Physical Attributes of the Poles

Resources in this section highlight the physical attributes of each of the poles, and enable student comparison and contrast between the poles. At the same time students will gain an understanding of the aims of polar science: (a) to reconstruct past earth history, (b) to understand the dynamics of earth science, and (c) to predict future earth science trends. Resources in this section connect to National Science Education Standards content standards of Science as Inquiry, Physical Science, Earth and Space Science, and Science and Technology.

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The South Pole: Antarctica

On the trail of the missing ozone : causes, effects, and solutions to ozone depletion http://www.epa.gov/ozone/science/missoz/index.html

This free, online book provides an introduction to why we need the ozone layer, the causes of ozone depletion, and some of the actions the world is taking to correct the problem. MSP full record

The ups and downs of ozone http://www.bom.gov.au/lam/Students_Teachers/ozanim/lesson7.shtml

This activity requires students to use data from tables to draw graphs and to interpret the graphed data in order to understand how chlorofluorocarbons (CFCs) damage the ozone layer. It also includes a link to an animation of how CFCs damage ozone. MSP full record

Antarctica climate and data graphs http://www.coolantarctica.com/Antarctica%20fact%20file/antarctica%20environment/climate_graph/antarctica_climate_graph_comparitive.htm

This page contains a small map of Antarctica and a graph of average temperatures of four points in Antarctica as well as three cities on other continents — New York, Sydney, and London — for comparison. Facilitate student discussion by having students verbalize their interpretations of the data. What is the graph telling us? Why are some lines forming a mound, while others form a dip? What is the significance of lines below the central horizontal axis and those above it? How do these graphed lines relate to students' earth models? Who would use this data and for what? MSP full record

Antarctic weather http://www.antarcticconnection.com/antarctic/weather/index.shtml

This page contains weather data among other useful information. A concise explanation for the extreme cold of Antarctica is presented. Live weather data from any of 14 stations is available in the right margin. Also available is a wind chill calculator and a temperature conversion tool. MSP full record

Annual sea ice imagery http://octopus.gma.org/surfing/antarctica/deltaice.html

This series of 12 enhanced satellite images shows how the ice grows in the Southern Hemisphere’s winter and shrinks during its summer. The same 12 images constitute the animation featured in the resource below. MSP full record

Changes in ice concentration animation http://octopus.gma.org/surfing/antarctica/antice/icemovie.html

The amount of sea ice surrounding Antarctica varies on a seasonal basis and depends on the amount of sunlight reaching the continent. The animation shows the change in ice cover around Antarctica during 1991. After watching the seasonal variation, you and your students can use an online tool to calculate the following: What percent of the continent is permanently covered in ice? How many square miles does the ice cover at its peak? Learn how to use the online tool with students to make these calculations at http://octopus.gma.org/surfing/Image/trace.html. MSP full record

Satellite image map of antarctica http://terraweb.wr.usgs.gov/projects/Antarctica/AVHRR.html

This page from the U.S. Geological Survey contains interesting information regarding how the different satellite images were constructed as well as how to interpret the images. It is a good reminder that the images are representations of the area, not an actual picture like a student's school photo. Click on the first image to get a labeled, enlarged view of the land mass. Pay special attention to areas labeled "IS," i.e., ice shelf, as these areas do not show up on subsequent topographic maps. Then scroll down and click on "Page 2" to access several topographic images. They are presented in a sequence that allows you to conceptualize how the colored, topographic map at the bottom of the page was constructed. Students will need assistance in interpreting the topographical maps in order to develop a sense of the landscape. MSP full record

The North Pole: The Arctic

It may appear that the resources for the North Pole are not equivalent to those presented for the South Pole. To a degree that is correct and is due to the fact that the North Pole is a sea rather than a land mass. However, the resources here will allow you and your students to become familiar with the climate, weather, and geography of the area.

Arctic region http://www.lib.utexas.edu/maps/islands_oceans_poles/arctic_region_2000.jpg

This is a colorful political map centered on the North Pole. Lines of latitude and longitude are shown. It reinforces the fact that the North Pole lacks a land mass. MSP full record

Arctic Climatology and Meteorology Primer for Newcomers to the North http://nsidc.org/arcticmet/index.html

This is a nicely organized tutorial with sections titled: Basics of Arctic Weather, Factors Affecting Arctic Weather and Climate, Artic Weather Patterns. Each section is further subdivided and easily navigated via the left navigation bar. MSP full record

Live from the North Pole! http://www.arctic.noaa.gov/gallery_np.html

This page contains information and images obtained from three webcams stationed at the North Pole. Since sunlight is largely unavailable in the winter, images are limited to spring and summer months. MSP full record

Arctic science and Research http://www.allthingsarctic.com/science/index.aspx

Though this is a commercial site, it is nicely organized with links to categories of atmospheric science, biology, climatology, ecology, glaciology, oceanography, permafrost studies, and sea ice research. Each category is a single page of general information, including a small photo in the right navigation bar with a few "Did you know?" facts. MSP full record

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Copyright March 2008 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.