Life In Alaska
This blog shows excellent concise writing. The pictures were interesting and to the point. Using Antarctica shows how valuable the ice on this continent is. The statistics explaining the amount of frozen freshwater is excellent. Bringing in the study of global warming in Fairbanks relates how Alaska is involved in climate research. The use of Google Earth as a resource is a great aid in learning about Antarctica. I enjoyed reading many blogs. I have seen what great writers there are in this course. Not a resisident of Alaska I learned much about your state. This blog was interesting and informative. After reading these blogs I know how much more I need to learn.
Monday, April 5, 2010
Blog Review 1
Berb's Blabber
I thought this blog showed excellent writing. The topics of glaciers, global warming and climate change were explained. The photographs showed much thought in their selection. I liked the Statue of Liberty photo showing what it would look like if all of the ice sheets melted. The graph was an excellent choice to show how CO2 is increasing. Using the Milankovich cycles to help added scientific evidence to why we have ice ages. Explaining how more ice cover leads to greater albedo brought out the positive feedback mechanism. The links highlighted are wonderful. I have read the book by Clive Cussler and agree it would be a good B movie. Even though the book is fiction is used present scientific ideas to create a exciting story. The blog was colorful, informative and interesting to read. I also agree there is not much we can do to change clmate. It is and will be a tragedy if we lose native cultures due to climate change. We will all feel the effects of climate change. The blog raises and excellent question is global warming natural or are humans causing our climate change?
I thought this blog showed excellent writing. The topics of glaciers, global warming and climate change were explained. The photographs showed much thought in their selection. I liked the Statue of Liberty photo showing what it would look like if all of the ice sheets melted. The graph was an excellent choice to show how CO2 is increasing. Using the Milankovich cycles to help added scientific evidence to why we have ice ages. Explaining how more ice cover leads to greater albedo brought out the positive feedback mechanism. The links highlighted are wonderful. I have read the book by Clive Cussler and agree it would be a good B movie. Even though the book is fiction is used present scientific ideas to create a exciting story. The blog was colorful, informative and interesting to read. I also agree there is not much we can do to change clmate. It is and will be a tragedy if we lose native cultures due to climate change. We will all feel the effects of climate change. The blog raises and excellent question is global warming natural or are humans causing our climate change?
Saturday, April 3, 2010
Final Project
My final project will consist of a variety of programs. Being a retired teacher I do not have a specific group of students I am respondsible for. The classroom lessons I am developing will include both biological and physical sciences. Also the other subjects the students are taking will be incorporated into my arctic programs. The presentations will cover social studies, geography, art, music, language, literature and math. Each science lesson will have sections on the biosphere, hydrosphere, atmosphere, lithosphere and the cryosphere. I also will have specific science topics in chemistry, physics, biology and the geosciences. I believe that the students need to understand the relationships between the disciplines of science and the other subjects taught. I will not only be visiting schools to present to students but will also be conducting inservices to teachers and other organizations. When I return at the end of May I have been scheduled to present about the arctic to an elementary school in Clintonville, WI. This presentation will include video clips from Teachers Domain, images from Google Earth and digital photos I have taken. In the spring of 2011 I am scheduled to present to the Wisconsin Society of Science Teachers(WSST) during of science convention. My wife who has taught here the past two years and I are developing a brochure to advertise the programs being prepared. This class has shown me a large variety of digital resources at my disposal. Living in a native Inupiat village has given us a unique perspective of native knowledge and the use of western science.GOALS:
1. To educate both students and teachers about native life in the arctic.
2. To compare and contrast traditional native knowledge of science vs western perspectives of science.
3. To create an understanding of how traditional knowledge and western science knowledge are both useful in understanding geosciences in the arctic.
4. To show how the native cultures in the arctic have adapted and survived for thousands of years.
5. To compare and contrast the native culture to our culture in Wisconsin.
6. To develop an understanding of the biosphere, cryosphere, atmosphere, hydrosphere and lithosphere as they relate to the arctic.
7. To show how digital resources found in Teachers Domain and Google Earth can be used in the classroom for classroom lessons and student research.
8. To increase knowledge about life in the arctic.
9. To show how changes in the arctic have a greater effect on the native people who live there.
10. To educate the students of Wisconsin that our environmental actions can create dramatic changes in the arctic ecosystems.
OBJECTIVES: Each student should be able to:
I. Geography and Social Studies
a. locate Alaska on a map
b. label on a map of Alaska the major physical geographical features(mountains, rivers ect).
c. use Google Earth to measure distances between two different locations.
d. compare and contrast the size of Alaska to Wisconsin.
e. compare and contrast the different native cultures in Alaska.
II. Art and Music
a. compare and contrast native art and music to art and music created in our culture.
b. understand how natural materials are used in the creation of art.
c. compare and contrast native dancing to dancing in our culture.
III. Language
a. learn several Inupiat words.
b. learn how native authors use their culture to create childrens books.
c. understand some of the folklore of native Alaskans
The science presentations will be divided into seperate lessons involving each sphere. In each unit I will compare and contrast the arctic sphere to the Wisconsin spheres. Some examples will include the seas
ons, climate, plate tectonics, global warming weather patterns, arctic ecosystems and biology, and ocean science. Each lesson will incorporate lab activities, traditional knowledge and western science. Each lesson will include videos and visualizations from Teachers Domain and the use of Global Earth. Other digital resources will include web sites ranging from NASA, NOAA to you tube. My job will be to share the wealth of digital resources to my fellow Wisconsin teachers. Through my presentations I hope to educate teachers, students and the general public about life in the arctic. I want the people I reach to understand the value of the arctic as it relates to science. To show how all things are related and that the native cultures of Alaska contribute to science knowledge. I look at this project as a challenge and a mission to create a better understanding of arctic science, the native culture and how it relates to western science. I also want the Wisconsin public to appreciate the native culture and their contributions to art, literature and and folklore. This past school year has been a great adventure. Through as many resources I will increase the knowledge of the arctic in Wisconsin. The digital resources presented to me in this class will be used. Each unit or lesson will use different digital means to communicate the objectives of each lesson. Thank you Clay for your hard work to organize and prepare each weeks module. I will use your format to aid in the teaching of the arctic. I look forward to the challenge and rewards as I present about the native culture and the arctic. My adventure is just beginning.Thursday, March 25, 2010
Terrestrial Ice: Glaciers
Mendenhall Glacier June 09
Another part of the cryosphere is terrestrial snow and ice. This part of the cryosphere is freshwater. Glaciers make up 2% of all of the water found on earth. Glaciers also contain 75% of the earths freshwater. Throughout geologic time glaciers have advanced and retreated. Each episode of a glacial advance or retreat caused climate change. The last ice age allowed native people to migrate to North America. The people were able to travel across land bridges created by lower sea levels. As the ice sheets melted the land bridges were submerged due to higher sea levels. The last ice age, known as the Wisconsin, changed cultures and climates throughout North America. At present we are in a warming interglacial period. The massive ice sheets in Wisconsin are long gone, but our present culture was shaped by ice. In Alaska glaciers still exist and the cultures here have also been influenced by the ice. Today our planet is warming and undergoing a climate change. As our planet warms ecosystems change creating changes in the native culture.
(right Wisconsin 10,000 yr ago)
Another part of the cryosphere is terrestrial snow and ice. This part of the cryosphere is freshwater. Glaciers make up 2% of all of the water found on earth. Glaciers also contain 75% of the earths freshwater. Throughout geologic time glaciers have advanced and retreated. Each episode of a glacial advance or retreat caused climate change. The last ice age allowed native people to migrate to North America. The people were able to travel across land bridges created by lower sea levels. As the ice sheets melted the land bridges were submerged due to higher sea levels. The last ice age, known as the Wisconsin, changed cultures and climates throughout North America. At present we are in a warming interglacial period. The massive ice sheets in Wisconsin are long gone, but our present culture was shaped by ice. In Alaska glaciers still exist and the cultures here have also been influenced by the ice. Today our planet is warming and undergoing a climate change. As our planet warms ecosystems change creating changes in the native culture.
(right Wisconsin 10,000 yr ago)In Wisconsin we live in a land sculptured by ice. There are 100,000 lakes created by the last ice sheet. The ice sheets deposits are till in the form of gravel, our number one export. Our soil from the glacier is why whe have an excellent agriculture. Our freshwater is a gift from the glaciers. The great lakes exist due to glaciers. Our landforms include drumlins, eskers, kames, kettle lakes, outwash plains and moraine deposits. Today our winters are cold with lots of snow(around 90 in.), frozen ponds and lakes. The construction of homes and roads are influenced by the cryosphere. The freeze/thaw of the land causes houses to shift, sinking and ri
sing landscapes and our roads to dip and buckle. (NASA satellite images of the Great Lakes July/December) Wisconsin is an example of a landscape created from a continental ice sheet. Due to a past global warming period the climate changed and the glaciers of 10,000 yr ago melted.
sing landscapes and our roads to dip and buckle. (NASA satellite images of the Great Lakes July/December) Wisconsin is an example of a landscape created from a continental ice sheet. Due to a past global warming period the climate changed and the glaciers of 10,000 yr ago melted.Today global warming is changing the glaciers in the arctic. The glaciers are melting because ablation is greater than accumulation of new snow . The climate today is causing the mass balance of a glacier to change. A glacier needs to accumulate 
more snow than melts for it to advance. The snow and ice of a glacier help contr
ol our climate. The white color creates a high albedo. By reflecting solar energy back into space, glaciers help keep our planet cool. As our warming trend continues more ice melts. As more ice melts the albedo decreases allowing less heat to escape, causing the melting of more ice, and less cooling. Another example of a positive feedback loop. Another change that takes place as a glacier melts back is the addition of vegetation where none existed before. New vegetation creates new ecosystems. At right the photos from the USGS Alaska Glacier Repeat Photography Project shows how the Muir Glacier has changed from 1940-2005. The bottom photo shows new vegetation. As glaciers melt the sea level will change. As icebergs melt the volume occupied by the iceberg will receive the meltwater and sea level will remain constant. Terrestrial ice as it melts will add water to the sea causing a rise. If only the Alaska glaciers melt the sea level would rise .05m, but if Antarctica ice sheet melts sea level would rise 73m. A dramatic rise like this will change the Atlantic coastline . Florida will be underwater. Disney will have to change it's rides. In the arctic glacial ice is thinning and snow accumulation is reduced. As the glaciers become smaller the culture will change due to changing ecosystems caused by new vegetation and animals to fill the niches in the ecosystem. As I talk to the elders in our village there is a concern of the changing climate and the consequences caused by the changes. They talk of when they were young how the ice formed earlier and remaned longer. The elders also speak of how the permafrost is changing. Permafrost is the reason the houses are built above the land. As warmer temperatures continue the active layer of the permafrost will increase. The permafrost contains tremendous amounts of carbon and methane gas. As plant matter decomposes methane gas is produced. As long as the permafrost remains frozen the methane gas is trapped. When the permafrost melts methane gas is released. Methane gas is a greenhouse gas the will increase global warming if large quantities are released into the atmosphere. The release of methane gas creates another positve feedback loop. More methane gas is released increasing the warming of the atmosphere which melts more permafrost and causes more methane to be released. The burning of methane gas from the ice on a lake around Fairbanks is a powerful video to show the students. Another change from melting permafrost is the amount of water the tundra is now able to absorb. When frozen, water remains on the surface as lakes. The melting of the permafrost increases the ability of the ground to absorb water. The lake water drains into the now thawed ground and become more shallow or completely disappear. The animals in the lakes die off or relocate to another area.
more snow than melts for it to advance. The snow and ice of a glacier help contr
ol our climate. The white color creates a high albedo. By reflecting solar energy back into space, glaciers help keep our planet cool. As our warming trend continues more ice melts. As more ice melts the albedo decreases allowing less heat to escape, causing the melting of more ice, and less cooling. Another example of a positive feedback loop. Another change that takes place as a glacier melts back is the addition of vegetation where none existed before. New vegetation creates new ecosystems. At right the photos from the USGS Alaska Glacier Repeat Photography Project shows how the Muir Glacier has changed from 1940-2005. The bottom photo shows new vegetation. As glaciers melt the sea level will change. As icebergs melt the volume occupied by the iceberg will receive the meltwater and sea level will remain constant. Terrestrial ice as it melts will add water to the sea causing a rise. If only the Alaska glaciers melt the sea level would rise .05m, but if Antarctica ice sheet melts sea level would rise 73m. A dramatic rise like this will change the Atlantic coastline . Florida will be underwater. Disney will have to change it's rides. In the arctic glacial ice is thinning and snow accumulation is reduced. As the glaciers become smaller the culture will change due to changing ecosystems caused by new vegetation and animals to fill the niches in the ecosystem. As I talk to the elders in our village there is a concern of the changing climate and the consequences caused by the changes. They talk of when they were young how the ice formed earlier and remaned longer. The elders also speak of how the permafrost is changing. Permafrost is the reason the houses are built above the land. As warmer temperatures continue the active layer of the permafrost will increase. The permafrost contains tremendous amounts of carbon and methane gas. As plant matter decomposes methane gas is produced. As long as the permafrost remains frozen the methane gas is trapped. When the permafrost melts methane gas is released. Methane gas is a greenhouse gas the will increase global warming if large quantities are released into the atmosphere. The release of methane gas creates another positve feedback loop. More methane gas is released increasing the warming of the atmosphere which melts more permafrost and causes more methane to be released. The burning of methane gas from the ice on a lake around Fairbanks is a powerful video to show the students. Another change from melting permafrost is the amount of water the tundra is now able to absorb. When frozen, water remains on the surface as lakes. The melting of the permafrost increases the ability of the ground to absorb water. The lake water drains into the now thawed ground and become more shallow or completely disappear. The animals in the lakes die off or relocate to another area. To study terrestial ice western science must use native knowledge about ice and permafrost. Traditional knowledge and direct observations of the native people can be vital in understanding snow and ice. The people of the north slope have survived for thousands of years. During that time climate has changed the people have adapted. Western science studies ice cores from Greenland, tree rings and keep data on ice flows. To blend the two cultures scientists need to use Alaskan students to help gather data. ALISON, the Alaskan Lake Ice and Snow Observatory uses students to collect data on lake ice. The data they collect is used and analyzed for climate and lake study.
Throughout geologic history ice ages have come and gone. The sheets of ice will come again. Each time the climate and the land have changed. Ecosystems change and adapt. This is a part of nature. Without glaciers and their effect on the land North America would be a much different place. Glaciers and ice allowed for the development of native cultures in Alaska. The remnants of glacial erosion and meltwater helped create the culture in Wisconsin. Today as the warming continues from both natural and cultural causes our climate is changing. As glaciers recede scientists need to understand how addtional meltwater will change sea level, ocean salinity, ocean circulation and climate. As more permafrost is melted methane gas is released into the atmosphere allowing more warm up to continue. Native and western science need to come together to better understand our natural world. Students of all cultures need to study about our planet and think about careers in science. As the arctic climate changes the native cultures will adapt like they have for thousands of years. They know and understand the land and how all things are connected better than anyone else. My job as a retired teacher is to use the resources from this class and educate the Wisconsin students about the arctic. They should also understand how the people of the arctic live and adapt to extreme conditions and how they have survived for thousands of years. They hunt in Wisconsin for sport, they hunt in the arctic for survival. Both students need to understand the science of climate and the changes occuring. Thursday, March 18, 2010
Cryosphere: Arctic Sea Ice
Sea Ice along the coast of Wainwright 
A year ago I never thought that I would ever be in the arctic. The past 6 months have been an adventure of new experiences and knowledge. Each day I venture out and explore the shoreline and tundra. I have been fortunate to see caribou, snowy owls, fox and ptarmigan. To experience the cold, the wind and extreme changes in weather has given me a new perspective on the cryosphere. Several weeks ago with the temperature hovering around -40F another science teacher and myself hiked on the arctic sea ice. Our objective was to hike out to where there was open water in hopes of seeing wildlife(seals, polar bear). As we walked we observed the changes in the ice. I was thinking wow, I am walking over a frozen ocean. Never had I dreamed of this. The wind blowing, the cold,
the ocean currents underneath all added to my wonder of this environment. We never made it to open water, but the lessons of that day provided me one of the best educati
onal experiences on the arctic.
Most people know of the hydrosphere, atmosphere, biosphere, not many think of or understand the influence of the cryosphere. The people of the arctic experience the cryosphere each day. Being from Wisconsin we experience the cryosphere from December through March. The cryosphere includes not only the polar regions but frozen areas outside the arctic. This includes permafrost and tundra at higher elevations, mountain glaciers and winter snow/ice in the mid- latitudes. As the cryosphere changes the other spheres are also affected. Using the cryosphere as a unit theme the disciplines of chemistry, physics and biology would be included. To better understand the cryosphere activities involving ice and solar energy need to be taught. As water freezes it expands increasing the volume and lowering the density. The lower density causes ice to float. Through observation of ice cubes one can see that most of the
cube is underwater. As ice melts either in the arctic or Wisconsin will the sea level or lake levels rise? Since ice takes up more space as it melts the new water will fill the space left by the ice and the water level will not rise. Flooding in the mid west is not caused by ice melt but by the melting of the snow. The cryosphere cools the earth. Snow and ice have a bright reflective surface creating a high albedo. Albedo the reflection of heat back into space keeping the earth cool. As ice melts less heat is reflected back and the earth warms. As both snow and ice melt the color becomes darker absorbing more heat and melting more. This type of action is an example of a positive feedback. A darker surface absorbs more heat and will become warmer. On a large scale as in the arctic more exposed water leads to less albedo and more heat absorption and more melting. This is a positive feedback on a planetary scale. As water freezes it loses 80 cal/g dispersing heat to the atmosphere. Freezing is a warming process. As ice melts it requires 80 cal/g, taking heat from the atmosphere, a cooling process. As seawater due to the salt content freezes at a lower temperature. As the water freezes the salt is left behind increasing the salinity of the ocean and increasing the density of the water creating a thermalhaline current. Through this process of ice forming on the ocean the combination of higher density and salinity causes the water to sink to the ocean floor. The sinking of this water creates a current that returns the water to the equatorial regions to be warmed and returned to the poles. These currents will disperse heat and in aff
ect the climate control mechanism. The formation of ice in the cryosphere also affects the biology of the area. Marine animals of the arctic need ice and ice flows for hunting and survival. Ice in Wisconsin also is used by animals for survival and protection.
A year ago I never thought that I would ever be in the arctic. The past 6 months have been an adventure of new experiences and knowledge. Each day I venture out and explore the shoreline and tundra. I have been fortunate to see caribou, snowy owls, fox and ptarmigan. To experience the cold, the wind and extreme changes in weather has given me a new perspective on the cryosphere. Several weeks ago with the temperature hovering around -40F another science teacher and myself hiked on the arctic sea ice. Our objective was to hike out to where there was open water in hopes of seeing wildlife(seals, polar bear). As we walked we observed the changes in the ice. I was thinking wow, I am walking over a frozen ocean. Never had I dreamed of this. The wind blowing, the cold,
the ocean currents underneath all added to my wonder of this environment. We never made it to open water, but the lessons of that day provided me one of the best educati
onal experiences on the arctic.Most people know of the hydrosphere, atmosphere, biosphere, not many think of or understand the influence of the cryosphere. The people of the arctic experience the cryosphere each day. Being from Wisconsin we experience the cryosphere from December through March. The cryosphere includes not only the polar regions but frozen areas outside the arctic. This includes permafrost and tundra at higher elevations, mountain glaciers and winter snow/ice in the mid- latitudes. As the cryosphere changes the other spheres are also affected. Using the cryosphere as a unit theme the disciplines of chemistry, physics and biology would be included. To better understand the cryosphere activities involving ice and solar energy need to be taught. As water freezes it expands increasing the volume and lowering the density. The lower density causes ice to float. Through observation of ice cubes one can see that most of the
cube is underwater. As ice melts either in the arctic or Wisconsin will the sea level or lake levels rise? Since ice takes up more space as it melts the new water will fill the space left by the ice and the water level will not rise. Flooding in the mid west is not caused by ice melt but by the melting of the snow. The cryosphere cools the earth. Snow and ice have a bright reflective surface creating a high albedo. Albedo the reflection of heat back into space keeping the earth cool. As ice melts less heat is reflected back and the earth warms. As both snow and ice melt the color becomes darker absorbing more heat and melting more. This type of action is an example of a positive feedback. A darker surface absorbs more heat and will become warmer. On a large scale as in the arctic more exposed water leads to less albedo and more heat absorption and more melting. This is a positive feedback on a planetary scale. As water freezes it loses 80 cal/g dispersing heat to the atmosphere. Freezing is a warming process. As ice melts it requires 80 cal/g, taking heat from the atmosphere, a cooling process. As seawater due to the salt content freezes at a lower temperature. As the water freezes the salt is left behind increasing the salinity of the ocean and increasing the density of the water creating a thermalhaline current. Through this process of ice forming on the ocean the combination of higher density and salinity causes the water to sink to the ocean floor. The sinking of this water creates a current that returns the water to the equatorial regions to be warmed and returned to the poles. These currents will disperse heat and in aff
ect the climate control mechanism. The formation of ice in the cryosphere also affects the biology of the area. Marine animals of the arctic need ice and ice flows for hunting and survival. Ice in Wisconsin also is used by animals for survival and protection.
above right muskrat on ice in Iola,WI
above : seal on ice flow at Hubbard Glacier
As the cryosphere is changing our climate is also changing. The combination of albedo, thinning ice, warming oceans, and the changing of when the ice first forms and leaves will change the native culture. As the changes in the ice occur the hunting techniques will change. The biosphere of the arctic is very fragile. The arctic ecosystem is very productive with a lower biodiversity. If global warming changes the cryosphere animals will have to adapt. Some of the animals of the ecosystem will not survive. As the water warms new species will fill the niches left void by organisms that did not adapt. This will change the food web.
Climate change in the arctic will bring together traditional knowledge and western technology. Using data recorded by natives of the arctic will help western scientists in their quest to learn more about climate and the cryosphere. Traditional knowledge has existed for thousands of years and has influenced the culture. Tapping into traditional knowledge, using satellite technology, making detailed observations and using technology to take a variety of measurements will only strengthen arctic science. The I.C.C. issued a statement to bring the arctic climate problem to the leaders of our world. They stated to stabilize greenhouse gases, have western scientists welcome tradition.jpg)
al knowledge, get assistance to the arctic to increase green technology, to recognize the vulnerability of the Inuit people and the arctic to climate change and to help fund changes that will have to be made due to climate change in the arctic.
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al knowledge, get assistance to the arctic to increase green technology, to recognize the vulnerability of the Inuit people and the arctic to climate change and to help fund changes that will have to be made due to climate change in the arctic.Whether you live in the arctic or Wisconsin the cryosphere is part of your life. It influences the hydrosphere, atmosphere, biosphere and lithosphere. The cultures of the arctic and Wisconsin are directly related to the cryosphere. Hunting techniques of the arctic rely on ice conditions and any changes in the ice directly effect the native people. The people of the arctic will see the changes much faster in the cryosp
here and climate before the people of Wisconsin. The students of both cultures need to think about careers in science. Traditional knowledge and western science will need to combine data and pool resources to continue to understand the earth's cryosphere.
here and climate before the people of Wisconsin. The students of both cultures need to think about careers in science. Traditional knowledge and western science will need to combine data and pool resources to continue to understand the earth's cryosphere.above: Wisconsin snow
left: frozen Chukchi Sea 1.5 mi from land
Sunday, March 14, 2010
Climate
Eskimo Nebula
The study of climate is one topic that involves all disciplines of science. Climate study is able to show how the lithosphere, atmosphere, hydrosphere, cryosphere and biosphere are all connected. Climate also involves astronomy and chemistry. To understand climate and climate change you need to understand the difference between weather and climate. Weather is the daily or hourly change in atmospheric conditions with an immediate impact. Climate is the long term change that not only includes weather but also seasonal changes. People from cold climates travel to other parts of the country in winter to go to a warmer climate. Climate has influenced all cultures. Cultures change due to climate and some cultures have disappeared due to climatic changes. What happened to the Anasazi culture? They suddenly vanished. At present scientists think the climate changed and the culture was lost. Where ever people live their lives are determined by the type of climate they experience. The climate of an area dictates the type of homes people live in, the type of agriculture and crops to be planted, the weather and the severity of the seasons. Climate also effects the biodiversity of both flora and fauna. Migration of birds, whales, and reproductive cycles of organisms are influenced by climate patterns. The issues of global warming and greenhouse effect are constantly news items. Our students need to understand the difference between good science and tabloid science. A lot of misleading information concerning climate is published
and broadcast. As teachers we need to use digital sites that have accurate science information. Living in Wisconsin we do not notice any climate change. Our seasonal weather patterns have not dramatically changed. Our culture has remained intact and not changed due to global warming issues. Living in Wainwright on the Chukchi Sea the Inupiat people are seeing firsthand the affects to global warming and climate change. The culture of the arctic slope depends on hunting, migratory patterns of the Bowhead whale and caribou, and the conditions of ice. The people of the village that I have interviewed all expressed concern about ice conditions, the warmer temperatures and hunting. (the photo above shows the lack of ice on the Chukchi Sea on Nov. 18)The thinning of the ice will force a change in whale hunting. If the whales are too far out due to lack of ice whaling techniques will have t
o change. As climate changes occur tundra plant life can change. If the plant life that is necessary for caribou changes, the caribou mi
gration patterns could change. For thousands of years the people of the arctic have survived. During that time the climate has changed. The people survived the ice age and are surviving in today's climate. Part of nature is change. Our climate will always change over time. If global warming continues to change the arctic the people will adapt as they have done in the past.
The study of climate is one topic that involves all disciplines of science. Climate study is able to show how the lithosphere, atmosphere, hydrosphere, cryosphere and biosphere are all connected. Climate also involves astronomy and chemistry. To understand climate and climate change you need to understand the difference between weather and climate. Weather is the daily or hourly change in atmospheric conditions with an immediate impact. Climate is the long term change that not only includes weather but also seasonal changes. People from cold climates travel to other parts of the country in winter to go to a warmer climate. Climate has influenced all cultures. Cultures change due to climate and some cultures have disappeared due to climatic changes. What happened to the Anasazi culture? They suddenly vanished. At present scientists think the climate changed and the culture was lost. Where ever people live their lives are determined by the type of climate they experience. The climate of an area dictates the type of homes people live in, the type of agriculture and crops to be planted, the weather and the severity of the seasons. Climate also effects the biodiversity of both flora and fauna. Migration of birds, whales, and reproductive cycles of organisms are influenced by climate patterns. The issues of global warming and greenhouse effect are constantly news items. Our students need to understand the difference between good science and tabloid science. A lot of misleading information concerning climate is published
and broadcast. As teachers we need to use digital sites that have accurate science information. Living in Wisconsin we do not notice any climate change. Our seasonal weather patterns have not dramatically changed. Our culture has remained intact and not changed due to global warming issues. Living in Wainwright on the Chukchi Sea the Inupiat people are seeing firsthand the affects to global warming and climate change. The culture of the arctic slope depends on hunting, migratory patterns of the Bowhead whale and caribou, and the conditions of ice. The people of the village that I have interviewed all expressed concern about ice conditions, the warmer temperatures and hunting. (the photo above shows the lack of ice on the Chukchi Sea on Nov. 18)The thinning of the ice will force a change in whale hunting. If the whales are too far out due to lack of ice whaling techniques will have t
o change. As climate changes occur tundra plant life can change. If the plant life that is necessary for caribou changes, the caribou mi
gration patterns could change. For thousands of years the people of the arctic have survived. During that time the climate has changed. The people survived the ice age and are surviving in today's climate. Part of nature is change. Our climate will always change over time. If global warming continues to change the arctic the people will adapt as they have done in the past.Climate change is caused by geological changes, atmospheric changes and from organisms in the biosphere ranging from soil microbes to mankind. Plate tectonics in the past have caused landmasses to change locations. At one time Wisconsin was located on or near the equator. Not only was Wisconsin at the equator but 10000 yr ago an ice sheet one mile thick covered most of the state. Fossil fuels are found in the Arctic and Antarctica. Evidence of glaciers is found in the Saraha Desert. These are examples of totally different climates that we see today. As landmasses change latitude due to plate tectonics the prevailing climates also changed. The organisms that were alive at the time changed or perished. Today our biosphere is adding to climate change and global warming. Since the beginning of the industrial age we have been adding greenhouse gases to our atmosphere. The greenhouse gases include CO2, CH4 and water vapor. These gases block the infrared radiation from leaving earth's atmosphere, causing a continuous increase in the planets temperature. Soil microbes are adding these gases also through the decomposition of organic matter. In the arctic the soil microbes are part of a positive feedback loop. As the microbes digest the decomposing matter they release the greenhouse gases and increase nutrients in the soil. The nutrients in the soil allow new plants to grow which in turn hold more snow. The snow acts as an insulator keeping the soil warm and the microbes active into winter. Creating more greenhouse gases and nutrients. The gases add to the warming of the atmosphere and the nutrients allow more plants to grow. More heat, more active microbes, more gases released, more nutrients, more plants, and holding more insulating snow, the cycle continues. The main element for life and global warming is carbon. Ca
rbon is a unique element which can form bonds with itself. Carbon is the basis of life. Carbon forms starches, sugars, lipids, proteins, which create amino acids essential for life. Our DNA is carbon based. Carbon along with all other elements is created in the supernova explosions of stars. We could say that our greenhouse gases are born of the stars. New stars are created go through a stellar evolution. Some stars become red giants and white dwarfs like our sun. The more massive stars destroy themselves in supernova explosions. So much energy is released that the atomic particles undergo fusion creating our elements. These explosions release so much energy that some are seen from earth. Some famous supernova are the Crab Nebula(Chandra image left), Cassiopeia, and Tycho's Star. We see the remnants of these st
ellar explosions in various nebula and stellar nurseries.(Chandra image of the Eagle Nebula to the right) The image shows clouds of gases and the colored lights show new stars forming. There is lots of carbon in our universe. Our early earth had an atmosphere of CO2. The simple life forms along with volcanic eruptions released oxygen into the air creating a poisonous atmosphere to most life forms. With oxygen increasing and CO2 decreasing climate change was taking place. The earth was cooling and new life forms were evolving. As time went on a balance was reached between photosynthesis and respiration. Respiration uses O2 and releases CO2 by oxygen breathing organisms and plants absorbing CO2 and releasing O2. The carbon from decomposing organisms of both plants and animals over time were converted into the fossil fuels we use today. In the arctic there is an abundance of fossil fuels and as stated above were created and deposited during a different climate. Today these fossil fuels are adding CO2 to our atmosphere increasing the greenhouse effect and global warming. We all have a carbon footprint. Industry has given us a high standard of living. P
eople who live in the arctic need fuel for heat, electricity, snow machines and cars/trucks. Today scientists are looking at ways of reducing the amount of CO2 being released into the atmosphere. Our oceans a carbon sink can no longer keep absorbing the CO2 at the present rate. The organisms in the ocean can convert the CO2 into various carbonates. Our students need to understand the cycles of nature. They need to understand photosynthesis, respiration,the rock cycle and the carbon cycle. Not only understand the basic science but also to understand how each is related to each other. Our climate will change. Geology, biology,and chemistry all play a part. In the arctic the climatic changes are now here. The natives tell me how the ocean used to be frozen in September, how the winters are now warmer and how the ice does not extend far enough out to sea. As the climate changes in the arctic animal behavior will change. Polar bears, walrus and seals are moving further inland creating problems for some villages. Our earth is getting warmer and climate change will take place. Today as scientist study tree rings, ice cores, Devonian age coral reefs and man's impact we can learn about past climates and about our changing present day climate. The climate on earth will always change whether through geologic activity, deforestation, industry and through other effects of both man and nature.
rbon is a unique element which can form bonds with itself. Carbon is the basis of life. Carbon forms starches, sugars, lipids, proteins, which create amino acids essential for life. Our DNA is carbon based. Carbon along with all other elements is created in the supernova explosions of stars. We could say that our greenhouse gases are born of the stars. New stars are created go through a stellar evolution. Some stars become red giants and white dwarfs like our sun. The more massive stars destroy themselves in supernova explosions. So much energy is released that the atomic particles undergo fusion creating our elements. These explosions release so much energy that some are seen from earth. Some famous supernova are the Crab Nebula(Chandra image left), Cassiopeia, and Tycho's Star. We see the remnants of these st
ellar explosions in various nebula and stellar nurseries.(Chandra image of the Eagle Nebula to the right) The image shows clouds of gases and the colored lights show new stars forming. There is lots of carbon in our universe. Our early earth had an atmosphere of CO2. The simple life forms along with volcanic eruptions released oxygen into the air creating a poisonous atmosphere to most life forms. With oxygen increasing and CO2 decreasing climate change was taking place. The earth was cooling and new life forms were evolving. As time went on a balance was reached between photosynthesis and respiration. Respiration uses O2 and releases CO2 by oxygen breathing organisms and plants absorbing CO2 and releasing O2. The carbon from decomposing organisms of both plants and animals over time were converted into the fossil fuels we use today. In the arctic there is an abundance of fossil fuels and as stated above were created and deposited during a different climate. Today these fossil fuels are adding CO2 to our atmosphere increasing the greenhouse effect and global warming. We all have a carbon footprint. Industry has given us a high standard of living. P
eople who live in the arctic need fuel for heat, electricity, snow machines and cars/trucks. Today scientists are looking at ways of reducing the amount of CO2 being released into the atmosphere. Our oceans a carbon sink can no longer keep absorbing the CO2 at the present rate. The organisms in the ocean can convert the CO2 into various carbonates. Our students need to understand the cycles of nature. They need to understand photosynthesis, respiration,the rock cycle and the carbon cycle. Not only understand the basic science but also to understand how each is related to each other. Our climate will change. Geology, biology,and chemistry all play a part. In the arctic the climatic changes are now here. The natives tell me how the ocean used to be frozen in September, how the winters are now warmer and how the ice does not extend far enough out to sea. As the climate changes in the arctic animal behavior will change. Polar bears, walrus and seals are moving further inland creating problems for some villages. Our earth is getting warmer and climate change will take place. Today as scientist study tree rings, ice cores, Devonian age coral reefs and man's impact we can learn about past climates and about our changing present day climate. The climate on earth will always change whether through geologic activity, deforestation, industry and through other effects of both man and nature.Extend
photo credits:
Bill Wendlandt
NASA Chandra X-Ray Mission
1. National Geographic has produced and excellent program on whaling in Barrow,AK and how the thinning ice has changed the whale hunt. The program was on TV Sept 2009.
2. An excellent resource for stellar evolution is the Chandra Project. http:// chandraharvard.ecu/. At the site there are ready to use lessons for both elementary through high school. You can order an excellent stellar evolution poster and other materials at no cost.
Friday, March 5, 2010
Atmosphere and culture
We live in an ocean of air, our atmosphere. Like our liquid ocean the atmosphere is also a fluid. It has currents of flowing air, exerts a pressure on the earth's surface(14.7 lb/sq in), and is divided into layers. The atmosphere is interconnected with the lithosphere, cryosphere, hydrosphere and biosphere. Any changes that take place in our atmosphere will also cause change in the other spheres. As western science gathers and analyzes more data, scientists now understand that our ocean of air and our oceans are directly tied to weather and climatic events. Yet with all of our scientific knowledge the average lay person cannot read the sky. The Inupiats and other native cultures were able to read the sky and make simple predictions without the aid of scientific equipment. They were able to recognize different cloud types and the type of weather associated with them. They also recognized weather patterns associated with the wind. If the wind blew from a certain direction or suddenly changed direction a change in weather would follow. To survive they needed to understand the sky and the clues it gave to help foresee changes in the weather. Other cultures throughout the world also were able to read the sky and link atmospheric patterns to weather. As weather patterns and climate changed so did the cultures of the people. 
Cumulonimbus Badlands,SD..................................Mammatus Clouds Lincoln Co. Minnesota
Both skies shown above would have foretold stormy weather to the native cultures.
Today the native culture also use the technology to aid them in understanding weather. Bush pilots use their observations of the sky along with western scientific data to better understand weather. The weather determined the type of clothing used in various cultures and t
he types of food to be planted and harvested. Different cultures also created a variety of sayings or proverbs associated with the weather. Red sky at night sailors delight and red sky in morning sailors take warning is based on sky observations. Weather has influenced all cultures. Weather is part of myths and folktales, art, literature and has changed history. Photo on right shows clearing weather, red sky at night.
Our atmosphere is divided into layers. Each layer has different temperature and pressure gradient. All weather takes place in the troposphere. The atmosphere protects us from ultra violet radiation and through friction destroys most meteors. Through various instruments meteorologists can measure pressure, temperature, humidity, wind, and precipitation. With satellite technology we are able to monitor our atmosphere continuously. With all the data and new information we still cannot totally predict our weather. But we are able to give warnings to severe storms. Below is an F4 Wisconsin tornado from the summer of 2005.
he types of food to be planted and harvested. Different cultures also created a variety of sayings or proverbs associated with the weather. Red sky at night sailors delight and red sky in morning sailors take warning is based on sky observations. Weather has influenced all cultures. Weather is part of myths and folktales, art, literature and has changed history. Photo on right shows clearing weather, red sky at night.Our atmosphere is divided into layers. Each layer has different temperature and pressure gradient. All weather takes place in the troposphere. The atmosphere protects us from ultra violet radiation and through friction destroys most meteors. Through various instruments meteorologists can measure pressure, temperature, humidity, wind, and precipitation. With satellite technology we are able to monitor our atmosphere continuously. With all the data and new information we still cannot totally predict our weather. But we are able to give warnings to severe storms. Below is an F4 Wisconsin tornado from the summer of 2005.
Meteorologists are able to map the locations of weather fronts, low and high pressure systems and upper atmosphere weather like the jet stream. Weather is powered by the sun. The combination of water, air and the energy from the sun creates our weather. The steering force of weather systems is the jet stream. Circulation of air is caused by unequal heating of the earths surface. This unequal heating causes changes in air density. The differences in density allows warm air to rise and cool air to sink. The rising and sinking of air causes convection currents. These convection currents create land and sea breezes. Other winds are created from differences in pressure systems. Winds blow from a high to a low. The greater the difference between the pressure centers the stronger the wind. A low pressure system rotates counterclockwise and consists of less dense rising air causing cloud formations. A high pressure center is sinking air that rotates in a clockwise direction. High pressure is generally clear weather. Earth has large scale planetary winds created by unequal heating at different latitudes. The highest amount of solar energy is located at the equator heating the air causing the air to expand, lower the density and rise. As the air cools it sinks around 30 degrees latitude and returns to the equator. This convection current is a Hadley Cell. The planetary winds circulates air throughout the planet creating large highs and lows. Examples of planetary winds are the trade winds, westerlies, and polar easterlies. In different parts of the country large areas of the atmosphere develop the same temperature and humidity. These areas are called air masses. As the air masses travel they will collide with other air masses. Where two air masses meet a weather front forms. The two major fronts are cold and warm. At a warm fro
nt the warm air gradually rises forming cloud types that range from high cirrus to low nimbus. A cold front is dense air that plows into a warm air mass and forces up the air forming cumulonimbus clouds. These types of clouds can be an indication of severe weather. Approaching severe weather in Iola, Wisconsin, right. The last ingredient of weather is water. Water cycles through the atmosphere releasing and absorbing heat. The process is the hydrologic cycle. In reality it is an energy cycle. The cycle consists of evaporation, condensation and precipitation. Evaporation is a cooling process while condesation is a heating process. To change liquid water to water vapor requires energy. In chemistry this is the latent heat of vaporization. This requires a tremendous amount of energy, 540 calories/gram of water to break the hydrogen bonds and change liquid water to water vapor. The reverse is true for the process of condensation, releasing 540 calories/gram of water into the atmosphere. Energy is also required to change to water to ice and ice back to water. The amount of heat required is the latent heat of fusion, which is 80 calories/gram. All changes of state either absorb energy or release energy.
Water and sunlight also create an atmosperic display that could have been used to predict precipitation, rainbows. A rainbow is created by the diffraction of sunlight through raindrops. If the rainbow is in the west is usually means approaching rain. If in the east it m
eans the preicipation has passed.
Double rainbow over Keatings Lake, Iola,WI.............Single rainbow
In the arctic there is a unique feature of the double sun dog on each side of the sun. The natives know that ice crystals are present in the atmosphere to create the display. At left a double sun dog over the tundra in Wainwright.
These sun dogs occurred during a high pressure system. The sky is clear with very cold temperatures. The sun dogs were on display during the daylight hours for three days. As the high pressure moved and was replaced by a low pressure system the display no longer occurred. Ice crystals in the sky also are seen as a halo around the moon . This phenomena 
generally precedes precipitation. A problem in the arctic is how quickly pollutants can enter the ocean and atmosphere. Arctic haze is a problem that shows how the atmosphere is changing. Aerosols and other pollutants are showing up in brilliant red sunsets. As time goes on we need to study how the arctics atmosphere is changing. What forms of pollution and there sources must be studied. Our students need to understand that our atmosphere is 
small compared to the total size of the earth. Our ocean of air is a thin blue line of life sustaining 
gases and the source of our weather. The students need to understand the circulation of our ocean of air and how it relates to the science of meteorology. Using these digital resources the students can see first hand how weather relates to cultures and how western science studies weather and gathers data.
generally precedes precipitation. A problem in the arctic is how quickly pollutants can enter the ocean and atmosphere. Arctic haze is a problem that shows how the atmosphere is changing. Aerosols and other pollutants are showing up in brilliant red sunsets. As time goes on we need to study how the arctics atmosphere is changing. What forms of pollution and there sources must be studied. Our students need to understand that our atmosphere is 
gases and the source of our weather. The students need to understand the circulation of our ocean of air and how it relates to the science of meteorology. Using these digital resources the students can see first hand how weather relates to cultures and how western science studies weather and gathers data. Extend
photo credits:
Jackie Wendlandt
Mary Wendlandt
Bill Wendlandt
Google Earth
A great source of real time weather is project datastreme.
Sunday, February 28, 2010
Module lV: Climate,Cultures and Oceans
We are the water planet. Seventy percent of our earth is water. Water is able to absorb and release tremendous amounts of heat energy. The amount of heat released or absorbed by our atmosphere and ocean affects our weather and climate. If changes take place on our planet that change the heat distribution our weather patterns and ocean circulation will change. At this time we are seeing changes taking place in our climate. Native Inupiats living in the arctic also see these changes taking place. Living in the midwest the changes at this time do not have an
affect on our lifestyle. We read about global warming and the scientific research going on the study climatic changes. In the arctic the Inupiats see the changes firsthand. They have observed the thinning ice, warmer temperatures, and changes in seasonal weather. All of these changes will effect how they hunt whales, and other animals for food to survive. Their lifestyle is changing. This is a great example of native science observations vs western perspectives of science. The native people see and experience climatic changes while western scientists gather data to try and understand the causes of the changes taking place. This module also shows how heat energy is an interdisciplinary topic. Changes in heat distribution on our planet has an impact on the atmosphere, hydrosphere, lithosphere, biosphere and cryosphere. Our students need to understand the basic principles that cause the seasons, how the ocean is a heat sink, that ocean circulation through currents disperses heat, and the hydrologic cycle is in reality an energy cycle.
Heat is an energy that is created by the motion of particles. As heat is absorbed the molecular particles of a substance move faster and if heat energy is released the molecular particles move slower. With the addition or removal of heat energy changes of state in matter occur. These changes of state are the foundation of the hydrologic cycle. Through the processes of evaportion and condensation heat energy if moved through the atmosphere. Different substances absorb and release heat at different rates this is called specific heat capacity. The specific of a substance is the amount of heat need to raise on gram of a substance one degree Celcius. Water has a high specific heat and can absorb large amounts of heat. Water will absorb heat slowly and release heat slowly. Land or the beach has a low specific heat. Land will heat up quickly and cool off quickly. During the day the beach sand can feel hot and the water cool. At night the water feels warm and the beach sand cool. Why? Differences of heat capacity. A great way to show this concept is to boil water in a paper cup. Fill a paper cup with water, place it under a lit bunsen burner until the water boils. This is a great discrepant event.
Fall in Iola, Wisconsin Oct. 25--------------------------------Fall in Barrow, Alaska Nov. 4
Why are the seasons so different at different latitudes? The sun is the same distance away and gives off the same amount of energy. Both locations are in the Northern Hemisphere. The difference is latitude. Iola is about 44 degrees N and Barrow about 71 degrees N. Since the earth is a curved surface the angle of incidence of sun's rays in Iola and Barrow are different.
Iola recieves rays at a lower angle so the energy is more intense, in Barrow the angle is higher so the energy is dispersed over a larger area. The other difference is the altitude of the sun. As the earth revolves around the sun it's postion in space changes. During the summer the axis of the earth points towards the sun and in the winter away from the sun. As the earth moves from summer to winter the vertical rays of the sun start to migrate south. Again due to the curve of the earth the altitude of the sun changes at each latitude. The higher the latitude the
lower the sun in winter and less solar or heat energy is recieved. Iola in winter has about 6hr of day while in Barrow there is about 3 months with no sun or solar energy.
.JPG)
lower the sun in winter and less solar or heat energy is recieved. Iola in winter has about 6hr of day while in Barrow there is about 3 months with no sun or solar energy..JPG)
Winter in Iola,WI in Feb. above left. Winter Wainwright,Ak Feb. above right. Christmas noon Wainwright lower right.
In summer the axis points towards the sun. The sun is higher in the sky and the solar energy is more intense. Also we have longer daylight hours. In the arctic the solar energy is not as intense as in the lower latitudes. Although there are 24 hr of sunlight the angle of incidence is still low so the solar energy is spread over a large area and summers remain cool.
Since we know that water has a high specific heat capacity the ocean is able to absorb large amounts of heat energy. Due to unequal heating of the earth the air in the atmosphere is put into motion. This moving air or wind blows across the ocean causing motion in the water. The currents created transport heat around the world. The ocean currents carry heat from warm places to cold. The currents that flow from the equator move to the higher latitudes. As the heat is released the water cools at the higher latitudes and sinks. The cool/cold water sink and the currents return the water to the equatorial reigions where heat energy is again absorbed. Many scientific concepts combine to create wind and currents. The direction of planetary winds and flow of ocean currents depends on several factors. Some factors are the Coriolis Effect, the concept of density and landforms. The Coriolis Effect is the deflection of air and water due to the rotation of the earth. In the northern hemisphere the wind and currents are deflected to the right and in the southern hemisphere to the left. An excellent way to demonstrate the Coriolis Effect is to use an old turntable or phonograph player. Cut out paper in a circle to fit the turntable. Place the circular paper on the turntable and draw a line from the center of the paper to the edge. Turn on the turntable and while the paper is spinning again draw a line from the center of the paper to the edge. Compare the results. This model shows how air and water are defected due to rotation. Density is the concept that compares mass and volume. Density explains why ice floats and not sinks. Saltwater is more dense than freshwater. Make several solutions of saltwater with different amounts of salt dissolved. Meaure equal volumes of the saltwater and determine the mass of each sample. Using the formula D=M/V determine the density. To show differences in densitys of liquids make a density tower using different liquids like water, cooking oil, rubbing alcohal, syrup and saltwater. Carefully pour the liquids into a cylinder and create the density tower. Changes in temperature also change the density by changing the volume. This explains why warm air rises , cool air sinks, and warm water is on the surface and cool/cold water sinks and is on the bottom. The waters of the ocean are in layers of different densities. The least salty water is the top layer and most salty form the bottom layers. The movement of water due to density differences, prevailing winds and the Coriolis Effect create a global current system. The waters of the ocean act as a large conveyer belt transporting heat, losing heat at the higher latitudes and then the cooler water sinking to return to the equator. If the salinity or amount of freshwater entering the ocean system changes, the currents can also change. As ice sheets melt more freshwater is added to the system. As more ice forms salt is added to the system. In cold climates the cold salty water sinks creating the deep ocean currents that moves the water back to the equator.
Ocean currents through the transportation of heat energy regulate the climate. If the ocean temperatures change weather patterns change, ocean circulation could change and cultures
that depend on steady ocean patterns will change. Changing the ocean system could result in different locations of food sources. If food sources change migration routes of whales could change causing native arctic cultures serious problems in hunting. If seasonal weather changes the plants on the tundra will change forcing animals to seek different locations for their food. This also would effect the arctic natives. We live in a world were all things are connected. The atomosphere, the ocean, solar energy and the seasonal changes are all co
nnected. If you change one there is a ripple effect and the other systems will adjust and change. Past cultures have vanished like the Anasasi. They thrived in the southwest. They understood the significance of the seasons . At the Chaco C
anyon National Historical Monument Fajada Butte ( shown above right) has on it a sprial carved into a stone(shown above left). Only on the day of the summer solstice a shaft of light pierces the center of the spiral. This culture depended on seasons. The Anasasi Indians vanished. Only their ruins exist today. Did the climate change which caused the disappearance? Cultures of the past and today depend on the seasonal cycles and ocean currents. As our planet and climate change whether man-made or natural cultures will also change.
that depend on steady ocean patterns will change. Changing the ocean system could result in different locations of food sources. If food sources change migration routes of whales could change causing native arctic cultures serious problems in hunting. If seasonal weather changes the plants on the tundra will change forcing animals to seek different locations for their food. This also would effect the arctic natives. We live in a world were all things are connected. The atomosphere, the ocean, solar energy and the seasonal changes are all co
nnected. If you change one there is a ripple effect and the other systems will adjust and change. Past cultures have vanished like the Anasasi. They thrived in the southwest. They understood the significance of the seasons . At the Chaco C
anyon National Historical Monument Fajada Butte ( shown above right) has on it a sprial carved into a stone(shown above left). Only on the day of the summer solstice a shaft of light pierces the center of the spiral. This culture depended on seasons. The Anasasi Indians vanished. Only their ruins exist today. Did the climate change which caused the disappearance? Cultures of the past and today depend on the seasonal cycles and ocean currents. As our planet and climate change whether man-made or natural cultures will also change.Sunday, February 21, 2010
Module IV:volcanoes and earthquakes
USGS photo Alaskan Earthquake 1964-------- USGS photo 1906 San Fransisco Earthquake
Earthquakes are one of the most exciting events that occur on planet earth. They shake the foundation of our planet. They can cause catastrophic damage,tremendous loss of life and generate giant sea waves called tsunamis. Earthquakes generate fear and many cultures created myths to explain why the earth shakes. For example in India four elephants are standing on the back of a turtle that is balanced on a cobra, when one of the animals move the earth shakes. Another from Japan is a giant catfish lies under the sea with the islands of Japan on it's back. A demigod holds a heavy stone on the catfish to keep it from moving. When the demigod is distracted the catfish moves and the earth shakes. In western culture people believe that God caused earthquakes to punish man. Earthquakes have been changing the earth since it's formation. Without earthquakes the land would be leveled by the forces of weathering and erosion. The forces from earthquakes build mountains, raise shorelines and raise ocean floors above sea level. Earthquakes occur everyday, but very few cause catastrophic damage. In the United States two major earthquakes forced scientists to change how they study the earth. The 1906 San Fransisco earthquake and the great Alaskan earthquake of 1964 led to changes in understanding the earth. New instruments were developed to register earthquake waves, a scale was developed to rank earthquakes, and the plots of earthquakes revealed the location of plate boundaries. Earthquakes originate inside the earth at the focus. The point above the focus on the earth's surface is the epicenter. An earthquake is the shaking caused by the release of energy that travels in waves. Instruments called seimographs record energy waves. Energy waves include longitudinal and transverse waves, p-waves and s-waves. P-waves are longitudinal waves and reach the earth's surface first. They are longitudinal and move like sound waves with compression and rarefaction motions. P- waves cause little damage. The s-wave is a transverse wave with crests and troughs. S-waves move the earth's surface like an ocean wave and can cause a incredible damage. The printout of these waves is called a seismogram.
Earthquake waves are detected by seismographs throughout the world. The data from 3 or more stations are used to locate the epicenter of the quake. The data generated by the seismic waves allows the geologists to better understand the science involved in earthquakes. Above is a seismogram comparing the 1906 earthquake with the 1989 Loma Prieta earthquake. By analyzing the seismogram data we see that the 1906 quake released more energy than 
the 1989 quake. Both the San Fransisco and the 1964 Alaskan quake were caused by the movement of plates. The plate movement for each quake was different. The San Fransisco earthquake was caused by the Pacific and North American Plate sliding past each other. The picture to the right shows the plate boundaries at the Carizzo Plain. The white line is the fault with the Pacific P
late on top and the North
the 1989 quake. Both the San Fransisco and the 1964 Alaskan quake were caused by the movement of plates. The plate movement for each quake was different. The San Fransisco earthquake was caused by the Pacific and North American Plate sliding past each other. The picture to the right shows the plate boundaries at the Carizzo Plain. The white line is the fault with the Pacific P
late on top and the North American Plate on the bottom. The Alaskan quake of 1964 was caused subduction at the boundary of the Pacific and North American Plate. The photo on the left shows the plate boundary with a white line. Both quakes were powerful and devastating. and brought about changes in earthquake study. The public became more informed and better educated about earthquakes and geology. These types of earthquakes create interest in geosciences, generate questions by our students and the general public. A powerful side effect of some earthquakes is the tsunami. After the Christmas tsunami of 2005 I was able to quickly produce a unit on the tsunami. We incorporated data from the tsunami into my physical science unit on energy and waves. The students discovered the cause of the earthquake, tsunami and found the same geology off the coast of Oregon and 
Washington. The students were able to realize that the same event that happened in Indonesia could someday happen to our Pacific coast. Tsunamis have changed and become part of cultures. The picture on the right shows the famous Japanese painting of a tsunami. Tsunamis mistakenly called tidal waves can be created by earthquakes, landslides and volcanoes. Tsunamis are giant sea waves that can travel over the ocean at speeds of over 500mph. When these waves reach the shore the energy is forced up and a wall of water washes over the land. If the trough of the wave reaches the shore first the water draws back and exposes the land normally underwater. The value of education saved many lives in 2005. A girl with her family vacationing in Thailand at the time of the tsunami wtinessed the drawback of the water. In her science class she had learned about the drawback of water before a tsunami hit. She recgonized what was about to happen and warned the people to seek high ground which resulted in the saving of lives. Tsunamis cause the greatest loss of life. A tsunami generated by the 1883 eruption of Krakatoa killed 36000 people. The greatest loss of life in the 1964 Alaskan quake was from the resulting tsunami. Because of the 1948 tsunami that hit Hawaii without warning the tsunami early warning system was created. In 2005 no warning system was available for the Indian Ocean, today there is. It took the loss of 250,000 lives to create a warning system. 
The power and spectacular beauty of an erupting volcano brings excitement and wonder to students and the public. Many people did not know in 1980 that active volcanoes existed in the continental United States. People who lived in the area of MSH did not realize that their volcano could erupt. Like earthquakes, volcanic eruptions create interest in the geosciences. The same questions of how, and why are asked again. In 1988 I was on of 30 selected to study MSH. The highlight of the program was a trip into the crater of MSH. Standing in the crater and on dome I understood the power of the blast. I knew that my job was the share my excitement and awe with the students and the public. People are interested in volcanoes. I have been priviliged to give more than 200 presentations about MSH and the Cascade Range to a wide diversity of groups
. This one event ignited an interest in volcanology. The Cascades have culltural history. The Native Americans called MSH fire mountain.
Washington. The students were able to realize that the same event that happened in Indonesia could someday happen to our Pacific coast. Tsunamis have changed and become part of cultures. The picture on the right shows the famous Japanese painting of a tsunami. Tsunamis mistakenly called tidal waves can be created by earthquakes, landslides and volcanoes. Tsunamis are giant sea waves that can travel over the ocean at speeds of over 500mph. When these waves reach the shore the energy is forced up and a wall of water washes over the land. If the trough of the wave reaches the shore first the water draws back and exposes the land normally underwater. The value of education saved many lives in 2005. A girl with her family vacationing in Thailand at the time of the tsunami wtinessed the drawback of the water. In her science class she had learned about the drawback of water before a tsunami hit. She recgonized what was about to happen and warned the people to seek high ground which resulted in the saving of lives. Tsunamis cause the greatest loss of life. A tsunami generated by the 1883 eruption of Krakatoa killed 36000 people. The greatest loss of life in the 1964 Alaskan quake was from the resulting tsunami. Because of the 1948 tsunami that hit Hawaii without warning the tsunami early warning system was created. In 2005 no warning system was available for the Indian Ocean, today there is. It took the loss of 250,000 lives to create a warning system. 
The power and spectacular beauty of an erupting volcano brings excitement and wonder to students and the public. Many people did not know in 1980 that active volcanoes existed in the continental United States. People who lived in the area of MSH did not realize that their volcano could erupt. Like earthquakes, volcanic eruptions create interest in the geosciences. The same questions of how, and why are asked again. In 1988 I was on of 30 selected to study MSH. The highlight of the program was a trip into the crater of MSH. Standing in the crater and on dome I understood the power of the blast. I knew that my job was the share my excitement and awe with the students and the public. People are interested in volcanoes. I have been priviliged to give more than 200 presentations about MSH and the Cascade Range to a wide diversity of groups
. This one event ignited an interest in volcanology. The Cascades have culltural history. The Native Americans called MSH fire mountain.
Mt. St. Helens was the volcano that erupted but interest in the Cascade Range volcanoes included Mt. Rainier and Crater Lake. New studies on Rainier showed the
mountain due to chemical reactions on the rock is decaying from the inside. Mt. Rainier is now one to the top 10 deadliest volcanoes in the world. Due to the amount of glaciers on the mountain the main fear are large lahars. Orting,WA is built on old mudflows from past eruptions of Rainier. The town and local schools have volcano evacuation drills each year. The photo on the left shows Orting and Mt. Rainier.
Mt. Mazama or better known as Crater Lake since the eruption of MSH has undergone new studies. A manned submersable explored the lake bottom in 1988 and discovered that heat is still being generated. Could it erupt again?
As people visit these places they are being educated about the geology. Large geologic events do increase awareness about the geology of our nation. In the United States there are two major island arcs. The Aleutian Trench and the Emperor Seamount which includes the Hawaiian Islands. The c
ulture of Hawaii is based on the local volcanoes. The goddess Pele is the base of many volcanic legends. Today Pele is honored eachday with offerings and prayer. The above image shows the entire length of the Emperor Seamount Island Arc. Why are there volcanoes here with no plate boundaries? The Hawaiian Is. have formed on top of a hotspot. As the Pacific Plate moves the islands move off the hot spot and become extinct and continue to move to the northwest. The Aleutian Is. are a volcanic arc created by the Aleutian trench subduction zone. These volcanic islands are not good for agriculture so the Aleuts culture depends upon the ocean.
mountain due to chemical reactions on the rock is decaying from the inside. Mt. Rainier is now one to the top 10 deadliest volcanoes in the world. Due to the amount of glaciers on the mountain the main fear are large lahars. Orting,WA is built on old mudflows from past eruptions of Rainier. The town and local schools have volcano evacuation drills each year. The photo on the left shows Orting and Mt. Rainier.Mt. Mazama or better known as Crater Lake since the eruption of MSH has undergone new studies. A manned submersable explored the lake bottom in 1988 and discovered that heat is still being generated. Could it erupt again?
As people visit these places they are being educated about the geology. Large geologic events do increase awareness about the geology of our nation. In the United States there are two major island arcs. The Aleutian Trench and the Emperor Seamount which includes the Hawaiian Islands. The c
ulture of Hawaii is based on the local volcanoes. The goddess Pele is the base of many volcanic legends. Today Pele is honored eachday with offerings and prayer. The above image shows the entire length of the Emperor Seamount Island Arc. Why are there volcanoes here with no plate boundaries? The Hawaiian Is. have formed on top of a hotspot. As the Pacific Plate moves the islands move off the hot spot and become extinct and continue to move to the northwest. The Aleutian Is. are a volcanic arc created by the Aleutian trench subduction zone. These volcanic islands are not good for agriculture so the Aleuts culture depends upon the ocean. Catastrophic events are useful in stimulating interest in the geosciences. These events can serve as hooks to gain interest into geology. The students can see real world events have an immediate effect on the land, and the local culture. By developing units on catastrophic events it is important not only to learn the science, but also to learn about the culture of he area. I believe each unit should include all the disciplines. Each unit should have a math, language, literature, social studies, geography, music and art component. It is important to place emphisis not only on the event but also to understand how the people of the area are going to cope. By studying the culture the students gain an apprecitation of a different group of people and to understand their beliefs and values. In this way the geosciences can bring together a variety of disciplines to better understand how different cultures view volcanism, earthquakes and tsunamis. They can appreciate the history of these sciences and how catastrophic events can lead to better science and positive changes for the public. Using geosciences we can show why it is important to understand the geology of an area before the land is developed. Hopefully our students see geology not just a class to take but that understanding the geosciences can be useful in their lives.
RESOURCES:
RESOURCES:
1. Earthquakes in Human History: The Far-Reaching Effects of Seismic Disruptions
by Jelle Zeilinga de Boer and Donald Theodore Sanders paperback 2007
2. Volcanoes in Human History: The Far-Reaching Effects of Major Eruptions
by Jelle Zeilinga de Boer, Donald Theodore Sanders and Robert Ballard paperback 2004
3. Cascades Volcano Observatory and Alaskan Volcano Observatory web site
4. Photos: USGS public domain, Google Earth, Bill Wendlandt
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