Beep Beep Beep....odd how that sounds just like when my dryer is ready.

That beep beep reminds me of the film "October Sky."  Where young high school chemistry and physics students take it up on themselves to build a rocket after watching the Sputnik satellite fly over.  The risks taken in the movie by the young protagonists would get them arrested today!  Branded a terrorist, or evaluated for mental issues!
I believe that we have changed as a nation so much in the last 50 years.  We have become a technological giant but we also have raised 2 generations of children that do not know where their food comes from, haven't climbed a tree, or really don't "play" outside anymore.  Our obesity rate amongst children is sky high (overly processed everything on the grocery store shelves.)  There is even a movement to learn how to "slow cook!"
    We as Americans have become soft (hence the note about my dryer).  In the summer I dry my clothes on the line,  I have actually had neighbors ask me if my dryer was broken!  What?  No! I want my clothes to smell fresh - the reply? "You can get that from Downy!"
   I think of movies such as WALL-E and it is frightening just how real that scenario could be!
   Our next sputnik should be a push to return to the basics.  Playing outside, discovery, turning off the tech when not at work....turning on the outside world....tuning in to the world around us.  Our next sputnik should be to care for our planet.  Clean it, preserve it. enjoy it.

Wordle for Oregon State Science Standards

Since when did instilling a sense of wonder not be part of our standards?

check this out....

favorite bird

my favorite bird is the sparrow. Why? because without the drab little ordinary sparrow, you wouldn't notice the bird of paradise.

Hello, welcome!

Hope your year is going well.  I am posting my visual representation this weekend.  Please let me know what you think!

Magnitude of a fault and fault length

The experiment that my students did was to relate the magnitude of an earthquake to the fault length.  The students did this by attaching bungees to an 8ft board and an 8 inch board and measuring how far they had to pull the bungee before the boards would move.  They did 3 trials each. Even though they had 2 bungees attached to the long board it still took a significantly greater amount of force to move the long board than the short board.  This proves that the stresses involved in moving a long fault are greater than moving a short fault line.  Example:  The San Andreas fault is approximately 800 miles long, and therefore it can produce earthquakes up to 9.0 in magnitude, whereas a fault only a few miles long can only produce a 2 or 3 magnitude.  The students realized that since they are living on a fault that is very short (~ 1/4 mile), purchasing earthquake insurance is not really cost effective.  Earthquake insurance has a $50,000 deductible! The students had to trouble shoot how to pull the bungees equally on the long board and came up with using a broom handle. 

Tsunami in Japan

Last school year, our leadership group did a pennies drive for Japan disaster relief.  We also watched a webinar with a prominent scientist on the Discovery Education Network. The students were able to write in questions and listen to him discuss how a Tsunami happens and its effects on the island nation.  The questions ranged from how much water was displaced to how fast it traveled to what could be the effects on the western seaboard of the United States.  Living in the Northwest and cradled between 5 active volcanoes and an offshore subduction zone, the students are keenly aware of the dangers from earthquakes, pyroclastic floes and tsunamis.  They have an interesting take on things here...it isn't if it will happen...it is when it will happen.  Earthquake drills are serious business here - no student takes them for granted.  As for Japan, the most prepared nation for earthquakes and tsunamis? They were prepared more that we could ever hope to be.  That is why hundreds of thousands didn't die in that highly populated nation.  Middle school students are a unique bunch.  They still care. They care about their families, their friends, and are at the time in their lives where they can begin to feel what it is like to be in someone's shoes. That moment of discovering compassion is priceless.  We try as teachers to cultivate that care for humanity and help it grow. They never cease to amaze me.

ask a scientist?

Unfortuantely, I have not heard from the ask a scientist website as of this date....too bad/

Presentation Tools - what is easy - what is not.

The most difficult thing about web tools is the learning curve.  A web tools that is intuitive with minimal instruction and still allows for the most creative personalization is the holy grail!  Some programs roll out a simplistic version for free that is clean in design but limited in use.  The user is soon frustrated with the limitations and after investing time to develop a limited product is not likely to switch to new but be willing to plunk down money for the "premium" version.  The cruix is to create a product where the user is not so frustrated as to abandon their work but make that leap with cash.
Some of the products listed on the resources page were fun to use but took time to just play with.  I found that many were blocked on my district website.  Any that had blogs and image file sharing were blocked as well.  As costs for IT skyrocket, my district has had to cut the IT department. This cut is hampering our ability to have sites proofed before allowing through the district firewalls.  None of the bloggs listed on my present coursework for my masters is allowed.  I cannot even play the video on the resources page of my class on my school computer. Youtube is completely blocked.
I have found that some of the products have a lower learning curve. Prezi was fun and quite intuitive.  I had my kids knock it around a bit and couldn't get them off of it for me to spend some time with it.  I've used webposter - ok but boring. Our technology class uses WIX as a web design tool. The students enjoy the ease and have equal access to it at home.  The best part is that the school tech adm is also the tech teacher and she can set limits to what content the students can upload to be visible at school.  I will be spending more time with these this comin week to see which works best for my presentation.  I think I will ask the 8th grade tech class to test drive a few that are district accessible and give me a synopsis of performance from their perspective. The tech teacher is always looking for opportunities like this for her students.  If I get the feedback in a timely manner, I will post.  One I did not see is Edmodo.com - its like a social network for classrooms.  I know of quite a few tech teachers that use it to guide classroom instruction, notes, homework, grading, etc. 
All of the others that had any links to blogs, youtube, social networks, or chats are blocked at school.  Although some would be great for personal use, my focus is for classroom use, if I can't see it, neither can my students and I will not waste my time on work that will not benefit my students.
http://cooltoolsforschools.wikispaces.com/Presentation+Tools
http://www.edmodo.com/

Paper Boats!

            An exploration of the properties of water would be incomplete without a discussion about the surface tension of water. Surface tension is a difficult concept for students to understand. Students often ask, “How can something liquid act like a solid?” The answer is in the behavior of the water molecule at the surface as compared to that of a water molecule within the liquid. Within the liquid, the molecule exerts a force in all directions as does all the other molecules, allowing them to “roll over” one another exerting a net force of zero (Chaplin 2010). This moving around is what makes water a liquid; it pours.

            Conversely, at the surface, water exerts a force toward itself only. I do not say downward, because, in small enough quantities, water will form a complete sphere or drop. This force is exerted inward over the entire surface of the drop.

            The water molecule is slightly electronegative and will attract the hydrogen end of another water molecule. This attraction is called a hydrogen bond. Since each molecule of water is attracted to another, the result is strong surface tension. So much so that water has a stronger surface tension than most other molecules (Chaplin 2010). This bond has led scientists to believe that water may not be a liquid at all but a continuum between a liquid and a solid as the hydrogen bonds between molecules break and reform (Yarris 2005). This weak bonding of the hydrogen ends of the water molecule occurs most often at the surface where there are unequal forces upon the molecules. The unequal forces push the molecule toward the solid state. It is when the molecules are on the continuum toward solid that produces the surface tension.

            To break the surface tension of water, an application of sufficient force to break the weak hydrogen bonds between the molecules would be necessary. This can be done with a physical or chemical force or temperature difference sufficient to break the bonds.

            To test the surface tension of water, I chose to apply a chemical force on the hydrogen bonds. An easy way to show the distribution of that force is a simple lab called “Paper Boats.” This lab is usually conducted at the elementary level to introduce the property of surface tension without an in-depth explanation of the unique bonding between water molecules. My hypothesis is that an application of dish soap to the surface of water will break the tension. The molecules of water will move to exert an equal force in all directions with the soap creating a new surface thus changing the bonds between the water molecules. This movement will create a force on the paper boats across the surface of the water propelling them forward. The distance traveled by the boat will be in direct relationship to the amount of drops of dish detergent applied.

            The materials needed are a rectangular container 13.5 in. L x 11 in. W x 5.25 in. H, enough room temperature water to fill the container with ~6 cm deep of water, sharpie marker, 24 cm ruler, 2 eye droppers, additional sample of water, dish soap, 3 paper boats constructed of ordinary card stock paper (construction paper will suffice) cut into a rectangle with a triangular end.  The opposite end has a small rectangle cut out in the center making the entire thing look a lot like a house. 

            I began my experiment by marking the dry bottom of the container at 2cm intervals beginning at the 6 cm distance from the narrow end and continuing across the container bottom.  The next step is placing the boats in the water on the narrow end of the container.  The boats were situated with the point end toward the center of the container and equidistant to each other.  Care was taken to release a single drop of dish soap into the area directly behind the rectangular cut out portion of two of the paper boats.  One boat received drops of water from the same source as the water in the container.  Drops were applied to the area behind the boats in direct succession.  Distance traveled by the boats was recorded once the boats stopped moving.  Additional drops were applied in succession until the boats “arrived” at the other end of the container. 

            The boats that received the dish soap drops traveled the length of the container with movement at approximately 4-5 cm per drop.  The boat that received the water drops did not move forward at all.  My hypothesis was correct.  The dish soap broke the surface of the water tension and propelled the boats forward.

            This experiment was quite fun to do.  Although it was elementary level, the kid in me really liked playing with the boats.  Afterward, we tried dropping the soap at different locations around the boat to see if we could make them travel on a specific path.  That would be an interesting guided inquiry extension to present to students.

            The challenge I faced was that my family wanted to become involved.  My spouse and children had difficulty being patient enough for me to gather my data before they began experimenting with the steering of the boats via dish soap.

            In presenting this to a class as a structured inquiry, it will be important that spills are cleaned up immediately to avoid a slipping/falling hazard.  Playing in soapy water is fun for a large number of students.  Care should be made that the amount of soap applied to the water is not too extreme and that suds are not produced.  Once the surface becomes saturated with soap, the surface tension will be completely broken and the boats will no longer move.  An alternative control of the amount of soap would be to have the students just gently touch a soapy glass stir rod to the surface behind the boats. 

            The main concern I have about a guided inquiry with this activity, is the limited amount of class time I have.  After attendance, instructions, lab set up, and lab clean up; the time for actual lab work for 38 students is approximately 20 minutes.  After each student conducts the lab and records their results, there isn’t much time for exploration unless it is done during a subsequent lesson.  Unfortunately, that is a luxury I do not have with my curriculum constraints.  I could have smaller groups. Smaller groups mean additional supplies that tax my already limited budget.  It would increase the lab set up and clean up times. I would be in the same predicament with lack of time. The crux of enrichment and extension activities is that in the “real world” classroom, time is a luxury. 

            Presenting the exploration of the properties of water as an open inquiry is a wonderful idea provided that students understand those properties. The weak bonding of the hydrogen ends of water molecules to each other to create a substance that behaves on a continuum between a solid and a liquid is beyond the level of the majority of my students.  It is a subject of continual study in the Berkley Science lab.  Until we can actually witness the behavior of these molecules, not likely because molecules vibrate beyond the light spectrum, what constitutes the classical definition of water, beyond 2 hydrogen and one oxygen, is still up for debate (Yarris 2005).  And the explanation of its properties with how they relate to that molecule is a major focus of study at the collegiate level.  Students below that level can only give basic responses to why when they are left to explore on their own.  Its fun, but what are they really learning?  That soap can move a boat?  Knowing the “How” is where learning takes place.  Open inquiries work best when the students know the “how” and can use that knowledge to proof that knowledge.

References

Chaplin, M. (2010, April 6). Anomalous properties of water. Retrieved April 16, 2011,

            from London Southbank University, London, England website: http://www.lsbu.ac.uk/index.shtml

Yarris, L. (2005, October 27). Water: Dissolving the Controversy. Retrieved April 16,

            2011, from Lawrence Berkeley National Labroatory website:    http://www.lbl.gov/Science-Articles/Archive/sabl/2005/October/03-water-  contoversy.html

water water everywhere....42 days of rain and counting here in Oregon

http://www.lsbu.ac.uk/water/anmlies.html

this is great for ideas on lessons about water

According to the University of Wisconsin, the yearly volume of cheese consumed in America is over thirteen pounds per person.  America is the world’s largest producer of milk products and the largest supplier of cheese to both domestic and foreign markets (Gould 2011).  Students consume a large volume of dairy products.  The American Dairy Association, supported by the National School Lunch program, makes dairy consumption a priority in the school lunch program (Gunderson 2009).  It is also a major ingredient in students’ number one food choice, macaroni and cheese (Cain-Bish 2007).

Since students consume such a large volume of this product, learning how it is produced, and the chemical processes involved in its production seems to be a natural connection for them.  The middle school science students can explore the chemical processes of the digestive system in mammals and apply those chemical processes to the creation of cheese, a natural colloid with a liquid dispersed in a solid gel.

I live on a farm, and one of my many chores is to produce cheese from our goat milk.  The process is pretty straightforward in that it is a treatment of a liquid to draw the solids out with the fats suspended within the solids.  Since goat milk is naturally homogenized, there is no cream separation step in the process.  I pasteurize the milk and add inoculants to create the flavor.  I then add rennet (a chemical naturally produced in the stomach of a calf to draw out the fats and proteins from the milk for digestion).  Alternatively, I use vegetable rennet to satisfy the desires of my vegetarian and ovo-lactate vegan customers.  The solids are placed in cheesecloth for draining and pressed to create a “wheel” or sold fresh or crumbled (farmer’s cheese, chevre’, or feta). It can be sold salted or unsalted.

One of the lessons I use to teach my students about digestive chemical reactions is the process of cheese production and creation of colloids.  The students use hot plates, food grade thermometers, sauce pans, presses, cheesecloth, and utensils.  The students work in groups of 3, and the volume of cheese per group is enough for them to spread on a few crackers.  The students learn that cheese is a byproduct of digestive chemical reactions of the rennet upon the fats and proteins within the milk.  They learn to identify the properties of a colloid, melting the cheese will release the fats and the resultant oils will liquefy. We do this with a sample of the finished cheese heated in a pan and then placed on a paper towel to show oil absorption.

The students also learn that there is more to cheese than just cheddar.  This spring, several of my goats are expecting triplets (each) sometime in mid-May.  I plan on bringing a nanny and kids to school to demonstrate where exactly milk comes from and how to milk a goat. It is my hope that they become more aware of where their food comes from and how fundamental chemistry is to their food source.

References

Caine-Bish, N., & Scheule, B. (2007). Food Preferences of School Age Children and

Adolescents in an Ohio School District. The Journal of Child Nutrition &

Management: Publication of the School Nutrition Association, (2), Retrieved

from http://docs.schoolnutrition..org/newsroom/jcnm/07fall/caine-bish/index.asp

Gould, B. (2011). Per Capita U.S. Cheese Consumption (Annual) > Per Capita Total

American Cheese Consumption . In University of Wisconsin Dairy Marketing and

Risk Management Program. Retrieved from http://future.aae.wisc.edu/data/

annual_values/by_area/2178?tab=sales.

Gunderson, G. W. (2009, May 27). The National School Lunch Program Background

and Development [report]. Retrieved from United States Department of

Agriculture: Food and Nutrition Service website: http://www.fns.usda.gov/

cnd/lunch/aboutlunch/programhistory_11.htm.

Resources floating on the net!

Since I mentioned on the discussion board that I only have the bare minimum of books and most are defaced with student drawn male anatomy (from a previous teacher's class! I might add!) - I get most of my information for my students online - some are biology, some chemistry, some physics, some environmental science. 
Here is a short list of my favorites in no particular order:
http://www.pbs.org/wgbh/nova/sciencenow/

http://www.athro.com/evo/gen/eyecols.html

http://www.neave.com/imagination/   This one makes me feel like Tinkerbell from Disney

http://www.goenc.com/   Eisenhower resourses for teachers. or more specifically: http://my.goenc.com/classroom/resources/browse/?resultType=browse&subjectArea=S283&siteSection=F1  (a boatload of physics and chem lessons with links - can do a search for lower or upper grade levels)

http://www.ted.com/ --- http://conferences.ted.com/TED2010/ talks from the most brilliant and creative people of our time.

http://biology.clc.uc.edu/fankhauser/Cheese/Feta.htm what I use to teach my students how to make cheese - a lovely edible colloid!

http://www.pilothandwriting.com/en/?font=PTKZ4d4460cc06fb3  how to create your own online font. just for fun

http://www.storyofstuff.org/ environmental science

http://www.youthlearn.org/

more elementary level: http://www.sciencebug.org/index.html

http://iclcs.illinois.edu/index.php/chemistry-simulations : cool for water demos in Application 7 next week!

http://dsc.discovery.com/

http://www.discoveryeducation.com/

I just got Skype in my classroom and am beginning to do discussion forums with my students and professionals that work in the fields that my students are studying about.  I also signed on to Skype's classroom to classroom where they can do collaborative projects with classrooms all over the globe.  I just love it!! all you need is a single laptop with a webcam connected to a projector and internet access!  My biggest hurdle was getting the school district to allow Skype...I am so excited to start this new adventure with my students!

grading papers

will talk later grades are due..

Its Electric...Boogie Woogie Woogie!

Two weeks ago I conducted the "make your own electromagnet" lesson for my class.  I did this about 5 years ago as part of a state science inquiry writing assessment.  I have to be honest, when you've taught a long long time - there really isn't that many new classroom descrepant events that you can do that you haven't already seen.  That is both a good and bad thing.  Good because you can plan well and know what you will need for your students.  You've seen many possibilities and know what the outcome is so there is no surprises.  Bad because it is boring and hard to get really excited and enthusiastic for your students.  If they see you enthusiastic, then they pick up on it and get excited too....
I also did the "how to keep your cup warm" experiment.  I tried cloth, styrofoam peanuts, cardboard enclosure, and newspaper.  When you are doing stuff that is rote...you sometimes loose the obvious.  You get so bored you don't think...I thought the peanuts would do the job, but the cardboard really kicked butt.  Then my 11 year old son came in and said something to the fact...Duh Mom, Starbucks solved that one a long time ago!  Sometimes, stupidity AND bordom is not a good combination.  I wonder how many of my students would get the obvious as well.  Knowing the students I have this year?  probably a lot - which will make me feel really stupid!

Skateboarding anyone? Exploring the Physical World~

Skateboarding is a common activity amongst middle school students. When there is a skate park across the street from a school, it is a community built laboratory for physics. The students are well aware of the behaviors of their boards but rarely do they know the physics behind the play. To teach how different surfaces affect the momentum of an object, relating it to their skill set is the best way to make science “real” for them.

            After carting the marbles down to the park and letting them go off of the various ramps, I could see that there were some issues with using the park with my students. The cement was not conducive to rolling small objects such as marbles, especially if they were of a material that bounces readily. If I rolled more than two, it was difficult to track where each went. Positioning on the ramps was just as important. A few marbles rolled up adjoining ramps. It was impossible to judge the effect of a double roll on the ramp materials. I know my students would not know how to differentiate the effect.

            If I were to do this with my students, I would use larger, heavier balls, such as bowling balls or shot puts. Another option would be the use of skateboards (without the accompanying rider). I could offer students a variety of surface treatments they could use such as remnant carpets of varying piles and cardboard sheets (old refrigerator boxes). I would offer rolling guides (1”x1” wooden strips taped to the cement) on the ramps to keep the objects from rolling astray. I would also have a strip of wood to place in front of the objects as a lift release for each the rolling event. This would eliminate the variable of an accidental (or not) push.

            The simple idea of a marble rolling down a hill can involve many physics concepts such as Potential and Kinetic energy, momentum, friction, speed, velocity, force, and gravity. I had thought that constructing a ramp in the hallway or the class would be interesting; but the skate park offers a connection that relates directly to something they enjoy. Addressing those concepts in the context of using the park and marbles or skateboards as instructional tools seems ideal and fun. I think that when they apply these concepts in this setting, they will forever change how they view their sport. Maybe inspire them to create a skate park that challenges them with different surfaces. Now that would be interesting!

Exploring Heat Transfer

           Often my students ask why learning a particular concept is important. What they want is real-life examples of the concept in action. A simple way to demonstrate one common scientific concept is to have students apply it and look for real-life applications. One example is the concept of heat transfer. We see the applications of isolative properties of matter around us. For our students to see them, we have to wrap a discovery around the concept.

            In presenting this to my students, I would discuss what keeps them warm and why that particular item keeps them warm. We would discuss what properties that the item has and why those properties work in the way they do. We would talk about how other things in their lives have to be kept warm and what is used to insulate those products. To explore this concept, I experimented with different products to keep a cup of water warm for thirty minutes.

            For my experiment, I chose to use various materials to keep water warm in an ordinary coffee cup. I had chosen four identical cups and positioned them on the counter out of drafts. I will fill each with ¾ cup of water at 200° Fahrenheit. I will cover them with various materials to test their isolative properties. The materials I choose to cover the cups were a towel, a plastic bag of foam peanuts, doubled cardboard sleeve with cap, and a cake plate cover. I labeled them Cup A (towel), Cup B (foam peanuts), Cup C (doubled cardboard), Cup D (metal cake plate cover). I believe that the bag of Styrofoam peanuts will have the best isolative properties. Being that refrigerators and ice chests are encased Styrofoam, their primary function is to insulate.

            I attached temperature strip thermometers to the same position in each cup instead of the thermometer included in the materials from the course. The thermometer would not be accurate from cup to cup because recalibration time for the thermometer to cool between each cup would affect the data collection time and temperatures of the remaining cups. I poured the 200° water into the cups. The materials are placed over the cups and left undisturbed for a period of 30 minutes.

            After 30 minutes, I checked the temperature strips in each cup. Cup A (towel) had dropped in temperature to 127°. Cup B (foam peanuts) had dropped to 113° Fahrenheit. Cup C (doubled cardboard) had dropped in temperature to 146° Fahrenheit. Cup D (cake plate) had dropped to 88° Fahrenheit, which, was still above the room temperature of 69° Fahrenheit. After recording my data, I poured out the water, rinsed the cups with cold water to reset the thermometers and repeated the experiment two more times. The results were close to the same with only a + 3° Fahrenheit temperature difference which is not enough to skew the data to another conclusion.

            I was wrong about my assessment of the Styrofoam peanuts being the most effective insulator. I did not account for the spaces between the peanuts being a heat loss factor. The towel was very effective. I believe that the air spaces in the fabric were large enough to trap air but not so large to cause as great a heat loss as the large spaces amongst the peanuts. The cake plate cover was a dismal failure. The large space under the cover was not isolative enough to retain any heat. Being metal it actually served as a heat conductor.

            It was surprising to find that the doubled cardboard did the best job at keeping the liquid in the cups hot. It was not until my son walked in to the kitchen and said, “Mom, doesn’t Starbucks use cardboard sleeves?” that I realized that this concept had been explored quite extensively by engineers of a leading corporation (Sorensen 1995). It was one of those fore-head slapping moments. I had not realized that the chambers in the cardboard make excellent heat insulators. The cardboard being a wood product that has isolative properties added to its success in keeping the liquid hot. It was also slightly waxed. Sometimes the obvious just is not quite so observable. I suppose that an old dog can be taught new tricks after all.

References

Sorensen, J. (1995-06-20). International Patent No. A47G23/02; B65D25/28;B65D3/28; B65D81/38;(IPC1-7): B65D3/22. Washington, DC: U.S.A.

2.14.2011

Moved from Edmodo 2.14.2011

Well, another Inquiry lesson done. I structured this one for the State Science Inquiry Writing assessment. Why not kill 2 birds with one stone! The only thing is that it wasn't just one lesson, it was a week's worth. Day 1: review background info, lab procedures and safety, Day 2: present scenario, problem and hypothesis, Day 3: Procedures and materials lists, Day 4 Lab, Day 5: conclusion. Its very indepth. They were so excited to use the test tubes and acids. We did an acid/base lab and evaluated the effectiveness of various antacids on the market, I even included Pepto Bismol (which isn't an antacid at all!) - just wait till the discussion on Monday when they realize that the pink stuff is actually fake mucus - we will use the word "snot". I can just hear them groan!!! I've attached a pdf of the work samples, scenario/lab booklet (for the sped kids), and the scoring guide for our state. I also am posting the lessons - have fun there is a lot there....

Jan. 23. 2011

Discussion from Edmodo on Jan.23.2011
What happens if the polar ice caps melt?
This is such a broad question. Are we talking about the coastal influence, effect on ocean currents, influence on weather patterns, wildlife effects, atmospheric changes, etc? What are the effects in different parts of the world? What are the long range effects?
With all that in mind, one can start with the following points for student discussion. Given that you have time to depart the background knowledge needed for the students to understand the magnitude of the problem.
Coastal influence: destruction of habitat
– mainly estuary (marine nursery) destruction which leads to imbalance of
marine populations. Flooding and backwashing of saline into freshwater
environs.
Ocean currents – Gulf Stream is fed by cold freshwater influence off of
Greenland. The cold water mass dropping below the warm Gulf Stream
creates an “engine” driving the Gulf Stream. Without this influence, the major
Atlantic current will cease to flow. This influence will stop the moderating
affect on the weather in Northern and Central Europe. This will create an ice
age in Europe. http://www.blogger.com/link?url=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FThermohaline_circulation
Weather – notwithstanding the dropping of temps in Europe, the warm water
will stagnate at the equator creating higher temperatures. Rise in water temps
are a major contributor to the severity of tropical storms.
http://www.blogger.com/link?url=http%3A%2F%2Fwww.civilboard.org%2Ffiles%2Fpdf%2Fhurricane%2FModels_and_Simulation%2FModel_for_Severity_of_Hurricanes_in_Gulf_of_Mexico.pdf

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

Some of the questions seem too wide open to present to an elementary classroom. It is so much more than coastal flooding - even that would entail enough information to take several days of discussion. How does one decide what direction to go with the discussion – we as teachers sometimes have to make decisions as to how in-depth and board we want to go on a particular subject. I think I would narrow it down into the different components and have different groups do research to find out and report back to the group – if there is time in our curriculum to do so and if the computers are available in the lab. State testing uses several months of our tech resources and the library material is outdated (lacks $ for keeping printed resources up to date) so using that resource is unlikely. Time is usually the determining factor.
---another thing, in a middle school classroom, watching ice melt? Seriously? that would be “BORING!!” no matter what you were demonstrating with it.
Also, allowing time for a chunk of ice to melt in a glass introduces several variables.
How warm is the classroom?
How much time do you have to monitor the melting process?
In a middle school classroom you have about 45-55 minutes – not nearly enough
time to notice any real volume of melting that would show a large rise in fluids –
Is the water free of impurities?
Is the ice at the poles free of impurities?
Does that have an effect on melt rate?
Can the students extrapolate melt time to ice cap melting?
If a single cube chunk takes x amount of time and considering how much ice is at the
poles, the students may get an unrealistic view of the melt time for the polar caps?
Does the rate of melt at the poles actually accelerates with time or is it a regular metered
rate?
The younger the students, the more you have to compensate for variables – as a teacher, it
is important for us to represent Good Science. Not just Science.