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Saline vs Heat

Page history last edited by Janice Wilson Butler 11 years, 7 months ago

 

Saline Vs Heat

 Topic(s):

Saline versus heat in the ocean.

Images/Video Resources

Scenario

Ocean currents have a major impact on climate, interestingly; water temperature has more of an effect on water movement than salinity. Currents have been under observation for many years and many people have come forward with different theories on how these current movements affect the climate of the world. It has been found out that heat and saline both have a great impact on the movement of these currents, though, heat is identified as a major contributing force of these events.

Task

Sample Investigations/Teacher Resources

The Geographic Channel has launched a contest for high school students and has asked students to create an experiment which will prove how saline and heat affect the ocean currents around the world.  The science department has chosen you and 3 other students to represent the school and you have been asked to put together an experiment to enter the contest.  The contest entails for you to create a document illustrating the procedures and results.  You must prove your point on how these currents are affected.

 

 

Student Resources

 

 

http://earthobservatory.nasa.gov/IOTD/view.php?id=78250&src=eorss-iotd

http://www.waterencyclopedia.com/Mi-Oc/Ocean-Currents.html

http://www.plantstress.com/Articles/salinity_i/salinity_i.htm

http://jap.physiology.org/content/57/3/733

http://ocsenergy.anl.gov/guide/current/index.cfm

http://www.bigsiteofamazingfacts.com/what-causes-ocean-currents

http://earth.usc.edu/~stott/Catalina/Oceans.html

Rubric:

 

Rubric:

Goal Focus: Setting expectations

4 Rating:

Goals are clear and understandable and focused on a few pivotal concepts 

3 Rating:

Goals are clear and understandable. 

2 Rating:

Goals are understandable. 

1 Rating:

Goals are clearly stated. 

0 Rating:

Not present 

 

Rethinking: Scenario and instructional plan

4 Rating:

The scenario and activities are powerful in drawing out students personal understandings about saline vs. heat, causing them to rethink their ideas and to work together to build strong arguments for what they think they understand. 

3 Rating:

The scenario and activities are designed to draw out students' personal understandings about saline vs heat, cause them to rethink those ideas and to think out loud together. 

2 Rating:

The scenario and activities are designed to cause students to rethink what they think they know and ask questions about what they don't know about saline vs hurricane. 

1 Rating:

The scenario and activities are designed to make saline vs. heat intriguing to students so they want to learn more. 

0 Rating:

Not present 

Resources:

4 Rating:

List of a variety of multiple resources (Books, Journals, CD ROMS, Internet, etc.) with interesting annotations. 

3 Rating:

List of multiple resources from more than one source with a reason to use each. 

2 Rating:

List of resources from one source (e.g. Internet URLs). 

1 Rating:

List of 3-4 resources. 

0 Rating:

Not present 

 

 

 

 

Assessment: Criteria and indicators of success (for example, a rubric)

4 Rating:

Assessment is ongoing and standards-based involving students in seeing their own growth against clear criteria and indicators along a continuum of progress (Rubric). 

3 Rating:

Assessment is ongoing, authentic and standards-based 

2 Rating:

Assessment is ongoing and standards-based. 

1 Rating:

Assessment is a test and an evaluation of the final presentation 

0 Rating:

Not present 

 

 

Personal Reflection: What you have learned

4 Rating:

A detailed comparison of your initial understanding with your current understanding and an explanation of how you’re thinking changed through project.

3 Rating:

An explanation of why you think your current understanding is more supportable than your original understanding based on your problem solving. 

2 Rating:

A comparison of your initial understanding with your current understanding

1 Rating:

A description of how you developed your current understanding.

0 Rating:

Not  present

Student Work

Standards

  1. List your personal understanding, ideas or hunches. Schedule a discussion session with the rest of your team and come up with a list of ideas that describe and explain how saline and heat affect currents in the ocean.  Use all ideas that come to mind and discuss how you can create a solution to prove your points.
  2. List what is known. After you discussion, make a list of the all the common knowledge that has come to light.  What is that you know before you start researching and any ideas that you have compiled together.
  3. List what is unknown. Make a list of what you don’t know; what do you want to learn from this experiment.  Make a list of all the questions you want answered and anything that will help you prove your points.
  4. List what needs to be done. What should we do?  List actions to be taken, e.g,.  Make a list of the sources that you will be using to put your experiment together.  Contact an expert in the field of ocean currents.  Breakdown the task and give each member a list of things to do.
  5. Develop a problem statement. You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
  6. Gather information.  Use the research list that you have created to find the solution on how you are going to put your experiment together.  Use images, videos and any other media that you may seem fit for your project.  Schedule team meetings to share information and keep everybody moving in the same direction.
  7. Present findings.  Create a presentation of the experiment.  You may use Power Point, Camstasia, Prezie.  Make your presentation as creative and informational as possible.  You must catch the audience attention and be sure to explain and prove your points.

 

 

 

 

.

112.32 (b) 3  Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.

112.32 (c) 8(b)  identify interrelationships between ocean currents, climates, and geologic features; and

 

Creative Commons License
Saline Vs Heat by Rene Lugo is licensed under a Creative Commons Attribution 3.0 Unported License.

 

Comments (2)

relup2001@... said

at 3:24 pm on Jul 19, 2012

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