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Ice, Fire, and Plate Techtonics

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Title: Ice, Fire, and Plate Techtonics


1
Ice, Fire, and Plate Techtonics
  • Steven Stevenoski
  • NSTA 2005
  • mrsteveonline.com

2
Project Overview
TEA
  • Teachers Experiencing Antarctica and the Arctic

3
TEAA 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.

4
TEAA 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
5
Project 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,.

6
NBP0401 Cruise
7
NBP0401 Education Outreach
  • Cruise Reports
  • Public Information about research and teacher
  • Teacher researcher outreach
  • Web support

8
Outreach 2
  • Curriculum/student materials
  • Coauthoring of articles
  • Access to university resources
  • Contact person

9
Outreach 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.

10
Principle Investigators
Dr. Larry Lawver (left) University of Texas
Institute for Geophysics Marine Geophysics Dr
Sam Mukasa - Michigan State
11
Principle Investigators
Dr. Terry Wilson Ohio State University Geophysics
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Goals 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

14
Why Look For Vents in Antarctica?
Plates Project - UTIG
15
What 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'.

18
Where do you look for vents in Antarctica?
Ross Sea
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22
Public Data
23
Why 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.

25
Possible 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.

26
Suggestions 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.

28
A Tuya is formed by the release of lava under a
glacier
29
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31
Development 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.

32
Given this information and some research on
glaciers and glacial land features can the
following questions be answered?
33
Questions
  • 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?

34
Current 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

35
Students 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

36
Benefits 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

37
Future 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

38
Funding
  • 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
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