INSTRUMENT TO A KNOWN STANDARD.
Cut to footage of student beginning to make an ice bath.
25. BEFORE CALIBRATING YOUR MAX/MIN THERMOMETER, YOU NEED TO CHECK YOUR CALIBRATION THERMOMETER BY USING IT TO MEASURE A KNOWN TEMPERATURE -- ZERO DEGREES CELSIUS, THE POINT WHERE FRESH WATER FREEZES.
The camera zooms in on a big bowl of water with only a couple of ice cubes floating around and freezes. A universal "no" sign appears over the image.
26. THIS IS WRONG. FOR PROPER CALIBRATION, THERE SHOULD BE AT LEAST AS MUCH ICE AS WATER IN YOUR ICE BATH.
Cut to close-up as student begins to make the ice-bath correctly. Cut to shot of the thermometer being stirred around in the water. Cut to shot of student reading thermometer. Close-up shows that the thermometer reads between -0.5oC and +0.5oC. *** SUPERIMPOSE GRAPHIC HERE TO SHOW THE RANGE BETWEEN -0.5 AND +0.5***
27. FILL A CONTAINER WITH ICE AND ADD A LITTLE WATER. NOW PLACE THE BULB OF YOUR CALIBRATION THERMOMETER IN THE BATH AND GENTLY STIR IT AROUND IN THE WATER. IF, AFTER A FEW MINUTES, THE THERMOMETER DOESN'T READ BETWEEN NEGATIVE ZERO POINT FIVE AND ZERO POINT FIVE DEGREES CELSIUS, YOU NEED ANOTHER CALIBRATION THERMOMETER.
Student says: "It looks like it's at zero now."
Another student replies, "Yes, it's right at zero, let's bring it out to the weather shelter to calibrate."
Cut to students walking out to site. Cut to students and comparing readings between the two thermometers. Cut to a CU of students adjusting the scales. Cut to a shot of a student making a note of the calibration problem on his or her data worksheet.
28. THE CALIBRATION THERMOMETER SHOULD HANG IN THE SHELTER WITH THE MAX/MIN THERMOMETER FOR 24 HOURS. THEN, YOU'RE READY TO COMPARE THE CURRENT TEMPERATURE READINGS OF YOUR MAX/MIN THERMOMETER WITH YOUR CALIBRATION THERMOMETER.
Student says: "OK Jared, we're going to be taking the temperature now. First we want to look at the calibration thermometer and that's reading 16 and a half degrees Celsius. Now if we look at the U-tube thermometer realize it's not quite calibrated to the calibration thermometer so we're going to need to calibrate that."
29. IF THE CURRENT TEMPERATURES DO NOT MATCH, LOOSEN THE SMALL SCREW IN THE MAX/MIN THERMOMETER AND SLIDE THE TEMPERATURE SCALES UP OR DOWN UNTIL THEY DO.
Student says: "Now let's see if our scales are accurate with the calibration thermometer."
Another student replies: "16.5 and 16.5"
1st student says: "Alright."
30. ON DAYS THAT YOUR MAX/MIN THERMOMETER NEEDS ADJUSTING, YOU'LL ONLY BE ABLE TO RECORD A CURRENT TEMPERATURE. MAKE A NOTE OF THE CALIBRATION PROBLEM IN YOUR METADATA.
Student says: "Colin now we have to record in our metadata that we calibrated the U-tube thermometer so we can only record current air temperature."
Cut to a shot of two students at the instrument shelter.
31. A TEAM OF STUDENTS SHOULD READ THE THERMOMETER DAILY WITHIN ONE HOUR OF LOCAL SOLAR NOON.
Music sting. Graphic dictionary with text coming out of it (local solar noon, the time when the sun is at its highest point in the sky; half-way between sunrise and sunset).
32. DEFINITION: LOCAL SOLAR NOON. THE TIME WHEN THE SUN IS AT ITS HIGHEST POINT IN THE SKY; HALF-WAY BETWEEN SUNRISE AND SUNSET.
Music sting and graphic bumper: Step By Step
Cut to cinema verite-style footage showing the team of students taking the air temperature measurement. 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' point of view.
The camera starts with a wide establishing shot of the group.
The camera moves closer and pans to the calibration thermometer to the max/min thermometer. Cut to a shot showing the student in position to read the mercury. Cut to an extreme close-up (ECU) of the current temp reading.
33. THIS STUDENT IS DOUBLE CHECKING THE CALIBRATION AND THEN LOOKING AT THE MERCURY LEVEL TO READ THE CURRENT TEMPERATURE.
Student asks: "Maximum?"
Cut to another establishing shot of the team. A student takes the reading, another checks it. Close up of handwriting down the reading. This happens again for the min. reading. Cut to an ECU of the max and min indicators.
34. AND SHE IS LOOKING AT THE INDICATORS TO DETERMINE THE MAXIMUM AND MINIMUM TEMPERATURES.
Student replies: "41."
First student asks: "Erin do you agree?"
Erin says: "Yes."
First student: "Minimum?"
Student says: "13.5"
Erin replies: "That's right."
Another student moves in and camera moves to a close-up of the thermometer and a hand using the magnet to reset it.
35. AFTER THE TEMPERATURES ARE RECORDED THE THERMOMETER IS RESET.
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 closer to show the max/min thermometer and the calibration thermometer. Cut to a shot showing the student in position to read the mercury. Freeze video. Graphic lines are superimposed to connect eyes to thermometer.
36. IT'S IMPORTANT TO USE JUST YOUR EYES TO READ THE THERMOMETER. NEVER TOUCH OR SHAKE IT. AND DON'T CROWD IT EITHER -- YOUR BODY TEMPERATURE COULD WARM UP THE AIR AND AFFECT YOUR READING.
Pick up step-by-step sequence right after the freeze, showing the student in position to read the mercury. Cut to a close-up of the student's face looking at the thermometer and then cut to an extreme close-up (ECU) of the current temp reading. Freeze video.
37. YOU NEED TO BE AT EYE LEVEL WITH THE MERCURY WHEN YOU'RE READING CURRENT TEMPERATURE AND THE READING SHOULD BE THE SAME ON BOTH SIDES OF THE U-TUBE.
Graphic arrows are superimposed to point out max and min temperatures.
38. FOR MAXIMUM AND MINIMUM TEMPERATURES, YOU NEED TO BE AT EYE-LEVEL WITH THE BOTTOM OF THE INDICATORS.
Student double checks and says, "yes." Cut to close up of hand recording data.
39. STUDENTS SHOULD DOUBLE-CHECK EACH OTHER FOR ACCURACY AND MAKE SURE EVERYONE AGREES ON WHAT THE THERMOMETER READS.
Cut and replay step-by-step at the point when double-checking student moves aside. Camera moves to a close-up of the thermometer and a hand using the magnet to reset it.
40. AFTER YOU HAVE GOOD TEMPERATURE READINGS, DON'T FORGET TO RESET THE THERMOMETER. TAKE A SMALL MAGNET AND DRAG THE INDICATORS DOWN UNTIL THEY JUST TOUCH THE TOP OF THE MERCURY COLUMNS. THE MERCURY SHOULD BE CONTINUOUS WITH NO AIR GAPS.
Cut to shots of the students sitting down at the computer, opening up the data notebook and recording the data, going to the data entry page on the Web site (we will only show GLOBE data entry screens, and only briefly).
41. THE FINAL STEP -- THE AIR TEMPERATURE DATA GO INTO THE DATA NOTEBOOK AND GLOBE'S WEB SITE SO THAT THIS TEAM CAN SHARE ITS INFORMATION WITH OTHER GLOBE STUDENTS AND SCIENTISTS.
Music sting and graphic bumper: Oops!
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.
Student walks up to the thermometer, looks up at the thermometer. The shot freezes and a universal "no" sign appears over her head and the shelter.
41. THIS STUDENT SHOULD BE STANDING ON SOMETHING SO THAT SHE CAN BE EYE LEVEL WITH THE MERCURY AND THE INDICATORS.
Another student reaches in to the shelter.
42. AND NEVER, NEVER TOUCH THE THERMOMETER. EVEN BREATHING ON IT CAN INVALIDATE THE READINGS.
Music sting as we move to next example. Camera shows student closing and locking shelter, and a universal "no" sign appears.
43. DON'T FORGET TO RESET. IF THE INDICATORS WEREN'T RESET ON THE PREVIOUS DAY YOU CAN ONLY REPORT THE CURRENT TEMPERATURE.
Music sting. Graphic bumper: Let's Learn
Cut to Chinese students and teacher, speaking in their native language, with English subtitles.
Teacher -- "You know China is a big country. Which city has the biggest difference in temperature over three months?"
Student #1--"I think the difference in temperature in Beijing is bigger than the temperature in Guangzhou."
Teacher -- "Do you agree?"
Student #2:--"Yes, I think so."
Teacher--(missing exact translation, but he says something like the following) You live in different cities which are far apart; how do you know what the temperature is in her city?
Student #2: --"We can know by examining data on the Internet."
Cut to student taking readings from the shelter.
Cut to GLOBE scientist on camera.
SOT: Dr. Susan Postawko. "We use the student data to fill in gaps between monitoring stations like the National Weather Service. What we found is that 1997 was one of the hottest years on record, if not the hottest year on record. So everyone is interested in trying to track that. And it's of interest to the general public because if there is global warming, we need to know how to deal with the implications of global warming."
Dissolve slowly to a shot of the same sunset that opens the piece. Fade to a shot of the GLOBE Teacher's Guide.
44. FOR ADDITIONAL INFORMATION AND MORE DETAILED INSTRUCTIONS ON HOW TO DO THIS PROTOCOL, PLEASE REFER TO THE GLOBE PROGRAM TEACHER'S GUIDE.