Module 9

Module 9

Explain:

I never thought of permafrost as a trap for methane and carbon, as well as other materials.  It was mentioned in several resources through this course, but in particular from this week’s Module: 

n Changing Arctic Landscape

    n “How rapidly is permafrost changing and what are the impacts of these changes?”

Wow… In “Glacier By National Park and Preserve – Glaciers/Glacial Features” article reference is made to the fact that “Glacier ice is different than the ice in your refrigerator.  The ice crystals form slowly under pressure and individual crystals can grow to be the size of a football.”

Information about the three configurations of continents that blocks or reduces the flow of warm water from the equator to the poles was very interesting.

The same article also mentioned an interesting theory that “about 15,000 BC prehistoric man, by killing the mammoths, removed a major grazing factor and so let the North  American and Eurasian tundra get overgrown with trees, which, sticking up above the winter snow, made the land darker and make the spring warming much quicker, and so ended the last Ice Age.”  My, my… all for the sake of a good steak meal.

The concept of “Post-Glacial Rebound” was an entirely new concept to me.  Powerful forces are at work right under our feet… yikes.

Evaluate:

I would like to use the video Changing Arctic Landscape in my classroom.  The opening visual represents the cycle that is occurring of warming and melting… and the information throughout the video gives information and facts in a style that can be both interesting and information for students.  

The video “Losing Permafrost in Alaska” also gives good visuals.  It does a good job for students of looking at the impact from a global level as well as from a small community and individual level.

Source:  "Losing Permafrost in Alaska"

The maps in the Alaska History and Cultural Studies website are very useful, especially the map showing the climatic regions of Alaska.



Source:  Alaska History and Cultural Studies



“Earth’s Cryosphere – Antarctica” also gives very good visuals for the classroom of the changes that are occurring in the ice. 

Source:  Earth's Cryosphere - Antarctica

The video “Climate Change” did a very good job of illustrating and explaining the concepts of climate and weather.  This is an important distinction for students to make.

Extend:

It is our task as teachers to provide the opportunities and skills for students to create an awareness of the fact that “Changes in temperature along with changes in latitude, altitude, precipitation and the different heat capacities of land and water all interact to create the dynamic realm of terrestrial ice, glaciers, permafrost, rivers and lakes.” (Clay Good)  The actions that are taken now (locally and globally) have an impact in the world that our students will experience in adulthood, and for the generations to come after them.  There can be a fine line between being overwhelmed and hopeful… and we need to help students bridge that “fine line” and build a bridge to optimism, experience a sense of “can do”, and work to do what they can within their world of influence.

In the “Glacier Bay National Park and Preserve – Glaciers/Glacial Features” article reference is made to “the bottom of the glacier is under tremendous pressure, which allows it to flow almost like a plastic over the bedrock beneath.”  In our science class we do an experiment where students freeze a cup of ice solid overnight.  The next day we take the outer paper cup off, and place it back in the freezer on a BBQ grill rack (with space below).  Next we put a brick on top of the block of ice overnight.  When we come back the next day, students see the evidence of the plasticity of the ice by how it has “flowed” or molded through and around the spaces between the grill.  Try it… it is a fun experiment… along with the predictions that come from students on Day 2. 

I also appreciate highlighting the wonderful ALISON project through U.A.F.  The program offers hands on science experiences and data collection to teachers and students throughout Alaska.  Having been a teacher/participant, I have seen first hand the benefits to and for student scientists.

Three Colleagues:

I was fascinated by cyanobacteria, as was Sandi S.  I had never heard of it... and look forward to exploring and finding out more.

I agree with Dave W. that the visuals about Albedo and warming were fascinating.... and I agree that we each need to ask "Now what do [can] I do?"

Kristen K. – All I can say is “You rock”.  She states, "When we provide students with experience with authentic science research, we are telling the students that we believe in them and the work they do matters."