oceans, structure motion teacher s guide - arcticnet - a network

ARCTIC MARINE SCIENCE CURRICULUM

MODULE 1

OCEANS, STRUCTURE & MOTION

TEACHER’S GUIDE 2001

Prepared for: Fisheries and Oceans Canada

Northwest Territories Dept. of Education, Culture and Employment Nunavut Department of Education Yukon Department of Education

Prepared by: AIMM North Heritage Tourism Consulting

with Prairie Sea Services, Bufo Incorporated and Adrian Schimnowski

MODULE 1 TEACHER’S GUIDE

MODULE 1 - OCEANS, STRUCTURE AND MOTION TEACHER GUIDE

TABLE OF CONTENTS SPECIFIC LEARNING OUTCOMES ...................................................................... 1 RECOMMENDED RESOURCES ........................................................................... 3 INTRODUCTION ................................................................................................ 6 INTRODUCTION - WHY STUDY THE OCEANS? .................................................... 7 1.0 PROPERTIES OF WATER........................................................................... 11

1.1 CHARACTERISTICS OF WATER ..........................................................................11 1.2 THREE PHASES OF WATER...............................................................................12 1.3 WATER AS A SOLVENT .....................................................................................14 1.4 DENSITY OF WATER.........................................................................................15

2.0 THE OCEANS .......................................................................................... 17 2.1 COMPARING SALT AND FRESHWATER................................................................17 2.2 WHAT'S IN THE WATER? ..................................................................................18 2.3 OCEANS AND HEAT TRANSFER .........................................................................19 2.4 MOVING WATER ..............................................................................................21

3.0 ARCTIC ICE ............................................................................................. 28 4.0 PREDICTING THE WEATHER...................................................................... 31 5.0 GEOLOGY AND LANDFORMS..................................................................... 32 APPENDICES ................................................................................................. 34

APPENDIX 1: WATER SAMPLING BACKGROUND INFORMATION APPENDIX 2: INTERNET RESEARCH WORKSHEET APPENDIX 3: BLANK CIRCUMPOLAR MAP APPENDIX 4: CIRCUMPOLAR MAP APPENDIX 5: CONDUCTING LABS, OBSERVATION CHECKLIST APPENDIX 6: STUDENT-DESIGNED LABS, SELF AND TEACHER RATING APPENDIX 7: THE SAGA OF A WATER MOLECULE APPENDIX 8: SELF-ASSESSMENT OF GROUP PARTICIPATION APPENDIX 9: TILTED EARTH APPENDIX 10: ASSESSMENT OF A PAMPHLET OR POSTER APPENDIX 11: ASSESSING ACTIVE LISTENING, OBSERVATION CHECKLIST APPENDIX 12: ASSESSING AN ORAL PRESENTATION


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SPECIFIC LEARNING OUTCOMES

SLO

SLO 1-01: Identify bodies of water that make up the Arctic Ocean and the countries they border on.

SLO 1-02: Explain the physical and molecular properties of the three phases of water.

SLO 1-03: Describe and explain heat transfer during phase changes.

SLO 1-04: Define solubility.

SLO 1-05: Identify the effects on solubility resulting from increasing and decreasing solvent temperature.

SLO 1-06: Explain the effects on solubility resulting from increasing and decreasing solvent temperature.

SLO 1-07: Explain the effects of temperature and salinity on the density of water.

SLO1-08: Compare and contrast the properties of freshwater and saline water.

SLO 1-09: Explain the effect of salt concentration on the properties of water.

SLO 1-10: Explain how salinity changes with location.

SLO 1-11: Explain the mechanisms by which oxygen becomes dissolved in water.

SLO 1-12: Research the effects of high and low dissolved oxygen levels on Arctic marine systems.

SLO 1-13: Define the term - dissolved solids.

SLO 1-14: Explain the role of dissolved solids in an aquatic system.

SLO 1-15: Define turbidity.

SLO 1-16: Define pH in relation to hydrogen ions concentration.

SLO 1-17: Compare and contrast buffering capacity of freshwater and marine systems.

SLO 1-18: Describe and explain the global water cycle.

SLO 1-19: Describe and explain heat transfer within the water cycle.

SLO 1-20: Define the term Albedo.

SLO 1-21: Explain the effect of Albedo on the Arctic.

SLO 1-22: Explain the insulation properties of ice and snow and its effect on the Arctic Ocean.

SLO 1-23: Explain the characteristics of wave formation, fetch and wave motion.

SLO 1-24: Explain the role of ice in wave formation, fetch and motion.

SLO 1-25: Explain the process by which tides are formed.

SLO 1-26: Describe and explain the effect of tides on the Arctic ecosystem.

SLO 1-27: Describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents in the northern hemisphere.


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SLO 1-28: Explain how currents are formed.

SLO 1-29: Describe how water masses are formed.

SLO 1-30: Illustrate and explain global current structures and the "Conveyor Belt" process of transport of water masses.

SLO 1-31: Explain and illustrate the Coriolis effect.

SLO 1-32: Define an Eckman spiral.

SLO 1-33: Explain and illustrate the process of global air circulation.

SLO 1-34: Explain how the temperature of water changes with the vertical stratification of water columns.

SLO 1-35: Explain the main upwelling process.

SLO 1-36: Explain, using, scientific and traditional knowledge, ice movement and structures.

SLO 1-37: Explain the growth of annual saltwater and multi year ice.

SLO 1-38: Compare and contrast the characteristics of fresh and saltwater ice.

SLO 1-39: Explain the growth of annual saltwater and multiyear ice.

SLO 1-40: Explain the morphology of and physical changes of sea ice during growth and melt phases.

SLO 1-41: Explain the historical and cultural uses of fresh and saltwater ice.

SLO: 1-42: Describe the importance of environmental indicators and traditional knowledge in weather forecasting and in safe travel of the land.

SLO 1-43: Describe and explain the sea floor profile of the Arctic Ocean and Hudson Bay.

SLO 1-44: Describe and explain the geomorphologic features of the Arctic Ocean seafloor, shelf, canyons, abyssal plains, basins, and slope.

SLO 1-45: Describe and explain the geographical effects of the Ice Age on Arctic geomorphology.

SLO 1-46: Describe and explain the process of isostatic rebound in the Canadian Arctic.


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RECOMMENDED RESOURCES Print Anderson, Franz E. Introductory Oceanography, Laboratory Manual 1st Edition. Dubuque, Iowa: Kendall/Hunt, 1996. Castro, Peter and Michael Huber. Marine Biology. Toronto, ON: Wm.C. Brown, 1997. Duxbury, Alison B. and Alyn C. Duxbury. Fundamentals of Oceanography. Toronto, ON: Wm. C. Brown, 1996. Grace, Eric, et al. Sciencepower 10. Toronto, ON: McGraw-Hill Ryerson, 2000. Johnson, George B., and Peter H. Raven. Biology: Principles and Explorations. Holt, Rinehardt and Winston, 1996. Longhurst, Alan. Ecological Geography of the Sea. San Diego: Academic Press, 1998. Ritter, Bob, et al. Nelson Science 10. Scarborough, ON: Nelson Thomson Learning, 2001. McDonald, Miriam, Lucassie Arragutainaq, and Zack Novalinga. Voices from the Bay. Ottawa, ON: Canadian Arctic Resources Committee Environmental Committee of Municipality of Sanikiluaq, 1997. Ross, David A. Introduction to Oceanography. New York, NY: HarperCollins, 1995. Silberg, Martin. Chemistry. St. Louis, MI: Mosby, 1996. Thorne-Miller, Boyce. The Living Ocean, understanding and protecting marine biodiversity. Washington, DC: Island Press, 1999. Thurman, Harold V. Introductory Oceanography. Ohio: Charles E. Merrill Publishing Company, 1975. Webber, Herbert H. and Harold V. Thurman. Marine Biology. New York, NY: HarberCollins, 1991. Video Secrets of Ice Life of Ice


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Software Oceans Explorer Websites Referenced throughout Module

Canadian Arctic Profiles This web site provides information on a variety of topics relating to the Canadian Arctic. The site is dynamic and the range of topics and the depth of treatment will be augmented over time under the auspices of the Digital Collection Program of Industry Canada. http://collections.ic.gc.ca/arctic/english.htm

Canadian Polar Continental Shelf Project Gives information about on-going research projects in the Canadian Arctic. http://polar.rncan.gc.ca/home_e.html

Cape Parry Migratory Bird Sanctuary Home Page http://collections.ic.gc.ca/sanctuaries/nwt/parry.htm

DFO DFO Marine Habitat and Science Division Website http://www.ios.bc.ca/ios/mehsd/hottopics/default.htm

Environment Canada Marine and terrestrial ecozones. Good general information is found here. http://www.ec.gc.ca/soer-ree/English/vignettes/marine/marine.cfm

Geological Survey of Canada (GSC) Provides good Canadian landscape images http://sts.gsc.nrcan.gc.ca/clf/home.asp Great site for the breakdown of the Arctic Oceans Ecozones http://www.cprc.uregina.ca/ccea/ecozones/marine.html

Minerals Management Service – Alaska OCS Region Environmental studies section http://www.mms.gov/alaska/ess/index.htm

Marine Habitat Main Page – USGS (science for a changing world) http://abscweb.wr.usgs.gov/research/seabird&foragefish/marinehabitat/home.html


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Natural Resources Canada Earth Sciences Sector – Information Resources links to Canadian government Science Sites. http://collections.ic.gc.ca/sanctuaries/nwt/parry.htm

NOW – The North Water Polynya Study Is an international study site. There is good reference material for the teacher and advanced students. http://www.fsg.ulaval.ca/giroq/now/scien.htm

NOAA The National Oceanographic Data Center (NODC) is one of three NOAA environmental data centers, and serves as a national repository and dissemination facility for global ocean data. http://www.nodc.noaa.gov/

Nunavut Research Institute This is a link to the research studies at the institute for those looking for more detailed information. http://pooka.nunanet.com/~research/docs/98compendium.htm#_Toc487013545

Ocean98 The home page for Ocean98. This site offers some good general information about the world’s oceans. http://www.ocean98.org/fact.htm#H

Parks Canada Parks Canada Home Page http://www.parkscanada.pch.gc.ca/np/np_e.htm Good introduction to Canada’s Arctic Marine Environment – part of the Canada’s National Marine Conservation Areas System Plan http://parkscanada.pch.gc.ca/nmca/nmca/arctic/index.htm

University of Guelph This site has good overview information about the Arctic environment and ecozones. http://www.arctic.uoguelph.ca/environments/sidemarine.htm

The Bridge Teachers will find a selection of the best online resources for marine science education. This site has been built by educators and scientists. http://www.vims.edu/bridge/index.html


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INTRODUCTION

Module 1 is an introduction to the study of oceans. In this module, students will develop a basic understanding of water and its characteristics, and the structure and function of the world's oceans. These lessons provide the platform to understanding investigations of specific habitats and the organisms that inhabit them in subsequent clusters. This cluster will also serve as an important starting point in two other important ways:

1. Students will develop/reinforce skills related to scientific inquiry, including the use of tools, accuracy in measurements, and designing their own experiments.

2. Students will begin to collect and analyze Traditional Ecological Knowledge (TEK) and gain an appreciation of the importance of this knowledge both in their daily life and in the environmentally related decisions that face their community and region. This will involve a combination of in-class work, individual student consultation with Elders, and ideally, trips on the land. Refer to the Teacher Background Information and Tools section found at the beginning of this course for more information on the incorporation of traditional knowledge.

Many of the labs and demonstrations in this unit can be carried out using teacher-prepared water samples, locally collected water samples, or both. However, some introductory fieldwork should be done in relation to this module as it will help students connect to their environment and develop skills and procedures for more in-depth fieldwork later in the course. An important aspect of this course is the collection and sharing of baseline data for a specific community. The class should summarize the data they gather and the observations they make in a Community Profile Book that is kept in the classroom. This book can be added to in subsequent years. Over time, this will be a valuable resource both for the community and for the students. It will allow for the analysis of data gained over numerous years, the identification of general trends, as well as the identification of sudden changes. Reciprocal sharing of data with other communities will also provide opportunities for important analysis and comparison. This course will outline standard methods for data gathering and collection that will make it easier to share meaningful data. The science, TEK knowledge and skills developed in this and subsequent modules will be synthesized and applied in the last module of the course, in which students will address issues of governance and sustainable decision-making.


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INTRODUCTION - WHY STUDY THE OCEANS? Field Trips and Data Collection This module should be initiated with a field trip. It is imperative that students are provided with opportunities to connect to their local environment, and to turn theory into practice. An early field trip can both motivate students and establish procedures that will be important on later trips. During this trip, water samples can be obtained for use in investigations throughout the module. Refer to Appendix 1 - Water Sampling Background Information for further details on equipment and sampling information.

During field trips, close supervision should be maintained at all times to ensure the safety of students. Especially near water. Parent/guardian permission slips with contact numbers should be signed and kept on hand for reference should a problem occur. A number of factors might prevent students from taking their own water samples. Including extreme weather, the location of the school in relation to the body of water, the cost of transportation, etc. Teachers should have an alternative plan in case sampling is not possible. One alternative is teachers collecting the samples. This gives teachers an opportunity to practice their own technique prior to carrying out collection by students. Obtaining samples from local fishermen is another alternative. If local fishermen are willing to cooperate, it is recommended that the students are the main contacts. Guidelines for protocol and conduct should be reviewed with students before allowing them to initiate contact with and provide instructions to the fishermen. Student interaction with community members strengthens the relationship between learning in the classroom and the local community. Another possibility is studying the results of someone else's data. This data can be obtained from other schools or from established websites. One such organization is the National Association of Marine Educators, located at:

www.marine-ed.org/

Through this site teachers and students can exchange data or sample data already collected by other students and professional researchers.

SLO 1-01: Identify bodies of water that make up the Arctic Ocean and the countries they border on.

Essential Question: What does an Oceanographer do? Recommended Time: 2 classes (plus field work)


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Investigation – Careers in Oceanography Have students use the Internet to collect information about careers in oceanography. A sample Internet Research Form has been provided in Appendix 2. Remind students that they must consider the reliability of the sites they use for research. Identifying the website host is an important step. Students may also utilize local resource people and/or the library as a source of information. Teachers should ensure that the consent of a parent or guardian for Internet used is on file with the school. The following URL provides a sample of a parental consent letter and Acceptable Use Policy for the Internet:

http://www.jsharp.co.nz/aup.htm

The information gathered could be presented in a variety of forms, for example, a job ad, a magazine article, or a mock interview. This is a good opportunity to practice communication skills. Good sources of information on careers in oceanography on the Internet include:

Scripps Institute of Oceanography: www.sio.ucsd.edu/ Wood Hole Oceanographic Institute: www.whoi.edu/


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TEACHER BACKGROUND INFORMATION

The Scope of Oceanography

MARINE GEOLOGY Concerned mainly with the ocean basin. Sediments and rocks of the seafloor. Plate tectonics.

MARINE GEOPHYSICIST • Structural and physical properties of the Earth. • Most interested in the forces that cause plate shifts. These forces cause the formation

and extinction of new land masses i.e. volcanic activity. • Use sophisticated acoustical equipment to extract information from sediments.

CHEMICAL OCEANOGRAPHY • Study seawater, its composition, chemical processes and chemical reactions

connected with animal and plant life. An important challenge is to understand how the chemical environment of the ocean has been affected by the by-products of humane activities, especially pollution.

• Sampling techniques, very sensitive analysis equipment (spectrophotometers). BIOLOGICAL OCEANOGRAPHY

• Study the relationships among marine organisms. • Study the interactions of these organisms with chemical and physical processes i.e.

food chains or food webs. PHYSICAL OCEANOGRAPHY

• Are mainly interested in the physical characteristics of the water in the ocean, such as the motion of water from the molecular level to a global scale. This would include ocean currents, eddies, waves and tides.

• Interaction of the ocean with the atmosphere (global change --- ionosphere) • The main physical properties are temperature, salinity and density. Changes in these

properties can cause water movement in both the horizontal and vertical directions. Changes in these properties can have dramatic effects on plants and animals.

• Most physical oceanographic measurement are made electronically OCEANOGRAPHIC ENGINEERING

• The development of much of the technology used by oceanographers. • Equipment for sampling, analysis, vehicles, etc.

MARINE ARCHEOLOGY • The detection, exploration and mapping of marine wrecks and ancient sites of

culture which are now under water.


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Mapping Activity Have students place major bodies of water in the Arctic Ocean on the unlabeled circumpolar map provided in Appendix 3. This will help orient students to the area they will study. A labeled circumpolar map is provided for reference in Appendix 4. Introduction to Traditional Ecological Knowledge (TEK) Before proceeding any further, have students carry out an initial discussion about the nature of science and Traditional Ecological Knowledge (TEK). Either individually, in small groups, or as a class, have students generate lists of the characteristics of science and the characteristics of TEK. At different points during this module, return back to these characteristics and add or revise as needed. The "Integration of Traditional Ecological Knowledge and Science" section of the introductory portion of this curriculum provides background information for this topic, as well as a Venn diagram for science and TEK, which is the ultimate goal of this discussion, and will take place at the end of the module.


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1.0 PROPERTIES OF WATER

It is important that students have a good basic knowledge of the properties of water in order to understand the marine concepts they will be studying throughout this course. Much of this knowledge may have been gained in previous science courses. It is important for this knowledge to be reinforced in the context of this new information on marine science. Suggestions have been made for activities to assist in this process. 1.1 Characteristics of Water Lab 1- Where's The Water? (Refer to Lab Manual) This lab can be used as an activating strategy to get students thinking about the characteristics and properties of water. This simple student designed lab is also a good opportunity to review the scientific inquiry process. Students should be provided with a number of liquids, placed in identical containers identified only by a number. Possible liquids include:

• tap water • white vinegar • hydrogen peroxide • corn syrup • alcohol • glycerin or mineral oil • clear soda

While some samples can be eliminated based on initial observations related to colour and smell, students may need guidance in identifying possible tests. Materials/ideas from the following list could be provided:

• salt/sugar (solubility)

SLO 1-02: Explain the physical and molecular properties of the three phases of water. SLO 1-03: Describe and explain heat transfer during phase changes. SLO 1-04: Define solubility. SLO 1-05: Identify the effects on solubility resulting from increasing and decreasing

solvent temperature. SLO 1-06: Explain the effects on solubility resulting from increasing and decreasing

solvent temperature. SLO 1-07: Explain the effects of temperature and salinity on the density of water. Essential Question: What are some properties of water? Recommended Time: 4 classes


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• pepper (surface tension) • baking soda (solubility, chemical reactions) • corn starch (solubility) • wax paper (surface tension) • aluminum foil (chemical reactions) • hot and cold water baths (evaporation, condensation, specific heat) • ice (density) • a scale (mass) • objects of different density: metal to wood (density) • paper clips (surface tension) • toothpicks (density, surface tension) • food colouring (density) • graduated cylinders (volume) • thermometers (temperature, phase change) • pH strips (acidity) • liquid soap (surface tension)

While the purpose of the lab is to identify which of the samples is water, students will also gain a good understanding of the range of water properties. They are also developing their scientific inquiry skills. Assessment Suggestion: It is important to instill and reinforce scientific habits of mind and technique as soon as possible. Refer to Appendix 5 for an observation record sheet that should be used regularly to track student progress in this area.

Assessment Suggestion: A general template for assessing student-designed experiments is provided in Appendix 6. All or some parts could be utilized with this lab. 1.2 THREE PHASES OF WATER Student notes provide a brief review of the structure of the water molecule and energy changes that relate to phase change. Students should already be quite familiar with these phase changes. The only one that may pose a problem is sublimation. There are many examples that can be used to illustrate sublimation but only a few can be easily demonstrated in class (e.g. mothballs, air fresheners, solid iodine – see following demonstration). Further explanation may be needed for the energy transfer associated with the phase changes. Demonstration - Phase Changes (Using a Fume Hood) Solid iodine is one of the best elements for demonstrating phase changes. Teachers should remember that iodine vapors are poisonous and all necessary safety precautions should be observed. Gently warm a few small crystals of solid iodine in a test tube closed with a loosely fitting cotton-wool plug. Even gentle warming will change the iodine to a dense purple vapour, which quickly solidifies, on the walls of the test tube. Demonstration - Heat Capacity (#1) Which Substance holds more heat - air, sand or water? This is a dramatic and easy way to show students the answer.


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Procedure

1. Partially inflate a balloon. Add about 200 g of water. Tie off the balloon. To a second balloon, add about 200 g of sand, blow it up to the same volume as the first and tie it off. Finally inflate a third balloon with air to the same volume as the other balloons.

2. Ask students to predict what will happen when a flame is brought near each of the balloons.

3. Tell them that you will volunteer to test the balloon with air in it. Use eye goggles for protection and bring a frame near the balloon. Heat ruptures the stretched surface of the balloon and it explodes as predicted.

4. Ask a student to put on safety goggles and hold a lit match under the balloon with the sand. Allow the flame to almost touch the balloon. Observe what happens.

5. Ask another student to put on a waterproof apron as well as safety goggles in order to test the balloon filled with water.

The balloon with sand will heat up and then burst. The balloon with water will not burst. Ask the students if they can explain why this happens. The specific heat of water is very high. It absorbs heat from the match but the temperature of the system does not increase enough to rupture the balloon. On the other hand, the sand cannot absorb enough energy to keep the system temperature low and the balloon ruptures from excessive heat, scattering the sand. NOTE: Labs on specific heat are available in most first course texts in chemistry but they usually require students have knowledge about heat loss and heat gained with Q=cm t calculations. This goes beyond the expectations of this course. Demonstration - Heat Capacity (#2) Boiling water in a paper bag is another means to demonstrate the heat capacity of water. Because most students will not believe this is possible, this discrepant event is particularly effective. Please note that as a teacher you should always practice demonstrations and labs before they are introduced to students. Procedure Place a paper bag filled with about 100 mL of water on a ring stand and heat it using a candle or Bunsen Burner. The specific heat of water is so high that energy applied to the bag is immediately transferred to the water and the temperature of the bag does not reach its kindling temperature. The bag will look pretty bad but will not burn as long as water is inside it.

In grade 9, students were introduced to the idea that elements reacted according to their ability to either gain or lose electrons. If an exchange of electrons occurs between a metal and a non-metal, the resulting atoms become charged which are then called ions. Metals like Na tended to lose an electron to become a positively changed ion, Na+. Non-metals like Cl gain an electron to become a negatively charged ion, Cl -. If soluble ionic solids are placed in water, the water molecules cause the ions to separate and become dissolved. This is a simplified explanation of the solvation process that students will study in more detail in high school chemistry.


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1.3 WATER AS A SOLVENT Lab 2 Solubility of a Solid (Refer to Lab Manual) Students can readily determine the solubility of a given substance (the maximum amount of solid that can be dissolved in a given volume of solution at a specific temperature). There are many ways that this can be accomplished. A simple method is for students to add a given amount of solid to a given volume of hot water then cool the water down slowly until a precipitate occurs. The instructions for students are found in the Student Lab Manual (Lab 2).

SAFETY NOTE: As in all labs, discuss safety precautions with your students before entering the lab. Although potassium nitrate is not dangerous, the Material Safety Data Sheet should be available in case of an accident. Always wear goggles when a solution is being heated and thermometers used. Answers to Lab Questions

1. The solubility of KNO3 is approximately 50 g / 100 mL of water at 300C. If students are careful they should get close to the correct answer. Have students stir the solution continuously to get the best results. If their first answer is 50 g / 100 mL at 300C then the solubility for 175 would be 87.5 g. The answer is arrived at by using the following ratio:

50 : 100 X : 175

2. The solubility increases with temperature. Solubility is proportional to temperature.

3. Answers could be qualitative or quantitative and will vary with the care and accuracy of the results.

4. Sources of error might be: incorrect measurement of the solid and the water, rapid heating, lack of stirring during both heating and cooling.

Henry's Law It is important for students to understand the relationship between temperature and the solubility of gases in water. The fact that solubility is inversely proportional to the temperature will be significant when they look at the organisms that inhabit the ocean.


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1.4 DENSITY OF WATER Lab 3 - Calculating Density (Refer to Lab Manual)

Density is a difficult concept for students to grasp. This lab allows students to practice their skills in measuring and calculating density. Students must measure accurately and variations in trial results may be due to inaccurate measurements. The ability to analyze their own results and account for variations (identify possible sources of error) is an important skill for students to acquire. The amount of salt in seawater is indicated by the density of seawater, which is on average 1.028 g/mL. The salinity of seawater varies only slightly with location and students will likely not have the technical skills at this time, nor the equipment to differentiate between samples from different locations. However, they should be able to evaporate a sample of seawater and quantitatively determine the amount of salt in a local seawater sample.

This is a good opportunity to have students collect water samples. Refer to Appendix 1 for water sampling background information. If this is not possible, the teacher or community members (e.g. fishermen) can collect the samples. The accuracy of results will depend on the accuracy and uncertainty built into the instrument used to mass. Have students do a number of trials at the same time to compare duplicate samples and illustrate reliability. If no warming oven is available, then have students place their covered beakers near a source of heat such as the class heating register. Heat lamps can also be used but if you have large class, a lamp will create logistical problems. Even the heat from the room will eventually evaporate the water but by extending the time, the lab looses its immediacy.

For the best results, place the hot beakers in desiccators while they are being cooled to ensure no moisture is absorbed. The data table provided has space for 3 trials but can be adapted if more are required. It is a good idea to have students put their data on the board without names but using a group number. A discussion of the results should follow the lab including the reliability and consistency of results as well as a comparison with accepted values for the density of water, 1.028 g/mL. Answers to Lab Questions

1. Student results will most likely vary significantly from the accepted value of 1.028 g / mL.

2. Student explanations could include: different location, different temperature, dissolved salts other than sodium chloride, experimental error, etc.

Lab 4 - Density and Buoyancy (Refer to Lab Manual) This lab allows students to observe the effects of salinity on density and buoyancy. In order to carry out this lab successfully, students must be able to use a microscope and measure liquids accurately (with attention to the meniscus), using a graduated cylinder. Some students feel that if their experiment supports their hypothesis, then they've done "good science". Reinforce the fact that results contradict the hypothesis are as valid as those that support it, as long as the results are


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based on careful observation. Sometimes more learning comes from unexpected results. If scientists always knew what the results would be, they would never need to conduct experiments.

Ε Check For Understanding

1. Use a concept map to summarize the main characteristic of water. (Answers will vary.)

2. List all the ways that you can think of that life on Earth might be different if water did not have these amazing characteristics and properties. (Ice would not float, as water freezes it would not release heat, substances would not dissolve in water.)

3. Explain why pouring water on hot rocks makes a sauna or steambath much hotter. (It takes heat to evaporate water. When water condenses, heat is given off. When water is poured on hot rocks, it evaporates into steam. When the steam condenses on our body, the heat required to evaporate the water is released. The latent heat of the steam is released on the skin. This is also why steam can cause such serious burn damage to the skin.)

4. The fact that water is a universal solvent can cause problems for aquatic ecosystems. Describe possible problems that could occur (think about things that you would NOT want dissolved in water and transported in waterways). (Solvents, fuel oils, organic substances like pesticides.)


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2.0 THE OCEANS

2.1 COMPARING SALT AND FRESHWATER Before students venture into the science of water, they should appreciate the relative amounts of water on the Earth. The amount of freshwater is very small and fragile in relation to the large amount of seawater. The statistics provided in the Student Guide will give them a clear indication of the fragility of our freshwater resources. Lab 5 - Water, Water Everywhere, But… (Refer to Lab Manual) Students know that the Earth is generally thought of as a water planet. They have probably seen satellite photographs of the Earth from space that shows the surface of Earth covered by water. However, when we talk about the abundance of freshwater compared the oceans, students do not understand the relative amounts. This lab graphically shows them that the water we need for drinking is very limited.

This lab is meant to use approximate measurements, but the teacher can make it as simple or as complex as needed. For example, using an eyedropper and graduated cylinder makes the lab more precise. At any given time 97% of the Earth's water can be found in the oceans. This water is unusable as drinking water, or for irrigation. A little more than 2% of the water is frozen as ice at the North and South Polar Regions or as snow in glaciers and on the tops of mountains. Slightly less than 1% is actually usable as drinking water, available in rivers, lakes, and as ground water. If students are asked to calculate the relative percentage amount of each category of water the correct amount are given below. Their answers will be close if they are careful. Approximately 20 drops = 1 mL

Oceans 97.2% Ice caps and glaciers 2.15% Ground water and soil moisture 0.625% Saline lakes and inland seas 0.008% Freshwater lakes 0.009% Rivers and streams 0.0001% Atmosphere 0.001%

Total 99.9931%

SLO1-08: Compare and contrast the properties of freshwater and saline water. Essential Question: How much freshwater is on the Earth?

Recommended Time: 1 class


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Answers to Lab Questions • The category that is missing is Rivers and Streams • The percentage for this category would be somewhere around 0.0001%.

2.2 WHAT'S IN THE WATER? Lab 6 - pH Protocol (Refer to Lab Manual)

The concept of the pH scale is simple compared to the explanation of its exponential values. Students in grade 10 only need to know the pH scale. The fact that pH is a measure of the hydrogen ion concentration [H+] will be discussed in grade 12 chemistry. The explanation of buffers can be complex. Students at this level only need to know that the sea acts as a buffer to moderate and lessen the effect of acidic materials that might flow into the ocean or fall into the oceans as acid rain. The simple lab that is in the Student Lab Manual will reinforce what students already know about pH and the pH scale. Introduction This lab includes protocols from the Globe Program.

http://www.globe.gov

The GLOBE Program involves students and teachers in making environmental measurements of Atmosphere, Hydrology, Soil, Land Cover & Biology, and Location. As part of this program, students learn proper protocols for collecting data and share their data electronically. Time 5 minutes for the actual measurements 10 to 15 minutes in class and 5 minutes in the field for calibration in Method 2

SLO 1-09: Explain the effect of salt concentration on the properties of water. SLO 1-10: Explain how salinity changes with location. SLO 1-11: Explain the mechanisms by which oxygen becomes dissolved in water. SLO 1-12: Research the effects of high and low dissolved oxygen levels on Arctic

marine systems. SLO 1-13: Define the term dissolved solids. SLO 1-14: Explain the role of dissolved solids in an aquatic system. SLO 1-15: Define turbidity. SLO 1-16: Define pH in relation to hydrogen ions concentration. SLO 1-17: Compare and contrast buffering capacity of freshwater and marine

systems. Essential Question: Does all seawater taste the same? Recommended Time: 2 classes (plus field work)


19

Frequency Weekly including calibration Preparation Condition the pH pen or pH meter probes according to manufacturer's instructions. Remember to allow enough time (> one hour). Often pH pens and probes last longer if they are kept wet. Set up calibration buffer solutions of known pH in class. Calibrate the pen and meter before going to the water site. Bring the tools and materials to the water site, including the buffer solutions. Background This protocol involves determining the pH of the water sample from your Hydrology Study Site. It is suggested that beginning level students use pH indicator paper, intermediate level students use a pH pen, and advanced level students use a pH meter. 2.3 OCEANS AND HEAT TRANSFER The Earth’s energy transfer system is very important to life on our planet. It is therefore important that students understand the physical processes related to energy transfer. Heat affects the hydrologic cycle, ocean levels, world climate, the food chain and then plants, animals and ultimately humans. Activity - Saga of a Water Molecule (Appendix 7) Appendix 7 includes a creative way for students to demonstrate their understanding of the components of the water cycle through story writing. Group Activity Use cooperative learning strategies to initiate discussion in student groups to determine the impact of heat on our daily lives. A student recorder should keep track of the ideas generated by the group. When they are finished, have the students make a concept web of their ideas to illustrate the relationships between energy and their lives.

SLO 1-18 Describe and explain the global water cycle. SLO 1-19: Describe and explain heat transfer within the water cycle. SLO 1-20: Define the term Albedo. SLO 1-21: Explain the effect of Albedo on the Arctic. SLO 1-22: Explain the insulation properties of ice and snow and its effect on the

Arctic Ocean. Essential Question: How do oceans transfer thermal energy? Recommended Time: 2 classes


20

Assessment Suggestion: Refer to Appendix 8 for a tool students can use to self-assess their group work. Lab 7 - Measurement of Albedo (Refer to Lab Manual )

It is quite easy to determine the albedo effect of various landforms using a photographic light meter or light probe as part of a computerized lab module. The Lab Manual provides details on how to carry out this lab. Assessment Suggestion: This is a straightforward lab that requires students to follow instructions carefully and make accurate measurements it is a good opportunity to assess their skill in this area. Use the following rubric as a guide:

RUBRIC

Points Following Directions and Making Accurate Measurements

3 All directions followed, all measurements completed carefully, and repeated to ensure accuracy.

2 Directions generally followed, most measurements completed carefully, but not all are repeated to ensure accuracy.

1 Directions not followed, or not followed carefully. Major inaccuracies in measurements.

Assessment Suggestion: The instructions for the lab include important controls that need to be followed to ensure a fair test. Asking students to review the instructions either before or after carrying out the lab to identify what controls are in place will indicate their level of understanding of this aspect of the scientific process. Some things they should include are:

• Keeping the light meter parallel to the pan when measuring • Making sure that all measurements are taken from the same distance over the pan

Assessment Suggestion: Regularly ask students challenging and/or relational questions to assess their level of understanding of a concept. The following questions can be used as part of the lab write-up to assess students' abilities to relate this experiment to the real world.

1. Would you expect the reflectivity of the surface of the sea to increase or decrease as the seasons change from summer to winter? Explain. (Increase, snow and ice have a higher albedo than water.)

2. From this experiment, can you explain why it took such a long time for the continental glaciers to melt? (High albedo reflected a great deal of the sun's energy, making that energy unavailable for melting the ice.)


21

The Tilted Earth (Appendix 9) Have students complete Appendix 9 to apply their understanding of the effects of the tilt of the Earth. 2.4 MOVING WATER

There are many activities that illustrate wave motion. A toy slinky works well to show how a wave is transmitted. It can also be used to show the interference of waves, although long springs purchased from a lab supply company are better. By shaking one end of a spring while holding the other end fixed, a wave can be shown to move along the spring. If both ends are shaken with exactly the same displacement, then the waves will collide. Two types of interference can occur in this demonstration: constructive interference if waves are displaced in phase; destructive interference occurs if the waves are displaced out of phase. A misconception students seem to have is that the particles of the wave actually move along the wave. An easy, quick illustration is to tie a length of rope to a fixed object. Snap the free end of the rope to generate a wave, which moves towards the fixed end. Ask students if they saw a wave then ask students if the rope moved. It should be clear to them then that the particles in the rope/wave do not move along the wave. Aquariums can also be used to show wave motion but it is not as efficient as a ripple tank designed specifically for this task. It is possible that a school will have ripple tanks within the science department. A physics teacher would be a good resource for activities and wave labs. If a school has a ripple tank, especially designed objects can be placed in front of the wave generator to show deflection, defraction, and interference patterns. Depending on the time and equipment available, a class could spend several days working with waves and their properties. There are many Internet sites that contain wave activities and labs. A few have been provided to get you started.

www.infoline.ru/g23/5495/Physics/English/waves.htm www.onr.navy.mil/focus/ocean/

http://library.thinkquest.org/10796/ch8/ch8.htm www.gmi.net/~mhenders/physics/physics.html

SLO 1-23: Explain the characteristics of wave formation, fetch and wave motion. SLO 1-24: Explain the role of ice in wave formation, fetch and motion. SLO 1-25 Explain the process by which tides are formed. SLO 1-26: Describe and explain the effect of tides on the Arctic ecosystem. Essential Question: How to make waves! Estimated Time: 1 class


22

WAVE INTERACTION If the crests or troughs of two different waves are in phase or coincide, the profiles are additive and the amplitude of the crests and troughs increases. This is called constructive interference. When the crest and troughs of one wave are out of phase, then the waves cancel each other in what is called destructive interference. CONVECTION CURRENTS

SLO 1-27: Describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents in the northern hemisphere.

SLO 1-28: Explain how currents are formed. SLO 1-29: Describe how water masses are formed. SLO 1-30: Illustrate and explain global current structures and the "Conveyor Belt" process of transport of water masses. Essential Question: How can we explain the movement of water around the globe? Recommended Time: 2 classes (plus fieldwork)


23

Ε Check For Understanding The article highlights how new technologies are enabling scientists to learn more about the Arctic Ocean. Students should recognize that it is not just the technologies but also the desire to find out about global warming that is driving research (without a specific need, this research would not be a priority even if the technology were available). This article is the jumping off point to student research projects related to the Arctic. The science institutes of the Yukon, Northwest Territories and Nunavut issue licenses for research in the Arctic. They are able to provide students with descriptions of what research is currently being conducted and who the contact people are. If possible, invite a scientist to class to share their research.

Contact Information:

Nunavummi Qaujisaqtulirijikkut Aurora Research Institute Nunavut Research Institute Aurora College Head Office, Box 1720 Box 1450 Iqaluit NU X0A 0H0 Inuvik, NT X0E 0T0 Tel: 867-979-6734 Tel: 867-777-3298 Fax: 867-979-4681 Fax: 867-777-4264 Email: [email protected] Email: [email protected]

A number of web sites also provide information on current Arctic research:

National Ice Centre - http://www.natice.noaa.gov/mainone.htm

World Ocean Circulation Experiment - http://oceanic.cms.udel.edu/woce

Coast Guard Cutter Healy (cold water research in Baffin Bay) http://www.uscg.mil/pacarea/healy

Ideally, students should develop interview questions to pose to the scientist in-person, over the phone, or on-line. If this is not possible, the questions can be used to guide student research.


24

Ocean Currents Demonstration In the simplest terms, wind drags on the surface of the water causing the water to move and accumulate in the direction that the wind is blowing. This creates a pressure difference between the lower water and the higher water levels. When the wind drops or changes, this difference in height pressure causes the water to move in another direction pulled back by gravity acting on the higher water level. There are a number of ways in which a small aquarium can be used to demonstrate the movement of water driven by air.

By directing the air down and across the top of the water in the direction shown in Figure 1, the coloured water will be drawn across the top of the baffle. Adjustments may have to be made to the level of the baffle and the direction of the flow. Any food colour can be used as a water dye.

Internet help: www.odysseyexpeditions.org/oceanography.htm Learning More About Currents Have students share their experiences with currents. If possible, travel on the water with a community member who can point out the currents in various areas, as well as discuss how they change. Or, invite a local fisherman into the school class to discuss local currents that affect his or her fishing. A third alternative is for students to interview a local fisherman and take notes. If permission is granted, tape the interview. Prior to the interview, conduct a class discussion to identify potential questions. DFO has a poster on currents in the Arctic in both English and Inuktitut.

Figure 1: Water Movement Demonstration - Setup

air flow

coloured water clear water


25

CORIOLIS EFFECT Coriolis Effect Demonstration Students might have some knowledge about the Coriolis effect but it is a complex motion to visualize. The following demonstration will aid student understanding.

1. Attach a round piece of heavy cardboard to either an old record turntable or wheel clamped on its side. Double-sided tape can be used.

2. Construct a short ramp about 10 cm long. Cut an empty toilet-paper roll in half, lengthways. Use a block of cardboard to raise the ramp to an angle of approximately 30 degrees. Place the low end of the ramp somewhere near the centre of the wheel or turntable.

3. If a marble is rolled down the ramp while the turntable is not moving, the marble rolls in a straight line.

4. Slowly rotate the turntable and allow a marble to roll down the slide onto the rotating cardboard. The marble will be deflected at an angle.

Using carbon paper at the end of the slide will increase the effect of the demonstration as the marble produces a track on the carbon paper. There are many design variables that can be discussed with students. To set this up requires considerable time, but students are capable of making the system to work well, with little guidance.

SLO 1-31: Explain and illustrate the Coriolis effect. SLO 1-32: Define an Eckman spiral. SLO 1-33: Explain and illustrate the Hadley Cell process of global air circulation. Essential Question: How can we explain global air circulation? Recommended Time: 1 Class

Figure 2: Coriolis Demonstration

Turntable or wheel

Ramp

Marble


26

VERTICAL CIRCULATION Demonstration or Class Project Upwelling is the result of deep, nutrient-rich coldwater currents deflected upward to the surface by the geomorphology of the seabed. It is usually a high ridge on the seabed in the path of a deep ocean current that causes the deflection. With a little bit of ingenuity, an aquarium can be used to simulate this phenomenon. It is quite possible that after students are introduced to the process, they might have ideas of their own to illustrate this process either by a model, a computer simulation or presentation software (e.g. PowerPoint). A suggestion has been given here to get the class started:

1. Attach an obstruction on the bottom of the tank before it is filled. The shape shown in Figure 3 works best. Trial and error will produce a good wall.

2. Attach a length of tubing to the bottom of the tank as shown in Figure 3. 3. Add water to the tank and leave it alone for a few days so all the water movement will

stop. 4. Add a few crystals of potassium permanganate to the bottom of the tank. Distributed the

crystals around the bottom of the tank to make sure that the colour is distributed evenly. 5. Leave the tank alone for another few days to allow the colour to cover the bottom. If you

wait too long, the colour will begin to diffuse throughout the entire tank. NOTE: The crystals generate a lot of colour. You may want to drop a few of them into a beaker of water to test the amount of colour that they produce. Other solid dyes can be used but potassium permanganate works the best because the crystals don’t start dissolving until they reach the bottom of the tank. After the colour is layered along the bottom, slowly pour water into the tube. Students will note that the coloured water is deflected upward by the obstruction. Playing around with lights will create a more dramatic effect.

SLO 1-34: Explain how the temperature of water changes with the vertical stratification of water columns.

SLO 1-35: Explain the main upwelling process.

Recommended Time: 1/2 class


27

Figure 3: Water Movement Demonstration - Result


28

3.0 ARCTIC ICE

Videos Two National Film Board videos related to Arctic ice are available and would make a good introduction to this section (alternatively, they could be used at a later point). The titles are "The Secrets of Ice" and "Life of Ice". Both videos include information on ice structures and organisms, as well as excellent information on polynyas. Terminology It is important for students to appreciate the detailed knowledge aboriginal people hold related to sea ice. Emphasized this knowledge by collecting and cataloging the local terms used relating to ice. Contact Elders, Hunters and Trappers Associations, etc. Formation of Ice – Analysis Activity The two detailed descriptions of ice, from the scientific and aboriginal perspective, provide a valuable opportunity to talk about the value of knowledge gained through science AND knowledge gained through close contact with the land. Have students make their own notes on the information provided using parallel columns. They should list terminology, as well as other information provided. What should become very clear from the analysis is that the description from an aboriginal perspective contains as much, if not more detail than the scientific description. Comparing the number of terms used to describe the different types of ice is a good indication of this. One difference is that the scientific description sometimes goes to the molecular level, which the other does not. Notice that the description from the aboriginal perspective integrates the applicability or usefulness of the knowledge, whereas the scientific description does not. For example, references such as "unreliable for travel", "seals like to be on this ice" are included in the descriptions from the aboriginal perspective. Have students discuss the value of this type of information.

SLO 1-36: Explain, using, scientific and traditional knowledge, ice movement and structures.

SLO 1-37: Explain the growth of annual saltwater and multi-year ice. SLO 1-38: Compare and contrast the characteristics of fresh and saltwater ice. SLO 1-39: Explain the growth of annual saltwater and multiyear ice. SLO 1-40: Explain the morphology of and physical changes of sea ice during growth and melt phases. SLO 1-41: Explain the historical and cultural uses of fresh and saltwater ice. Essential Question: How is ice formed and what different types of ice are there? Recommended Time: 3 classes (plus fieldwork)


29

Science and TEK Students should use the understandings gained from the previous analysis activity to add to the lists of characteristics of science and TEK (use the individual, group, or class list as discussed in the introduction to this module). Ongoing Study Have students measure sea ice growth in a particular area of your community over the winter months. Store this information in the Community Profiles book each year to see how accumulation of sea ice changes over time.

NOTE: The Igloolik Research Station in Nunavut (867-934-8836) has ice thickness data for many years. If you are unable to gather your own data, you may wish to analyze data from a source such as this. Ice Safety Assignment This is an excellent opportunity to gather traditional knowledge and use that information in a practical manner (i.e. as safety information for young students). Have an Elder and/or other resource people visit the class to describe ice formation in an area you are studying. Before the visit, students should prepare interview questions to gather information similar to that provided in the description of the Student Guide. Include questions related to safety when travelling on ice. As well, both salt and freshwater ice should be investigated. Have students summarize their findings, and present the information in an interesting manner suitable for sharing with younger children, and with the community. It is a good idea to leave the style and format of these assignments open enough for students to select an approach that best fits their personal style, way of learning, etc. For example, a song, a poster, and a radio commercial are equally valuable methods to share information with younger children. These assignments will also provide the teacher the opportunity to assess the student’s level of understanding of the mechanics of ice. Assessment Suggestion: An assessment tool for pamphlets is provided in Appendix 10. Analyzing Maps

1. Do you think these maps represent a permanent change in ice conditions? Why or why not? (There is no right or wrong answer, students should justify their viewpoints.)

2. Why is there such debate among scientists as to whether or not Arctic ice will continue to lessen in coverage and in thickness? (Scientists have not collected detailed data about the Arctic over a long enough period of time to be certain.)

3. Construct a similar map of your own marine region, or a region that you select to study. Discuss changes in ice with Elders, wildlife specialists or other experts that are in your community. (This is an important activity that will help compile baseline data as well as document changes identified by locals.)

4. Carry out research to identify the current ice status, and, if possible, past ice status. Using Elders and other resource people, the library, the Internet, etc. gather the information you need to make your map as accurate as possible.


30

Map Analysis and Construction This activity allows students to both analyze the maps provided, as well as construct their own. They will be asked to comment upon an important aspect of the nature of science – the debate that takes place amongst scientists themselves. Students will begin to appreciate just what it takes for the scientific community to be convinced of anything, and touch on the debate around climate change. They should also appreciate that while there is a lack of long-term scientific data about the Arctic, there is a wealth of long-term local knowledge about this environment. By constructing their own ice maps of a particular region, students will become familiar with yet another aspect of their environment. Have students compare their earlier map of currents, tides, etc. with the ice map and look for any relationships.


31

4.0 PREDICTING THE WEATHER

Try This Predicting weather by using environmental factors is crucial when travelling on the land, and can mean the difference between life and death. Comments from Elders regarding trends towards increased variability are also valuable. This issue will be examined in more detail in Module 5. Elders tell us that it is getting harder to predict the weather as climate change occurs. This should also be discussed with Elders. Science and TEK This is another good opportunity to add/revise the lists of characteristics of science and TEK.

SLO: 1-42 Describe the importance of environmental indicators and traditional knowledge in weather forecasting and in safe travel of the land.

Essential Question: How can traditional knowledge related to weather help us

travel safely on the land? Recommended Time: 1 class


32

5.0 GEOLOGY AND LANDFORMS Student Observations The best way to introduce the topic of geology and landforms is to have students observe landform features in the local community and nearby locations. First hand documentation of these features will lead into discussions as to why they are present, how they were formed, etc. These observations can be made on trips specifically for this purpose, or in conjunction with earlier trips on the land. These observations should also be summarized in the class Community Profile book. This will provide a platform for learning observation skills. Talking to Elders In addition to their own observations, it will be helpful for students to hear the types of descriptions of geology and landforms provided by community members. As with the descriptions of sea ice, it is likely that these descriptions will include not only the features, but also their usefulness (e.g. good to travel along eskers). Students should also discuss changes that have occurred around their community over the years with Elders. Pictures can be examined to provide visual examples where available. Include changes such as erosion, new islands appearing (or disappearing), etc. Talking to Scientists Visits by local scientists will also play an important role with the topic of geological formations. This is an area that many science teachers are not comfortable with, but a local scientist may be able to address extremely well. Assessment Suggestion: Good listening skills are critical. Appendix 11 contains a tool for assessing these skills.

SLO 1-43: Describe and explain the sea floor profile of the Arctic Ocean and Hudson Bay.

SLO 1-44: Describe and explain the geomorphologic features of the Arctic Ocean seafloor, shelf, canyons, abyssal plains, basins, and slope.

SLO 1-45: Describe and explain the geographical effects of the Ice Age on Arctic geomorphology.

SLO 1-46: Describe and explain the process of isostatic rebound in the Canadian Arctic.

Essential Question: What does the ocean floor look like today and why does it

look that way? Recommended Time: 3 classes (plus fieldwork)


33

Mapping the Seabed This section connects students to the atmosphere and its effect on ocean current movement and seabed structure. Scientists are beginning to learn more about the seafloor in the Arctic Ocean as new technologies emerge and World attention becomes increasingly focused on the Arctic. Students should visit the following websites to examine the constantly increasing sources of information regarding the seabed:

1. The National Oceanic and Atmospheric Administration hosts a website containing the International Bathymetric Chart of the Arctic Ocean, including a digital database of bathymetric data north of 640.

www.ngdc.noaa.gov/mgg/bathymetry/arctic

2. The Arctic Theme Page is also a good source of information. www.arctic.noaa.gov

3. This NASA sight provides information related to the use of satellite RADAR imagery to

study the polar regions. http://southport.jpl.nasa.gov/polar/index.html

NOTE: It is difficult to obtain enough information at this point in time to complete a detailed profile of the Arctic Ocean seabed. Research Project Information in the Student Guide provides a synthesis of the key processes that were (and are) involved in the creation of the landscape. Care should be taken to review the terminology and utilize reading and note taking strategies to ensure student understanding of textual information.

Research projects provide the opportunity for individual or small groups of students to become experts in one area of study. Students could research topics such as: the Canadian Shield, Mountain Formation, Shallow Sea Coverage, and Glaciers with reference to the geology involved, as well as the relevance to current local/regional conditions. Class presentations are good a vehicle for sharing the student’s research. One to three questions submitted by each group on their topic would become part of a class test. This would increase the motivation to pay attention to all of the class presentations and create a level of respect for each group of “experts”. Assessment Suggestion: An oral presentation assessment tool is provided in Appendix 12. Science and TEK Assessment Suggestion: Students have been revising their lists of the characteristics of science and of TEK throughout this module. At this point, students should be able to demonstrate their understanding of these characteristics, and the overlap between them, by constructing a Venn diagram. A similar Venn is contained in the "Integrating Traditional Knowledge and Science" section of the introductory portion of this course.


APPENDICES 34

APPENDICES

Appendix 1: Water Sampling Background Information APPENDIX 2: INTERNET RESEARCH WORKSHEET APPENDIX 3: BLANK CIRCUMPOLAR MAP APPENDIX 4: CIRCUMPOLAR MAP APPENDIX 5: CONDUCTING LABS, OBSERVATION CHECKLIST APPENDIX 6: STUDENT-DESIGNED LABS, SELF AND TEACHER RATING

SCALE APPENDIX 7: THE SAGA OF A WATER MOLECULE APPENDIX 8: SELF-ASSESSMENT OF GROUP PARTICIPATION APPENDIX 9: TILTED EARTH APPENDIX 10: ASSESSMENT OF A PAMPHLET OR POSTER APPENDIX 11: ASSESSING ACTIVE LISTENING, OBSERVATION CHECKLIST APPENDIX 12: ASSESSING AN ORAL PRESENTATION


APPENDICES 35

APPENDIX 1: WATER SAMPLING BACKGROUND INFORMATION Water Collecting Bottles Water samples will be required for many of the student experiments in this course. As these are depth specific samples, a special container for these measurements should either be purchased, borrowed, or constructed. Local government offices at the Territorial or Federal level (e.g. Natural Resources, Sustainable Development, Department of Fisheries and Oceans) may be able to provide equipment to you. As an alternative, there are a number of supply houses that can provide this equipment if it cannot be borrowed:

LaMotte Environmental Testing Company: www.lamotte.com/ Caroline Biological Supply: www.carolina.com/

Fischer Scientific: www.fishersci.ca/ Nebraska Scientific: www.nebraskascientific.com/

Make One Yourself A water-sampling device can be made from a section of PVC piping about 30cm long; its diameter 10cm (or near that size). An important design consideration is that there are two tubes attached to the top of the collection bottle. One tube, the intake, must go down inside the tube to the bottom of the collecting bottle. The other tube allows the air to escape. This tube extends about 20 cm above the PVC tube bottle. All seals must be watertight. (Refer to the diagram.) By attaching a large weight to the bottom of the PVC bottle and a line to the top of the bottle, it can be lowered quickly to the appropriate depth before water enters the sampling chamber. The support line should be marked with some units of length to determine the depth of the bottle as it fills with water. Sampling Techniques For your students to access and add to existing data on an aquatic science web site, or share data with other locations, the following information will be required: date, time, location, latitude, longitude, weather, ambient temperature of the air, some identification of the organization that collected the data, the water source (i.e. stream, estuary, lake, etc.), sampling location and depth of water. NOTE: The sampling datasheet is in the Student Lab Manual


APPENDICES 36

APPENDIX 2: INTERNET RESEARCH WORKSHEET Student Name: _________________________________ Class: _____________ Date: _________________________________________ Time: _____________ Research Topic: ______________ ___ Key Words Used: ________ URL Visited: ___ ________________________________ *Website Host: ________________________________________________________

(e.g. organization posting the information) Relevant Information: __________________________________________________

URL Visited: ________________________________ *Website Host: _______________________________________________________

(e.g. organization posting the information) Relevant Information: __________________________________________________

URL Visited: __________________________ _____ *Website Host: ________________________________________________________

(e.g. organization posting the information) Relevant Information: _________________________________________________

*Identifying the host will you determine whether the information on the site will be reliable


APPENDICES 37

APPENDIX 3: BLANK CIRCUMPOLAR MAP


APPENDICES 38

APPENDIX 4: CIRCUMPOLAR MAP


APPENDICES 39

APPENDIX 5: CONDUCTING LABS, OBSERVATION CHECKLIST Use the following criteria to assess scientific "habits of mind " (skills, behaviours, attitudes) during labs. Use check marks to indicate occurrences of each criteria during the lab. If necessary, this can be translated into a score for each student, for each criteria, and as an overall score for the lab activity.

NAMES

Safe work habits (workspace, handling equipment, etc)

Accuracy & reliability (repeats measurements/experiments)

Works in cooperation with group members

Evidence of perseverance and/or confidence

COMMENTS

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.


APPENDICES 40

APPENDIX 6: STUDENT-DESIGNED LABS, SELF AND TEACHER RATING SCALE Experiment Title: Team Members:

CRITERIA POSSIBLE POINTS*

SELF-ASSESSMENT

TEACHER ASSESSMENT

Making a Hypothesis: clearly stated and reasonable includes some justification drawing on

prior learning or experiences

Planning the Lab: required apparatus/material identified major variables to be controlled identified steps to be followed included and clearly

described safety consideration addressed a plan for disposing of wastes included

Observing and Recording: evidence of repeated trials is provided detailed data recorded, appropriate units

used relevant observations clearly described data are recorded in a clear, well-

structured, appropriate format

Analyzing and Interpreting: graphs are included, where appropriate patterns/trends/discrepancies are

identified strengths and weaknesses of approach

and potential sources of error are identified

changes to the original plan are identified and justified

Drawing a Conclusion: results are summarized and explained hypothesis is supported or rejected alternative explanations are identified potential applications to or implications

for daily life are identified

TOTAL POINTS:

*NOTE: The teacher and/or the class assign possible points to reflect the particular emphasis/es of the lab. Students should complete the self-assessment portion of this form and submit it with their written lab report.


APPENDICES 41

APPENDIX 7: THE SAGA OF A WATER MOLECULE Number ________ The molecules in a glass of water poured today have been gathered from all corners of the Earth and have been used and reused countless times. Perhaps some of those molecules were frozen in the layer of ice that covered much of North America:

Irrigated the Hanging Gardens of Babylon; floated Cleopatra's barge down the Nile; filled the moat of a medieval castle; lapped at the shores of Elba while Napoleon was in exile there; sat for years in the Great Salt Lake; was used to wash the Sultan of Oman's limousine; or carried a barrel over Niagara Falls.

In this activity, you will write a story that explains the water cycle. Procedure

Form a six-member group and number off from one to six. Write your number in the space at the top of this sheet.

Gather up the sheets from your group and give them to the group to your right. Distribute among your group the sheets you receive from another group. On this sheet fill in a word (or couple of words) in space A. Pass the sheet to the person on your right in your group. Fill in space B on the

sheet you receive. Repeat this process until all the spaces are filled in. Return the sheets to the original group. Distribute your own returned sheets to

the student whose number appears at the top. Individually, use the words written on your sheet as a basis for your story

describing the water cycle. You can start your story at any point in the cycle you wish, but make certain that you review all the words entered in the chart so that you do not find yourself at a dead end somewhere.

Draw a diagram to illustrate the water cycle described in your story.

SPACE PART OF CYCLE WORD TO BE USED FOR STORY

A Form of precipitation

B Where precipitation lands

C Plant

D Small body of water

E Large body of water

F Method of return to atmosphere

Source: Nelson Science 10 - Weather Dynamics: Teacher's Resource,

Nelson Thomson Learning, 2001


APPENDICES 42

APPENDIX 8: SELF-ASSESSMENT OF GROUP PARTICIPATION

CRITERIA

RATING 1-disagree

2-agree 3-agree strongly

EXPLANATION

I contributed to group discussions.

I listened respectfully to others in my group.

I was willing to consider other points of view.

My ideas, knowledge, and opinions were important to the group.

I helped my group solve disagreements.

I kept our task in mind throughout the discussions.


APPENDICES 43

APPENDIX 9: TILTED EARTH Have you ever wondered what might happen if Earth were tilted at a different angle (not 23.50 )? You have learned that the present angle causes the seasons in the Northern and Southern hemispheres to be the opposite of one another. Suppose, however, that some catastrophe occurred that caused the angle to change. To help you visualize the following situations use a Canadian dime to represent Earth. The date on the dime can represent the location of the present equator (00). The forward (front) mast on the Bluenose can represent a line running from the North Pole to the South Pole at 900. This is the Earth's axis. Place the dime on the diagram below and move it to the positions representing the winter and summer solstices, and the vernal and autumnal equinoxes. You can see the position of the north-south axis and the equator as Earth moves around the Sun. Exercise:

1. In your notebook describe the world's climate if the following changes took place: a. Earth shifted so that its axis became exactly perpendicular to the plane of

its orbit. That is, the rays from the Sun struck the equator at 900 throughout the year.

b. Earth shifted so that its axis became parallel to the plane of its elliptical orbit.

c. What would happen if the period of rotation of Earth were changed so that the same side always faced the Sun?

d. List at least two catastrophes that might cause Earth to shift from its present orientation toward the Sun.

Rotation of Earth Around the Sun (not to scale)

Dec. 21

Sept. 23

March 21

June 21


APPENDICES 44

APPENDIX 10: ASSESSMENT OF A PAMPHLET OR POSTER

CRITERIA

RATING SCALE 1-poor, 2-weak 3-fair, 4-good

5-excellent

COMMENT

MESSAGE: safety theme is immediately evident, strongly emphasized, facts are accurate

PRESENTATION: good visual display, not too crowded, appears organized, neat and presentable, draws and appeals to younger students

CREATIVITY: work is creative and interesting

TOTAL:


APPENDICES 45

APPENDIX 11: ASSESSING ACTIVE LISTENING, OBSERVATION CHECKLIST Use the following criteria to assess active listening skills. During the presentation, use check marks to indicate occurrences of each behaviour. If necessary, this can be translated into a score for each student for each criteria, and as an overall score for the listening activity.

Names

Looks at speaker

Controls personal activity level

Encourages speaker with non-verbal cues (nodding, smiling)

Asks relevant questions

Shows respect for the speaker (does not interrupt, distract others)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.


APPENDICES 46

APPENDIX 12: ASSESSING AN ORAL PRESENTATION

CRITERIA POSSIBLE POINTS

SELF-ASSESSMENT

TEACHER ASSESSMENT

CONTENT

Science concepts used accurately and include appropriate vocabulary

5

Accurate supporting details explain the concepts

5

Visuals – including pictures, diagrams, photos, and other props – are used appropriately to support the presentation

2

There is a clear beginning, an organized body, and a clear closure

3

PRESENTATION

Volume, speed, tone and enthusiasm are appropriate to the audience

3

Positive humour is used appropriately 2

Body language is used effectively 2

Responds well to questions 3

TOTAL POINTS: 25

oceans, structure motion teacher s guide - arcticnet - a network

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