Melting Icebergs Experiment - The Nature of Science

1. Exhibit curiosity

a. In what ways do humans contribute to global warming?

Human activities, pollution and cutting down rainforests, contribute to global warming by enhancing Earth’s natural greenhouse effect.

b. How long do we have until the polar ice caps melt completely?

NASA reported 1,250 square miles of the Larsen ice shelf broke up in 2002. No one knows when, but I feel there is enough photographic evidence that proves the ice caps are presently going through a dynamic changes.

c. Write two other questions about global warming.

Should we be exploring the possibilities of having costal communities living in the ocean? Should we be investigating how to transform the ocean water into drinkable water that can also be used for vegetation?

2. Define questions, from current or background knowledge

a. What will happen when the ice melts? Write your prediction in your Science

Journal.

I predict the increase of carbon dioxide could cause temperatures to continue to rise all over the world. Diseases, such as malaria, may become a threat. All ice caps would melt, raising the ocean levels and flooding coastal areas. Millions of people would have to relocate. It would affect ecosystems, which could eliminate certain species and plants forever.

3. Propose a possible explanation

a. As the ice melts, does the water overflow? Explain.

My hypothesis is that the water will slowly overflow the container’s edge because ice is less dense than water. Only the ice above the water will spill over. If I had filled the water first, before adding the ice, the water would quickly spill over the sides and create waves within the container.

4. Plan and conduct a simple investigation

a. Lump ice cubes together by placing several ice cubes in a bowl and freeze

overnight.

b. Place the ice cubes into a glass or bowl.

c. Add enough water to fill the glass to the top. Add as much water as you can,

until the glass will not hold any more without overflowing.

d. Observer the glass, water and ice.

e. Notice there is ice sticking up above the glass.

f. Now that you have formed a hypothesis, watch to see what happens. Be sure

that the glass is not bumped or disturbed.

5. Gather and record evidence from observation

a. Document observations in Science Journal.

Day 1

I put 15 crescent shaped ice cubes in a cup over night in the freezer.

Day 2

7 a.m. I used tap water to fill my cup with the ice in it. The ice was all connected except for one piece. The cup can hold 5 cups of water without the ice. I tried to take a reading of the water temperature, but was unsuccessful. The water felt cool to the touch.

7:09a.m. The ice shifted. The ice started to float to the top with a small portion above the water. Two pieces broke off from the main cluster and was floating in sporadic directions. The water level dropped about an eighth of an inch.

7:15a.m. The ice shifted and showed signs of getting smaller in shape.

7:30a.m. The ice shifted again and another piece came off and floated on its own.

7:32a.m. Two more pieces came apart. The water level rose slightly.

7:40a.m. All ice clusters are different shapes. The surface of the ice was different looking: tiny holes, smooth, clear, whitish, rough areas. The 9 piece cluster was smaller, but still held together and looking solid.

7:55a.m. One of the loose piece became a sliver.

8:16a.m. The large cluster is showing evidence of it melting from the bottom. Two of the loose pieces are completely melted. The others are slivers.

8:35a.m. All pieces are still floating together in the middle of the container. The loose pieces are touching the larger piece, but not connected.

8:50a.m. The ice shifted and separated. Another loose piece melted.

9:12a.m. The last of the loose pieces melted. The main cluster of ice is showing getting smaller, but still seems to stay in the middle of the container. No significant water level change.

9:37a.m. A spit in the cluster to make a larger and smaller piece. My guess is about two-thirds to one-third ratio.

10:05a.m. The smaller piece is showing a more rapid pace of melting.

10:16a.m. I did not want to move the container and the sun is shining through the window. The rays are shining on the container. I do not feel any air difference above the container, but I feel it will alter the results.

10:37a.m. The smaller piece is floating on its own in the middle with the larger piece. They are not touch, and the smaller piece is almost gone.

10:54a.m The smaller piece has melted. No significant change in the water level of the container.

11:27a.m The rays are still on the container. The last of the cluster is much smaller.

11:42a.m The ice is in the middle and is very small. The rays are now only on half of the cup. It is not touching the ice, but next to the perimeter of one side of the ice.

12:16a.m. The ice has melted. The level did not change, but a sliver from the beginning of the experiment.

6. Respond to question based on evidence

a. What happens when the ice melts?

The ice is less dense than I thought. It did not overflow over the container, which was part of my prediction. I believe the experiment needed to have more details on the procedure with measurements and temperatures being applied. I felt the location of my cup alter the results because of the rays of the sun on the cup during the experiment. It did make me think that by doing the experiment with the sun’s rays shining on it part of the time could simulate reality better in relationship to the sun shining on the ice burgs.

7. Consider other explanations

a. Conduct research and complete a Venn diagram that compares various points of

view on global warming issues.

Caused by Humans:

• greenhouse effect of cutting trees (Bates, et.,2008)
• burning of fossil fuels (West, 2007)

Both:

· agree there are evidence of ice masses melting all over the world (images of areas by NASA)

· agree there has been changes in weather patterns: floodings, hurricanes, droughts (EPA, 2007)

· disagreement on the cause

· reliability of predicts, computer models, tests, and research projects (Gardner, 2007)

Caused by Earth’s Natural Pattern:

· Earth’s cycle (OSU, 2001)

· Tilting of the earth (McGilvray, 2009)

8. Communicate explanation

a. Describe the impact of global warming. Take a position on global warming and

support this viewpoint with reasons, facts, and examples gathered during lesson

activities.

No one knows what is causing global warming. Theories are in abundance. One theory is carbon dioxide in our atmosphere acts like the plastic covering on our world. It allows sunlight in, but it blocks heat from escaping. Over millions of years the level of carbon dioxide in our atmosphere has reached a balance, letting in just enough sunlight and letting out just the right amount of heat. The destruction of the rain forests could upset that balance. One of the most important functions of the rain forests in our environment is to change carbon dioxide and water into oxygen and sugar through photosynthesis. When rain forests are burned, carbon dioxide is released into the atmosphere (West, 2007). We have fewer trees to change it back into oxygen. An increase in carbon dioxide could cause temperatures to increase worldwide. Another theory is the increases of air pollution (Merriam-Webster, 2009) or even the tilting of the earth.

Whatever it is, it is happening. I believe the impact will be disastrous for all living organisms living in many ecosystems (EPA, 2007) as well as physical environmental effects. Weather will be affected worldwide. Flooding or droughts will occur. The lack of fresh water will be a major problem (PBS, 2009). Whether this is human-made or the natural course of the Earth should not be the issue, but how we prepare in order to survive.

9. Answered on Week 3

References:

Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. Use the Education Research Complete database and search using the article’s Accession Number:34697743.

Bates, B.C., Z.W. Kundzewicz, S. Wu and J. P. Palutikof, Eds. (2008). Climate Change and Water. Merriam-Webster (2009). Retrieved March 22, 2010, from http://www.merriam-webster.com

Environmental Protection Agency. (2007). Climate Change. Washington, DC: Author. Retrieved March 21, 2010, from http://www.epa.gov/climatechange/effects/index.html.

Gardner, T. (2007) Scientist: Global warming could melt ice caps, eliminate half of Earth's species. USA Today.com. Retrieved March 22, 2010, from http://www.usatoday.com/weather/climate/2007-01-11-hansen-warming_x.htm

Hoffman, D. (2009). Judging Global Warming As A Scientific Theory. The Resilient

Earth. Retrieved March 22, 2010, from http://www.theresilientearth.com/?q=content/judging-global-warming-scientific-theory

Krampf, R. (2010). Melting Icebergs. Retrieved from http://nichoasacademy.com/scienceexperiment215meltingicebergs.html

McGilvray, A. (2009). Wobbling earth triggers climate change. ABC Science. Retrieved March 27, 2010, from http://abc.net.au/science/articles/2009/08/14/2655852.htm

Ohio State University (2001, June 15). Global Warming Natural, May End Within 20 Years, Says Ohio State University Researcher. ScienceDaily. Retrieved March 21, 2010, from http://www.sciencedaily.com/releases/2001/06/010615071248.htm

PBS (2009). On thin ice. Retrieved March 21, 2010, from

http://www.pbs.org/now/shows/516/index.html

West, L. (2007). Global Warming is Unstoppable and Humans are to Blame, Says UN Report. Retrieved March 21, 2010, from http://environmemt.about.com/od/globalwarming/a/ipcc_report.htm

Melting Icebergs Experiment

Extended Questions

a. What happens if the polar ice caps melt?

b. What other questions do you have about this Science Inquiry Experience?

I have no scientific evidence behind my opinion, so please take it for what it is worth. In my opinion there are two reasons for the earth’s imbalance. Scientists are calling this imbalance Global Warming. In my theory, the first impacts the other. NASA has reported that the earth has tilted more than it has ever been reported. But we must remember that it has not been very long since mankind has had the capacity to measure such a tilt. Having a space station will provide the ongoing collection of data, which will prove or not whether the earth is just going through its normal tilting cycle. One theory that I believe and hope is that the earth’s tilt is like a pendulum. Unfortunately, during this cycle, the world’s weather patterns are changing as we have seen already. Like many of you, I have seen before and after pictures of glacial regions. A once white, snowy icy covering is now a dirt, rocky landscape. Secondly, the fact that all people create more pollution as well as having fewer trees than ever in our world’s history may hamper our atmosphere to combat the effect of the tilt. One of the most pertinent functions of trees is to change carbon dioxide and water into oxygen and sugar through photosynthesis. The earth may need the abundance of trees to purify our atmosphere. If the ice caps around the world continue to melt, it will cause our coastal regions to be remapped. Millions of people will need to relocate. And if the ice caps were a source of fresh water, in the years to come it will have a disastrous effect on all the living organisms dependent on that fresh water. I do not have the solutions, but becoming inquisitive is the first step in making an impact.

Thoughts

This lesson plan for my class was a little frustrating because I could not decide which lesson to do. When I did decide, I did not anticipate the amount of documentation that was needed. I believe the 5 E’s Strategy is helpful when planning a lesson. It focuses on educators taking a look at all methods and strategies of teaching in order to meet the students’ individualism. It helped me to plan ahead so I could provide resources to go along with my lesson. I think we need to emphasize on career awareness, even in elementary school, which it had me do. And, it affirmed that I was teaching the national and state standards by documenting which standards are meet. After I got started, as I was looking through my file on the lesson, I realize it was an excellent way to get organized. I always plan ahead before I teach a lesson and I am always flexible because I work with 3^rd graders. Sometimes, honestly, they ask or do the unpredictable. But, using the 5 E’s Strategy template helped me have a solid plan of action. I am not an advocate on a massive make over of your lesson plans, but revising is part of the teaching process anyway. I would advise you to take it one lesson at a time.