Title: Ice, Fire, and Plate Techtonics
1Ice, Fire, and Plate Techtonics
- Steven Stevenoski
- NSTA 2005
- mrsteveonline.com
2Project Overview
TEA
- Teachers Experiencing Antarctica and the Arctic
3TEAA Program Information
- Through the Teachers Experiencing Antarctica and
the Arctic Program (TEA) teachers journey to
polar regions to participate in scientific
research. As TEA associates, other teachers
bring the experience into their classrooms.
4TEAA Program Information
- TEA is a partnership among teachers, researchers,
and school districts. Through this partnership,
TEA works to inform science investigations in
schools so that they model the real process of
science.
FOR MORE INFO...
Visit http//tea.rice.edu to learn more about
the TEAA Program
5Project Partners
- The TEAA Program is sponsored by the National
Science Foundations - Division of Elementary, Secondary, and Informal
Education in the - Directorate of Education and Human Resources and
the - Office of Polar Programs
- TEAA is facilitated by the American Museum of
Natural History, the Cold Regions Research and
Engineering Laboratory, and Rice University, and
the University of Rhode Island,.
6NBP0401 Cruise
7NBP0401 Education Outreach
- Cruise Reports
- Public Information about research and teacher
- Teacher researcher outreach
- Web support
8Outreach 2
- Curriculum/student materials
- Coauthoring of articles
- Access to university resources
- Contact person
9Outreach 3
- Linking local and national teacher pools
- Donation of data appropriate for student
classroom use inquiry based, what is it, what
does it mean. - Reprint abstract ok post a PDF of the
article for student use.
10Principle Investigators
Dr. Larry Lawver (left) University of Texas
Institute for Geophysics Marine Geophysics Dr
Sam Mukasa - Michigan State
11Principle Investigators
Dr. Terry Wilson Ohio State University Geophysics
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13Goals for Students
- To connect students and teachers in real time
with teachers and researchers in the Arctic and
Antarctic - Give students an opportunity to experience the
excitement of research - Create a new type of classroom interface/experienc
e for students and teachers
14Why Look For Vents in Antarctica?
Plates Project - UTIG
15What are Vents?
- Located near regions of seafloor spreading.
- Locations where porous rock is in contact with
the mantle. - Areas where superheated water in contact with the
mantle is released through the crust. - A plume of dissolved minerals that precipitate
rapidly in the water column.
16- When hot (350-400 deg C) chemically enriched
fluids first emerge from a hydrothermal vent they
are buoyant because they are hotter than the
typical deep-ocean (about 2 deg C).
17- They are also saturated with all kinds of
minerals which start to precipitate as soon as
the fluid is cooled forming thick rising plumes
of blue-black sulfide mineral smoke - hence
their common name of 'black smokers'.
18Where do you look for vents in Antarctica?
Ross Sea
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22Public Data
23Why this data?
- Much of the attention on the cruise was paid to
identifying volcanic features like marine
seamounts and vents and structural features of
tectonic origin like faults.
24- What became clear during the cruise was that the
sea floor in this area had been dramatically
affected in some of the areas by past glaciers.
25Possible model for the formation of the Pepperoni
Features
- If these structures are drumlins, the leading
edge of the receding ice sheet would have come
from a northeast extension of the Ross Ice sheet
at its glacial maximum. Data from Zwart
(Constraints) the glacial maximum occurred
between 10 and 20,000 years ago.
26Suggestions that these features are sub glacial
volcanic features are less likely. There is
evidence from Blankenship aerial magnetic data
that indicates large magnetic anomalies in this
region of the Ross Sea associated with marine and
terrestrial volcanic features.
27- Proximal to the drumlin like features are
seamounts that demonstrate similar magnetic and
gravitational variation. The drumlin like
features demonstrated little variation in either
the magnetic or gravity data.
28A Tuya is formed by the release of lava under a
glacier
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31Development of Student Activities
- The data is being provided in the form that the
scientists would use, topographic maps of the
seafloor showing position, distances and
elevations.
32Given this information and some research on
glaciers and glacial land features can the
following questions be answered?
33Questions
- What evidence is there to suggest that these
features are drumlins? - What evidence is there to suggest that these
features are formed by some other method than by
glaciers? - Normal drumlins on land are teardrop shaped, why
are these features circular? - In what direction was the receding glacier moving
and where is the remains of that glacier today on
Antarctica?
34Current Student Research
- 2004 - 05 10 Students in grade 10 at Lincoln
High School, Wisconsin Rapids, WI are analyzing
the topographic maps of the data from NBP0401 - They are doing a graphical analysis of the maps
to produce 2D graphs that represent longitudinal
cross sections through the features
35Students Cont.
- Students are researching journals and reference
texts to become class experts and are creating
bibliographies of reviewed materials. - Three dimensional models of the features will be
built - Students will present their findings and analysis
to the community at the High School Science night
in the Spring 2005
36Benefits to the Classroom
- Addresses State and National Standards
- Meaningful use of Classroom Technology
- Connects students to actual data
- Connects students to Scientists
- Engages students in authentic data analysis
37Future Plans
- To publish a student tested activity utilizing
the NBP0401 Data to coincide with the IPY. - To encourage similar teacher/student/researcher
collaborations - To have students compare the NBP0401 data to
local glacial features
38Funding
- The NBP0401 Cruise was funded through the NSF
office of Polar Programs - Participation of Steven Stevenoski was possible
through a supplemental RET grant through OPP - Support through UTIG