ACTIVITY - download as pdf file
The data is made available in the form that the scientists would use, topographic maps of the sea floor showing position, distances and elevations. Given this information and additional student research on glaciers and glacial land features these are some sample questions that could be answered.
QUESTIONS:
- What evidence is there to suggest that these features are drumlins?
- What evidence is there to suggest that these features are formed by some other method than by glaciers?
- Normal drumlins on land are teardrop shaped, why are these features circular?
- In what direction was the receding glacier moving and where are the remains of that glacier today on Antarctica?
ANALYSIS
Students and scientists will both have the opportunity to analyze this data to understand these features. This is a unique opportunity for students to take the lead in interpreting the origin of these previously unseen marine formations. The goal of this investigation is to use the data from an inquiry based focus for students to develop their own hypotheses for the origin of these unique formations. Students and teachers will be encouraged to share their conclusions with one another and with the scientists through an online community established at The University of Texas Institute for Geophysics at Austin. This is intended to be a long term project with additional marine polar data sets added for student analysis in the future.MATERIALS
| The original
contour map of the Ross Sea floor is provided for the
students. It has both lat and long, scale and
contour
intervals given. The "pepperoni" features are identified in
boxes labeled a, b, and c. A fourth box, labeled d, is an example
of a sea mount . Each of the four boxes has been enlarged so that the contours can be more easily identified. |
 |
| Feature | Illustrator | |
| Contour map - whole | .ai | |
| a | .ai | |
| b | .ai | |
| c | .ai | |
| d | .ai |
PROCESS
Divide the students into groups of 4, each given a different feature to work with. (This can also be done as an individual project as well.)Have the students create longitudinal graphs through the feature so that they can get a perspective of shape of the feature if they were standing and looking at it from the side. They should work together so that the scales of the graphs are the same for the four features. Once the graphs are completed they should create a list of similarities and differences.
Students should be given the option of creating scale 3D models of their features. This will help them visualize the feature and help them to make comparisons between typical glacial and geological features found on land.
Students then should begin by answering the questions given above. The teacher or the group may come up with other questions as well.
The group should come up with a consensus of what they think they thing these features are, Final report may be in the form of a scientific journal article, poster, presentation, or other determined by the teacher.
EVALUATION
|
CATEGORY
|
4
|
3
|
2
|
1
|
|
Participation
|
Used time well in lab and
focused attention on the experiment.
|
Used time pretty well. Stayed
focused on the experiment most of the time.
|
Did the lab but did not
appear very interested. Focus was lost on several occasions.
|
Participation was minimal OR
student was hostile about participating.
|
|
Data
|
Professional looking and
accurate representation of the data in tables
and/or graphs. Graphs and tables are labeled and titled.
|
Accurate representation of
the data in tables and/or graphs. Graphs and tables are labeled and
titled.
|
Accurate representation of
the data in written form, but no graphs or tables are presented.
|
Data are not shown OR are
inaccurate.
|
|
Analysis
|
The relationship between the
variables is discussed and trends/patterns
logically analyzed. Predictions are made about what might happen if
part of the lab were changed or how the experimental design could be
changed.
|
The relationship between the
variables is discussed and trends/patterns logically analyzed.
|
The relationship between the
variables is discussed but no patterns, trends or predictions are made
based on the data.
|
The relationship between the
variables is not discussed.
|
|
Conclusion
|
Conclusion includes whether
the findings supported the hypothesis,
possible sources of error, and what was learned from the experiment.
|
Conclusion includes whether
the findings supported the hypothesis and what was learned from the
experiment.
|
Conclusion includes what was
learned from the experiment.
|
No conclusion was included in
the report OR shows little effort and reflection.
|
|
Components of the report
|
All required elements are
present and additional elements that add to
the report (e.g., thoughtful comments, graphics) have been added.
|
All required elements are
present.
|
One required element is
missing, but additional elements that add to
the report (e.g., thoughtful comments, graphics) have been added.
|
Several required elements are
missing.
|