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
MODULE 1 - OCEANS, STRUCTURE AND MOTION
TEACHER GUIDE
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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TEACHER GUIDE
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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TEACHER GUIDE
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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TEACHER GUIDE
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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TEACHER GUIDE
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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TEACHER GUIDE
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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TEACHER GUIDE
INTRODUCTION - WHY STUDY THE OCEANS?
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)
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.
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TEACHER GUIDE
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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MODULE 1 - OCEANS, STRUCTURE AND MOTION
TEACHER GUIDE
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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MODULE 1 - OCEANS, STRUCTURE AND MOTION
TEACHER GUIDE
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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MODULE 1 - OCEANS, STRUCTURE AND MOTION
1.0
TEACHER GUIDE
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.
SLO 1-02:
SLO 1-03:
SLO 1-04:
SLO 1-05:
SLO 1-06:
SLO 1-07:
Explain the physical and molecular properties of the three phases of water.
Describe and explain heat transfer during phase changes.
Define solubility.
Identify the effects on solubility resulting from increasing and decreasing
solvent temperature.
Explain the effects on solubility resulting from increasing and decreasing
solvent temperature.
Explain the effects of temperature and salinity on the density of water.
Essential Question:
What are some properties of water?
Recommended Time:
4 classes
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)
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•
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TEACHER GUIDE
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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TEACHER GUIDE
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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MODULE 1 - OCEANS, STRUCTURE AND MOTION
1.3
TEACHER GUIDE
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
TEACHER GUIDE
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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TEACHER GUIDE
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
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
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
Ice caps and glaciers
Ground water and soil moisture
Saline lakes and inland seas
Freshwater lakes
Rivers and streams
Atmosphere
Total
97.2%
2.15%
0.625%
0.008%
0.009%
0.0001%
0.001%
99.9931%
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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?
SLO 1-09:
SLO 1-10:
SLO 1-11:
SLO 1-12:
SLO 1-13:
SLO 1-14:
SLO 1-15:
SLO 1-16:
SLO 1-17:
Explain the effect of salt concentration on the properties of water.
Explain how salinity changes with location.
Explain the mechanisms by which oxygen becomes dissolved in water.
Research the effects of high and low dissolved oxygen levels on Arctic
marine systems.
Define the term dissolved solids.
Explain the role of dissolved solids in an aquatic system.
Define turbidity.
Define pH in relation to hydrogen ions concentration.
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)
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
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TEACHER GUIDE
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
SLO 1-18
SLO 1-19:
SLO 1-20:
SLO 1-21:
SLO 1-22:
Describe and explain the global water cycle.
Describe and explain heat transfer within the water cycle.
Define the term Albedo.
Explain the effect of Albedo on the Arctic.
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
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.
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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.)
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The Tilted Earth
TEACHER GUIDE
(Appendix 9)
Have students complete Appendix 9 to apply their understanding of the effects of the tilt of the
Earth.
2.4
MOVING WATER
SLO 1-23:
SLO 1-24:
SLO 1-25
SLO 1-26:
Explain the characteristics of wave formation, fetch and wave motion.
Explain the role of ice in wave formation, fetch and motion.
Explain the process by which tides are formed.
Describe and explain the effect of tides on the Arctic ecosystem.
Essential Question:
How to make waves!
Estimated Time:
1 class
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
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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:
SLO 1-28:
SLO 1-29:
SLO 1-30:
Describe and explain heat transfer in the hydrosphere and atmosphere and
its effects on air and water currents in the northern hemisphere.
Explain how currents are formed.
Describe how water masses are formed.
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)
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Ε
TEACHER GUIDE
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
Nunavut Research Institute
Head Office, Box 1720
Iqaluit NU X0A 0H0
Tel: 867-979-6734
Fax: 867-979-4681
Email: [email protected]
Aurora Research Institute
Aurora College
Box 1450
Inuvik, NT X0E 0T0
Tel: 867-777-3298
Fax: 867-777-4264
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.
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TEACHER GUIDE
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.
air flow
coloured water
clear water
Figure 1: Water Movement Demonstration - Setup
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.
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TEACHER GUIDE
CORIOLIS EFFECT
SLO 1-31:
SLO 1-32:
SLO 1-33:
Explain and illustrate the Coriolis effect.
Define an Eckman spiral.
Explain and illustrate the Hadley Cell process of global air circulation.
Essential Question:
How can we explain global air circulation?
Recommended Time:
1 Class
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.
Marble
Turntable or wheel
Ramp
Figure 2: Coriolis Demonstration
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.
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TEACHER GUIDE
VERTICAL CIRCULATION
SLO 1-34:
SLO 1-35:
Explain how the temperature of water changes with the vertical
stratification of water columns.
Explain the main upwelling process.
Recommended Time:
1/2 class
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.
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TEACHER GUIDE
Figure 3: Water Movement Demonstration - Result
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3.0
SLO 1-36:
SLO 1-37:
SLO 1-38:
SLO 1-39:
SLO 1-40:
SLO 1-41:
TEACHER GUIDE
ARCTIC ICE
Explain, using, scientific and traditional knowledge, ice movement and
structures.
Explain the growth of annual saltwater and multi-year ice.
Compare and contrast the characteristics of fresh and saltwater ice.
Explain the growth of annual saltwater and multiyear ice.
Explain the morphology of and physical changes of sea ice during growth
and melt phases.
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)
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.
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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.
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TEACHER GUIDE
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.
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TEACHER GUIDE
4.0 PREDICTING THE WEATHER
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
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.
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TEACHER GUIDE
5.0 GEOLOGY AND LANDFORMS
SLO 1-43:
SLO 1-44:
SLO 1-45:
SLO 1-46:
Describe and explain the sea floor profile of the Arctic Ocean and Hudson
Bay.
Describe and explain the geomorphologic features of the Arctic Ocean
seafloor, shelf, canyons, abyssal plains, basins, and slope.
Describe and explain the geographical effects of the Ice Age on Arctic
geomorphology.
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)
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.
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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.
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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
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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
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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
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APPENDIX 3: BLANK CIRCUMPOLAR MAP
APPENDICES
37
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APPENDIX 4: CIRCUMPOLAR MAP
APPENDICES
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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
measureme
nts/experim
ents)
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
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APPENDIX 6: STUDENT-DESIGNED LABS, SELF AND TEACHER RATING SCALE
Experiment Title:
Team Members:
CRITERIA
POSSIBLE
POINTS*
SELFASSESSMENT
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, wellstructured, 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
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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
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
WORD TO BE USED FOR STORY
Source:
Nelson Science 10 - Weather Dynamics: Teacher's Resource,
Nelson Thomson Learning, 2001
APPENDICES
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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
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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)
Sept. 23
June 21
Dec. 21
March 21
APPENDICES
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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
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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
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APPENDIX 12: ASSESSING AN ORAL PRESENTATION
CRITERIA
POSSIBLE
POINTS
SELFASSESSMENT
TEACHER
ASSESSMENT
CONTENT
Science concepts used accurately and
include appropriate vocabulary
Accurate supporting details explain the
concepts
Visuals – including pictures, diagrams,
photos, and other props – are used
appropriately to support the presentation
There is a clear beginning, an organized
body, and a clear closure
5
5
2
3
PRESENTATION
Volume, speed, tone and enthusiasm are
appropriate to the audience
Positive humour is used appropriately
Body language is used effectively
Responds well to questions
TOTAL POINTS:
APPENDICES
3
2
2
3
25
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