Snow and Ice Happens in Tanana Middle School Science Fairbanks

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Snow and Ice Happensin Tanana Middle School
Science Fairbanks

• The Tools
• The Tactics
• The Tasks

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Finding an Abundant Resource No Problem !

• A University of Alaska- Fairbanks Alaska
  Lake Ice and Snow Observatory (ALISON) Site
  under the direction of Dr. Martin Jeffries

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Tools
snow sample tube digital thermometer
samples bags ice augers
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Tools
for snow temperature and snow samples
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Observatory Map
Main Entrance
Security Fence
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Tactics
engage the pure energy of eighth graders
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The Fieldtrip Plan
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Tactics
helping hands . . . multiple tasks . . .
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Tasks

• Station 1 The hot wire gage
  measures ice thickness.
• Ice thickness 75cm on March 15,
  2002

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Tasks

• Station 2 Snow depth and
  temperature were taken with a digital
  thermometer. The probe was also marked with
  centimeters for measuring snow depth.

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Tasks

• Station 3 Once a snow sample was
  captured and bagged, mass was measured so density
  could be calculated.

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Tasks

• Station 4
• A power ice auger was used to drill through
  the ice. A larger coring auger was used to obtain
  ice samples.

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Tasks

• Station 5
• Some 8th grader kinetic energy was used in
  special projects. Making a snow shelter, called
  quinzhee by the Inuit, demonstrated the
  usefulness of snow insulation.

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Snow Cover Experiment

• Manipulated Snow Cover - added snow

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• Manipulated Snow Cover - cleared ice

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• Normal Snow Cover over pond ice

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Aurora Pond Data 2003
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Aurora Pond Data
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Snow Manipulation Data
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Snow Manipulation ExperimentChart
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8th Gd. Physical Science Name
____________________ Snow and Ice Study At
Aurora Pond 2003 Date
__________ Per. _______ Answer these questions
as you analyze the Surface and Base Snow
Temperature Difference with Heat Flow Values.
1. Describe how snow base temperature changed
compared to the way snow surface
temperatures changed during our study. 2.
Why do you think the base temperatures did not go
up as high or down as low as the surface
temperatures did? 3. Heat flow values are not
temperatures and they are measured in watts, not
degrees Celsius. Why do you think these heat
were put on the same graph with temperature
changes? 4. In general, when do we see the
biggest heat flow changes in our study? 5.
What do you think this study tells us about
the way outside temperatures affects heat
flow on Aurora Pond?
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Environment Temperatures and Heat Flow Chart
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8th Gd. Physical Science Name
____________________ Snow and Ice Study At
Aurora Pond 2003 Date __________ Per.
_______ Answer these questions as you analyze
the Surface and Base Snow Temperature Difference
with Heat Flow Values. 1. Describe how snow
base temperature changed compared to the way snow
surface temperatures changed during our
study. 2. Why do you think the base
temperatures did not go up as high or down as low
as the surface temperatures did? 3. Heat
flow values are not temperatures and they are
measured in watts, not degrees Celsius. Why
do you think these heat flow values were put on
the same graph with temperature
changes? 4. In general, when do we see the
biggest heat flow changes in our study? 5.
What do you think this study tells us about
the way outside temperatures affects heat
flow on Aurora Pond?