Lab 1: Glacial Change: Develop A Model To Support The Data (Page 2 of 3) in pdf

Name________________________________

Date_____________________________

Glacial Change: Develop a Model to Support the Data

LAB I: ‘OBSERVATIONS’: ( For labs 2-4 students work in a team, work sheet for each student)

SAFETY: The materials for this lab are considered nonhazardous.

NOTE REGARDING SUPPLIES: For each team

• ½ batch of ‘Glacier Goo’ should easily work for

each group and is reusable for additional classes.

• Be sure the section of matboard is cut to fit

snuggly in container to form a ramp/ice stream

• Laminate graph paper with cm squares and cut to

cover matboard.and secure it on with tape.

• You may with to add other optional supplies for

when students design their own experiment.

Figure 1) Lab Supplies

• Distribute lab set up to each group

SET UP: Done by the students.

• Set the matboard ramp in your container with

one end resting on the upper rim and one end

resting in the bottom creating a ramp for goo

• Be sure students have lab book for completing

question responses. Responses should be done

by each student

Figure 2) Setting Up the lab

Glacier Review: The lab uses glacier goo as a model for polar glaciers. What glacial facts to you recall?

1. Process: Recall the glacier basics equations. What is needed for a glacier to maintain a steady size and

surface elevation (height)? ________________________________________________

2. Mechanism: List at least one cause for a glacier to lose elevation. ________________________

3. Evidence: Recall the elevation data you graphed for P.I.G. Is there evidence of change on Antarctica’s

P.I.G.? Write a hypothesis to explain what is occurring at P.I.G.

______________________________________________________________________________

4. Compare: Compare your hypotheses as a class. Next move on to testing your hypothesis.

ACTIVITY: TEST YOUR HYPOTHESIS

1. In nature glaciers move through their own weight and the forces of gravity.

Mound your glacier (goo) on the top of the ramp. Release and describe the movement.

_______________________________________________________________________________

How is your glacier goo like a real glacier? ___________________________________________

2. Establishing Baseline: Baseline is your starting point. Set aside 1/3 of your glacier goo for use in Run

#2. To begin each run you will place the remaining goo at the top of the ramp so that the bottom or

‘toe’ lines up with the top 10 cm line on your graph paper. Collect an elevation (height) measure by

inserting your ruler into the glacier 1 cm above the toe and record elevation_____. This is how you

collect ‘baseline’ and where you collect your test run measurements to assess change.

‘Runs #1, 2, 3’ start from baseline to test elevation changes with changing conditions. Each run is 2

minutes. Use the chart below to record your findings.

Lab 1: Glacial Change: Develop A Model To Support The Data Page 2