2. Spring Budburst Study A Research project Model Secondary School for the Deaf Indiana School for the Deaf Spring 2007

3. Phenology  The study of the seasonal timing of life cycle events  Observe changes in plants and animals –In our study: native tree species  Determine the dates when critical events in the plants annual growth cycle occur. –In our study: bud burst  Watch a Terra satellite movie.satellite movie

4. Leaf buds

5. Bud Burst Phenology  Budburst is an example of a phenological cycle. –The buds pop open at about the same time each year. –Assumes that the climate is similar year to year.  Past MSSD research - poster display for 2002

6. Background - Why study Budburst?  The timing of budburst is influenced by temperature and/or moisture.  The data will help researchers understand climate change  Analysis of satellite data indicates change in the growing season in some regions - getting longer.  Could indicate that the planet is warming  We need ground-based data of specific species to know things that cannot be seen from space.

7. Climate Change  Seasons have been very stable for past 500 + years.  Natural variations: The climate has been warmer & colder in the past history of the Earth. Warm winters & cold winters are natural.  Why is the atmosphere changing now? Because of human activity?  Phenological studies help us understand what is happening.

8. Our research questions  On what date will bud burst happen in 2007 in DC? Will it be the same in Indiana?  How does 2007 compare with 2002?  What controls budburst in DC… moisture or temperature? Same in Indiana?

9. Procedure I  Students will observe when budburst occurs on selected trees in Washington D.C & Indiana

10. Procedure - cont.  Select and mark a branch on the south side of the tree. (use a compass)  Find the Genus species of the tree.  Describe the tree (circumference & height )  Start at least 2 weeks before you expect budburst - What date for MSSD?  Visit the tree daily & observe the buds

11. What controls budburst?  The trees do not read the calendar!  Trees respond to the local environmental  Budburst occurs when the trees sense certain temperature or moisture conditions –Which controls budburst in Washington, D.C.?

12. Scientists learn from student measurments…  Scientist can use our observations of budburst along with our temperature and precipitation data 1. Map annual dates of budburst across the continents 2. Establish the weather patterns that control phenology in your area and across the world. 3. Better understand how global vegetation responds to interannual climate variability

13. Moisture or Temperature?  Many plants in different areas of the world require a set amount of warming to initiate growth and minimize their risk of frost damage.  Growing degree summation (GDS) is a common measure of warming used by scientists.

14. Growing Degree Summation  You need the maximum and minimum temperature data for your school from January first (if you live in the northern hemisphere)  or July first (if you live in the southern hemisphere) up to and including the date of budburst.

15. Moisture Availability  Comparing the input of water to the surface with the amount of water that could leave the surface.  If input > output then it’s a moist environment  If input < output, then it’s a drought

16. Moisture Availability  Input: precipitation (both solid and liquid)  Outputs: evaporation and transpiration. –Transpiration is the process of water loss from plants while they absorb CO2 for photosynthesis.  (Specific calculations later)

17. Procedure II  We will record atmospheric conditions every day…. GLOBE Atmosphere protocols. –Temperature, rainfall, snowfall, cloud cover, cloud type  Starting now!!

18. Homework  Read about climate change.  Outline the information in the handout. http://www.naturescalendar.org.uk/NR/rdonlyres/78321DC5-E689-4578- 9321-24F19F27F917/0/climatechange.pdf