Module VII

Week 7

Explain: 

     I enjoyed hearing about the positive aspects of the Greenhouse Effect in Global Warming:  The Physics of the Greenhouse Effect.  It just goes to show that too much of a good thing is not necessarily a good thing in the end….

     It was very nice to see in the Arctic Modeling Project the involvement of local communities and cultures (adults and students) combining traditional knowledge and modern science. 

     The percentages and breakdowns of incoming and outgoing energy to/from Earth noted in Earth’s Energy Budget were very enlightening.  Definitely worth looking into further… 


Source:  Wikipedia

     The question asked in See Who’s Really Responsible for Carbon --  “What would it look like if carbon emissions traveled with products and services as they moved from country to country?” has some interesting implications.  The map showing “arrows of guilt” is an eye-opener.

Source:  GOOD Magazine

Extend:

     Global Warming:  Carbon Dioxide and the Greenhouse Effect is a very good visual for all ages of the heat absorption properties of carbon dioxide and its relationship to the Greenhouse Effect.  I could see using this in the classroom.

     Capturing Carbon is a good video for my middle school students.  Scientists are working to develop and improve upon an experiment developed by the 12 year old daughter of one of the scientists to draw carbon dioxide out of the air.   Good ideas and concepts can come from any age….

     The concept of Positive Feedback – that small disturbances are amplified so that big disturbances may result can apply to the environment as well as so many issues in life.  It is definitely worth discussing in the classroom with students in various contexts.

Evaluate:

     Many of the resources will be useful in my classroom, especially those noted above.  In Inuit Observations of Climate Change I was struck by the implications of indigenous people providing “more than local knowledge: they provide a different way of understanding relationships.”   It is all about relationship – from ancestral teachings (relationships with each other through the generations) as well as relationship with the land and its bounty.   Local expertise is definitely another way of understanding, and a concept that can be applied in all areas (both in and out of the classroom). 

     In the two videos La’ona DeWilde: Environmental Biologist and Alaska Native Teens Help Researchers, mention is made of the changes in permafrost.  Both videos also address training people in the village level rather than a “top down” approach.   “Home is not just a place for field studies.”    As a side note to the videos, as well as discussions of the Cryosphere (portions of the Earth’s surface where water is in solid form), I am not sure how many individuals are aware of the U.S. Army permafrost tunnel outside of Fairbanks.  Cheryl W. (a class participant) and I have been in the tunnel as part of the ALISON teacher trainings (through the UAF Geophysical Institute).  It is pretty amazing to be deep within the Earth and see the various layers of soil and ice laid down long ago, along with all the various items trapped in the layers.   Reaching up and touching the bottom of a long ago buried layer of ice is pretty amazing.  The tunnel is not open to the public… but if the opportunity to visit it arrives, I would recommend “going for it”.  I have copied some links to sites about the United States Army Cold Regions Research and Engineering Laboratory Permafrost Tunnel. 

      Link 1 Alaska Science Forum         

      Link 2 Univ of Alaska Fairbanks - CRREL Permafrost Tunnel        

      Link 3 360 degree interactive view inside the CRREL Permafrost Tunnel

Three Colleagues:

     Even though some of the material we are getting into is above my comprehension… there is much that can be enjoyed and understood by myself and my special needs students… just like Tyler O.’s third grade students.  I agree with Doug A. about the information about the toxins and haze accumulating at the Polar Regions being sobering.  My initial assumption would have matched the scientists… and I wish it was still so…  How wonderful that Marilyn B. is able to blend her early love of meteorology throughout her life’s path … and share it with those she comes in contact with.

Module VI

Module VI

EXPLAIN:

     I never thought I would be reading about the types of phase transitions… but it was definitely interesting to see that melting argon ice can simultaneously show the transition from solid to liquid to gas.

     Glenn Shaw’s findings as noted in “Arctic Haze” were very eye opening… for me as well as for him evidently.  The comparison of his initial assumption about getting data from a “pristine atmosphere” and the reality of his actual findings is more than a bit alarming.  Pollution is definitely a “transnational problem”.

EXTEND:

     I agree with the statement that the atmosphere is “the best example of how on Earth everything is connected.” It is a resource that we often abuse. Many of the resources this week give very good visuals for my students of just how connected we are around the world. I look forward to using them with my students to create discussion and hopefully build awareness. We are fortunate to be next door to the Alaska Challenger Learning Center. The resources will be helpful as we prepare for our annual missions.

     ~ Vertical Structure of the Atmosphere

     ~ Compare and Contrast Warm and Cold Air Fronts

     ~ Reveal Earth’s Atmosphere (It’s pretty amazing that we are under 14 lbs of pressure per square inch from the atmosphere.)

     Using Google Earth with the “timeline” (go to View, then Historical Imagery) can give a perspective on the changes that are taking place. For my school’s location (Kenai, Alaska), the imagery is available back to Dec. 1971. I’m not sure if that is the case for all areas. It is definitely worth checking out…. and discussing what some of the reasons might be for the changes.

EVALUATE:

     I look forward to using many of the resources in this unit in conjunction with participation in the NASA and ISS (International Space Station) program "EarthKAM".  If you have not explored this program, I would encourage you to do so. As a brief explanation… your class teams with NASA and other agencies to have your students send photo requests to the ISS for specific locations on Earth at specific times, and at specific latitudes and longitudes. While doing so, students must coordinate where the ISS will be at a particular time, whether the location will be in darkness or light, and what the weather conditions might be. Many resources are available for support… and then the images taken (once accepted) will be posted on the EarthKAM website for students and their families to view. You can also print out the student images… which has always been a hit. The missions usually last 3-4 days… so there is plenty of opportunity for success. Best of all, there is no cost for participation in the program.



Aracar Volcano, Andes Mtns, Argentina near Chile’s border
The above photo is courtesy of EarthKAM


     I also look forward to doing some more research on biomagnifications as mentioned in “Contaminants in the Arctic Food Chain”.
Colleagues:

      It sounds like Amy P.'s students are making some good "real life" connections, and her nitrogen cycle connection is a good example.  Alison L. and I are both fortunate to have SmartBoards in our room. Being able to have and move the world with our fingertips in Google Earth (and use the large format) is wonderful.  I can relate to Tommy G. having technology challenges… whether you are rural or urban. Technology serves us well, opens doors, but can also keep us very humble.



Module V

Week 5

 

EXPLAIN:

Guyot  Source:  (Wikipedia)



        I noted in the diagram “Features of the Ocean Floor”  a land feature noted as a guyot.  This is not a term I had come across previously so further research indicated that “A guyot /ɡiˈoː/, also known as a tablemount, is an isolated underwater volcanic mountain…, with a flat top over 200 meters (660 feet) below the surface of the sea. The diameters of these flat summits can exceed 10 km (6 miles).”  (Wikipedia)

       I was also struck by the fact that if the polar ice caps melted, the sea levels around the world could rise by 500-600 feet.  This would mean that approx. 85% to 90% of the Earth’s surface would be covered with water. (Save the Sea)  Perhaps there is potential for “Waterworld”…  



Source:  Google Images

      New information was also the fact that Atlantic sea water is heavier than Pacific sea water due to its higher salt content.  (Save the Sea)

EXTEND:

          I wonder about the future of the resources of the ocean and human impact. Currently, there is a project under development by U.K. designer Phil Pauley. The project is entitled “Sub-Biosphere 2”. It has the potential as a muli-tiered community both above and below the water line.

Source:  Sub Biosphere 2

     The statement was made that “If all the gold suspended in the world’s seawater were mined, each person on Earth could have about 9 pounds of gold.” (Save the Sea) Based on the current gold price (as of Nov. 7, 2010) of $1,389 per oz, there is a potential of $210,016 for every man, woman and child on Earth. ($1,389.05 x 16 oz x 9 lbs = $210,016 per person on Earth) This could be a good debate issue for the classroom, just as we are facing challenges around the globe for resources and perceptions of entitlement.

     I was not aware of the role of plankton in transporting carbon dioxide.  Below is some additional information from the Global Development Research Center that  I would like to share with my students.

     “Rather like a pump, plankton transport gases and nutrients from the ocean surface to the deep. Their role in the carbon cycle is quite different from that of trees and other land plants, which actually absorb CO2 and serve as a storehouse, or "sink", of carbon. Instead, ocean life absorbs CO2 during photosynthesis and, while most of the gas escapes within about a year, some of it is transported down into the deep ocean via dead plants, body parts, faeces, and other sinking materials. The CO2 is then released into the water as the materials decay, and most of it becomes absorbed in the sea-water by combining chemically with water molecules (H2O). Although a small but possibly significant percentage of the sinking organic material becomes buried in the ocean sediment, most of the dissolved carbon dioxide is eventually returned to the surface via ocean currents - but this can take centuries or millennia.”

EVALUATE:

       Having a real sense of the difference in the temperatures and climates at various latitudes can be a challenge for Alaska students.  I grew up in CA, OR and WA.  I was able to experience first hand the differences when my family visited relatives that lived in the various latitudes along the continental West Coast.  The reality is that many Alaska students (whether urban or rural) do not experience climates outside of Alaska due to the high expense and challenges of travel.  Posing the question to them of why we have long hours of daylight but lower overall temperatures during the various seasons would be a good activity for some problem solving, research and hypothesizing.  Exploring the “Angle of Incidence” concepts can be a cross curricular activity with value.  An additional possible resource might be “Refracted Light: The Normal, Angle of Incidence, Angle of Refraction, Critical Angle” 

     Some additional resources I found are:

-       Thermohaline Ocean Circulation video

-       Corioulis Effect -- 

         Atmospheric Motion:  Corioulis Effect

-       Corioulis Effect -- “What is an Ocean Current?” 

Three Colleagues:

       I agree with Martha’s statement about the resources being invaluable for students and teachers alike.   Janet’s statement about humans craving "cataclysmic events" could be very accurate.  We often think "it won't happen to us"...   I didn’t realize initially that it was Cheryl/me  (ALISON Kenai)  viewing the blog of Cheryl W.  (ALISON Palmer).  We have worked on ALISON (through the UAF Geophysical Institute) together over the years and attended workshops together.  Another fun project ... and I always enjoy her insights.