Turn off accessible linear format and redisplay the web page in it's original layout. Cold Traps
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Transparencies |
Assessment Rubric Curriculum Expectations Webliography |
The Canadian Arctic
Canada is unique in the world because it contains a major fraction of the Earth's polar regions within its borders. While it is true that the polar regions of Canada are sparsely populated, the region is of enormous importance, both nationally and globally.
The Arctic as an Economic Resource
Hidden under shallow seas, tundra, and the glaciers of the Canadian arctic there probably lies a vast storehouse of important resources such as oil, minerals and maybe even valuable sources of gem stones, all waiting to be discovered. How will we locate these important resources? How will we extract them and transport them to their ultimate destinations? Most importantly, how will we protect the fragile ecosystems of the Canadian Arctic under the pressures of exploration and development?
The Arctic as a Laboratory for Climate Change
The Arctic regions of the Earth are very sensitive to small changes in global climate. Daily, weekly and even seasonal average temperatures fluctuate widely from one year to the next which makes the detection of tiny trends in the changing global climate extremely difficult to accomplish.
In the equatorial regions of the Earth, and even the temperate regions, slight changes in the average annual temperature are usually masked by ``normal'' climatological variations. However, one can't fool the tundra! The slightest increase in the average global temperature can cause the tundra line (the boundary between fully thawed summer soil and permafrost) to shift dramatically Northward.
In a similar vein, the southern limit and thickness of summer pack-ice is extremely sensitive to changes in the average global temperature.
Teacher's Notes
This unit is an introduction to the polar ice caps and glaciers.
Things to Emphasize
- In general, the total amount of water on the Earth is fixed.
- Most arctic regions are considered deserts (less than 10cm of precipitation per year). Yet the arctic regions contain vast amounts of water ( in the form of ice).
- Changes in Arctic conditions can have a large global impact on sea levels and ocean currents.
- The Arctic regions of the Earth contain fragile ecosystems.
- Certain areas on the surface of the Earth, Mars, (and possibly the Moon), trap water by freezing it out of the environment. These areas are calledcold traps, and are usually characterized as areas having low temperatures such as polar caps, mountain tops and crater valleys.
This demonstration helps students understand the process by which huge amounts of water become "trapped" in mountain glaciers and at the Earth's poles.
NOTE: Small amounts of dry ice (solid blocks of carbon dioxide) can usually be scrounged from local dairies, breweries, and meat/fish/poultry processing plants.
CAUTION: Always handle dry-ice with tongs or insulated freezer-gloves. Dry ice causes severe frost-bite which resembles a skin burn in its appearance and the pain it causes.
Building a "Cold-trap"
Neatly cut a hole about 3-5cm above the bottom a small inexpensive Styrofoam cooler (six-pack sized) so that the pop bottle can be inserted smugly into it. The bottle should be at a slight angle as shown in the illustration, allowing the water to form a small pool outside the cooler.
If necessary, tape around the hole inside and outside the cooler and the bottle to insure a good, relatively air-tight seal.
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Running the Simulation
- This simulation usually takes a day or two. Set up the apparatus as shown in an area where it can be left undisturbed for a few days.
- Use a desk lamp to simulate the effects of the sun (namely to add heat energy to the water).
- Dissolve about 5-10g of table salt in 50mL of tap water.
- Add about 50 mL of clean salty water to a clean empty 2L plastic pop bottle. Replace the lid and secure it tightly.
- Insert a large (about 500 grams or more) chunk of dry ice into the cooler and secure the lid. CAUTION: Always handle dry-ice with tongs or insulated freezer-gloves. Dry ice causes severe frost-bite which resembles a skin burn in its appearance and the pain it causes.
Water usually finds its way to the ocean by evaporating into the atmosphere, being transported by the wind, falling as rain, and eventually finding its way back into the oceans.
However, water which is prevented from evaporating is effectively removed from the water cycle.
Turning water into a solid (freezing) is an effective way to remove water from the water cycle by restricting evaporation.
The Earth's poles provide a place where atmospheric water vapour can be extracted from the air and trapped as ice.
- What if the Earth's atmosphere were to become warmer?
- How would that affect the Arctic tundra. Is there any evidence that this is occuring?
- How would that affect the limit of summer pack-ice. Is there any evidence that this is occuring?
- What techniques and technologies are being used to locate oil and minerals in the Canadian Arctic?
- When glaciers and snow-ice melt, the run-off - which is fresh water - flows into the ocean.
- What effect would this have on the salinity of the North Atlantic?
- How might changes in salinity affect the ocean currents in the North Atlantic? How might this affect global climate?
- What effect would melting the polar ice caps have on the mean sea-level?
- The Moon has no atmosphere or oceans (or lakes or rivers or any detectable liquid water for that matter) and yet recent spacecraft observations have detected water (well, ice really) at the poles of the moon. How might this be possible?
- Investigate the planet Mars. What can we learn from observing Mars that helps us understand processes that occur on the planet Earth?
Assessment Rubric
R | Level 1 | Level 2 | Level 3 | Level 4 |
| significantly below the standard | approaches the standard | the standard | exceeds the standard | |
(below 50%) | (50-59%) | (60-69%) | (70-79%) | (80-100%) |
Understanding of Basic Concepts | ||||
produces insufficient evidence to demonstrate learning demonstrates significant misconceptions requires additional learning activities and remediation | demonstrates limited understanding of the role of polar ice caps and glaciers within the water cycle | demonstrates some understanding of the role of polar ice caps and glaciers within the water cycle | demonstrates general understanding of the role of polar ice caps and glaciers within the water cycle | demonstrates thorough understanding of the role of polar ice caps and glaciers within the water cycle |
| by providing partial explanations of how atmospheric water vapour can be extracted from the air and trapped as ice | by providing partial explanations of how atmospheric water vapour can be extracted from the air and trapped as ice | by providing complete explanations of how atmospheric water vapour can be extracted from the air and trapped as ice | by providing complete explanations of how atmospheric water vapour can be extracted from the air and trapped as ice | |
| with significant misconceptions / inaccuracies | with minor misconceptions / inaccuracies | with no significant misconceptions / inaccuracies | with no misconceptions / inaccuracies | |
Application of Critical and Creative Thinking Skills and/or Processes | ||||
produces insufficient evidence to demonstrate learning requires additional learning activities and remediation | applies appropriate skills/strategies to construct a "cold trap", take observations during the simulation and analyse data with limited effectiveness | applies appropriate skills/strategies to construct a "cold trap", take observations during the simulation and analyse data with some effectiveness | applies appropriate skills/strategies to construct a "cold trap", take observations during the simulation and analyse data with considerable effectiveness | applies appropriate skills/strategies to construct a "cold trap", take observations during the simulation and analyse data with a high degree of effectiveness |
Communication of Required Knowledge | ||||
produces insufficient evidence to demonstrate learning requires additional learning activities and remediation | communicates unclearly or imprecisely | communicates with some clarity and precision | communicates with general clarity and precision | communicates clearly and precisely |
| rarely using appropriate scientific conventions, vocabulary, and terminology | sometimes using appropriate scientific conventions, vocabulary, and terminology | usually using appropriate scientific conventions, vocabulary, and terminology | always using appropriate scientific conventions, vocabulary, and terminology | |
Application of Required Knowledge | ||||
produces insufficient evidence to demonstrate learning demonstrates significant misconceptions requires additional learning activities and remediation | makes very simple connections between Arctic conditions and global impact on sea levels and ocean currents | makes simple connections between Arctic conditions and global impact on sea levels and ocean currents | makes connections of some complexity between Arctic conditions and global impact on sea levels and ocean currents | makes complex connections between Arctic conditions and global impact on sea levels and ocean currents |
Curriculum Expectations
Quebec Curriculum Expectations:
The Physical Science (Physical Environment) course is designed to help the students :
- gain knowledge of certain physical phenomena in the environment, and consequently, learn about the properties of matter;
- develop certain skills necessary for scientific experiments;
- develop certain attitudes regarding the scientific method, such as a critical sense and a taste for research. This will help the students increase their awareness of the impact of modern technology on the physical environment.
Pan-Canadian Curriculum Expectations:
Grade 10
Curriculum Strand - Weather Dynamics
Knowledge Expectations
- describe and explain heat transfer within the water cycle.
- describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents.
- describe how the hydrosphere and atmosphere act as heat sinks within the water cycle.
- describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems.
- analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies.
Skills Expectations
- compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots.
- identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty.
- provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion.
- identify new questions or problems that arise from what was learned.
- identify questions to investigate that arise from practical problems and issues.
- use library and electronic research tools to collect information on a given topic.
- select and integrate information from various print and electronic sources or from several parts of the same source.
- develop, present, and defend a position or course of action, based on findings.
Science, Technology, Society and the Environment Expectations
- identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology.
- analyse why scientific and technological activities take place in a variety of individual and group settings.
- describe examples of Canadian contributions to science and technology.
- relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies.
- illustrate how science attempts to explain natural phenomena.
- explain how scientific knowledge evolves as new evidence comes to light.
Webliography
The Arctic as an Economic Resource
Energy and Sustainable Development
Read about Natural Resources Canada's efforts towards sustainable development and the use of the nation's energy resources.esources and the how issues related to both are being addressed through the use of local traditional knowledge.
Natural Resources Canada
Environment Canada - Sustainable Development
Environment Canada's Sustainable Development has everything from general information material, to indicators, to the United Nations Commission on Sustainable Development, to the SD strategy and more.
Environment Canada
Northern Science and Technology
Understand Northern science and technology, a key Canadian science issue, through this overview article and relevant Web sites. Find information on climate change, natural resources and the how issues related to both are being addressed through the use of local traditional knowledge.
Government of Canada
The Arctic as a Laboratory for Climate Change
Climate Change - Atlas of Canada
Review Atlas of Canada information and maps to look at a geographical perspective of climate change and discover why changes in climate have become a global issue of concern.
Natural Resources Canada
Climate Change - Government of Canada
Find out about climate change issues, their impacts and what Canada is doing about it.
Government of Canada
Permafrost – Atlas of Canada
Explore Atlas of Canada information and maps to learn about permafrost, which occurs when the ground remains at or below a temperature of 0oC for a minimum period of two years.
Natural Resources Canada
Polar Ice Caps and Glaciers
ArcticNet
Learn about Canada's most ambitious northern science program and its role in studying the impacts of climate change in the coastal Canadian Arctic.
ArcticNet
Arctic Research
Learn about Canada's agency for polar research. Access news, publications and more.
Fisheries and Oceans Canada
Canadian Arctic Shelf Exchange Study (CASES)
Discover why monitoring the extent and thickness of Arctic sea ice is an important indicator of climate change, and how a reduction in sea ice could have dramatic environmental, socio-economic and geopolitical consequences.
Interinstitutionnal Oceanographers Research Group of Quebec, Université Laval
Prepared by theYES I Can! Science team
www.yesican-science.ca
