Module VI - Atmospheric Systems Introduction

By Kris Owens

Explain: What new learning or reflections have you taken from this module?

The pollution of the Arctic is a much more severe problem than I had realized.  It is stunning to think of polar bears, in what seems to be a pristine environment, having a higher level of PCBs than any other arctic species. The reasons for this were illustrated and explained, in a way that helped me to have a better understanding of why this severe pollution is the case. 

As I worked through the “Cultural Connections” section of this module, I found my understanding of bio-accumulation increasing.  A somewhat new idea to me is that of bio-magnification.   The idea that pollutants become more contaminated in organisms higher in the food chain has many implications.  The connection between this problem, and cultures of the north, was made very clear in the video, Contaminants in the Arctic Food Chain.  The effect on the health of people, and on traditional diets, is significant and disturbing.

The video Alaska Native Pilots once again illustrated the connection between western science and native ways of knowing.  In this case, traditional knowledge gained through growing up hunting and experiencing the land and environment, ends up being of great value to pilots. 

I especially enjoyed the idea of “signmakers” such as sundogs and snow drifts.  This kind of traditional knowledge, combined with meteorology, makes for safer, more informed, piloting.  Being able to read the weather, knowing patterns, observing the detailed information offered by nature, allows pilots to ‘read the weather’, and to be more informed and successful. 

The sections on our atmosphere, and wind and weather, were fascinating.  Thinking of our atmosphere as an ocean of air that we live at the bottom of, is a new perspective for me.  The idea of the weight of this ocean, being equal to a layer of water 34 feet deep, prompted discussion and questions in my classroom this week!  

The comparison of water waves and currents, to those in the atmosphere, was interesting and informative.  The example of the up to mile-high wave that forms over Australia,  shown in the National Geographic video, Reveal Earth’s Atmosphere, is  one that excited the interest of both my students and myself.   

When pursuing the extend questions from the atmosphere module, I also ran into an interesting tidbit of information. This is that a type of lightening called sprites sometimes appears in the mesosphere above thunderstorms.  Check out NASA Lightning Sprites at You Tube for video of this phenomenon.

Extend: How might you use this week’ information and resources in your lessons?

My students watched two of the videos from the course this week to enrich their study of density and the atmosphere.  Our current theme is transportation and we are making hot-air balloons in science.  Matter, density, and buoyancy are just a few of the concepts they are encountering.  

I have been using the information from this module in my lessons, as a way to reinforce and extend topics we are currently studying.  We have had discussions based on the content related to water and heat capacity, as well as the sections on our atmosphere.  

Evaluate: How useful, insightful or relevant are this module’s information and resources?

Once again, I found this module’s information and resources to be extremely useful, insightful, and relevant. They are also helping me to spot areas where I can extend what I have typically explored with my students.  For example, as I write this, a new idea occurred to me that during this theme, the transport of pollutants via air and water currents, as well as through food chains, are topics we have never addressed. 

We have a four year theme cycle for our 3^rd-6^th graders.  Last year, students studied currents.  Making connections between previous themes and the current one, will be a great way to loop back to reinforce previous topics explored.  

3 Colleagues

I visited Tyler Orbison's  blog, as he had visited mine and left a question about Mystery Class.  I figured I could visit his blog and also respond to his question.  

I especially enjoy how Tyler makes connections between the content and his life.  One example of this is how he connected atmospheric currents (the jet stream), to weather and ecosystems, and deer hunting!

When looking over the course participants list for new blogs to visit, I noticed Lila Lee Little, who lives and works in Anchor Point.  This is my neck of the woods as well, so I decided to visit her blog. 

I enjoyed Lila’s style of writing and appreciated the graphics she included.  As I had been particularly interested in bio-magnification, I especially liked the graphic she included on this topic.  Clicking the link under this graphic led to a site I am not familiar with called “Southern Fried Science.”  http://www.southernfriedscience.com/?p=5992   Thanks for a new resource Lila!

Tommy Gossard

My next choice for a blog to visit was Tommy Gossard's.  I also got a lot out of Phun Physics and like Tommy, had many “aha” moments.