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1. e UNITE US 2010 2012 Geophysical Institute UAF C 8 Things are Heating Up WNITE LS NAME STUDENT WORKSHEET CLIMATE CHANGE THINGS ARE HEATING UP page 1 of 3 Directions Read each section then answer the question s that follow Climate of the Past Earth gives many clues to its past climate From the start the planet has experienced dramatic shifts from tropical to ice age Natural forces contributed to past climate change Shifts in the sun s energy output changes in ocean currents even the movement of Earth s continents plate tectonics caused long term climate change Sometimes large scale volcanic eruptions spewed ash into the atmosphere and shaded the world from the sun s energy There are a number of research methods used to figure out what our climate was like throughout history Ice such as glaciers and the Antarctic Ice Sheet store records in their layers Scientists take ice cores to examine the layers looking for volcanic ash dust carbon dioxide and other chemical elements all clues about past climates They drill into the bottom of lakes and pull out sediment cores to look for clues in the buried layers The sediment holds pollens fossilized insects and other materials Scientists look at tree rings to determine which years were warmer than others They also interview local inhabitants and research written and oral records fr
2. Use the following formulas in your calculations The formula for converting temperatures from Fahrenheit to Celsius is Celsius x Fahrenheit 32 The formula for converting volume of water to mass is 1 milliliter mL water 1 gram g of water A calorie is the amount of heat required to raise one gram of water by 1 Celsius so calories mass of water g x temperature change C The formula for calculating calories per gram is calories per gram calories mass of nut Waste to Watts UNITE US 2010 2012 Geophysical Institute UAF C 112 WNITE LS BIOMASS ENERGY STUDENT LAB page 4 of 6 UNITE US 2010 2012 Geophysical Institute UAF C 113 Waste to Watts WNITELS STUDENT LAB page 5 of 6 BIOMASS ENERGY Data Analysis 1 According to your results which type of nut contained the most stored energy measured in calories 2 According to your results which type of nut contained the least stored energy measured in calories 3 What factors do you think contributed to the nut that produced the most heat Conclusion 4 What types of biomass energy sources are available in your community Explain what evidence supports your conclusion Use complete sentences Waste to Watts e UNITE US 2010 2012 Geophysical Institute UAF C 114 WNITE LS SOLAR WATER HEATERS STUDENT LAB page 6 o
3. NAME _ STUDENT LAB IT S ELECTRIC page 1 of 2 Directions Use the materials listed to generate electricity Materials e Compass e Coil of thin copper wire Magnet Fine grit sandpaper Multimeter STEP 1 Uncoil about 2 inches of wire at each end of the coil Use the sandpaper to remove the protective varnish that coats the wire STEP 2 Place the coil of copper wire on the table Lay the two wire ends on the table outward away from the coil Place the compass on the ends of the wires where the varnish has been removed STEP 3 Hold the magnet over the center of the coil then move the magnet back and forth over the coil Try moving the magnet across the center and over the wire at different angles to see what happens Record your observations below 1 What happens on the compass when you start in the center then move the magnet left and right 2 Does the compass act differently if the magnet is moved in different directions Explain STEP 4 Again move the magnet side to side centered over the coil watching the compass Now flip the magnet upside down and repeat Record your observations below 3 What did you observe when you flipped the magnet upside down 4 Can you make the compass needle move a circle How UNITE US 2010 2012 Geophysical Institute UAF C 102 Hydrokinetic Power WNITE LS NAME Ls STUDENT LAB HYDROKINETIC POWER page 2 of 2 STE
4. Noctilucent Clouds in Perspective VISUAL AID Studying Noctilucent Clouds STUDENT INFORMATION SHEET Scientists Learn About Night Shining Clouds STUDENT INFORMATION SHEET Noctilucent Cloud Song Lyrics STUDENT WORKSHEET Understanding Night Shining Clouds STUDENT LAB Understanding Night Shining Clouds STUDENT WORKSHEET Elder Interview Area of sky NLC visible due to Whole Picture illuminated x reflection of sunlight by the sun 7 Alaska Native people have always been careful observers of the weather Native Observer languages are rich in words describing weather Knowing how to interpret weather including the cloud types is important cultural know ledge It affects all aspects of daily and yearly cultural 2 activities especially subsistence hunting Sun at 26 and food gathering below the horizon Illustration courtesy of NASA e UNITE US 2010 2012 Geophysical Institute UAF C 15 Noctilucent Clouds WNWITE LS NOCTILUCENT CLOUDS INSTRUCTIONS By high school students should have knowledge of how clouds form In case review is needed Clouds are formed when water on Earth evaporates and forms water vapor held in the air As warm are rises cooling occurs The cooler the air the smaller the amount of water vapor it can hold therefore some of the water vapor is forced to condense onto tiny particles dust pollution etc floating in the atmosphere A small drop of water forms arou
5. The p layer is underneath the n layer and is not usually visible In silicon based cells it consists of silicon mixed with a small amount of boron Boron has only three electrons in its outermost orbital giving this layer a positive character When the two layers are placed together at the time of production electrons flow from the n layer to the p layer creating an imbalance in the charge and an electrical field Now the n layer has a slight positive charge and the p layer has a slight negative charge The point of contact is called the junction and the two layers are joined by a connector a wire to form a circuit When radiant energy sunlight composed of photons strikes the solar cell it can be absorbed reflected or pass through Photons that are absorbed provide energy to knock electrons loose allowing them to move This creates a current flowing through the wire as electrons move away from the negative charge in the p layer toward the positive charge in the n layer The junction acts like a one way door and does not allow electrons to flow back into the p layer A single silicon phosphorus based solar cell produces about 0 5 volts regardless of its size The cell s voltage varies slightly depending on the type of material that is mixed with the silicon Cells must be connected in series to get a higher voltage Voltage can be thought of as water pressure in a hose The pressure or voltage must be high enough to achieve the des
6. For example rats made their way to Alaska s coastal islands on the ships of early European explorers They can also be transported in wind and water or in the feathers fur or scat of other animals Sometimes species are intentionally introduced by humans for hunting trapping or farming For example elk were introduced to Afognak Island and southeast Alaska to increase hunting opportunities Marten red squirrels and foxes were released into new habitats to provide food for other furbearers and increase trapping opportunities However after they arrived invasive species made their way around the state The Bureau of Land Management BLM in Alaska conducted a study of invasive plants along the Iditarod Trail They found 18 non native plants along the trail mostly at the checkpoints that were probably transported in the straw used for dogs The Alaska Exotic Plant Information Clearinghouse has reported more than 130 invasive plant species throughout the state Similarly the Alaska Natural Heritage Program has inventoried at least 116 non native animal species Alaska s changing climate is affecting the survival of these invasive species Milder winters and a longer growing season aid the survival of seeds and the ability of invasive plants and animals to become established and thrive in their new home Warmer ocean temperatures could allow new marine species such as European green crabs to survive and reproduce Invasive species can affec
7. Thermometer 100 mL graduated cylinder e Thumbtack e Water room temperature Oven mitt Tweezers e Aluminum foil 3 inch square e Hot pad e UNITE US 2010 2012 Geophysical Institute UAF C 110 Waste to Watts WNITE LS BIOMASS ENERGY STUDENT LAB page 2 of 6 Experiment Build the calorimeter 1 2 Measure 100 mL of water in the graduated cylinder and carefully pour it into one can Carefully cut a window approximately 3 5 inches tall by 2 inches wide out of the side of the second can close to the bottom if your teacher has not already done this for you On the side opposite the window use a thumbtack to poke a small hole approximately 1 2 inches from the bottom Insert a paper fastener into the hole and spread the arms slightly This will be the platform for the nuts to sit on Place the can with the water on top of the can with the window Be sure to place your calorimeter on the hot pad in a safe place where it will not be bumped or knocked over Test the nuts M 9 11 12 13 14 15 Determine the mass of the first nut with the digital scale Record the type of nut and its mass the data table Use the thermometer to take the start temperature of the water in the top can Record it in the data table Place the square of aluminum foil over the hole in the top soda can to act as a lid Carefully place the nut on the paper fastener in the lower c
8. MASE E A O and the occasional squid He may wander 500 miles out to sea and illustration by U S Fish amp Wildlife Service migrate most of the length of the Aleutian Chain He sometimes dives to depths greater than 250 feet to feed but normally stays within 45 feet of the surface The ocean version of Fred is metallic greenish blue on top with silver sidewalls and a white belly His flesh is brilliant orange In just two months of ocean life Fred is sexually mature but he remains in the ocean with millions of other red salmon His relatives to the west in Bristol Bay make up the largest red salmon fishery in the world He and his cohorts in North America range from the Canadian arctic to the Klamath River in California After three years in the ocean Fred has grown to the length of a man s arm and bulked up to seven pounds Now in his fifth year of life Fred noses his way back to the Copper River delta As he passes through brackish water into the fresh water of the Copper River he stops eating Fred is now a fish on a mission guided back to the vicinity of Paxson Lake by chemical markers in the water Earth s magnetic field or perhaps a combination of the two Swimming upstream in the Copper River Fred avoids dipnets held in eddies by fishermen and the fishwheels upstream He is digesting himself fueled by the oils and proteins of his own flesh skeletal structures and his scales As he nears Paxson Lake his body
9. Sherry Simpson and STUDENT WORKSHEET Invasive Species Brochure Planning Sheet Read the articles aloud as a class or allow time for students to read them in class or as homework Allow time for students to complete their brochures To use the hard copy distribute STUDENT WORKSHEET Invasive Species Brochure and instruct students to write information directly on to the worksheet To use the Microsoft word TEMPLATE Invasive Species Brochure instruct students to visit the UNITE US website at www uniteusforclimate org and download the file from In Class Resources Links Students can fill in each section by simply clicking on the text box Instruct students to navigate to View in the menu bar and choose Formatting Palette This will allow them to manipulate the font size color and format of the text as well as spacing numbering and margins Display the completed brochures around school and or in your community Extension Ideas 1 Use this lesson as part of a wider unit on invasive species There are two programs specific to Alaska species that are available on line Both of these programs contain photos and maps of invasive species around the state as well as links to additional resources Weed Wackers K 6 Educator s Guide to Invasive Plants of Alaska a K 6 curriculum information and lessons are easily adaptable for older students produced by Katie Villano amp Chris Villano University of Alaska Fair
10. Visit an Elder or culture bearer taking along the NOAA NASA Cloud Chart given to you by your teacher Ask the Elder Do any of these pictures look like clouds you would expect to see overhead this time of year Are there Native words for different clouds types What can clouds tell us about the weather Can you use clouds to predict weather Elder Name Date of Interview Summarize what the Elder said below e UNITE US 2010 2012 Geophysical Institute UAF C 32 Noctilucent Clouds WNITE 46 INVASIVE SPECIES INSTRUCTIONS Overview In this lesson students read about invasive species and climate change in Alaska then create an informational brochure to inform their community about the issue Objectives The student will read an article and information sheet on invasive species and climate change in Alaska e summarize information on invasive species and climate change in Alaska and e create a brochure to convey information about invasive species and climate change to their community Targeted Alaska Performance Standards for the High School Graduation Qualifying Exam R4 2 Summarize information or ideas from a text and make connections between summarized information or sets of ideas and related topics or information R4 4 Read and follow multi step directions to complete complex tasks R4 8 Analyze and evaluate themes acros
11. You re a cloudy mystery mystery For the twenty first century Glowing over the polar sky Noctilucent Cloud In mesospheric zones so high How and why can you be Are you tied to our destin High oh high on wings above the ocean diis d Our global climate histor On a Pegasus AIM launches into space g d You re still a cloudy myster Measuring the temperature so cold AME 2 Noctilucent Noctilucent Noctilucent Cloud Sizing up the cosmic dust so old How much water vapor lies within Your layer so thin Noctilucent Cloud That ghostly irridescent shroud We didn t think you d be allowed At latitudes so low how can we know e UNITE US 2010 2012 Geophysical Institute UAF C 27 Noctilucent Clouds WWITE LS NAME STUDENT WORKSHEET UNDERSTANDING NIGHT SHINING CLOUDS page 1 of 2 Directions Use STUDENT INFORMATION SHEET Scientists Learn about Night Shining Clouds to answer questions 1 14 Article One Noctilucent Clouds by T Neil Davis 1979 1 Around what year was the first recorded sighting of notilucent clouds 2 n 1979 did scientists know what caused the phenomenon What was their guess 3 Circle one About how high above Area of sky NLC visible due to Earth s surface are notilucent clouds illuminated reflection of sunlight found by the sun 82 Miles Observer P B 15Miles we Tropospheric clouds C 50 Miles in shado
12. artificial streams in southeast Alaska by diverting small portions of existing streams through manmade channels in the forest The scientists enhanced the water of each artificial stream with different doses of salmon carcass to see how juvenile coho salmon responded Young salmon exposed to two three or four carcasses per square meter of stream bottom grew larger than salmon in habitats without carcasses Juvenile fish exposed to salmon were higher in omega 3 fatty acids than fish in water without carcasses and had much higher levels of lipids fats that serve as energy reserves during lean times Wipfli and his colleagues have also compared natural streams with and without salmon and have found salmon streams to be a better place for developing young fish and other animals We re learning now that salmon are not only making food webs more productive but are improving the health of fish and other creatures that live there Wipfli said The lack of returning salmon in the Columbia and other Lower 48 rivers that had good populations before the advent of dams might be a reason restoration of salmon has not worked there Wipfli said The effect of millions of bodies fighting gravity and returning nutrients upstream is so profound that land and fisheries managers might need to pay more attention to the interconnectedness of different species than they have in the past Wipfli and other Alaska scientists believe what s good for the salmon is good fo
13. latitudes may experience increase in precipitation heavy snowstorms more rain etc This could lead to increased flooding Other areas may have less precipitation resulting in a drier climate Increased forest fires The number of forest fires in Alaska has increased both in number and intensity in the past decade Warmer temperatures mean drier conditions Warmer temperatures also increase the vulnerability of trees to insects and disease and dead trees are quick to burn Vulnerability to fire due to warmer temperatures and drier conditions is a worldwide threat to forests Changing sea ice Loss of sea ice changes the habitat of many Arctic animals It also makes it more difficult to hunt spring walrus And there is less protection from severe storms for coastal communities Sea ice protects coastal communities from the waves caused by severe storms With less ice those communities are bombarded by ocean waves Melting glacier ice Increased glacial melt means higher water levels that lead to flooding and erosion of river banks This threatens many communities Coastal river bank erosion Thawing permafrost and increased wave action from lack of sea ice is forcing many coastal communities to move as the land under their home slides into the sea Similar degradation along river banks means buildings must be moved and the bank reinforced Thawing permafrost Infrastructure like utilities roads pipelines and
14. should not have a space between them on the grid Write your clues here Use the numbers as they fit your puzzle Add more if necessary Across Down 1 e UNITE US 2010 2012 Geophysical Institute UAF C 11 Things are Heating Up WNITE LS NAME STUDENT WORKSHEET SOCIAL IMPACTS OF CLIMATE CHANGE Directions Read the STUDENT INFORMATION SHEET Climate Change Social Impacts then respond to the following prompt There is no doubt the Arctic is changing Look at the array of possible changes listed in the handout Some of the changes might be positive and some negative In a paragraph or two discuss at least two of these changes and how they could impact your community Do you see any of these changes happening now UNITE US 2010 2012 Geophysical Institute UAF C 12 Things are Heating Up WNITE LS STUDENT WORKSHEET THERE S SOMETHING FUNNY ABOUT CLIMATE CHANGE Directions In the box below draw a cartoon that illustrates a climate change issue Be prepared to explain your cartoon to your classmates Your cartoon will be assessed using the rubric provided at the bottom of this page Climate Change Cartoon Rubric artist is clearly conveyed artist is discernible with some consider
15. the energy systems producer who installed the system at Denali West Lodge We have to put the oil era in our rear view mirror and move on Chris Rose of the Renewable Energy WE HAVE THE BEST RENEWABLE RESOURCES IN THE COUNTRY WHAT WE NEED IS A VISION FOR THE NEXT 50 YEARS A ROADMAP OF WHERE WE RE GOING Chris Rose Renewable Energy of Alaska Project of Alaska Project is optimistic that Alas ka can make that shift and feed a global market for energy And while he doesn t see fossil fuels going away completely he believes oil will become scarcer and more expensive With a world hungry for energy a diminished supply of fossil fuels and the threats associated with climate change investing now in clean renewable energy will garner big divi dends he said We re looking at two different futures depending on the decisions we make today Rose said But the Waldrips of Juneau whose power outage threatened their chicken operation last winter are not waiting A home built hydrogen energy system will be up and running in their home before the next avalanche season m Kaylene Johnson is author of several books about Alaska including A Tender Distance Adventures Raising My Sons in Alaska 2009 and Sarah How a Hockey Mom Turned Alaska s Political Establishment Upside Down 2008 C 94 Wind Generators WNITELS HYDROKINETIC POWER INSTRUCTIONS Overview Hydroelectric power is a clean renewa
16. 2010 2012 Geophysical Institute UAF C 126 Exploring Traditional Values WNITE LS LEARNING FROM OUR STORIES STUDENT INFORMATION SHEET page 1 of 3 First Salmon Story Adapted from Osgood s The Ethnography of the Tanaina 1966 148 149 The Tanaina Athabascans used to tell a story about a salmon It goes something like this One spring day when it was just about time for the salmon run to begin a rich Tanaina man put out his fish trap as he always did at that time of year He hoped to catch enough salmon to last his family for the whole year The man told his daughter not to go near the fish trap His daughter was curious She wondered why her father did not want her to see the trap So instead of obeying him she walked down to the river toward the trap I ll be back in a little while she called to her father as she walked away When the girl got down to the river she went straight to the trap A big king salmon was swimming around in the water and she started talking to him They talked and talked and before she knew what was happening she had turned into a salmon herself She slid into the water and disappeared with the big king salmon The girl s father looked everywhere for his daughter He could not find her Every day he called for her and searched for her but she never returned The next year when the salmon run was about to start again the rich man set out his fish
17. Heating Up WNITE KS NAME STUDENT WORKSHEET CLIMATE CHANGE THINGS ARE HEATING UP page 2 of 3 What is Climate Change The term global warming is often used to describe recent changes in Earth s climate however the term climate change better describes the full range of changes happening worldwide Climate change is more than just warmer temperatures Changes occur in precipitation in wind patterns and in cloud cover too Remember just a few degrees lower in temperature can lead to an ice age Climate is the long term pattern of a region s weather It is the composite of 30 years more of the prevailing weather conditions of a region including temperature humidity precipitation wind and sun The two main influences on climate are temperature and precipitation Everyone expects the climate in Hawaii Florida or Mexico to be warmer than Alaska based on historical experience That is why such places are popular winter vacation spots However now and again disappointed vacationers come home complaining about the unusually cold weather that kept them off the beach and in the hotel Weather is the short term reality that can make or break our fun outdoors but climate is the long term pattern Both can change Weather changes daily and we see it But climate only changes noticeably over the long term over decades centuries and even longer time periods 4 What are the two main influences
18. Invasive Species Brochure Planning Sheet STUDENT WORKSHEET Invasive Species Brochure Activity Preparation 1 Students will need to read both Invaders by Sherry Simpson and STUDENT INFORMATION SHEET Invasive Species and Climate Change in Alaska NOTE This can be assigned as homework or provide time for students to read them in class 2 Decide if students will create their brochures digitally using the Microsoft Word template provided or if they will create their brochures by hand using STUDENT WORKSHEET Invasive Species Brochure 3 The STUDENT WORKSHEET Invasive Species Brochure Planning Sheet is designed to help students plan the content of their brochures NOTE Check worksheets before students begin creating their brochure Activity Procedure 1 Write the terms invasive species and introduced species on a large piece of paper or on the white board Ask students to define and differentiate between these terms If they are not familiar with these terms ask e UNITE US 2010 2012 Geophysical Institute UAF C 34 Invasive Species WNITE LS INVASIVE SPECIES INSTRUCTIONS 4 them to think about the words invasive and introduced and to make a guess as to why a living thing might be defined that way See STUDENT INFORMATION SHEET Invasive Species and Climate Change in Alaska for more information Distribute STUDENT INFORMATION SHEET Invasive Species and Climate Change in Alaska Invaders by
19. Respect for Wisdom from Life Respect for Land and Elders Knowledge Experiences Nature Practice Traditions Honor Ancestors Family Relations Spirituality 1 Name atleast three traditional Athabascan cultural values that are communicated through First Salmon Story 2 Name atleast three traditional Athabascan cultural values that are communicated through the story Nits iil 3 Traditional stories are just one way that values can be communicated shared and learned Name one more way that you have learned values 4 Thinkabout what you have learned about climate change Is responding to climate change in line with traditional Athabascan cultural values Explain your answer e UNITE US 2010 2012 Geophysical Institute UAF C 130 Exploring Traditional Values
20. Up Ask students to take turns reading then work together to complete questions one through four At the end of the worksheet question five asks students to create their own crossword puzzle Students should work independently to complete the puzzle then trade with a partner or group member Each student will complete another s puzzle Hand out STUDENT INFORMATION SHEET Social Impacts of Climate Change Ask for volunteers to read each impact section Discuss and elaborate As students about other impacts that could go in each section Students should add notes during the discussion to be used when completing the worksheet to come Hand out STUDENT WORKSHEET Social Impacts of Climate Change Ask students to complete Show VISUAL AID Cartoon Explain climate change is a controversial topic many artists seize the chance to express their opinions through cartoons Hand out STUDENT WORKSHEET There s Something Funny about Climate Change and explain students will have the chance to do the same Consider using the final cartoons to create a classroom display NOTE If time permits allow students to do an Internet search for cartoons related to climate change to help spur creativity There are hundreds of them Suggest they enter the search term climate change cartoons Ask the following review and critical thinking questions a How much did the temperature increase during the last decade of the 20th century Why is
21. amperes or amps for short A solar panel that produces two amps sends twice as many electrons as a panel that produces one amp Resistance r is a measure of how strongly a material opposes the flow of electrons and is measured in ohms Current is equal to the voltage divided by resistance V r Power P in an electric system is the amount of work that can be done with the energy and is equal to the voltage multiplied by the current P V xl Power is measured in watts e UNITE US 2010 2012 Geophysical Institute UAF C 66 Solar Energy WNITE LE SOLAR ENERGY TEACHER INFORMATION SHEET eS Various devices are used to measure current voltage and resistance An ammeter measures electric current a voltmeter measures voltage and an ohmmeter measures resistance A multimeter is a device capable of measuring all three Returning to the analogy of a garden hose used previously voltage is equivalent to water pressure resistance is equivalent to the size of the hose and current is equivalent to the amount of water passing through If you want to increase the overall power capacity of a system you should increase the pressure voltage increase the rate of flow current or increase the hose size decrease resistance A single solar cell produces 0 5 volts regardless of size Higher voltages can be achieved by connecting individual cells in series think of this like steps in a sta
22. around the obstruction 6 Generally the windiest parts of Alaska are along the coast especially in western Alaska and along mountain ranges Healy Delta the north wind Answers will vary slightly based on individual experience but should include the idea that you should hunt moose according to the wind You should travel against the wind so that the moose does not smell you 9 Answers will vary slightly based on individual experience but should include the idea that traveling with the wind can make your trip easier and faster for you and your dog team e UNITE US 2010 2012 Geophysical Institute UAF C 79 Wind Generators WNITE LE WIND ENERGY LAB TEACHER INFORMATION SHEET Major Elements of Wind Turbine Blade Design Material Consider strength and weight suggested standard 3 32 balsa wood Diameter of swept area length of blades Blades that are too short will not be able to get moving fast enough to generate power As blades get longer weight and drag will increase suggested standard 3 x 18 x 3 32 balsa wood Number of Blades More blades provide more torque twisting force but slower speed Two bladed designs are very fast and easy to build but can suffer from imbalanced forces on the blades Three bladed designs are very common and are generally a very good choice suggested standard 3 blades Shape Blades are usually wider at the base and narrower at
23. aspect of climate change in Alaska Targeted Alaska Reading Performance Standards for the High School Graduation Qualifying Exam R4 2 Summarize information or ideas from a text and make connections between summarized information or sets of ideas and related topics or information R4 4 Read and follow multi step directions to complete complex tasks R4 8 Analyze and evaluate themes across a variety of texts using textual and experiential evidence Targeted Alaska Writing Performance Standards for the High School Graduation Qualifying Exam W4 2 Demonstrate understanding of elements of discourse purpose speaker audience form when completing expressive creative narrative descriptive persuasive research based informational or analytic writing assignments W4 3 Use the conventions of Standard English independently and consistently including grammar sentence structure paragraph structure punctuation spelling and usage Vocabulary Vocabulary words are divided into two sections The first section contains words in general use that may be unfamiliar to students The second section contains words that are used in the lesson in ways that pertain to science or data collection Teachers should determine if students need study and practice with one or both sections of vocabulary Supplementary vocabulary worksheets are included General Usage Vocabulary accelerate to cause faster or greater activity development progress advanceme
24. buildings are damaged when the ground beneath them becomes unstable Airports and runways need constant repair Repair replacement and relocation of structures damaged by thawing permafrost is costly Subsistence changes Many Athabascan communities have noted changes in the distribution of moose and a decrease in the number of salmon important subsistence foods In fact the behavior and population of many important animals are changing as seasonal patterns change e UNITE US 2010 2012 Geophysical Institute UAF C 57 Harbingers of Change CONNECTIONS STU WNITEKS ENT WORKSHEE page 1 of 3 SUBSISTENCE EROSION WILDFIRE UNITE US 2010 2012 Geophysical Institute UAF C 58 SEA ICE Harbingers of Change WWITE LS NAME STUDENT WORKSHEET CONNECTIONS page 2 of 3 PLANT GROWTH EARLY BREAK UP ANIMAL RANGE INSECTS UNITE US 2010 2012 Geophysical Institute UAF C 59 Harbingers of Change WWITE LS NAME STUDENT WORKSHEET CONNECTIONS page 3 of 3 THAWING PERMAFROST i PRECIPITATION CHANGES WARMER TEMPERATURES UNITE US 2010 2012 Geophysical Institute UAF C 60 Harbingers of Change WNITE LS NAME STUDENT WORKSHEET RESPONSE SHEET Directions In the space provided write about the connection between two or more harbingers of clima
25. chip or other available snack food with the needle nose pliers Light with the grill lighter and allow to burn as you discuss the energy available through the combustion of plant products If time allows compare various snack foods Be aware that oily foods like potato chips will produce smoke Choose a location with appropriate ventilation 5 Distribute STUDENT LAB SHEET Biomass Energy and provide instructions for completing the lab in small groups or as a class demonstration Allow time to carefully review the safety considerations mentioned in the Activity Preparation section e UNITE US 2010 2012 Geophysical Institute UAF C 107 Waste to Watts WNITE LS WASTE TO WATTS INSTRUCTIONS When all groups are finished share data on the white board if necessary review results and answers to questions If applicable distribute STUDENT WORKSHEET BioMath and or STUDENT WORSHEET Biomass Three Alaska Case Studies Extension Idea s 1 Try burning other food items in the calorimeter including snack foods and leftovers from student lunches Oily foods work particularly well How do these compare to nuts Graph results Contact one of the communities featured in STUDENT WORKSHEET Biomass Three Alaska Case Studies Find out more about the project s successes and challenges Answers to STUDENT LAB SHEET Biomass Energy 1 2 3 Answers will vary but it should be the nut that produced the most
26. external force or specifically the energy an object possesses due to its motion Hydrokinetic power usually refers to a system that uses river currents to generate power Hydrokinetic is the focus of the lesson because many Interior communities are considering using hydrokinetic power to supplement community power needs 2 Access the document Alaska Energy A first step toward energy independence January 2009 either on the Alaska Energy Authority website or on the UNITE US website under resources Read and discuss as much of the document as desired including the Introduction page 22 Energy in Alaska page 24 and Current Energy Policy and Planning in Alaska page 38 A description of hydrokinetic power in Alaska begins on page 190 Focus on the information presented on pages 191 through 195 UNITE US 2010 2012 Geophysical Institute UAF C 96 Hydrokinetic Power WNITE LS HYDROKINETIC POWER INSTRUCTIONS Hand out STUDENT INFORMATION SHEET Anchorage Daily News In river generator may give Bush power alternative Choose an appropriate reading strategy for the class and read through the Anchorage Daily News article This article discusses two communities working with hydrokinetic power Ruby and Eagle Hand out STUDENT WORKSHEET The Power of Water and allow students time to complete Hold up a coil of copper wire and a magnet Tell students that the two items you are holding are two of three ingredients needed to prod
27. fighting fires and eliminating waste wood The school district plans to add a steam turbine generator to the system in May to produce 75 percent of its electricity We re the first school in the state to be heated entirely by wood said project manager and assistant superintendent Scott MacManus who has been trying to spur wood energy in Tok for 10 years As far as know we d be the first public school in the country to produce heat and power from biomass At the school s new biomass facility trees and slash are fed into a Rotochopper grinder processed into chips that resemble wood shavings spit into a bin and carried by conveyor belt into the boiler which is 17 feet tall 6 feet wide and 12 feet long Fuel comes from forest thinning projects scraps and nearby sawmills The forest around the school has yielded enough biomass for the first year according to Alaska Division of Forestry spokeswoman Maggie Rogers Project leaders hope the system will be used as a model of energy independence for other school districts communities and utilities The project was a partnership between the Division of Forestry the Tok community the Alaska Gateway School District and the Alaska Energy Authority and used research from University of Alaska Fairbanks and elsewhere Funding came from a 3 2 million state renewable energy grant as well as about 750 000 in grants from the Alaska Legislature A long term fuel contract is in the works between the st
28. from Our Stories at home or in class 2 Decideif you will involve local Elders If so please review the guidelines for working with and interviewing Elders on the UNITE US website http www uniteusforclimate org resources html e UNITE US 2010 2012 Geophysical Institute UAF C 123 Exploring Traditional Values WNITE LS EXPLORING TRADITIONAL VALUES INSTRUCTIONS Activity Procedure 1 Begin with a discussion of values What are values Who defines them Ask students to provide some examples of personal family and cultural values that are important to them Use the posters Traditional Values of Alaska and Athabascan Values as visual aids and for discussion points 2 Direct students to access MULTIMEDIA Exploring Traditional Values on the UNITE US website and to complete STUDENT WORKSHEET Exploring Traditional Values 3 When all students have completed the worksheet review and discuss the answers to the questions 4 Distribute STUDENT INFORMATION SHEET Learning from Our Stories and STUDENT WORKSHEET Learning from Our Stories Allow students time to complete the worksheet in class or as homework Extension Ideas 1 Involve the local community This activity can become much more relevant for students and the community if Elders and other culture bearers in your community are invited to offer their own knowledge stories and experiences Please review the guidelines for working with and interviewing Elders on th
29. heating fuel and the school district will monitor its emissions It burns at 2 000 degrees Fahrenheit and generates very little smoke thanks to air that moves up through the wood chips and fans the flame You re getting a super efficient burn Hermanns said Any smoke is removed by an electrostatic precipitator which electronically charges smoke particles out of the exhaust If you look at the stack today all you would see is steam Hermanns said School savings Tok School spends more than 300 0000 annually on heating fuel and electricity said school district superintendent Todd Poage The boiler will save an estimated 125 000 per year on fuel and the generator will further erode their bill The savings will go toward music and counseling programs student activity funding teacher training and other programs throughout the district Poage said Students have been learning about fire science through the forest thinning and boiler projects and will visit the biomass facility when it is completed Administrators hope the project will inspire other communities in the district and the state to take advantage of local resources This is a model think that could be used in a lot of different villages said assistant superintendent MacManus who grew up in Ambler a village outside of Kotzebue where heating fuel runs 9 per gallon A lot of villages Fort Yukon McGrath Galena have access to biomass Those communities should be ab
30. in place Make sure Alaska is facing upward Remember Earth is tilted on its axis at an angle of about 23 5 Place a round head pin where your community lies in Alaska Press it until the round head sits at the surface Place three or four toothpicks around the pin STEP 4 Take a small piece of batting material and pull it thin so that it looks like wispy clouds Gently place the clouds over the toothpicks The toothpicks support the clouds STEP 5 Use your small flashlight to imitate the sun Light up the clouds but leave Earth s surface where your community is marked in the dark HINTS Noctilucent clouds are seen at dawn and dusk Where is the sun in relation to Alaska during those times of day Thesunis most directly overhead in the region of the equator Where is the equator on your model Earth e UNITE US 2010 2012 Geophysical Institute UAF C 30 Noctilucent Clouds WNWITE 46 NAME __ STUDENT LAB UNDERSTANDING NIGHT SHINING CLOUDS page 2 of 2 STEP 6 In the space below draw your lab set up Include the flashlight sun Use labels STEP 7 Write a sentence or two that explains how the surface of Earth can be dark but the noctilucent clouds are illuminated by the sun UNITE US 2010 2012 Geophysical Institute UAF C 31 Noctilucent Clouds WWITE 446 NAME STUDENT WORKSHEET ELDER INTERVIEW Directions
31. migrations in the world 3 What is one sign that king salmon are coming according to Reverend Helen Peters from Tanana Alaska 4 What is Jake Duncan trying to learn by studying juvenile young salmon in the Yukon River 5 Corrine Marion Sheldon from Executive Council of the Teslin Tlingit First Nation in Canada says We re part of the land and part of the water Tlingit People as stewards of the land it is our responsibility to sustain that food harvest What does it mean be a steward of the land 6 According to Corrine Marion Sheldon how do the Tlingit people help manage the fish populations in their communities Why does she say is it important to be a part of managing fish populations 7 Can you think of a way people in your community are a part of managing fish populations UNITE US 2010 2012 Geophysical Institute UAF C 48 Climate Impacts Salmon SALMON JUKEBOX Directions Choose a person to interview based on the guidelines provided by your teacher If you will be recording the interview practice using the camera beforehand Remember to listen carefully Do more listening than talking and take notes Interviewee WNITE LE STU DENT WORKS eS IF EET Location Date Questions 1 What is the first word you think of when say salmon 2 Whatare some ways that salmon are important in your life 3 Have
32. night What about lucent what does it mean Means softly bright or radiant shining Write the word clouds after noctilucent Knowing what you do about the word what kind of clouds do you think these are night shining or night glowing clouds 3 Explain students are going to study about notilucent clouds which are a very rare kind of cloud found only in Alaska and other areas with similar latitude Noctilucent clouds can only be seen under very specific circumstances The sun must be below the horizon but still casting light into the upper atmosphere the sky must be free of other cloud types which could obstruct the view and it must be late summer Tell students they will hear more about these things in the lesson 4 Show VISUAL AID Noctilucent Clouds Explain noctilucent clouds are found in an area of the atmosphere much higher than more common clouds Show VISUAL AID Noctilucent Clouds in Perspective Point out the highest common clouds associated with weather patterns are found up to about 10 miles above Earth s surface Noctilucent clouds are found about 50 miles above the surface They are not associated with weather but are thought to be a climate indicator Be sure to check the demonstration at the appropriate time 5 Hand out STUDENT INFORMATION SHEET Scientists Learn About Night Shining Clouds and STUDENT WORKSHEET Understanding Night Shining Clouds The reading level in each article in
33. of a wind turbine pitch refers to the angle between the turbine blade and the oncoming flow of air adjusting the pitch of the blades will change the rotation speed and therefore the amount of power generated swept area the area of the circle made by the spinning blades of a turbine Whole Picture Wind power is the fastest growing renewable energy in the world It utilizes a turbine that spins converting the kinetic energy of the wind to mechanical energy of the spinning hub driveshaft and gears to electrical energy in the generator Most wind turbines use gears to multiply the electrical output This is accomplished by using gears with different numbers of teeth When the larger gear on the wind turbine makes one full revolution the smaller gear on the generator has to spin faster to keep up Large commercial turbines may have a gear ratio of 100 1 In this scenario the generator would spin 100 times for each revolution of the turbine blades A generator essentially consists of a coiled conductor in a magnetic field The faster the coils rotate near the magnet the more electrons will be pushed along the more electricity will be produced e UNITE US 2010 2012 Geophysical Institute UAF C 76 Wind Generators WNITE LS WIND GENERATORS INSTRUCTIONS People have been using wind energy for thousands of years Perhaps the most well known and earliest use of wind power was to propel boats but as early as 200 B C people were using win
34. oil prompting some extended families to move in together to conserve In the more populated Railbelt region of the state known reserves of natural gas are dwindling Estimates of the gas accessible in Cook Inlet provide for about 10 years at current consumption levels A gas pipeline from the North Slope is being discussed but wouldn t be up and running for several more years Renewable energy offers important solutions to Alaska s energy problems said Chris Rose executive director of the 26 JUNE 2010 ALASKA e UNITE US 2010 2012 Geophysical Institute UAF C 89 QNITE L STUDENT INFORMATION S JEET page 2 of 7 Renewable Energy of Alaska Project a group that helps create public policy to foster renewable energy in Alaska We have the best renewable resources in the country What we need is a vision for the next 50 years a roadmap of where we re going Rose said Iceland is a good example of visionary progress nearly 100 percent of its heat and electricity is derived from geothermal and hydro resources The only fossil fuel used in the small island nation with the popula tion of Anchorage and the latitude of Fairbanks is for boats and automobiles Alaska is rich in geothermal wind solar wave tidal hydro and biomass resources and some believe the state could become an exporter of renewable energy technologies We re a smart people in this nation Rose said There
35. s no reason Alaska can t lead the way in advancing renew able energy technology around the world THIS PAGE ANDREW C JOHNSON ALASKAPHOTOGRAPHICS COM PREVIOUS SPREAD DARYL PEDERSON ALASKASTOCK COM Wind Generators TONITE LS STUDENT INFORMATI ON SHEET page 3 of 7 POWER LAB REPRINT FROM ALASKA MAGAZINE JUNE 2010 rur M m LEE ELT 1 24 LU aan Some Alaskans have installed their own renewable energy sources like this solar array near Fairbanks SUN AND WIND THERE ARE OBVIOUS PROS long summer days and cons long winter nights to using solar energy in Alaska However in the right location with either a battery bank or some other West Lodge in 2004 One hundred miles from the nearest road on the edge of Denali National Park and Preserve the lodge went from running a diesel generator around the clock to firing it up twice a month saving nearly 1 000 a month in backup energy source experts say solar energy can work here What s more solar energy sys tems require little maintenance they re quiet and they have long lifespans George Menard sees the benefits of solar energy He started Invertech Alaska in 1985 to sell and service small scale renewable energy systems Quantum leaps in technology have made solar and wind power more affordable and more efficient in the past 25 years and with the high cost of diesel Menard said inqui ries about his solar
36. t think the turbines could avoid damage in winter or spring when break up occurs Like Ruby the in stream hydro operators in Eagle plan to remove their turbines from the river each fall And its effect on migrating salmon The fishery impact is not really well known yet Beste said What is known is that adult salmon that migrate upstream favor the slowest current in the river rather than the fastest where in stream turbines are typically placed said Gwen Holdman director of the Alaska Center for Energy and Power at the University of Alaska Fairbanks So adult salmon might be OK as well as the fishing vessels that pursue them But juvenile salmon migrating downstream to sea as smolts prefer the faster current to expedite their journey and they represent a potential concern Holdman said The university s energy center plans to study such issues if and when a 50 kilowatt in stream generator is installed this summer as planned in the Tanana River at Nenana And Ruby might receive another turbine a 25 kilowatt generator large enough to satisfy about half the village s summer energy needs if a renewable energy appropriation previously approved by the Alaska Legislature survives the current session e UNITE US 2010 2012 Geophysical Institute UAF C 100 Hydrokinetic Power WNITE LE NAME STUDENT WORKSHEET THE POWER OF WATER IF Read STUDENT INFORMATION SHEET Anchorage Daily News In river ge
37. the decks because the boiler emits no smoke and little pollution The carbon emitted by the boiler is offset by the carbon absorbed during the life of the tree UNITE US 2010 2012 Geophysical Institute UAF C 119 Waste to Watts ONITE Kh BIOMASS THREE ALASKA CASE STUDIES STUDENT WORKSHEET page 3 of 5 The beauty of it all is that it grows back It s carbon neutral and our foresters can finally manage our forest said Dave Stancliff vice president of the Tok Chamber of Commerce and partner in the project It s also cheaper than wildfires which cost between 10 000 and 20 000 per acre to fight near urban areas The boiler should burn 40 acres worth of wood per year using only one third of the area foresters want to clear in the boiler s 30 year life span Form follows fuel Hermanns and MacManus decided on a wood chip model because it best fit the fuel source You have to go out and determine what your fuel is and then design your project around it said Hermanns The grinder was key It effectively turns a large volume of these non merchantable scrawny little spruce trees these hazardous fuels into usable fuels he said The grinder processes up to 40 trees at once You don t need to dry trim or treat the wood before burning it It s what we call gut feathers and all You put the whole bird in the soup Hermanns said The boiler is supposed to be as clean as burning
38. the turbine output wires and try again Current measures the volume of electrons through the wire The strength of the current relates to the torque or force of the blades A Note on Turbine Efficiency The efficiency of wind turbines is limited by what is called Betz law Simply put if you capture 100 of the energy available in the wind you stop the wind Of course you couldn t literally stop the wind but instead the wind will flow around the obstruction The Betz limit defines 59 6 as the best compromise between stopping the wind and forcing it around a turbine Most turbines capture an average of 35 of the energy available in wind UNITE US 2010 2012 Geophysical Institute UAF C 80 Wind Generators WNITE LS NAME STUDENT LAB WIND ENERGY page 1 of 7 Wind power is the fastest growing renewable energy in the world As of 2008 the U S leads the world in the amount of electricity generated with wind power However wind power still only represents about 1 of our energy consumption Wind turbines transfer the kinetic energy of wind into electrical energy that we can use Wind speed increases with altitude so turbines are usually located atop towers at least 60 feet tall The rotor and nacelle sit atop the tower The rotor consists of the blades and the hub The nacelle is the housing that protects all the power generating parts of the turbine How does it work As the wind blows the rotor blades turn This turn
39. to come Whole Picture Alaska s Native people have a deep connection to the land Elders are keenly aware of environmental change because they have an understanding of traditional ecological knowledge generations of learning and experience with the land and wildlife and can compare it with the changes that are happening today Materials Yarn Scissors Tacks or tape MULTIMEDIA Native Voices from the Heart of Alaska from WWF World Wildlife Fund for Nature TRANSCRIPT Witnessing Climate Change Native Voices from the Heart of Alaska from WWF STUDENT INFORMATION SHEET Harbingers of Change STUDENT WORKSHEET Connections STUDENT WORKSHEET Response Sheet Activity Preparation Review STUDENT WORKSHEET Connections and Activity Procedure 3 Determine ahead of time if you wish to use space on the classroom wall or a piece of chart paper for the activity Activity Procedure 1 Hand out STUDENT INFORMATION SHEET Harbingers of Change Choose a reading strategy best suited for the class Discuss and clarify the material as you read Students may refer to the paper in a later activity e UNITE US 2010 2012 Geophysical Institute UAF C 50 Harbingers of Change WNITE LS HARBINGERS OF CHANGE INSTRUCTIONS 2 Watch MULTIMEDIA Native Voices from the Heart of Alaska produced by WWF World Wildlife Fund for Nature on the UNITE US website www uniteusforclimate org A transcript of the video is included in the le
40. trap as usual The first time he checked it he saw that it was filled with many beautiful salmon The man threw them all out on the grass and began cleaning them He left the smallest fish for last Finally all but the last small fish had been cleaned The man turned to pick up the little salmon and saw that where the fish had been there was now a little boy The man walked around the boy staring at him He walked around him three times And finally the third time he knew why the boy looked familiar He looked just like the man s lost daughter The man suddenly knew that this young boy was his grandson the son of his missing daughter The boy finally spoke to his grandfather He told him all the things he should do to show his respect for the salmon He told the man how to cut the sticks to dry the salmon and how to be careful not to drop the salmon on the ground while they were being dried And he told the man that each year when the first salmon of the year was caught the people should hold a ceremony for that salmon They must wash themselves and dress up in their finest clothes They must find a weed near timberline and burn it And they must clean and cook the first e UNITE US 2010 2012 Geophysical Institute UAF C 127 Exploring Traditional Values WNITE LS LEARNING FROM OUR STORIES STUDENT INFORMATION SHEET page 2 of 3 fish without breaking its backbone The insides must be
41. trees B The trees have reached the end of their life cycle D The tree roots are drawing up toxic chemicals Circleone True False By comparing aerial photographs from the last 50 years to photos from today Brian Riordan learned Alaska s lakes are shrinking How do Brian Barnes and Ryan Long keep track of ground squirrels during long periods of hibernation when they can t observe the squirrels e UNITE US 2010 2012 Geophysical Institute UAF C 7 Things are Heating Up WNITE LS NAME STUDENT WORKSHEET CLIMATE CHANGE IMPACTS IN THE ARCTIC page 2 of 2 12 What does the shrub photograph study tell scientists about changes in the tundra A Asthe temperature increases shrub growth moves further north B Increased shrub growth changes the albedo of the Arctic C Shrubs have expanded their growing area 30 to 40 percent in the last 50 years D Allofthe above 13 If the tundra and boreal forest continue to add CO to the atmosphere how will climate likely be affected 14 The video depicts many different ways scientists are able to determine that the climate in the Arctic is changing In a paragraph explain how you see the connection between the different types of information that scientists have gathered How does one type of information connect to another For example how does the changing vegetation give us insight into what might be happening to the permafrost below
42. turns a vivid red his head green his back develops a hump and his jaws curve into a snarl Near where he first wriggled from an egg sac after clicking off 3 500 miles on his lifetime odometer Fred sidles up next to a female that is dropping eggs As the eggs fall to the gravel he covers them with a stream of milt One week later Fred dies as a five year old but he has beaten the odds Fred is one of only two of the 3 800 eggs his mother dropped that has returned to the spawning grounds UNITE US 2010 2012 Geophysical Institute UAF C 44 Climate Impacts Salmon WNITE LE NAME STUDENT WORKSHEET THE LIFE AND TIMES OF FRED THE RED SALMON eS Reading Comprehension Use the STUDENT INFORMATION SHEET The Life and Times of Fred the Red Salmon to answer the following questions in complete sentences 1 Use context clues to determine the meaning of the following words alevin fry smolt thrive brackish spawning grounds 2 Based Fred s story list five habitats that sockeye salmon use during their lifetime Thinking Deeper Scientists do not fully understand how climate change will impact Alaska s salmon populations Based on Fred s story explain how you think each of the following climate related habitat changes may impact salmon populations 3 Thawing permafrost can cause the land above it to collapse washing silt gravel and mud into rivers a
43. water creates our daily and seasonal weather patterns Any long term change to the pattern of air currents will change the climate e UNITE US 2010 2012 Geophysical Institute UAF C 10 Things are Heating Up WNITE LS NAME STUDENT WORKSHEET CLIMATE CHANGE THINGS ARE HEATING UP page 3 of 3 Another piece of the climate puzzle is found in the atmosphere Earth is surrounded by a mixture of gases including nitrogen oxygen water vapor carbon dioxide methane and nitrous oxide Some of these gases have specific properties that earn the classification greenhouse gases Greenhouse gases such as water vapor carbon dioxide and methane absorb heat radiating off of Earth basically trapping it in the atmosphere which is a good thing Without greenhouse gases the temperature of Earth would be an average of 18 Celsius instead of the current average of 15 Celsius However extra greenhouse gases can trap too much heat For example scientists are concerned that the burning of fossil fuels may be contributing enough carbon dioxide to cause a climate shift 5 Use the words to the right to create a crossword puzzle Trace the grid squares you want to use Use the information you just read to create clues When your crossword puzzle is complete trade with a classmate so they can solve it air currents albedo climate convection greenhouse gases ocean currents Hint Two word answers
44. wind diesel generator In the next ten years Bethel hopes to introduce hydropower to provide 70 percent of the electricity needs reducing the need for diesel to just 10 percent Bethel also plans to supplement home heating needs with hydro thermal power Extension Ideas 1 Visit the Teachers Domain website http www teachersdomain org resource phy03 sci phys energy hooverelec to view a short video about hydropower The video is about the Hoover Dam and explains how electricity is generated using moving water After viewing the video ask students to address the following questions What are the pros and cons of constructing large dams How has the Colorado River been affected by the Hoover Dam What lessons can Alaska learn from the Hoover Dam project Where would Los Angeles get its power if it wasn t for the Hoover Dam Do you think the cost and availability of energy is a factor in the growth of Alaskan communities Lesson plans on how to build a hydroturbine are available on the Internet Such a project is time intensive taking several class periods to do but will give students a working knowledge of how a turbine produces electricity Answers to STUDENT WORKSHEET The Power of Water 1 N Ut P DU Two of the following answers silty water could damage the turbine logs and or other debris such as ice could hit the turbine the turbine could disrupt river navigation and the turbine could harm the fish popula
45. x 18 3 32 6 10 per group NOTE This is in addition to the five sheets included in the kit Hot glue gun 1 per group Alligator clips 1 red 1 black NOTE This is in addition to the set included with the kit Wire strippers Protractor 1 per group NOTE This is in addition to the one provided in the kit Scissors 1 pair per group DIGITAL LECTURE Chief Robert Charlie Talks About Wind TEACHER INFORMATION SHEET Wind Energy Lab STUDENT LAB Wind Energy STUDENT INFORMATION SHEET Power Lab from Alaska Magazine NOTE Also available in text form at http www onlinedigitalpubs com display article php id 386781 Activity Preparation 1 Review the ALTurbine Wind Energy Full Kit and assemble as directed You may choose to do this with a small group of students Take some time to become familiar with the kit This lesson does not use all of the components in the kit Please visit http learn kidwind org teach for extension lessons and more detailed information 2 Cut balsa wood if necessary Pieces should be approximately 3 x 18 x 3 32 and should be uniform 3 Carefully review how to use the multimeter and how to measure voltage and amperage Practice attaching the turbine multimeter and LED bulb if necessary Refer to the ALTurbine user guide for more information Activity Procedure 1 Pass out STUDENT LAB Wind Energy and explain that you will investigate wind energy Ask students what they know o
46. 22 Noctilucent Clouds WNWITE LIS STUDYING NOCTILUCENT CLOUDS VISUAL AID UAF in partnership with NASA and several other agencies operates a rocket range that also serves as a clustered observatory for rocket borne and ground based studies of the atmosphere These images taken at Poker Flat Research Range were provided by the University of Alaska Fairbanks Geophysical Institute UNITE US 2010 2012 Geophysical Institute UAF C 23 Noctilucent Clouds US SCIENTISTS LEARN ABOUT STUDENT INFORMATION SHEET NIGHT SHINING CLOUDS page 1 of 3 NOTE The following articles Noctilucent Clouds Clouds that Glow at Night and Exploring the Heavens with Laser Light are excerpts from the Alaska Science Forum The full article for each can be found at the Geophysical Institute website http www gi alaska edu ScienceForum Noctilucent Clouds by T Neil Davis September 28 1979 Article 346 This column is provided as a public service by the Geophysical Institute University of Alaska Fairbanks in cooperation with the UAF research community T Neil Davis is a seismologist at the institute Like blue white spider webs laced across the twilight sky noctilucent clouds form a wispy filigree in the heavens Truly a polar phenomenon noctilucent clouds are never seen at latitudes below 45 Thus in North America noctilucent clouds are pretty much the property of Alaska and Canada Nor are noctil
47. 3 1 Apply mathematical skills and processes to science and humanities M10 3 2 Apply mathematical skills and processes to situations with peers and community Targeted Alaska Grade Level Expectations Science 11 SA1 1 The student develops an understanding of the processes of science by asking questions predicting observing describing measuring classifying making generalizations analyzing data developing models inferring and communicating 11 SB2 1 The student demonstrates an understanding of how energy can be transformed transferred and conserved by demonstrating energy e g nuclear electromagnetic chemical mechanical thermal transfers and transformations by comparing useful energy to total energy entropy L Vocabulary active solar design a design strategy using mechanical systems such as batteries pumps and fans to transport and store solar energy ammeter a device used to measure current amperes amps the unit of measure used to express current rate of flow of electrons dependent variable a variable whose value is determined by the value of another variable independent variable a variable whose value determines the value of other variables multimeter an instrument used to measure voltage current and resistance in an electric system n layer the visible layer of a solar cell that is composed of a semiconductor usually silicon mixed with another element usually phosphorus to create a negative
48. Foramore fun and visual assessment of the efficiency of the student designed blades try pumping water with the water pump or by attaching the weightlifter accessories plastic cup spool string Answers to STUDENT WORKSHEET Wind Turbine Data Answers will vary Data Analysis 1 Answers will vary 2 Answers will vary 3 Answers will vary 4 Answers will vary Conclusion 1 Answers will vary 2 Answers will vary but should show an understanding of the factors that affect the total power These factors all relate to lift and drag For example blades that are longer will produce a greater swept area and so have the potential to produce greater are however they also may produce more drag The more e UNITE US 2010 2012 Geophysical Institute UAF C 78 Wind Generators WNITELS WIND GENERATORS INSTRUCTIONS blades you use the greater the potential power produced but the greater the drag The tips of the blades travel much faster than the base so thin narrow tips create less drag 3 4 Answers will vary but should indicate an understanding that factors that increase lift and decrease drag will increase both voltage and current 5 Answers will vary but most wind turbines are not very efficient at capturing the total power available in the wind If you were able to capture 10096 of the energy available in the wind you would stop the wind Of course you could not literally stop the wind but instead the wind would flow
49. LL A location that can accept an electron Free electron Proton Tightly held electron p n junction p layer A photovoltaic PV solar cell is a device that converts the radiant energy carried by the sun s heat and light into electricity A solar panel is a number of solar cells connected in a frame Each solar cell consists of two layers When sunlight hits the solar cell it provides the energy needed for electrons to flow from the slight negative charge in the p layer through the p n junction and towards the n layer The p n junction acts like a one way door and does not allow electrons to flow back into the p layer We can form a circuit by attaching a wire The electrons flow through the circuit and power electric devices Power P in an electric system such as a solar panel is equal to the voltage V multipled by the current I Voltage V is the potential for energy to move The solar cell you are using creates 2 volts Current I is the rate of flow the volume of electrons flowing It is measured in amps Your ammeter measures milliamps 1 1000 milliamps e UNITE US 2010 2012 Geophysical Institute UAF C 68 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 2 of 8 Directions Work in groups to complete the following lab In this lab four experiments will be conducted to investigate how distance from the light source angle of the pane
50. P 5 Connect each clip of the multimeter to one bare wire Turn on the multimeter and select AC volts Repeat STEPS 1 4 with the magnet and the coil Record your observations below 5 What is happening on the multimeter display 6 What does the multimeter tell you about what is happening when you combine the wire the magnet and kinetic energy UNITE US 2010 2012 Geophysical Institute UAF C 103 Hydrokinetic Power WNITE LS IT S ELECTRIC VISUAL AID UNITE US 2010 2012 Geophysical Institute UAF C 104 Hydrokinetic Power WNITELS WASTE TO WATTS INSTRUCTIONS Overview In this lesson students build a calorimeter test the energy content in various edible nuts and investigate biomass as an alternative energy source for Alaskan communities through three case studies Objectives The student will build a simple calorimeter and test the energy content of various edible nuts e extrapolate to consider the feasibility of using biomass energy in their school and e examine three case studies featuring Alaska communities using biomass energy Alaska High School Graduation Qualifying Exam Performance Standards Addressed R4 1 Apply knowledge of syntax roots and word origins and use context clues and reference materials to determine the meaning of new words and to comprehend text R4 2 Summarize information or ideas from a text and make connections between summarized information or sets of ideas
51. Uniting Native Indigenous Traditional Education with University Science UNITE US Classroom Lessons Project Year Two Level C Things Are Heating UD etat ORR Ola Rl cee tt in C 1 Noctilucent CloudS C 14 INVASIVE SSDECIES usate ea est i cx x Ru taceo C 33 Climate Impacts Salmon c socasseacesacenstsasendcect stot Fev eel tet EPI Eb ome dart EP EO pts C 40 Harbingers Of Charge oed oae Here e bu ett oc helena diecast C 50 Solar crudis cuc b meer end ouium cuoc Nd etnias C 62 VAa REAS re UO E rastro tube Era I OD PEINE C 76 Mydrokinetic POWSN cee C 95 Waste edet ada Rumen mance 105 Exploring Traditional Values 123 Level C Stewardship Project is located under a separate tab within this manual WNITE LS THINGS ARE HEATING UP INSTRUCTIONS Overview This lesson provides an overview of climate change indicators in the Arctic and subarctic as well as possible impacts brought about by climate change including ways climate change may affect students communities Objectives The student will e identify indicators of climate change in Alaska e write a paragraph that integrates and connects information about climate change in Alaska e predict implications of climate change in Alaska for local communities and e visually depict a selected
52. a Cue Bifelt Ed Vent and Wilson Sam Photographs were provided by Catherine amp Steven Attla Annette Watson Eleanor Yatlin Sharon Diane Strick Stanley Ned Virginia McCarty Kathy Turco and the Archival Collection of the Rasmuson Library at the University of Alaska Fairbanks Thanks to Ryan Olin and Patricia Kriska for photograph labeling and organization Special thanks to The Huslia Tribal Council for their guidance and review Tonje Folkestad Climate Change Officer for the WWF International Arctic Programme for her unwavering support Mary Shields and Nancy Van Veenen for use of their Year Round Alaska Wall Journal on the title slide and Marc Brown and the Blues Crew for use of their popular song Indian Rock and Roll UNITE US 2010 2012 Geophysical Institute UAF C 55 Harbingers of Change WNITE LS HARBINGERS OF CHANGE STUDENT INFORMATION SHEET page 1 of 2 Harbinger anything that foreshadows a future event a sign of things to come Warmer temperatures The average temperature of the Arctic has increased about 4 Fahrenheit over the past 30 years The Arctic is sensitive to even a slight shift in average temperature when that shift persists over a period of years and or decades Climate specialists have identified patterns of events related to such temperature shifts Often these symptoms or harbingers are important indicators of climate change Here ar
53. a class If the reading was assigned as homework review the answers together Read STUDENT INFORMATION SHEET Salmon Nose Deep into Alaska Ecosystems and complete STUDENT WORKSHEET Salmon Nose Deep into Alaska Ecosystems individually or together as a class Pass out STUDENT WORKSHEET Yukon River Allow time for students to view MULTIMEDIA FILE Yukon River running time 5 minutes 48 seconds and answer the reflection questions Instruct students on how to conduct interviews individually or in groups during school or after school how to choose interviewees etc and how to complete STUDENT WORKSHEET Salmon Jukebox See Guidelines for Interviewing Elders in the Teacher Resources section of the UNITE US website at www uniteusforclimate org e UNITE US 2010 2012 Geophysical Institute UAF C 41 Climate Impacts Salmon WNITELS CLIMATE IMPACTS SALMON INSTRUCTIONS 6 Instruct students on how and when they will share their interview experiences Extension Ideas 1 Encourage students to create a piece of art or an essay that exemplifies their personal and or cultural relationship with salmon and how this may be changing 2 Discuss or assign a writing assignment exploring the different voices involved in salmon management in your community These may include subsistence users commercial fishermen tribes government agencies businesses such as fishing guides and non governmental organizations 3 Research and d
54. ab In this lab you will work in teams to design and test blades for a classroom wind turbine You should choose one independent variable to test The dependent variable is the power produced by the wind turbine Your hypothesis should predict how changing the independent variable will affect the dependent variable Testable Question What blade characteristics affect the power produced by a wind turbine Materials 4 dowels 6 10 Hot glue gun balsa wood 3 x 18 x 3 32 6 10 pieces Scissors Protractor Procedure 1 Choose one element of wind turbine blade design to investigate List this as your independent variable The independent variable will test Hypothesis IF THEN the power produced by the wind turbine will 2 Create your research plan This will describe how your group will investigate the independent variable you choose to test Remember to keep all other elements of the blades constant You will conduct two trials For each trial identify the elements of the blade design fill in the blanks and draw your blade in the boxes provided STOP Ask your teacher to approve your research plan before you begin construction 3 Construct your blades Work slowly and carefully as you cut the balsa wood or it will crack Attach each blade to a dowel with the hot glue gun Draw your blades for each trial in the box provided 4 Test your first set of blades a Place your first set of blades into the hub of th
55. an As directed by your teacher you or your teacher will light the nut Allow it to burn Do not touch the calorimeter as the nut is burning It will be hot If the nut falls off the fastener use the tweezers to carefully put it back on When the nut has been consumed and the fire goes out take the end temperature Record it in the data table CAUTION The bottom can will be hot Calculate the temperature change in Celsius If necessary convert both the start and end temperature to Celsius before calculating the temperature change Do not simply convert the temperature change Round to the nearest whole number Use the formula provided to calculate the calories released Record in the data table Divide the calories released by the original mass of the nut to get the calories released per gram Record in the data table Repeat the process for each nut Graph your results 16 Create a bar graph of your results Put the type of nut on the x axis Label the axis Put the calories per gram on the y axis Label the axis and be sure to include the units in your label e Give your graph a title on the line provided UNITE US 2010 2012 Geophysical Institute UAF C 111 Waste to Watts WNITEUS BIOMASS ENERGY STUDENT LAB page 3 of 6 Data Mass of Volume Mass of Start End Temp Calories Type of Nut of Water Water Temp Temp Change Calories per Gram Nut g mL g C C C cal cal g
56. and becomes silver this is when its body adjusts to salt water and it migrates to the ocean spawn to lay eggs Whole Picture Salmon are essential to Alaska s ecosystems and cultures One study conducted by the Washington Department of Fish and Wildlife indicated that more than 137 species of wildlife rely upon salmon for nutrients at some stage of the salmon life cycle Many animals prey directly upon salmon as eggs alevin fry smolt and adults However plants animals microorganisms and fungi all benefit from the ocean derived nutrients that an adult salmon returns to the stream ecosystem Just think of all the salmon carcasses that are scavenged by insects and birds decomposed by fungus and bacteria and then absorbed by the roots of plants and trees Research has traced isotopes of two important nutrients nitrogen and carbon from dead salmon and found them throughout ecosystems along rivers and streams It is estimated that salmon provide 1896 of the nitrogen in streamside trees 25 3096 of the nitrogen and carbon in insects and 25 4096 of the nitrogen and carbon in young salmon Without salmon Alaska ecosystems would be much less productive and diverse Salmon can be considered a keystone species for many riparian ecosystems in Alaska e UNITE US 2010 2012 Geophysical Institute UAF C 40 Climate Impacts Salmon WNITE 46 CLIMATE IMPACTS SALMON INSTRUCTIONS Salmon are the basis of a subsistence diet and a key part of the cultu
57. and related topics or information R4 4 Read and follow multi step directions to complete complex tasks M2 3 1 Estimate and measure various dimensions to a specified degree of accuracy M2 4 2 Estimate and convert measurements between different systems M10 3 1 Apply mathematical skills and processes to science and humanities M10 3 2 Apply mathematical skills and processes to situations with peers and community Vocabulary biomass all living and recently living things calorie the amount of heat required to raise the temperature of one gram of water by 1 C calorimeter a device used to measure energy content by calculating the heat required for a chemical reaction joule a unit of energy equal to 1 3 600 watt hour equal to burning a 1 watt light bulb for one second nonrenewable energy source a mineral energy source that is in limited supply such as fossil fuels gas oil and coal and nuclear fuel renewable energy source an energy source that can be replenished in a short period of time solar wind geothermal tidal specific heat the quantity of heat needed to change the temperature of a given mass of a material by one degree Celsius the specific heat of water is 1 calorie gram C or 4 186 joule gram C watt a unit of power equivalent to one joule per second watt hour a measure of electrical energy equivalent to consuming one watt for one hour Whole Picture Biomass is a renewable energy source that
58. and wind energy systems more than doubled in the past year Menard installed a solar system at Denali UNITE US 2010 2012 Geophysical Institute UAF C 90 fuel costs Carol Schlentner one of the lodge s owners said the conversion to solar power has been nothing but positive We have no contamination of soil since there s no spillage of diesel fuel no left over oil drums which cannot be easily recycled when you live off the road system she said My only lament is that we have so much leftover energy in March April and May If there was a way we could save it we would never even have to use our little 2 kilowatt diesel generator Wind is also abundant in many parts of the state and wind turbines are gaining popularity ALASKAMAGAZINE COM jUNE 2010 27 Wind Generators WNITE LE STUDENT INFORMATION SHEET page 4 of 7 POWER LAB REPRINT FROM ALASKA MAGAZINE JUNE 2010 28 in many rural communities Kotzebue Electric Association first demonstrated the value of wind power when it installed three wind turbines in 1997 Since then the wind farm has added 11 turbines that account for 7 percent of the co op s annual electricity production The Alaska Village Electric Cooperative also uses wind energy to help power the villages of Toksook Bay Kasigluk Selawik Savoonga Hooper Bay Chevak Gambell Mekoryuk and Wales The success of AVEC s wind diesel energy program h
59. any bird species native to the islands of Hawaii have suffered extinction after snakes and rodents reached the islands aboard ships In some cases invasive species may confer benefits to their new homes For example biologists are considering stocking the Chesapeake Bay with Asian oysters Asian oysters grow faster withstand disease better and are more adept at filtering water pollutants than the native oysters In this case the introduced oyster could help restore oyster stocks and clean up the bay s pollution however careful consideration is needed to determine if the introduced oyster would endanger native species by outcompeting or interbreeding with them In many parts of the U S and around the world invasive species have caused significant ecological and economic harm Spotted knapweed is now considered one of the top three invasive plants in Alaska It is already a major problem in the continental United States It not only outcompetes native plants but it increases erosion and stream sedimentation and can be toxic to wildlife and livestock It has caused significant damage throughout the Western U S In Montana alone ranchers and homeowners have spent tens of millions of dollars to try to eradicate it Elodea is another invasive plant recently discovered in Interior Alaska It is an aquatic plant that was probably dumped out of someone s aquarium Elodea is extremely prolific and can fill up slow moving waterways and lakes making fishing
60. arge area is needed to put up enough panels to meet demand e efficiency is very low in the winter in Alaska when demand for electricity is highest e electricity is not produced at night so a storage system is needed batteries 5 Answers will vary but may include the Internet parents Elders and community leaders e UNITE US 2010 2012 Geophysical Institute UAF C 65 Solar Energy QNITE 16 SOLAR PANELS 101 TEACHER INFORMATION SHEET Solar Photovoltaic Cells Solar photovoltaic cells are made up of two or more very thin layers of semiconductor material The most commonly used semiconductor is silicon Silicon is the second most abundant element in Earth s crust and it has some special chemical qualities The outermost orbital of electrons in a silicon atom is not full It is always looking to share electrons with neighboring atoms Sharing electrons with nearby molecules is what forms silicon s crystalline structure Solar cells have two layers The n layer appears dark blue or black In silicon based cells this layer consists of silicon mixed with a small amount of phosphorus Phosphorus has five electrons in its outer orbital so even when it bonds with nearby silicon atoms there is still one electron that remains free giving this layer a negative character It does not have a negative charge since there are still equal numbers of protons and electrons at this point
61. as garnered national and international attention and engineers and officials from 12 countries have toured AVEC s hybrid wind diesel power generation facility in Kasigluk Local residents are being trained to perform maintenance and repairs on the wind diesel facilities saving villages the expense of fly ing in a technician We are enthusiastic about the successes we have seen and hope that wind can play a meaningful role in many of our villages said Meera Kohler AVEC s president and chief executive officer The community of Kodiak plans to meet 95 percent of its energy needs through re newable energy by 2020 Kodiak Electric Association generates 80 percent of its energy from hydropower and recently spent 21 5 million on three large wind turbines that began operating on Pillar Mountain in 2009 Experts estimate that wind energy will save Kodiak 800 000 gallons of fuel and 2 million annually We decided we couldn t afford to wait said Stosh Anderson a KEA board member We re going to spend the money either way we ll either spend it on fuel or on capi tal investments This will help keep electric rates stable and not subject to the whims of the world hydrocarbon market And a wind farm on Fire Island in Cook Inlet just offshore from Anchorage will soon capture enough wind energy to offset the natural gas demands of as many as 19 500 homes in Southcentral Alaska The 36 turbine 54 megawatt plant scheduled to go
62. at especially for fry Disappearing lakes may also stop salmon from being able to migrate back to their home stream to spawn 5 Invasive fish compete with salmon for food and spawning grounds and can spread disease Many other invasive species may prey upon salmon Invasive plants can change the characteristics of a stream by growing along the bottom and covering up the gravel trapping sediment etc STUDENT WORKSHEET Salmon Nose Deep into Alaska Ecosystems 1 Answers will vary but should at least touch on the idea that a keystone species is a species on which others in an ecosystem largely depend If removed the ecosystem would change drastically Animals plants bacteria and fungi depend upon salmon Animals eat salmon at all stages of their lives Algae and bacteria feed on decomposing carcasses of salmon and insects lay their eggs in them Salmon tea composed of nutrients from carcasses provides nutrients for plants 2 Answers will vary Students may discuss implications for the food supply of humans and other animals income to support the livelihoods of families and community services loss of culture and traditions e UNITE US 2010 2012 Geophysical Institute UAF C 42 Climate Impacts Salmon WNITE LS CLIMATE IMPACTS SALMON INSTRUCTIONS 3 Answers will vary but should include the idea that salmon bring nutrients from the ocean to inland Alaska These nutrients are used by all parts of the food web plants mammal
63. at noctilucent clouds are meteor dust particles covered with ice Knowing what they are however in no way explains why they behave as they do It would be expected that meteoritic particles would be evenly distributed in the earth s upper atmosphere Why then are noctilucent displays localized why do they occur only occasionally why only during the summer months and why only at the higher latitudes These questions about the rare and beautiful spectacle remain to be answered Exploring the Heavens with Laser Light by Ned Rozell February 17 1998 Article 1376 This column is provided as a public service by the Geophysical Institute University of Alaska Fairbanks in cooperation with the UAF research community Ned Rozell is a science writer at the institute Imagine a glowing green pencil that reaches so far into the night sky it seems to pierce the Big Dipper Such is the sight on a hillside above the Chatanika River valley where scientists at Poker Flat Research Range aim lasers skyward With lasers they hope to learn more about the upper tiers of Earth s atmosphere Laser light is the primary tool of Richard Collins a researcher at the Geophysical Institute of the University of Alaska Fairbanks Unlike a standard light bulb that emits light in all directions a laser s energy is focused in one direction Collins is able to send pulses of laser light high enough to reach the part of the atmosphere he studies the mesosphere a region fro
64. ate and the school district Turning hazardous fuel into energy The project started nearly four years ago as a way to get rid of wood from forest thinning projects and lessen fire danger In the past 25 years nearly 2 million acres in the area have burned costing more than 60 million for fire suppression and causing six evacuations according to the state The fire history in Tok has basically demonstrated that Tok is going to burn unless we take action said Jeff Hermanns Tok area forester and a spearhead of the boiler project A recent wildfire protection plan recommended that 3 000 acres of black and white spruce forest in Tok be removed to make the community safer including an area around the school Hermanns said Foresters usually try to sell or repurpose good wood but the trees were junk wood he said Most of them aren t any bigger than three inches Most people won t cut that tree for firewood It s too small You can t sell board out of it Hermanns said Foresters thinned 100 acres of trees around the school and stacked them into decks Then they set them on fire a pricey and smoky last resort All of those BTUs all of that energy just went up in smoke Hermanns said By the school using this material it s saving me a minimum of 1 000 an acre Sending timber to the grinder is cheaper because foresters don t have to hand limb every 3 inch tree as with other treatments It s also cleaner than burning
65. ate change concept Position The point of view position of The point of view position of The point of view position the artist is clearly conveyed the artist is discernible with some consideration of the artist is marginally or poorly conveyed Entertainment Value The artist uses irony or satire The cartoon is original and funny The cartoon is original and funny but lacks the bite of irony or satire The cartoon lacks originality and is not very funny Visual Presentation Text and graphics are completely legible and neatly done Text and graphics are mostly legible and could be neater Text and graphics are mostly illegible e UNITE US 2010 2012 Geophysical Institute UAF C 4 Things are Heating Up WNITE LS VISUAL AID CLIMATE CHANGE CARTOON T RA The Ay finally notice losing f e WW G7 wx bid home Y AW Si 7 A gt NY uli NS me Mugu v N SN a A an a mH S S E x gt MARGULIES GQ Gy 2007 JimMary Gaol con From Arctic Climate Modeling Program e UNITE US 2010 2012 Geophysical Institute UAF Things are Heating Up SOCIAL IMPACTS OF CLIMATE CHANGE WNITEMS STUDENT INFORMATION SHEET HR A changing climate doesn t just mean more hot summer days The impacts are far reaching Some changes
66. ation Criteria Excellent 5 4 Satisfactory 3 2 Needs Work 1 0 Content Shows artist s clear Shows some understanding Shows little or no understanding understanding of climate by the artist of climate change by the artist of climate change change concept concept concept Position The point of view position ofthe The point of view position ofthe The point of view position of the artist is marginally or poorly conveyed Entertainment Value Visual Presentation The artist uses irony or satire The cartoon is original and funny Text and graphics are completely legible and neatly done The cartoon is original and funny but lacks the bite of irony or satire Text and graphics are mostly legible and could be neater The cartoon lacks originality and is not very funny Text and graphics are mostly illegible e UNITE US 2010 2012 Geophysical Institute UAF C 13 Things are Heating Up WNWITE LS NOCTILUCENT CLOUDS INSTRUCTIONS Overview Students investigate noctilucent clouds a rare cloud type scientists think could be a climate change indicator then interview Elders about cloud knowledge as a weather predictor Objectives The student will e view visual aids online multimedia and a classroom demonstration to review basic information about cloud formation and types read and answer questions about a series of science articles that trace scientific knowledge of noctilucent clou
67. ay upstream salmon are a swimming package of protein fats and nutrients like nitrogen and phosphorus Bears are among the first to intercept them carrying salmon away from the water and sometimes eating only part of the fish like the brains of male salmon and the eggs of the females Once munched by a bear a carcass on land is fair game for flies and other insects which lay eggs that soon grow into larvae Heavy rains can wash larvae back into streams where young salmon and other fish snap them up Carcasses on land also provide food for other animals and fertilize streamside plants as they decompose Salmon that escape bears and other hazards go on to lay eggs tich in protein fat and nutrients that are perhaps the best food in any stream After salmon die and begin to disintegrate algae and bacteria take up salmon nutrients and aquatic insects in turn eat the thriving algae and bacteria Aquatic insects also feed on specks of decaying salmon and fish and birds reap the benefits of more insects Nitrogen and phosphorus from the salmon tea that rivers become can penetrate the soil up to 70 meters about 210 feet from a stream and scientists have found traces of ocean derived nitrogen in shrubs and trees more than 500 meters 1 500 feet from southeast Alaska streams These salmon literally bring back tons of fertilizer to these systems Wipfli said Curious about how salmon carcasses help young salmon Wipfli and his colleagues set up
68. banks amp Fairbanks North Star Borough School District 2008 available at http weedwackers wikispaces com Invasive Plants Taking Root in Alaska a 9 12 grade curriculum produced by the Homer Soil amp Water Conservation District December 2007 available at http www homerswcd org invedu index htm Answers NOTE These are the main concepts that should also appear in student brochures 1 Invasive species are living things that are found in an area where they do not naturally occur They often cause economic environmental and or ecological harm and may endanger human health at least 246 Students should name at least five of the following clean clothing gear equipment boats and vehicles when traveling wash fishing lines and tackle participate in weed pulls and other community efforts to get rid of invasive species be aware of what plants are used in gardens use native plants in landscaping use sterilized straw when traveling with dogs learn to identify native and introduced species and teach others to identify native and introduced species Students should name at least five of the following mechanisms Invasive species may tag along on vehicles snow machines planes boats machinery ATVs and people s clothing and shoes They can also be transported via the wind or water or in the feathers fur or scat of other animals Humans sometimes introduce them intentionally Invasive species can affect Alaska ecosystems
69. ble energy source abundant in Alaska Objectives The student will e read about hydrokinetic energy and answer questions and construct a simple model with a magnet and wire using kinetic energy to show the generation of electricity Targeted Alaska Performance Standards for the High School Graduation Qualifying Exam R4 4 Read and follow multi step directions to complete complex tasks Vocabulary BTU British thermal unit the amount of heat that is needed to raise the temperature of one pound of water by one degree Fahrenheit this unit is used mainly to measure heat calorie a small calorie is a unit of heat equal to the amount of heat needed to raise the temperature of one gram of water by one degree Celsius a large calorie or kilocalorie is the amount of heat needed to raise the temperature of 1 000 grams or one kilogram of water by one degree Celsius electricity the collection of physical effects resulting from the existence of charged particles especially electrons and protons and their interactions the electric current generated by the flow of electrons around a circuit and used as a source of power energy the capacity or power to do work energy can exist in a variety of forms such as electrical mechanical chemical thermal or nuclear and can be transformed from one form to another it is measured by the amount of work done usually in joules J or watts J s hydro a prefix that means water as in h
70. by outcompeting or harming native plants and animals damaging riparian areas and salmon spawning habitat altering the diets of native wildlife preying upon or outcompeting species used as subsistence foods harming agricultural crops and spreading disease Climate change can enhance these effects by increasing the ability of invasive species to survive and reproduce due to milder winters warmer ocean temperatures and a longer growing season e UNITE US 2010 2012 Geophysical Institute UAF C 35 Invasive Species ONITE Lh INVASIVE SPECIES AND STUDENT INFORMATION SHEET CLIMATE CHANGE IN ALASKA eS Introduced species are living things found in a specific area where they do not naturally occur Introduced species are considered invasive when their introduction causes economic environmental and or ecological harm or when their presence endangers human health Alaska s harsh climate vast wilderness small population and limited road system have protected it from many introduced and invasive species but this is changing Today Alaska s population is growing and people are increasingly able to access many parts of the state Introduced species including plants fish mammals birds invertebrates such as crabs and insects and parasites may tag along with many of these travelers They can hitch a ride on vehicles snow machines planes boats machinery ATVs and even the shoes and clothing of humans
71. calories per gram Answers will vary but it should be the nut that produced the least calories per gram The nut that produced the most heat would be the one that produced the most calories not per gram Factors contributing to this would be the size of the nut and the stored energy contained in the nut Answers will vary but may include wood sawmill waste fish byproducts municipal waste garbage especially paper and wood products and fast growing shrubs like willows and alders You would need spruce poles measuring 15 81 feet in length diameter 2r 30 feet 2r r 15 feet s v h r s v 92 15 27 5 81 169 s 15 81 feet You would need 744 65 ft of birch bark to cover the structure surface 3 14 15 feet 15 81 feet 744 65 ft e UNITE US 2010 2012 Geophysical Institute UAF C 108 Waste to Watts WNITE LS WASTE TO WATTS INSTRUCTIONS 7 You will be heating 2 439 78 ft3 volume of a truncated cone x7 xh x 2 R r x R volume x 3 14 x 9 x 152 22 15 x 2 9 42 x 225 4 30 2 439 78 ft Answers to STUDENT WORKSHEET BioMATH KR WN Answers will vary based on lab calculations Answers will vary based on lab calculations Answers will vary based on lab calculations Answers will vary based on lab calculations but the most nuts should be required to light the incandescent bulb and the least nuts should be required to light th
72. character this layer usually appears dark blue or black nonrenewable energy source a mineral energy source that is in limited supply such as fossil gas oil and coal and nuclear fuels p layer the layer of a solar cell that is composed of a semiconductor usually silicon mixed with another element usually boron to create a positive character passive solar design a design strategy where the structure itself functions as the solar collector solar radiation heat and light is transferred by natural energy flow conduction convection radiation photovoltaic PV cell a device that converts solar radiation into electricity e UNITE US 2010 2012 Geophysical Institute UAF C 62 Solar Energy WNITE LS SOLAR ENERGY INSTRUCTIONS radiant energy the energy of electromagnetic waves renewable energy source an energy source that can be replenished in a short period of time solar wind geothermal tidal semiconductor a substance such as silicon in a solar cell that s electrical conductivity is intermediate between that of a metal and an insulator its conductivity can be increased with the addition of impurities solar panel a number of solar cells connected in a frame volts the unit of measure used to express voltage the potential for energy to flow watts the unit of measure used to express electric power Whole Picture From the time of breakup beginning in March through the long days of summer Athhabasca
73. cluded is high school level so choose a reading strategy suited for the class Consider reading aloud to students one article at a time then discussing each set of related questions When you reach the Critical Thinking section consider doing a Think Pair Share activity Ask students to pair up and talk about the questions Once they have explored the question ask them to share their ideas with one other pair then write the answer they think is best on their own worksheet 6 Divide students into small groups Hand out STUDENT LAB Understanding Night Shining Clouds Ask each group to select a member to collect materials listed on the lab sheet Read through the directions then allow students to explore on their own Circulate to check for understanding e UNITE US 2010 2012 Geophysical Institute UAF C 17 Noctilucent Clouds WNWITE LS NOCTILUCENT CLOUDS INSTRUCTIONS 7 Hand out STUDENT WORKSHEET Elder Interview Explain students will interview Elders and culture bearers to find out Native language terms for different cloud types and weather associated with such clouds Assist students in identifying Elders to visit Students may visit individually or in small groups 8 After Elder visits are complete ask each student to share what they learned from their Elder interview with the class Help students identify similarities and differences among information learned from different Elders Create a class list of Native language ter
74. current was close to shore To protect the turbine from floating driftwood the construction team fashioned a simple A frame prow out of two logs That was only halfway successful Hirsch said It diverted everything that floated on the surface But some debris on the Yukon floats beneath the surface and it accumulated on the vessel s anchor chain Eventually all the snagged flotsam began to shield the turbine from the current and lowered its electrical output It s a challenge and it s something we re working on Hirsch said The larger in stream hydro turbine waiting to be installed in Eagle this summer may offer an answer to that problem It ll come equipped with a heavy metal sieve like prow that will extend deep into the river deflecting subsurface debris Underwritten by a 1 6 million grant from the Denali Commission the Eagle project was proposed and advanced by the Alaska Power amp Telephone Co a Washington state based utility that provides Eagle residents with electricity The company chipped in some seed money of its own But it s still really expensive per kilowatt to put a hydrokinetic generator in the water when you compare the new technology with more mass produced renewables like wind power said Benjamin Beste an AP amp T engineer who also addressed the forum Even so Beste thinks in stream hydro is a viable summer source of power for Eagle as well as other small isolated river communities in Alaska He doesn
75. d it produces an electrical current Electricity is then changed by a transformer to the appropriate voltage and sent along transmission lines to consumers Materials Compass one per group Coil of thin copper wire one per group Magnet one per group Fine grit sandpaper one small square per group Multimeter or volt meter one per group MULTIMEDIA Ruby Turbine Fisheries Study STUDENT INFORMATION SHEET Anchorage Daily News In river generator may give Bush power alternative STUDENT WORKSHEET The Power of Water STUDENT LAB It s Electric VISUAL AID It s Electric Activity Preparation 1 Find and bookmark the following locations for your information a REAP Renewable Energy Alaska Project http alaskarenewableenergy org b AEA Alaska Energy Authority http www akenergyauthority org alaska energy plan html Review the document Alaska Energy A first step toward energy independence January 2009 either on the Alaska Energy Authority Website or on the UNITE US Website under resources Activity Procedure 1 Write the words hydro electric and kinetic on the board Explain that the lesson is about producing electricity using the power of water Hydro refers to water When the word is put with electric it generally refers to the generation of power from the movement of water flowing from a higher to a lower elevation Kinetic refers to work done by an
76. d for the lesson and review the information and related articles e UNITE US 2010 2012 Geophysical Institute UAF C 16 Noctilucent Clouds WNWITE LS NOCTILUCENT CLOUDS INSTRUCTIONS Activity Procedure 1 Gauge student knowledge and review the basics of cloud formation with students as needed As a motivational activity perform the following demonstration a Filla soda bottle cap with water and place it on the bottom of the clear container b Place a few salt grains onto the metal lid removed from the can Seton top of the soda bottle cap d Carefully add warm water to the dish so that the bottom is covered Do not wet the lid e Cover the container with a lid or plastic wrap Make sure it is tightly covered f Wait 20 minutes While waiting continue with the lesson g After 20 minutes you should see water gathered around the salt The water evaporated from the bottom of the container but instead of escaping into the air it attached itself to the salt just like it does to dust and other microscopic particles in the air 2 Show VISUAL AID Clouds and review the three basic cloud types most familiar to students Explain today s lesson is about a different kind of cloud that scientists believe is a climate change indicator Write the word noctilucent on the board Ask students if they have heard the word Remind them of the word nocturnal What part of the word is similar noct meaning
77. dmills to pump water and grind grain Athabascan people have long used the wind when hunting moose trapping and traveling especially in the winter months A good moose hunter would always travel against the wind when tracking moose in winter so the animal would not detect the hunter Trappers and other travelers would have to be aware of the wind when heading out on a long trip If you traveled with the wind it would be an easier trip Alaska has abundant wind resources especially in the western parts of the state and along its extensive coastline Alaska s first wind farm is located in Kotzebue and has been producing power since 1997 Alaska currently has 20 communities with wind power systems The community of Kodiak leads the state in renewable energy with 9 of its electricity generated from wind and 80 from hydropower Wind turbines can vary in size from small scale residential models to large commercial models that produce upwards of 1 MW or more The challenges of using wind energy include the intermittency of wind environmental impacts especially on birds durability in a tough Arctic climate and limited technical or maintenance support especially in rural areas Materials ALTurbine Wind Energy Full Kit from KidWind including ALTurbine user guide Household fan with a diameter of at least 14 18 Anemometer 4 dowels 100 pack from KidWind NOTE This is in addition to the 25 dowels included in the kit Balsa wood 3
78. dried up like this George Attla You see that duck Right in front of you OK you just paddle your heart out towards that Hold it hold it We could have a feast tonight all we got to do is pluck it This is not a fat duck he s not fat like he s ready to make the long journey I have a few more to go I m not going to quit until I m done Seems like the last feather to burn is the ones under the arms Ross Sam Ut Ut Ut Let s go lay him straight back that ll be easiest I think OK pull it Fat anyway Ah I just got to find a soft bone in there Josslin Olin That used to be the potlatch part long time ago I really didn t learn this on my own I watch those old people Steven Tony Cue Bifelt That s where most of the information is at Angeline Derendoff Everybody s excited about what s going on It s warm No snow Raining how many years now So I dream about it And I thought what s going on anyway It s scary scary winds come Alda Frank The way the weather is going we don t know what will happen In my days the Elders said everything will change And they used to talk about there s going to be two summers and two winters together Section 4 Winter Hudson Sam It was a lot colder when I was young months at a time This weather nowadays is unpredictable it just comes and goes anytime it wants to go Even trapping is unpredictable now Steven Attla Long time ago by this time
79. ds and build a model that represents the conditions necessary to view noctilucent clouds Targeted Alaska Performance Standards for the High School Graduation Qualifying Exam R4 4 Read and follow multi step directions to complete complex tasks Targeted Alaska Grade Level Expectations Science 11 SA1 1 The student develops an understanding of the processes of science by asking questions predicting observing describing measuring classifying making generalizations analyzing data developing models inferring and communicating 11 SA3 1 The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth s position in the solar system by describing causes effects preventions and mitigations of human impact on climate Vocabulary altostratus middle clouds light gray and uniform in appearance generally covering most of the sky they indicate the likelihood of precipitation altocumulus middle clouds with puffy patchy appearance cirrus a cloud formation made up of feathery white patches bands or streamers of ice crystals cirrus clouds form at upper levels of the atmosphere cirrocumulus high clouds with puffy patchy appearance often with wave like patterns the clouds indicate rain thunder lightning and wind never produce rain or snow cirrostratus high clouds light gray or white often thin with light seen through them usually covers much of the sky never produce rai
80. e variables can be studied in the same basic way as the ones used in the lab Conclusion 1 The power produced by solar panels is affected by angle of light changes with season and time of day direction the panels are facing weather clouds diffuse light shade from nearby trees or buildings reflection from snow and more Students may have additional ideas 2 Answers will vary but should indicate an understanding that panels should be placed to maximize exposure to direct sunlight usually south facing and at a 90 angle to the sunlight Other considerations might include locations that use a lot of electricity locations where a lot of people will see and learn about them and accessibility of panels to clean off snow and ice and to keep them oriented at a 90 angle as the sun moves across the sky 3 Answers may vary but should indicate an understanding that the panels should be adjusted throughout the day to follow the movement of the sun and that if snow or ice accumulates on the panels it should be removed 4 Answers will vary Some benefits include e is a clean renewable and sustainable energy source saves money by reducing our dependence on expensive fuel does not produce greenhouse gas emissions so they do not contribute to climate change or poor air quality once installed they do not cost anything to operate and require little maintenance Some challenges include e initial cost of materials can be high e al
81. e KidWind ALTurbine b Placethe turbine about one meter from the fan Be sure the turbine is directly in line with the airflow from the fan c Turnon the fan and allow it to run for about 30 seconds d To measure voltage Use the alligator clips to attach the multimeter to the turbine output wires Color does not matter Set the multimeter to 20 in DC voltage DC voltage is indicated by a V followed by two lines a solid line above a dotted line Allow it to run for about 30 seconds Record the highest number you see on the line marked Volts V under Trial 1 e To measure current To measure current you will need to connect a load or something to draw power in a series Use the alligator clips to connect one continuous circuit from the turbine output wires to the multimeter to the LED bulb and back to the turbine Start by setting the multimeter to 10 A in DC amperage DC amperage is indicated by an A followed by two lines a solid line above a dotted line Allow it to run for about 30 seconds Record the highest number you see on the line marked Amps I under Trial 1 5 Repeat steps a e for Trial 2 Be careful to change only the one variable you are testing e UNITE US 2010 2012 Geophysical Institute UAF C 82 Wind Generators WNITE LS NAME Ls STUDENT LAB WIND ENERGY page 3 of 7 Data Trial 1 Material Length of Blades Number of Blades Shape Pitch T
82. e LED bulb Answers to STUDENT WORKSHEET Biomass Three Alaska Case Studies 1 WN The Tanana Washeteria Garn Boiler is a wood stove located inside 280 000 gallon water tank The water absorbs and then stores the heat It heats the buildings by piping the heated water through a system of pipes in the floor 85 40 3 600 acres 125 000 42 Answers will vary but may include creating local jobs reducing the risk of wildfire close to the community using a renewable energy source reducing the cost of fuel used decreasing carbon emissions and reducing dependence on imported fuel Answers will vary but may include high initial investment very expensive to buy may require special expertise to maintain equipment could deplete nearby forests Answers will vary UNITE US 2010 2012 Geophysical Institute UAF C 109 Waste to Watts WNITE LS BIOMASS ENERGY STUDENT LAB NAME __ page 1 of 6 Directions A calorimeter is a device used to measure energy content by calculating the heat required for a chemical reaction Follow the directions below to build a calorimeter and use it to measure the biomass energy available through the combustion of different nuts Do not eat the nuts Read through the lab then write your hypothesis below Hypothesis Materials e 12 ounce soda pop can 2 Digital scale Safety glasses Scissors A variety of shelled nuts Paper fasteners 5 10
83. e UNITE US website at http www uniteusforclimate org resources html Discuss these stories Identify the values communicated through the stories and experiences Explore the values inherent in traditional ways of life 2 Visit the Project Jukebox website http jukebox uaf edu Follow the link to Project Jukebox s Alaska Map Here you will find oral history projects specific to particular regions and topics Conduct a similar lesson with these relevant stories Answers STUDENT WORKSHEET Learning from Our Stories 1 Answers will vary and students may mention many of the values listed in the table including care for your family honor love for children wisdom from life experiences respect for land and nature practice traditions and family relations 2 Answers will vary and students may mention many of the values listed in the table including honor honesty fairness sharing wisdom from life experiences respect for land and nature and family relations 3 Answers will vary Students may mention family members their own experiences television radio internet or other media 4 Answers will vary significantly but students should recognize that addressing climate change supports many traditional Athabascan values Addressing immediate threats that climate change poses for their villages such as coastal erosion thawing permafrost draining lakes slumping rivers etc addresses values such as taking care of yourself resp
84. e data which could contribute to a broader understanding of the upper atmosphere noctilucent clouds and how both fit into the climate system University of Alaska Fairbanks 2007 August 21 Polar Ice Clouds May Be Climate Change Symptom ScienceDaily Retrieved November 15 2010 from http www sciencedaily como releases 2007 08 070820145343 htm m UNITE US 2010 2012 Geophysical Institute UAF C 26 Noctilucent Clouds Ls NOCTILUCENT CLOUD SONG LYRICS STUDENT INFORMATION SHEET Noctilucent Cloud Song Words and Music by Patricia Boyd 2007 P Boyd High oh high way up above the ozone Shining over a darkened sky High oh high in regions near the poles In mesospheric zones so high Set against the arctic cold twilight How and why can you be Casting off an irridescent light Are you tied to our destiny Known for only the last century Our global climate history We don t know how you have come to be An atmospheric mystery Noctilucent Noctilucent Cloud That ghostly shining polar shroud Every year you number more and more We didn t think you d be allowed And with time you re brighter than before At latitudes so low but there you go Forming in a most unlikely place At the edge of space Shining over a darkened sky Noctilucent Cloud That ghostly irridescent shroud We didn t think you d be allowed In mesospheric zones so high How and why can you be At latitudes so low we need to know
85. e put it on my back stairs and that thermometer read 108 degrees in the dead air You know that s the hottest it s ever been Stan Ned When you live out there you know that s like your farming ground where you harvest The fire takes away part of that because it burns a certain amount of area And there was no beaver for a while because all the birch and the willows that the beaver lives on was completely burned So they died out muskrat died out the fish in the lakes died out Marie Yaska All the birds have songs for us The one song that we notice that s really changed is the robin It just sing half its song and then it go ha ha ha wonder why George Attla amp Ross Sam Yeah we ll go ahead and put the fish net in first OK Wait Ross let s get some of this rope This is the front If we need more rope we could just tie these Yeah there s the other end of it right there It don t look that bad could see most of the floaters We re getting there Ross Just step on it Right here Yeah there you go Hey that s a pretty good looking fish Curls itself right in here This one isn t this is a pale fish Ross Sam Al Yatlin amp Eleanor Yatlin What s up Al Hi Ross When we catch fish because the water is so warm the fish turns mushy in a few hours and it spoils after that Throw them in there when you re done So I took these d
86. e some harbingers of climate change in the Arctic Insects Some communities in Alaska have reported an increase in the number of mosquitoes In the past decade Alaska has lost a record number of forests to spruce bark beetles Worldwide insects like mosquitoes spread disease A greater number and range means greater risk of disease Early spring break up The ice on rivers and sloughs is thinning earlier in the year which affects the ability to safely travel to spring subsistence sites Worldwide earlier spring thaw may disrupt animal migrations and affect the nesting habits of birds Change in animal migrations Animal migration patterns shift to accommodate the search for food and stable ground Global trends indicate animals usually move to higher latitudes and elevations when temperatures increase When suitable habitat is unavailable animal j populations can decline or become extinct Change in plant growth As with animals plants usually move to higher latitudes and elevations when temperatures increase A plant that is not usually found in a region but has moved is called an invasive species Invasive species can drive out the native plants e UNITE US 2010 2012 Geophysical Institute UAF C 56 Harbingers of Change ONITE LS HARBINGERS OF CHANGE STUDENT INFORMATION SHEET page 2 of 2 v 9 Changes in precipitation Some climate model projections predict some mid to high
87. e total volume of the space you will be heating with your fire UNITE US 2010 2012 Geophysical Institute UAF C 115 Waste to Watts BIOMATH WNITE LE STU D ENT WORKSH EET page 1 of 2 1 Most scientists today use joules instead of calories to measure energy Transfer the calories produced by each nut from the data table in your lab then calculate the number of joules produced by each nut Show your work Use the back of your paper for more space 1 calorie 4 19 joules SAMPLE pecan 2 800 calories x 4 19 joules calorie 11 732 joules 2 Watts are a unit of work used to express the rate of energy transfer They are equivalent to joules per second Most appliances and electrical devices are rated in watts For example a 60 watt light bulb uses 60 watts per hour Calculate the watt hours produced by each nut Show your work Use the back of your paper for more space 1 Wh 3 600 joules SAMPLE pecan 11 732 joules 3 600 joules Wh 3 26 Wh Type of Nut Calories Joules Watt Hours i cal i Wh pecan 2 800 11 732 3 26 UNITE US 2010 2012 Geophysical Institute UAF Waste to Watts BIOMASS THREE ALASKA CASE STUDIES WNITE LE STUD ENT WORKSHEET page 2 of 2 Which nut released the most energy Wh when burned Calculate how many of these nuts you would need to burn to run all of the applia
88. ect for Elders responsibility to village and care for family Looking at the big picture and addressing the root causes of climate change issues students may mention values such as cooperation wisdom from life experiences and respect for land and nature STUDENT WORKSHEET Exploring Traditional Values 1 Answers will vary but many include the following Mary Demientieff care for your family honor honesty fairness sharing wisdom from life experiences family relations respect for land and nature Eliza Jones bears practice traditions hard work spirituality respect for land and nature responsibility to Elders respect for knowledge Eliza Jones wolves spirituality respect for land and nature practice traditions fairness Johnson Moses cooperation respect for knowledge respect for land and nature wisdom from life experiences hard work e UNITE US 2010 2012 Geophysical Institute UAF C 124 Exploring Traditional Values WNITE LS EXPLORING TRADITIONAL VALUES INSTRUCTIONS 2 Answers will vary but should include the idea that environmental stewardship means taking responsibility to take care of the environment This idea is a part of many traditional values and is clearly stated in the value respect for nature and land This value is communicated in all of the Elders stories 3 Answers will vary significantly but students should recognize that addressing climate change supports many traditional Athabascan
89. ects Some energy experts and legislators have proposed combining the six exist ing electric utility companies into a sin gle corporation That corporation could e UNITE US 2010 2012 Geophysical Institute UAF Wind farms and other sources of renew able energy could sit idle because there is no market for their energy if utilities are under long term agreements with other providers And what if one of those sources of power is interrupted Diversity of power sources is part of how you get reliability Jager said You don t look for one silver bullet Instead you have a variety of energy sources like geothermal hydro and wind Many energy experts agree with the need for diversity If you want energy security the clos er you can produce it to home the more secure you are said Mark Masteller executive director of Alaska Center for Appropriate Technology The industry term is distributed generation the more sources of power generation you have the less you are impacted when one of those sources experiences a disruption Smaller projects could remain viable if utility companies were required by state or federal law to generate a certain percentage of their energy through renewable sources Alaska can become a leader in re newable energy and technology if we have the political will to do so if we can see ourselves in the energy business rather than the oil business said George Menard
90. ed information or sets of ideas and related topics or information R4 4 Read and follow multi step directions to complete complex tasks R4 8 Analyze and evaluate themes across a variety of texts using textual and experiential evidence Vocabulary conservation preservation or protection of natural ecosystems and indigenous cultures stewardship the responsibility to take care of something or someone values a person or culture s principles or standards of behavior Whole Picture Traditional Native Alaskan values share many characteristics of environmental stewardship Traditional values dictate respect for all living things responsibility to others and a life lived in harmony and balance with the people and land around you These values are communicated through the traditional stories told by Elders and are inherent in traditional ways of life Materials Traditional Values of Alaska poster from the Association of Alaska School Boards lInitiative for Community Engagement http alaskaice org store Athabascan Values poster from the Alaska Native Knowledge Network http www ankn uaf edu publications STUDENT INFORMATION SHEET Learning from Our Stories STUDENT WORKSHEET Learning from Our Stories STUDENT WORKSHEET Exploring Traditional Values MULTIMEDIA Exploring Traditional Values Activity Preparation 1 Review the stories provided Decide whether to have students complete STUDENT WORKSHEET Learning
91. efore without having a proper appreciation for what they really are Noctilucent night shining clouds ride in the sky above 99 9 percent of the atmosphere and over 40 miles above the highest clouds associated with weather At an average altitude of 50 miles 80 km they actually skirt the lowest fringes of the aurora and are above the height at which meteors are observed For reasons which are not well understood they occur only at higher latitudes and almost exclusively during the summer months What are they made of and why are they there Some rocketborne observations have provided clues The first of these studies was made in Sweden in 1962 A Nike Cajun rocket with a payload designed to trap particles of a cloud and return them to earth was fired into a noctilucent display and successfully recovered Under an electron microscope the surfaces on which the particles were captured revealed millions of minute motes of dust as small as 0 05 microns in diameter a micron is one thousandth of a millimeter a millimeter is about half the thickness of pencil lead Electron bombardment indicated that the particles contained nickle Nickle is an element quite rare on earth but common in meteorites UNITE US 2010 2012 Geophysical Institute UAF C 24 Noctilucent Clouds 46 SCIENTISTS LEARN ABOUT STUDENT INFORMATION SHEET NIGHT SHINING CLOUDS page 2 of 3 g The picture which therefore emerges is th
92. ese animals are a primary food source On the other hand reduced sea ice is likely to increase marine access to the region s resources expanding opportunities for shipping and possibly for offshore oil extraction Increased areas of tree growth in the Arctic could serve to take up carbon dioxide and supply additional wood products and related employment providing local and global economic benefits On the other hand increased tree growth is likely to add to regional warming and encroach on the habitat for many birds reindeer caribou and other locally beneficial species thereby adversely affecting local residents Potential complications include projected increases in forest disturbances such as fires and insect outbreaks that could reduce expected benefits Adapted from Arctic Climate Impact Assessment 2004 Materials Colored pencils students can share DVD Alan Alda in Scientific American Frontiers Hot Times in Alaska VISUAL AID Climate Change Cartoon STUDENT INFORMATION SHEET Social Impacts of Climate Change STUDENT WORKSHEET Climate Change Impacts in the Arctic STUDENT WORKSHEET Climate Change Things are Heating Up STUDENT WORKSHEET Social Impacts of Climate Change STUDENT WORKSHEET There s Something Funny about Climate Change Activity Preparation 1 Preview the DVD Scientific American Frontiers Hot Times in Alaska 2 Preview the vocabulary words to determine if pre teaching is necessary before beginnin
93. f 6 Biomass and Alaska Native Culture Alaska Native people have used biomass as a source of heat and light for thousands of years Athabascan people built sod shelters with a central fire pit The houses were usually constructed of spruce poles fastened with willow The willow also provided a place to insert moss for insulation The structure was covered with birch bark for weatherproofing Finally they added about two feet of dirt around the base of the structure to keep out drafts and covered the doorway with a bear hide with full fur Families maintained the fire in the center of the sod house to provide heat light and a means of cooking food Wood and small animal bones were burned Smoke escaped through the vent in the top Information provided by Chief Robert Charlie Directions Use the formulas provided to complete the following word problems Round to the nearest hundredth and show your work base diameter 2 x r s J h r surface area of a rr r s volume of a truncated x n x h x r R r x R 3 14 5 You would like to build Athabascan sod house that is 30 feet in diameter at the base with vent at least 4 feet in diameter The house should be 9 feet tall at the center What size spruce poles do you need to cut 6 How much birch bark would you need to collect in order to weatherproof your sod house Ignore the space lost to the vent 7 What is th
94. f fossil fuels they needed It is too early to know the exact economic impact of the wood fired system but so far it has displaced 85 of the diesel and propane With a price tag of 1 5 million the system will pay for itself in twelve years by using a resource that grows in the town s backyard A BTU British Thermal Unit is a unit of measure used to describe the amount of energy a fuel contains similar to how an inch or a mile is used to express distance BTUs are also used to rate heat generating devices like wood stoves One BTU is equal to the heat energy needed to raise the temperature of one pound of water by one degree Fahrenheit One pound of dry wood contains about 7 000 BTUs Propane contains about 15 000 BTUs per pound while charcoal contains about 9 000 BTUs per pound e UNITE US 2010 2012 Geophysical Institute UAF C 118 Waste to Watts ONITE 6 BIOMASS THREE ALASKA CASE STUDIES STUDENT WORKSHEET page 2 of 5 CASE STUDY THREE The Tok School Excerpt from an article by Molly Rettig for the Fairbanks Daily News Miner December 6 2010 Anew wood energy project in Tok has turned surrounding forests from a fire hazard into renewable fuel The Tok School lit a new wood chip fired boiler for the first time several weeks ago The 5 5 million BTU steam boiler produces the school s heat saving the school district thousands of dollars in heating fuel and saving forest managers untold costs
95. g the lesson 3 Doan Internet search using the search terms climate change cartoons Gather a few examples of cartoons that illustrate a climate change issue e UNITE US 2010 2012 Geophysical Institute UAF C 2 Things are Heating Up WNITE LS THINGS ARE HEATING UP INSTRUCTIONS Activity Procedure 1 Ask students if any of them have heard the terms climate change or global warming If so ask students what they think these terms mean After discussion explain this lesson will help them understand what scientists mean when they refer to climate change and global warming Explain that they will also learn how scientists in Alaska have used data to confirm climate changes Hand out STUDENT WORKSHEET Climate Change Impacts in the Arctic Explain students will be watching a DVD produced by Scientific American Frontiers and narrated by Alan Alda Questions 1 through 13 on the worksheet will be answered in the video Question 14 will require a thoughtful response Review the questions so that students will know what to listen for Show the DVD Scientific American Frontiers Hot Times in Alaska Allow time for students to finish the worksheet Students may consult classmates for answers they didn t catch and to check for accuracy through question 13 Answer 14 should be completed independently Divide students into pairs or small groups Hand out STUDENT WORKSHEET Climate Change Things are Heating
96. ght pressure barrier indications so far are that fish swim around it Yukon River near Ruby has the capacity to provide enough Water technology is gaining interest in the Interior as well energy to power two households In 2009 the Watershed In 2008 the Yukon River Inter Tribal Watershed Council in Council installed a data gathering device that monitors per stalled the first in stream hydrokinetic power generator in the formance and will provide the information that will be used to United States The 5 kilowatt demonstration project mount refine in stream hydrokinetic systems worldwide said Martin ed on a pontoon boat and floated in the moving current of the Leonard the Watershed Council s energy program manager the first in stream hydrokinetic power generator in the United States It can provide enough energy to power two households ALASKAMAGAZINE COM JUNE 2010 29 UNITE US 2010 2012 Geophysical Institute UAF C 92 Wind Generators POWER LAB REPRINT FROM ALASKA MAGAZINE JUNE 2010 ONITE LL STUDENT INFORMATION SHEET page 6 of 7 Golden Valley Electric Association in Fairbanks is investigating ways to make its Battery Energy Storage System compatible with large scale renewable energy projects The technology is simple and reliable All of this is done by hand with a skiff Martin said The beauty of the system is that it can be implemented at the local level Brian H
97. hey grow larger and taller they can develop into thunderstorm clouds Stratus clouds Stratus clouds are thick gray clouds that occur lower and often cover the entire sky Light rain or drizzle often falls from these clouds Noctilucent Clouds NOCTILUCENT CLOUDS Noctilucent clouds look like their wispy cousin the cirrus but they occur at a much higher altitude Cirrus clouds are found in the troposphere about 10 miles up 6 to 12 kilometers Noctilucent clouds are much higher They occur in the mesosphere about 50 miles up 82 kilometers The conditions under which they occur are slightly different than other cloud types too They are only seen in the Arctic They are only seen in late summer They are only seen at dusk or dawn Reported sightings are new to recorded history The clouds may be a climate change indicator e UNITE US 2010 2012 Geophysical Institute UAF GWr7E 446 VISUAL AID Noctilucent cloud photos by Patrick Cobb C 24 Noctilucent Clouds WNITE 46 NOCTILUCENT CLOUDS IN PERSPECTIVE VISUAL AID gP oF satellite IONOSPHERE j 3 space shuttle meteors aurora cesa cerro suec e eee mene nnn noctilucent cloud MESOSPHERE STRATOPAUSE STRATOSPHERE TROPOPAUSE cirrus cloud stratus cloud TROPOSPHERE Mt McKinley cumulus cloud e UNITE US 2010 2012 Geophysical Institute UAF C
98. hould be connected to the center port VOMA and the black lead should be connected to the left side port COM Please see the ALTurbine user manual for more detail Do not forget to turn the multimeter off when you are finished To measure voltage Simply use the alligator clips to attach the wires from the generator to the multimeter Color does not matter Set the multimeter to 20 v in DC voltage DC voltage is indicated by a V followed by two lines a solid line above a dotted line Voltage is measuring how fast the generator is spinning The faster it spins the higher the voltage Typical blades will produce 1 2 volts Very well designed blades may generate up to four volts To measure current To accurately measure amperage you will need to connect a load or something to draw power in series Use the wire strippers to expose the ends of the small LED bulb Connect one continuous circuit from the turbine output wires to the multimeter to the LED bulb and back to the turbine Use the alligator clips to attach multimeter probes LED wires and the turbine output wires Set the multimeter to 200 m in DC amperage DC amperage is indicated by an A followed by two lines a solid line above a dotted line This reading will be in milliamps and so students will need to convert milliamps to amps Typical blades will produce 100 300 milliamps Well designed blades will produce up to 400 milliamps If the LED bulb does not light try reversing
99. ies We use a variety of units for power and energy such as calories joules watts and BTUs Many people are familiar with calories as a unit of food energy A calorie is actually a unit of heat It approximates the energy needed to increase the temperature of one gram of water by 1 C Its use is largely archaic having been replaced by the joule However it remains in use as a unit of food energy The calories seen on food labels are actually large calories kilogram calories or simply food calories On large calorie is 1 000 calories It approximates the energy needed to raise the temperature of one kilogram of water by 1 C A joule is a unit of power in the International System of Units It is equivalent to the work required to produce one watt of power for one second Watts are a unit of power that is equivalent to one joule second A calorie is equal to 4 19 joules Watts are a unit of power per unit time One watt equals one joule per second Power output and consumption of engines motors heaters etc is often expressed in kilowatts 1 000 watts Electric companies often bill consumers in kilowatt hours One kilowatt hour is equivalent to 1 000 watt hours or 3 600 joules Using a 60 watt light bulb for one hour uses 60 watt hours or 0 06 kilowatt hours of electricity BTUs British Thermal Units are often used to rate heating and cooling systems like wood stoves grills and air conditioners Like the calorie the BTU
100. includes all living and recently living things Biomass energy is created by the combustion of carbon based matter The energy in biomass comes from the sun Plants convert radiant energy into chemical energy through photosynthesis and store this energy as glucose When we burn biomass we use this stored energy to produce heat Alaska Native people have been using biomass fuels for heat and light for thousands of years the most common source is wood Other forms of biomass energy include biofuels made from fermented plant material such as ethanol made from corn solid waste garbage and animal waste and landfill gas capturing the methane released during decomposition e UNITE US 2010 2012 Geophysical Institute UAF C 105 Waste to Watts WNITE LS WASTE TO WATTS INSTRUCTIONS Interior Alaska has extensive biomass resources including wood sawmill waste fish byproducts and municipal waste garbage especially paper and wood products Conventional timber as well as fast growing shrubs like willows and alders can be cultivated and harvested for power generation and or heating On average 1 5 million acres of forested land in Alaska is adversely affected by wildfires and beetles each year Some of this wood is salvageable as biomass fuel Biomass is currently being used in Alaska communities to generate electricity and heat It may become a more feasible energy option as the cost of oil and gas continue to rise especially in rural communit
101. ine graph of your results Be sure to give your graph a title and to label each axis BISON Mr REM Hypothesis IF THEN the power produced by a solar panel will Angle of Solar Current Current Voltage Watts Panel milliamps amps volts amps x volts om obo 2 ow P 2 ow poo opo f 2 e UNITE US 2010 2012 Geophysical Institute UAF 71 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 5 of 8 Part 111 Color Wavelength of Light measured at 30 cm 90 1 Ww ONAWMAWN Hypothesis IF THEN the power produced by a solar panel will Write a hypothesis about the affect the color wavelength will have on the power produced by the solar panel Fill it in on the lines provided Hold the solar cell upright facing the light on the 30 cm mark Read and record the current in milliamps displayed on the ammeter Place the red transparency square in front of the solar panel Read and record the current in milliamps displayed on the ammeter Repeat with each color and the wax paper Convert the values in milliamps to amps and record Calculate the watts produced by the panel with each color Record Draw a bar graph of your results Be sure to give your graph a title and to label each axis Current Current Voltage Watts Filter Color NE MM x volts mofer red 400 484 THz yellow 508 526 TH
102. ing a solar panel on your school or home 2 You have solar panels to place around your village You want them to produce the most power possible where it is needed most Where in your village would be a good place to put solar panels Why Explain where on the building they would be located and how they would be oriented 3 Describe how you could increase the output of a solar panel during the day when the angle of the 5 rays and the weather are constantly changing 4 List at least two benefits and two challenges of using solar power in your community 5 If you interested in installing solar panels on your home or school where could you look for more information Who in your community might be able to help UNITE US 2010 2012 Geophysical Institute UAF C 75 Solar Energy WNITELS WIND GENERATORS INSTRUCTIONS Overview In this lesson students work in teams to design blades for a classroom wind turbine Students choose one variable to investigate then design and test blades Students measure voltage and amperage then calculate total power produced by the turbine Students graph classroom data and investigate the wind potential for their own community Objectives The student will e formulate a hypothesis about how blade shape and angle impact the performance of a wind turbine e design blades for a model wind turbine to test the hypothesis and e meas
103. ion to Chena Hot Springs success Private developers are investigating geothermal prospects in several locations but the resource presents a challenge Geothermal is one of the most difficult renewable resources to tap it s like drilling for oil or gas said Nick Goodman chief executive officer of TDX Power a company looking at developing geothermal power in Manley Hot Springs But once you secure a good source it s great Unlike solar or wind it produces power all the time Mount Spurr within view of Anchorage is 40 miles from a transmission grid making it a promising site for a large scale geothermal plant Ormat Technologies Inc one of the world s largest developers of geothermal power has been researching the feasibility of developing a power plant near the volcano What we re looking for is the best heat the best permeability in the earth s crust and the best fluid said Paul Thomsen Ormat s director of business development and policy In addition the U S Department of En ergy recently granted 12 million to Naknek Electric Association to develop a geother mal energy project and 4 6 million to the University of Alaska Fairbanks to explore geothermal resources at Pilgrim Hot Springs northeast of Nome WATER POWER THE TECHNOLOGY NEEDED TO HARNESS the power of tides and waves is younger than its wind and geothermal counterparts but the outlook is just as promising The advantages to tidal power a
104. ircase The cells are connected along a single path so that voltage increases with each cell but the same current flows through all of them Solar panels are solar cells connected in series usually to produce 12 volts Current can be increased by increasing the size of individual solar cells or by connecting solar cells in parallel When cells are connected in parallel there is more than one path for electrons to flow so current is increased while voltage remains the same Solar panels do not always operate at full capacity The total power watts produced by a solar panel is significantly affected by the intensity of the sunlight Solar panels do not need full sun exposure all day to work but they will be most efficient with maximum sun intensity The intensity of the sun is impacted by atmospheric conditions cloud cover smog shading from nearby structures and trees Light passing through clouds or smog is scattered and becomes more diffuse The angle at which sunlight hits the solar panel is also a significant factor in determining the total power output Maximum intensity is achieved when the sun s rays hit perpendicular to the panel The amount by which the sun s rays differ from this optimum perpendicular arrangement is called the angle of incidence It is affected by latitude and season but also by the direction and angle at which the panels are arranged Changing the angle has the effect of decreasing the cross section of light that is inte
105. ired result i e charge a battery or appliances Current is measured in amperes amps The larger the solar cell the greater the current will be If voltage is compared to water pressure in a hose current is equivalent to the flow volume passing through However solar panels are usually described and rated in watts Watts are a measure of total power and are calculated by multiplying volts by amps Research in solar technology is producing simpler cheaper and more efficient solar cells all the time The materials used differ in efficiency and cost Thin film solar cells are made from a variety of different materials including amorphous non crystalline silicon gallium arsenide copper indium diselenide and cadmium telluride These are becoming widely available to charge laptop computers cell phones and other portable electrical devices Another strategy called multi junction cells uses layers of different materials This increases efficiency by increasing the spectrum of light that can be absorbed Another field of development includes strategies for boosting the output of photovoltaic systems by concentrating light with lenses and mirrors onto highly efficient solar cells More on Measuring Solar Output The three basic units in electricity are voltage V current I and resistance r Voltage V is the potential for energy to move and is measured in volts Current 1 is the rate of flow or amount of electrons and is measured in
106. irsch Alaska senior project leader for the Nation al Renewable Energy Laboratory said that the development of small scale projects such as the one at Ruby puts Alaska in the position to export renewable energy technologies Alaska is unique in that it can provide a bridge between the industrial and developing world Hirsch said Tech nologies can be developed here and applied elsewhere BIOFUEL BENEFITS WITH ITS WELL ESTABLISHED lumber and fishing industries Alaska is a great source of biomass resources including wood sawmill waste fish byproducts and municipal trash which can create energy to replace fossil fuels That s good news for Alaskans struggling with high fuel prices The city of Craig recently built a wood fired boiler sys tem that will use local sawmill waste to heat a municipal pool and the town s elementary and middle school build ings The project will save up to 36 000 gallons of fuel oil and as much as 60 000 a year ALASKA S BIOMASS RESOURCES WOOD FISH MUNICIPAL METHANE BYPRODUCTS BYPRODUCTS WASTE FROM LANDFILLS 30 JUNE 2010 ALASKA UNITE US 2010 2012 Geophysical Institute UAF C 93 Wind Generators a WOD SOIHdV39010HdVXSV1V S330N3 f YDIHIVd POWER LAB REPRINT FROM ALASKA MAGAZINE JUNE 2010 Meanwhile Superior Pellet Fuels is building the state s first large scale wood pellet manufacturing plant in Fairbanks The plant scheduled to be fully operational this year will
107. is a traditional unit of measure that is largely archaic in scientific contexts One BTU is approximately equal to the heat energy needed to raise the temperature of one pound of water by one degree Fahrenheit One pound of dry wood contains about 7 000 BTUs Materials 12 ounce soda pop cans two per group Safety glasses one pair per student Digital scale one per group Oven mitt one per group Scissors one per group Shelled pecans almonds cashews walnuts peanuts or other nuts enough for each group to have a variety of types Paper fasteners at least 1 5 inches long 5 10 per group Thermometer with probes or small enough to fit in the opening of a soda can one per group 100 mL graduated cylinder one per group Thumbtack one per group Water room temperature 100 mL per group Long tweezers at least 6 inches one per group Aluminum foil 3 inch square per group Hot pad to protect desk table one per group Grill lighter Needle nose pliers for optional class demonstration STUDENT LAB SHEET Biomass Energy STUDENT WORKSHEET BioMATH STUDENT WORKSHEET Biomass Three Alaska Case Studies UNITE US 2010 2012 Geophysical Institute UAF C 106 Waste to Watts WNITE LS WASTE TO WATTS INSTRUCTIONS Activity Preparation 1 Carefully review procedure Note that this experiment involves cutting up an aluminum can and burning nuts The nuts will produce a significant amount of heat and
108. iscuss the history of commercial salmon fishing in Alaska 4 Seethe Alaska Wild Salmon Teachers Guide produced by the Alaska Department of Fish amp Game for more ideas Answers STUDENT WORKSHEET The Life and Times of Fred the Red Salmon Reading Comprehension 1 Alevin is the name for the first stage of the lifecycle of a salmon after emerging from the egg when the yok sac is still attached Fry is the name for the stage of a salmonss lifecycle after it leaves the gravel and the yok sac has been absorbed It still lives in fresh water and feeds on plankton Smolt is the name of the stage of a salmon s lifecycle when it loses its vertical markings becomes silver its body adjusts to salt water and it migrates to the ocean Thrive means to prosper or flourish Brackish is a word used to describe a mixture of salt and fresh water as in estuaries Spawning grounds are the streams where salmon reproduce 2 Fredlives in the following habitats throughout his lifetime the gravel bed of a stream a lake large rivers the ocean or gulf and a river delta or estuary Students may answer with the specific names of these locations provided in the story Thinking Deeper Answers to these questions will vary slightly but should reflect the main ideas below 3 Salmon require clear gravel beds to spawn Silt and mud can bury gravel beds suffocate eggs and kill the insects that young salmon eat 4 Draining lakes results in a loss of habit
109. ists hoping to learn in current studies of the mesosphere Is human activity contributing to an increase in noctilucent cloud sightings B Arenoctilucent clouds a climate change indicator C Is an increase in the amount of carbon dioxide contributing to more noctilucent clouds D Allofthe above 12 Are scientists still learning about the mesosphere and noclilucent clouds Critical Thinking 13 How do these four articles show progress in the scientific study of noctilucent clouds 14 Why do scientist think the increase in sightings of noctilucent clouds could be related to human activity e UNITE US 2010 2012 Geophysical Institute UAF C 29 Noctilucent Clouds WNITE US STUDENT LAB UNDERSTANDING NIGHT SHINING CLOUDS page 1 of 2 Directions Using the materials listed follow the steps below to create noctilucent clouds above Earth STEP 1 Using oil pastels color the Styrofoam ball to resemble planet Earth Sketch in Alaska in the Northern hemisphere STEP 2 STEP 3 Materials Styrofoam ball approximately 6 one Batting small pinch pone Round head sewing pin one Clay or tacky putty one small lump Flashlight small one Toothpicks five Oil pastels one set per group Place a piece of clay or tacky putty about the size of a half dollar coin on your working surface Place your foam Earth on the tacky surface and gently press until it stays
110. it matter Yes her mother answered The muskrat will know You ve got to pay for what you take The muskrat worked hard to fill his cache and you shouldn t empty it without paying for it The daughter still wasn t convinced What happens if don t pay for it she asked The mother answered If you don t the muskrat will go into our cache and take out all our meat The little girl went back to the cache and left a bit of cloth for the muskrat First Salmon Story and Nits iil were written by Patricia H Partnow illustrated by Jeanette Bailey and produced by the Alaska Bilingual Education Center Alaska Native Education Board 4510 International Airport Road Anchorage Alaska They are used with permission from the Alaska Native Knowledge Network www ankn uaf edu e UNITE US 2010 2012 Geophysical Institute UAF C 129 Exploring Traditional Values EXPLORING TRADITIONAL VALUES WNITE LE STU D eS ENT WORKSHEET Directions Read First Salmon Story and Nits iil on STUDENT INFORMATION SHEET Learning from Our Stories Use the table of Traditional Athabascan Cultural Values found below to answer the following questions Traditional Athabascan Cultural Values Taking Care of Hard Work Care for Your Family Honor Yourself Love for Children Honesty Fairness Unity Responsibility to f Village Caring Cooperation Sharing Responsibility to
111. it used to be really cold weather dog tail used to freeze right off But the way people used to make it there was lots of rabbits Any time in the winter Cue Bifelt Beaver It s hard work to trap beaver When we were in our prime it was just an everyday thing Country is changing I don t know what direction nobody knows Stephen and I in our lifetime there s a awful big change Al Yatlin amp Catherine Back in the 50 s there used to be lots of oonyeeyh we called them Black fish Black fish Ah hum There used to be lots of muskrats when I was growing up but the last few years there s big decline in their population e UNITE US 2010 2012 Geophysical Institute UAF C 54 Harbingers of Change WWITE Lis HARBINGERS OF CHANGE INSTRUCTIONS Ed Vent I noticed the changes on the spruce trees that they re brown They don t get enough water and the weather was so hot this summer it dried the trees up even the green trees I don t know about that weather getting dangerous you got to watch when you are traveling Wilson Sam From about 10 years ago maybe it never really freeze up that hard and ice is never that thick and it s just been warm most of the time That s what I mean by big change big difference Angeline Derendoff Up north I heard that ice melted They say it never melted all these years And then I thought OK it s going to change but little b
112. ition of these ice cores especially the presence of hydrogen and oxygen isotopes provides a picture of the climate at the time permafrost ground that is at 0 Celsius or below for two or more years Whole Picture Earth s climate is always changing Historical fluctuations in climate were a result of natural causes and variations The trends and patterns of change that have emerged in recent decades indicate human influences may be a factor primarily from increased emissions of carbon dioxide and other greenhouse gases Scientists are particularly interested in studying just how the Arctic is responding to climate change In the past few decades the average temperature in the Arctic has risen at almost twice the rate as the rest of the world Widespread melting of glaciers and sea ice and rising permafrost temperatures present additional evidence of strong Arctic warming These changes in the Arctic provide an early indication of the environmental and societal significance of global climate change Any changes in the Arctic impact the planet as a whole For example melting of Arctic glaciers is one of the factors contributing to sea level rise around the globe The Arctic also provides important natural resources to the rest of the world such as oil gas and fish that will be affected by climate change The reduction in sea ice is very likely to have devastating consequences for polar bears ice dependent seals and local people for whom th
113. l color of light and temperature affect the power produced by a solar panel The distance angle color and temperature are the independent variables in the experiments The power produced by the solar panel is the dependent variable Make a hypothesis for each experiment Each hypothesis should predict how changing the independent variable will affect the dependent variable Testable Question What factors affect the power produced by a solar panel Experiment Materials 2 volt solar panel Ammeter Protractor Lamp Meter stick Tape Wax paper Red yellow green and blue transparency squares Resealable bag Ice cubes or snow Procedure 1 Set up the lamp as directed by your teacher 2 Measure with the meter stick and use a small piece of tape to mark the following distances from the heat lamp 15 cm 30 cm 45 cm 60 cm 75 cm and 90 cm Turn on the ammeter and ensure it is set to measure DC current in mA milliamps Use the alligator clips to attach the solar cell to ammeter Attach the black negative wires together and the red positive wires together UNITE US 2010 2012 Geophysical Institute UAF C 69 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 3 of 8 Part I Distance from Light Source measured at 90 1 Write a hypothesis about the affect the distance from the light source will have on the power produced by the solar panel Fill it in on the lines provided H
114. l bed of a stream that flows into Paxson Lake As early as February Fred hatches into an alevin alevins are about one inch long and carry a yolk sac a leftover pack of nutrients from the egg Being a tiny tasty guy sought after by other fish and birds Fred stays tucked in the gravel during his alevin stage In a few months Fred has absorbed all the nutrients from his yolk sac and he emerges as a fry growing to a few inches long and developing dark bars along his sides As a fry he migrates downstream into Paxson Lake where he feeds on plankton near the surface He spends the first year of his life in Paxson Lake When the ice breaks up on Paxson Lake in his second spring Fred feels a mysterious pull toward the ocean and leaves Paxson Lake via the exit ramp of the Gulkana River He is now a one quarter ounce smolt a salmon bound for salt water After a few days of slicing downstream Fred enters the Copper River which drains the glaciers of the Wrangell Mountains While zipping downstream through the Copper Fred s gills and kidneys undergo subtle changes as he adapts for life in salt water Fin to gill with hundreds of other red salmon Fred reaches the Copper River delta in early summer Fred s world turns from cloudy to clear as he reaches the deep cold water of the Gulf of Alaska His organs adapted to salt water Fred thrives in the gulf one of the Pn ne or kok k richest feeding grounds on Earth He eats crustaceans small fish
115. lage of Eagle where it s expected to power all the homes in town from breakup to freezeup That could eventually provide a fuel free alternative to Eagle s present practice of burning about 80 000 gallons of increasingly costly diesel fuel each year to generate electricity In stream hydro is no longer just a quirky renewable energy concept Ruby project director Brian Hirsch said Tuesday displaying a slide show image of four generators now in production during a workshop on the subject at the 2009 Alaska Forum on the Environment under way in Anchorage Every one of these devices that you see up there are not just an artist s rendering anymore but actually a device that is made of steel and now producing electricity Hirsch said Admittedly not a whole lot so far Unlike increasingly popular wind farms and geothermal power plants in stream hydro is still a costly technology in its infancy with lots of unanswered questions Especially in Alaska Can the turbines floating on the surface of the Yukon withstand bombardment by the huge logs that regularly drift downstream Will the Yukon s notoriously silty water damage their intricate mechanism Or might the turbines cause problems of their own disrupting river navigation or posing a threat to migrating fish The Ruby generator a mere 5 kilowatt turbine capable of powering only two households was an experiment After one month of operation last summer Hirsch can report that it wo
116. le to heat themselves Villages without forests can consider other resources like fish waste peat stream or wave power project leaders said That s the beauty of this This system utilized a product that there is no use for in the Interior Hermanns said e UNITE US 2010 2012 Geophysical Institute UAF C 120 Waste to Watts WNITE LE BIOMASS THREE ALASKA CASE STUDIES STUDENT WORKSHEET NAME __ page 4 of 5 Questions 1 Describe the Garn Boiler used at the Tanana Washeteria 2 The Craig boiler has displaced _ of the diesel and propane used by the local schools and swimming pool 3 The Tok School boiler should burn acres of wood per year using only of the area foresters want to clear in the boiler s 30 year life span How many acres do Tok area foresters want to clear in the next 30 years Show your work below 4 The Tok School will save an estimated dollars per year on fuel This represents a 96 savings on their annual heating fuel and electricity bill Round your answer to the nearest whole percent and show your work below Thinking Deeper 5 Basedonthese stories identify at least three benefits of using biomass energy e UNITE US 2010 2012 Geophysical Institute UAF C 124 Waste to Watts ONITE Kh BIOMASS THREE ALASKA CASE STUDIES STUDENT WORKSHEET page 5 of 5 6 Based these stories identify at least th
117. lore the potential impacts of climate change on salmon and their habitats and interview community members about the importance of salmon in their lives and the changes they have observed in salmon populations over time Alaska High School Graduation Qualifying Exam Performance Standards Addressed R4 1 Apply knowledge of syntax roots and word origins and use context clues and reference materials to determine the meaning of new words and to comprehend text R4 2 Summarize information or ideas from a text and make connections between summarized information or sets of ideas and related topics or information R4 4 Read and follow multi step directions to complete complex tasks Vocabulary alevin the first stage of the lifecycle of a salmonid after emerging from the egg the yok sac is still attached to the young fish s abdomen anadromous a term describing fish that migrate to fresh water from the ocean to breed escapement the portion of a salmon run that is not harvested and survives to spawn sustainable harvest fry the stage of a salmonss lifecycle after it leaves the gravel nest and the yok sac has been absorbed keystone species a species on which others in an ecosystem largely depend if it were removed the ecosystem would change drastically redd gravel nest dug by a female salmon riparian relating to the land along a river or stream smolt the stage of a salmons lifecycle when it loses its vertical markings
118. m thirty to fifty miles above sea level just below where the bottom of the aurora forms The laser also allows Collins to see noctilucent or luminous night clouds Collins is funded to study the mesosphere because scientists think this area will cool as Earth s surface warms and they want to find out why Because the mesosphere is a tough place to study balloons carrying sensors pop before they get that high and satellites can t orbit that low scientists know little about the region The mesosphere is the home of shooting stars where meteors flame out as they hurdle toward Earth at speeds as fast as 30 miles per second Meteors pebble size fragments left over from the birth of the solar system glow with the heat of friction as they collide with gas molecules in the mesosphere When a meteor burns it leaves a trail of smoke and atoms of metal Oddly temperatures in the mesosphere are coldest when it is warmest on the ground This leads to the formation of noctilucent clouds above Alaska in August Because the clouds have only been reported since the 1870s scientists wonder if perhaps human activity causes or intensifies the clouds which may be the result of pollution and a fingerprint of global change Measurements taken throughout the year through the waxing and waning of the seasons are important in understanding how the entire atmosphere might evolve over the long haul Collins gathers information from the mesosphere with an incredibl
119. may be positive some negative Consider the brief examples below Pros Cons Warmer winter temperatures could mean lower heating costs less wear and tear on vehicles less risk of frostbite and hypothermia thin sea river and lake ice make travel dangerous shorter season for ice bridges and roads vital for winter travel Warmer summer and longer growing season could mean agriculture has more opportunities personal gardens do better tourism opportunities are extended Permafrost thaw means construction is easier on unfrozen ground water wells are easier to drill in unfrozen ground Less sea ice could mean ships may be able to travel farther north which would reduce transportation costs allow export of natural resources and create jobs ecosystems and animal habitat change invasive species of plants invade and choke out native species the seasonal cycle of animals is disrupted existing infrastructure is damaged which is costly to repair permafrost keeps groundwater out of mining pits oil and gas well maintenance is affected less protection from storms which leads coastal erosion forcing communities to relocate the fragile ecosystem of the Arctic land and sea would be at risk Here are a few more things to consider about a changing climate e Changes the ecosystem impact those inhabitants that rely on subsistence for survival Animal behavior becomes less
120. methane escaping from the landfill Although this project is still on the drawing board it could produce enough energy to power 2 500 homes Fish oil is another abundant resource in Alaska Ground fish processors pro duce about 8 million gallons of fish oil annually as a byproduct of fishmeal plants The oil is used as boiler fuel for drying fishmeal and some processors blend fish oil with diesel to run their electric generators James Jensen Alaska Energy Authoritys biofuels program manager said Alaska has the potential to render roughly 21 million gallons of fish oil a year although advances in technol ogy are needed to make fish oil a practi cal substitute for diesel fuel Fish oil doesn t have a stable shelf life Jensen said It s perishable and it s also more difficult to use in colder tem peratures THE POLITICS OF ENERGY THE ALASKA ENERGY AUTHORITY has fund ed 26 bio energy projects around the state this year through the Alaska Renewable Energy Fund The big question facing Alaska s com munities is Which renewable power sources are the best investments Poli tics often plays a role in which projects receive funding Legislators decide how to fund the projects The possibilities include fully funding specific projects or offering loan guarantees and letting private investors take the lead The Alaska Renewable Energy Grant fund has given seed money to a number of smaller renew able energy proj
121. ms for clouds and cloud types Language Links Ask a local Native language speaker to provide the words in the local dialect for the weather phenomenon listed in the chart below The local dialect for these words may differ from the examples provided Share the words with students to build fluency in local terms related to weather Include local words in songs stories and games when possible Rain It s Kohn yotee raining Tsin ahtsin hgdelaatlghaanh Chonh Chonh Wind It s windy Ahtr aii Ts ehy Eltr eyh Xidetr iyh Snow It s snowing Zhah Tseetl Yeth Yith Clouds It s Akee K ol Kk ul yokkut K wth k wth cloudy gwit eh goo aii hoolaanh xulanh Q uth Sun TPs sunny Novy Freeze It s freezin G PNE Gats Ten frm Extension Ideas 1 Visit NASA s AIM Aeronomy of Ice in the Mesosphere Project website to learn more about the latest discoveries involving noctilucent clouds http aim hamptonu edu mission index html 2 Consider studying other rare cloud formations and the cause behind them Look for rare cloud types such as nacreous clouds mammatus clouds altocumulus castelanus mushroom clouds cirrus Kelvin Helmholtz lenticular clouds roll clouds shelf clouds Morning Glory clouds pileus cloud and diamond dust Visit the cloud appreciation society website for tips http cloudappreciationsociety org 3 Perform the cloud in a bottle demonstration Pour two inches of ver
122. n or snow cloud a visible mass of condensed water droplets or ice particles floating in the atmosphere clouds take various shapes depending on the conditions under which they form and their height in the atmosphere ranging from ground level or sea level to several miles above Earth condensation the change of a gas or vapor to a liquid either by cooling or by being subject to increased pressure when water vapor condenses in the atmosphere it condenses into tiny drops of water which form clouds cumulonimbus large clouds with dark bases and tall billowing towers can have sharp well defined edges or anvil shape at the top can be accompanied by thunder usually are seen when there is a storm or storm coming cumulus a white fluffy cloud often having a flat base cumulus clouds form at lower levels of the atmosphere and are generally associated with fair weather however large cumulus clouds that billow to higher levels can produce rain showers ice water frozen solid normally at or below a temperature of 32 nimbostratus low and middle dark gray clouds with precipitation falling from them e UNITE US 2010 2012 Geophysical Institute UAF C 14 Noctilucent Clouds WNWITE LS NOCTILUCENT CLOUDS INSTRUCTIONS precipitation a form of water such as rain snow or sleet that condenses from the atmosphere and falls to Earth s surface stratus a low lying grayish cloud layer that sometimes produces drizzle a stratus clo
123. n people have long enjoyed the benefits and energy from the sun In Ahtna sun is Saa Gwich in Srii and Koyukon So The light and heat from the sun affords more freedom to travel and with access to unfrozen lakes and rivers the summer fishing season can commence In his book Make Prayers to the Raven Richard K Nelson writes Most salmon are caught in the warmth of July and August and the drying power of the sun helps in the preservation of protein rich salmon for much needed food supply during the long winter months in Alaska In this lesson students learn how to harness the sun s energy through the technology of solar cells Solar cells also called photovoltaic or PV cells convert solar energy radiant energy carried through the sun s heat and light into electricity A solar panel is a group of connected solar cells packaged in a frame Solar energy is practical in most of Alaska for about nine months of the year There is not enough direct sunlight in most parts of the state from November to January to provide adequate electricity Solar panels require little maintenance and actually work more efficiently at colder temperatures As long as you scrape the snow and ice off the surface they produce more power per daylight hour as the days grow colder Since radiant energy from the sun is not available all the time i e at night solar electric systems require a storage bank of batteries Solar systems also usually require an in
124. nces in the chart below for one hour Show your work Type of Nut Appliance Watts per hour Wh electric blanket 200 laptop computer 50 television 150 clock radio 1 Using the same nut as above how many nuts would you need to burn to use each type of light bulb for one hour Show your work Type of Light Bulb Watts per hour Wh incandescent light bulb 60 compact florescent light bulb 18 LED light bulb 5 Incandescent light bulb nuts Compact florescent light bulb LED light bulb nuts nuts UNITE US 2010 2012 Geophysical Institute UAF C 117 Waste to Watts ONITE 6 BIOMASS THREE ALASKA CASE STUDIES STUDENT WORKSHEET page 1 of 5 CASE STUDY ONE The Tanana Washeteria Adapted from the Alaska Center for Energy amp Power The washeteria in Tanana is more than a place where local residents can do laundry and take a shower It is an example of using local sustainable resources to save energy and money In 2007 the Interior Alaska community installed two wood fired Garn Boilers to heat the washeteria and other buildings nearby A wood fired Garn Boiler is a wood stove located inside a water tank The water absorbs and then stores the heat This type of system can be used to heat multiple buildings by piping the heated water through a System of pipes in the floor By stoking each boiler with wood just a few time
125. nd streams This can cloud the water and make it run more slowly 4 Thawing permafrost can allow lakes to drain 5 Milder temperatures can allow new species of plants fish and other wildlife to survive in Alaska e UNITE US 2010 2012 Geophysical Institute UAF C 45 Climate Impacts Salmon WNITE LE STUDENT INFORMATION SHEET Alaska Science Forum Salmon Nose Deep into Alaska Ecosystems Alaska Science Forum article 1721 by Ned Rozell October 21 2004 During a good year in Bristol Bay a surge of more than 100 million pounds of sockeye salmon fights its way upstream spawns and dies In Bristol Bay and elsewhere in Alaska this incredible pulse of salmon carcasses enriches streams and rivers and makes young salmon hardier That s the finding of scientists who study Alaska streams and rivers that A bear ate the brain of this male pink salmon are teeming with salmon Aquatic ecologist Mark Wipfli of the University that it pulled from a stream in southeast Alaska of Alaska Fairbanks Institute of Arctic Biology is one of those scientists Scientists have found that salmon carcasses have who pull on rubber boots to find the ways that salmon enhance the a big influence on Alaska streams and the forests waters of their birth and the surrounding forests surrounding them The process starts with the return of millions of salmon to Alaska rivers and streams Nosing their w
126. nd each particle A cloud is a visible mass of such water in the form droplets of water or ice crystals small enough to stay suspended in the atmosphere Noctilucent clouds are clouds on the edge of space that are visible in Alaska and similar latitudes in late summer They occur in the extreme conditions of the cold summer mesosphere The appearance of the clouds appears to be sensitive to environmental conditions The sky must be relatively free of tropospheric clouds The 82 kilometer altitude region must be in sunlight this condition is fulfilled when sun is less than 16 degrees below the observer s horizon The sky background must be dark enough for the clouds to stand out this requires that the sun is at least 6 degrees below the horizon In the last few decades scientists such as those with NASA s AIM Aeronomy of Ice in the Mesosphere have learned a lot about how the clouds form At temperatures around minus 230 degrees Fahrenheit dust from space that finds its way to the atmosphere provides a resting spot for water vapor to condense and freeze The clouds form every day and are widespread though can only be see under certain environmental conditions During the northern hemisphere s summer the atmosphere is heating up and expanding At the outside edge of the atmosphere that actually means that it s getting colder because it s pushed farther out into space Activity Preparation Gather the materials neede
127. nerator may give Bush power alternative then complete the following questions The nation s first in river hydrokinetic turbine was placed in the Yukon River at Ruby in the summer of 2009 to test the viability of harnessing the power of the river in order to power the village 1 Explain two potential problems with placing a hydroturbine in a river like the Yukon Problem One Problem Two 2 How was the turbine transported to Ruby 3 How many kilowatts of power does the Ruby generator produce 4 How many homes will this power 5 Basedonthe information in questions 3 and 4 how many homes would a 25 watt generator power 6 Canaturbine run year round in an Alaska river Why or why not Critical Thinking 7 Anin river turbine system to generate electricity is costly to set up and may take many years to pay for itself On the other hand it is a renewable energy source that provides unlimited clean energy without adding greenhouse gases to the atmosphere Pretend you are a member of your local tribal council and present an argument either for or against an in river turbine for your community The most efficient form of water wheel is the turbine one form of which is shown Avery 1895 Copyright 2009 Florida Center for Instructional Technology http etc usf edu clipart e UNITE US 2010 2012 Geophysical Institute UAF C 101 Hydrokinetic Power WNITE LS
128. ng how solar cells transform solar energy into electricity The actors in the skit may include a narrator the sun electrons the p n junction andan electronic device Answers STUDENT LAB PACKET Solar Energy Data Analysis 1 2 Power decreases as distance from the light source increases less than half the power e UNITE US 2010 2012 Geophysical Institute UAF C 64 Solar Energy WNITE LS SOLAR ENERGY INSTRUCTIONS As you move away from a light source the same amount of light is spread over a larger area so the solar panel only intercepts part of the energy 3 Power decreases as the angle of the solar panel decreases or increases from 90 90 5 about half the power produced at 90 As the solar panel is tilted to a 45 degree angle the light hits the solar panel at increasing angles spreading the same amount of light over a greater distance making it more diffuse 6 Answers may vary Colors with higher frequency blue violet may generate more current However this difference is slight The difference in the intensity of light that can infiltrate the different films will also affect the current and may be more significant 7 Answers may vary See 5 above The wax paper diffuses the light reducing intensity and therefore reducing the power produced 9 Power increases as temperature decreases 10 Answers will vary but may include shading and debris representing snow or leaves on the panel Thes
129. nt to hasten the occurrence of albedo reflective power the ratio of the light reflected by a planet or satellite to that received by it anthropogenic caused or produced by humans climate the composite or generally prevailing weather conditions of a region as temperature air pressure humidity precipitation sunshine cloudiness and winds throughout the year averaged over a series of years convection the transfer of heat by the circulation or movement of the heated parts of a liquid like water or gas like air current a large portion of air large body of water etc moving in a certain direction a flowing movement ecosystem a system formed by the interaction of a community of organisms with their environment an ecological community made up of plants animals microorganisms together with their environment erosion the process by which the surface of the earth is worn away by the action of water glaciers winds waves etc export to ship things to other countries or places for sale exchange etc e UNITE US 2010 2012 Geophysical Institute UAF C 1 Things are Heating Up WNITE 46 THINGS ARE HEATING UP INSTRUCTIONS frequency rate of occurrence how often something happens harbinger anything that foreshadows a future event omen sign ice core a core sample from the accumulation of snow and ice over many years that have recrystallized and have trapped air bubbles from previous time periods The compos
130. o erosion and changes in subsistence Without sea ice coastal communities are bombarded by ocean waves which erodes the coast Many marine animals depend on sea ice The population is threatened and the animals must move when sea ice changes Forest fires are connected to thawing permafrost changes in plant growth changes in animal migration and changes in subsistence A forest fire clears insulating vegetation above permafrost which can lead to thaw Aforest fire starts a new succession of plant growth and changes the plants and animals that live in an area The bushes and shrubs that tend to grow back in earlier stages actually attract moose which positively affects subsistence Erosion is connected to changes in subsistence Erosion deposits sediment into rivers which could adversely affect the spawning habits of many species of fish STUDENT WORKSHEET Response Sheet Answers will vary e UNITE US 2010 2012 Geophysical Institute UAF C 52 Harbingers of Change WWITE Lis HARBINGERS OF CHANGE INSTRUCTIONS Witnessing Climate Change Native Voices from the Heart of Alaska An audio slideshow programme designed and produced by the Athabascan community in the small remote village of Huslia Alaska SECTION 1 Introduction amp Spring Effie Williams speaks in her Native language about climate change In our Koyukon Athabascan language the word for climate is Jaajetnaaw Hawdeelta Both long ago and toda
131. o mechanical motion watts a unit used to measure power equal to one joule of work per second in electricity a watt is equal to the amount of current amperes multiplied by the amount of potential in volts named after James Watt a British engineer inventor and scientist e UNITE US 2010 2012 Geophysical Institute UAF C 95 Hydrokinetic Power WNITE LS HYDROKINETIC POWER INSTRUCTIONS Whole Picture For Athabascan people rivers are a source of life Their waters provide subsistence food gathered in the summer and used year round In the summer the open water provides transportation for boats In the winter waterways are a frozen highway for dog sled and snow machine Many communities rely on nearby rivers for their water supply Now many communities are also looking to the life giving river for an alternative energy source Unlike fossil fuel hydropower is a renewable energy resource that provides local clean energy High fuel costs coupled with concerns about climate change have inspired Alaskans to explore renewable energy such as hydroelectric power Not only is it inexhaustible it has a lower carbon footprint than burning fossil fuel to produce electricity Hydroelectric power uses the force of moving water to turn turbines The turbines drive generators that convert the kinetic energy of moving water to electrical energy The process is called electromagnetic induction When a spool of wire moves through a magnetic fiel
132. o students should interview Possibilities include other students and teachers family members community members Elders or even each other Decide how where and when interviews will take place Students may conduct interviews on their own in the evening or on weekends or invite community members to the classroom to conduct interviews during school hours Think about what will work best for your class and community Decide if interviews will be recorded in written form or in both written and digital form with Flip camera Consider how you want students to share their interview experiences Possibilities include a short class presentation a short essay and or watching clips from the interviews if they were recorded Activity Procedure 1 As a class or in small groups ask students to brainstorm all of the ways they encounter salmon in their everyday lives Keep a list of these on a white board What do salmon add to their lives Stress that salmon are an important element in many parts of Alaskan life including the economy natural resource management and the diet of people in cities and villages Ask students to think about how this might be different for people in other places urban rural different regions of Alaska different states different countries Read STUDENT INFORMATION SHEET The Life and Times of Fred the Red Salmon and complete STUDENT WORKSHEET The Life and Times of Fred the Red Salmon individually or together as
133. ocalized Why do the clouds behave the way they do 8 lasers 9 They pop before they reach high enough 10 During the warm summer months 11 D All of the above 12 Yes 13 Answers will vary but student should indicate an understanding of at least one of the following concepts In the last three decades 1979 2007 or current understanding of the cause of noctilucent clouds has increased A variety of different scientific instruments have been used to study the clouds so scientists have much more data The theory that meteor dust helps form the clouds is now widely accepted 14 Answers will vary but students should indicate that the sighting of noctilucent cloud is a new phenomenon scientists wonder if the sightings began around the same time that the climate began to warm Many scientists attribute the recent trend toward a warmer climate to human activity such as an increase in carbon dioxide in the atmosphere Carbon dioxide is a greenhouse gas STUDENT WORKSHEET Elder Interview Answers will vary depending on the Elder interviewed e UNITE US 2010 2012 Geophysical Institute UAF C 19 Noctilucent Clouds UNITE US 2010 2012 Geophysical Institute UAF GWITE LS VISUAL AID Cirrus clouds Cirrus clouds occur high up in the sky These thin wispy clouds are often stretched out by high winds Cumulus clouds Cumulus clouds are white puffy clouds that look like floating cotton balls When t
134. ocity in both trials 6 Instruct students to begin STUDENT LAB Wind Energy Remind students to check their experiment design with you before proceeding Provide safety guidelines for using the hot glue guns and be sure students understand how to use the multimeter See teacher information sheet for more information 7 Be aware that this lab may take more then one class period depending on the number of student groups that need to test their blades Students should watch DIGITAL LECTURE Chief Robert Charlie Talks About Wind www uniteusforclimate org climate resources dl html and read the article Power Lab while they are waiting for their turn 8 After students have completed the lab review the data analysis and conclusion sections As a wrap up ask students if they have ever seen wind turbines in Alaska Do they work Review some challenges and benefits Extension Ideas 1 Collect a variety of household materials to use to design blades Suggestions include disposable pie plates styrofoam bowls paper plastic cups etc 2 Experiment with other components of the ALTurbine kit Try changing the gear ratio or hooking up an additional generator You will need an additional bracket for this Generators can be attached in series to boost voltage or in parallel to boost amperage Try charging the capacitor For more information and ideas refer to the ALTurbine manual or the KidWind Project website http learn kidwind org 3
135. of invasive species Invasive species or things that do not normally grow in the area are threatening the native ecology and in turn the lifestyle and cultural expectations of the people that live there Introduced species are living things found in a specific area where they do not naturally occur Introduced species are considered invasive when their introduction causes economic environmental and or ecological harm or when their presence endangers human health Alaska s harsh climate vast wilderness small population and limited road system have protected it from many introduced and invasive species but this is changing Introduced and invasive species are increasingly found and becoming established in the state mostly along the road system and in heavily populated areas Alaska s changing climate including warmer ocean temperatures a longer growing season and milder winters is increasing the survival of these invasive species Many invasive species share common characteristics that allow them to adapt to new environments quickly They often are fast growing and reproduce quickly and prolifically They are often generalists meaning they can tolerate a wide range of environmental conditions and are associated with human activity Isolated e UNITE US 2010 2012 Geophysical Institute UAF C 33 Invasive Species WNITE 46 INVASIVE SPECIES INSTRUCTIONS ecosystems like islands are especially susceptible to invasive species For example m
136. old the solar cell at 90 on the 15 cm mark Read and record the current in milliamps displayed on the ammeter Repeat at each distance keeping the solar panel at 90 Record the data in the chart Convert the values in milliamps to amps and record Calculate the watts produced by the panel at each distance Record Draw a line graph of your results Be sure to give your graph a title and to label each axis Wr wu Hypothesis IF THEN the power produced by a solar panel will Deme o Deme Ll Cue gt Dee Ll Dune di Distance from Current Current Voltage Watts Lamp milliamps amps volts amps x volts pU e UNITE US 2010 2012 Geophysical Institute UAF C 70 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 4 of 8 Part Il Angle of Solar Panel measured at 30 cm 1 Write a hypothesis about the affect the angle of the solar panel will have on the power produced by the solar panel Fill it in below 2 Hold the solar cell upright facing the light on the 30 cm mark Place the flat part of the protractor flat on the table Align the solar cell with the 900 mark Read and record the current in milliamps displayed on the ammeter Repeat for the other angles Record the data in the chart Convert the values in milliamps to amps and record Calculate the watts produced by the panel at each angle Record Draw a l
137. om ancient cultures Climate records indicate temperatures have been fairly stable since the last major ice age ended about 10 000 years ago Within the last 100 years a noticeable warming trend began This time however scientists can t trace the cause to the sun or to a volcanic eruption Scientists are now looking at ways human activity may contribute Name three ways scientists learn about Earth s past climate Warming Trend ES So what s the big deal if it warms up by a couple of degrees Consider this During the last ice age Earth was just 4 to 6 Celsius cooler than it is today but that small difference Aa caused glaciers and ice sheets to cover vast areas of the planet Sun loving animals couldn t survive others adapted and moved rapidly south While it is true that Earth s climate has always changed a few degrees can make a big difference Scientists research shows the average temperature of the globe increased by about 0 6 Celsius between 1900 and 2000 Many regions of the Arctic have warmed up by as much as 5 Celsius in the same 100 year period If the current trend continues scientists predict the average global temperature is expected to rise by 1 4 to 5 8 Celsius by 2100 2 How many degrees cooler was the last ice age compared to today s climate 3 How many degrees warmer do scientists predict it may be by 2100 UNITE US 2010 2012 Geophysical Institute UAF C 9 Things are
138. om glacial run off increase flooding which erodes riverbanks When a glacier drastically retreats the area is left ice free then it is open to new plant growth and habitation by animals Changes in precipitation either more or less can be connected to insects changes in plant growth and animal migration increased forest fires erosion and subsistence changes Wetter conditions allow for more mosquitoes Conversely drier conditions lead to different kinds of insects kinds of things that grow are directly connected to the amount of precipitation which directly affects the kind of animals that live in an area A change in the animals that inhabit an area affects subsistence Less precipitation would lead to more forest fires More precipitation would lead to more erosion Insects can be connected to animals changes in plant growth and increased forest fires Many birds especially waterfowl rely on a large population of insects The spruce beetle can wipe out large areas of forest Forests with large insect kill areas are at great risk of forest fire Change in animal migration can be connected to changes in subsistence Changes in plant growth can be connected to changes in animal migration changes in subsistence and increased forest fires Aforest that dies due to insects or due to changes in temperature or the water cycle is at great risk for a forest fire e Changing sea ice can be connected t
139. omass and biofuels What does the prefix bio mean The root word bio means life and so biomass means a total mass of living or once living material biofuel refers to a fuel made directly from living matter Although wood is still the most common biomass resource in Alaska we have many other resources Ask students to brainstorm Alaska s biomass resources Keep a list on the white board and provide hints as needed Students may mention fish oil burning garbage wood scraps and sawdust fast growing shrubs capturing landfill gases biodiesel made from used vegetable oil etc 3 Explain more Alaska communities are again looking to biomass as an energy source Ask students why they think this is The cost of oil and gas continue to rise making energy costs in rural Alaska among the highest in the nation 4 Explain today s lab will focus on biomass as an energy source Students will measure the energy available through combustion of a plant product nuts Remind students that energy comes in many forms and can change form Ask students where the energy in the nuts came from It is originally from the sun This radiant energy was captured via photosynthesis by the plants that grew the nuts and is stored as potential chemical energy in the cells of the plant This energy is released as light radiant and heat thermal energy when we burn the nut OPTIONAL CLASS DEMONSTRATION to accompany this discussion Hold a cracker potato
140. on the climate of any region and Pieces of the Climate Change Puzzle Scientists believe that several factors work together to influence climate change These include increased albedo changes in air and water currents increased moisture in the air and increased amounts of greenhouse gases in the atmosphere Land and water absorb the sun s radiant heat The absorption and reflection of light heat and radiation is called albedo Heat that is absorbed by the land and water is slowly released back into the air and is an important contributor to climate Global patterns of air currents are another climate contributor When warm air rises cooler air from surrounding areas rushes in to fill the gap a process called convection The strongest convection occurs near the equator because this part of the world receives more direct sunlight than any other place on Earth Here in the north the sun hits Earth at a lower angle The sun s energy has to travel farther before it reaches land or water A lot of energy is lost before it reaches the surface and the incoming energy is spread over a larger area Ocean currents created by the movement of the air above wind driven circulation by differences in water temperature and by the amount of salt in the water move the sun s heat around the world Cold or water with higher salinity sinks and warmer or water with less salinity rises density driven circulation In fact the movement of air and
141. online in 2011 will help conserve Cook Inlet s gas reserves According to Jim Jager a spokesman for Cook Inlet Region Inc which is building the farm one advan tage to renewable energy projects such as the one on Fire Island is that it can be up and running in three to five years com pared to a minimum of 15 years to build the hydroelectric dams proposed in the Susitna Valley north of Anchorage or the seven years for a proposed pipeline to bring North Slope natural gas to Southcentral JUNE 2010 ALASKA e UNITE US 2010 2012 Geophysical Institute UAF FIRE ISLAND 36 TURBINE 54 MEGAWATT POWER PLANT WILL POWER 19 500 HOMES ALASKA IS HOME TO MORE THAN 40 ACTIVE VOLCANOES ni c 100 HOT SPRINGS C 91 DRILLING FOR HEAT CHENA HOT SPRINGS RESORT nestled among rolling hills along the Chena River 60 miles northeast of Fairbanks has made interna tional news in recent years Miles from the nearest power grid it runs off a 400 kilo watt geothermal electric power plant built there in 2006 using geothermally heated water to generate electricity The plant pow ers the entire resort including a year round greenhouse and an absorption chiller to keep an ice museum chilled on 90 degree summer days Alaska has more than 40 active volca noes and more than 100 hot springs that could be tapped in this manner to generate electricity and rural communities close to these resources are paying close attent
142. or boating virtually impossible It can also alter stream flow which could impact spawning salmon In all cases prevention is the most effective way to protect Alaska from invasive species Once a species has been discovered the most appropriate response will vary It is always a good idea to assess the level of the invasion The Alaska Exotic Plants Information Clearinghouse AKEPIC maintains a database of locations and other information including identification tips estimation methods maps and a database of reports http akweeds uaa alaska edu Eliminating invasive species requires knowledge of the biology of the species Once we understand its habitat requirements and life history we can look for a weakness that will allow us to gain an advantage This is called adaptive management Techniques for eradicating invasive plants include hand pulling mechanical cutting mowers barriers such as landscape cloth herbicides fire and biological controls introducing another species to control the first All of these methods have advantages and disadvantages that should be carefully considered for each species Materials Invaders by Sherry Simpson one per student TEMPLATE Invasive Species Brochure NOTE This is a Microsoft Word template zipped with the lesson and downloadable from the UNITE US website http www uniteusforclimate org STUDENT INFORMATION SHEET Invasive Species and Climate Change in Alaska STUDENT WORKSHEET
143. ors do you think would increase current What factors do you think would decrease current 5 Describe the efficiency of each of your trials Which one was more efficient at capturing the total power found in the wind Why What would happen if a wind turbine captured 10096 of the total power available in the wind 6 What geographic regions of Alaska do you think have the greatest wind energy potential Why e UNITE US 2010 2012 Geophysical Institute UAF C 86 Wind Generators WNITE LS NAME STUDENT LAB WIND ENERGY page 7 of 7 7 According to Chief Robert Charlie what is the coldest of all winds Use information from Chief Robert Charlie s lecture as well as your own experience to describe how paying 8 attention to the direction of the wind can help a moose hunter Use information from Chief Robert Charlie s lecture as well as your own experience to describe how wind 9 can help a person traveling by snow machine or dog team UNITE US 2010 2012 Geophysical Institute UAF C 87 Wind Generators TONITE LS POWER LAB REPRINT FROM STUDENT INFORMATI ON SHEET ALASKA MAGAZINE JUNE 2010 page 1 of 7 ALASKA S POTENTIAL FOR OIL FREE ENERGY ADAK ISLAND AN ABANDONED HERD gt THRIVES ON A fs ALEUTIAN OUTPOST a Enurrion e 4 The following Alaska Magazine article has been reprinted with permis
144. own from this middle pole and then I spread them out so they can dry a little bit Well this box isn t long enough Al Yeah I guess I just have to fold them up Taste pretty good huh Some might be a little bit smoke Have a good smokehouse that s one thing UNITE US 2010 2012 Geophysical Institute UAF C 53 Harbingers of Change WWITE Lis HARBINGERS OF CHANGE INSTRUCTIONS Al Yatlin On the river the permafrost is melting on the banks It seemed like especially this year it s a lot warmer than it was in the past Well I think it ll just keep on warming up and I don t know what s going to happen after that Virginia McCarty This is not the same kind of land we grew up in No matter where you walk it is so far in between the berry bushes There might be a lot of berries this year but this is the least amount of bushes I have ever seen These grasses are way higher than they have ever been Since the weather is changing and everything I don t know That s how we used to clean berries let the wind blow it all SECTION 3 FALL Butch Yaska I remember islands were pretty big in the lakes Now their permafrost melted and some of those islands are getting smaller I notice a lot of grass lakes nowadays Thomas Henry Back in the 50 s where you see the grass that was all water They used to paddle here to hunt fish ducks They don t have that no more All these lakes under the hill is
145. pause region an area of the atmosphere 50 miles above Earth s surface and the site of the coldest atmospheric temperatures Noctilucent clouds form under conditions that counter common logic They only form in the summer when solar radiation is most intense Collins said That solar heating rather than warming the mesopause causes cooling he said The mesopause region is colder in summer under perpetual daylight than it is in winter under perpetual darkness The reason lies in the movement of air within the atmosphere Collins said Solar radiation heats the lower atmosphere causing a rising cell of air over the summer pole he said As the air rises it cools and that beats out the radiative heating Those cold temperatures allow the ice clouds to form in the mesopause The clouds could serve as an indicator of climate change because an increase in carbon dioxide which causes heating in the lower atmosphere causes cooling in the upper atmosphere Collins said the noctilucent clouds are a relatively new phenomenon History indicates that humans first recorded their presence in the 19th century he said Satellite and ground based data has been limited he said but it appears that the clouds have become more prevalent over time A new satellite Aeronomy of Ice in the Mesosphere or AIM was launched in April 2007 to observe clouds and their environment in the mesopause Collins said scientists are looking forward to having more reliabl
146. predictable as habitat changes e Traditional berry picking areas become less fruitful or disappear e Warmer temperatures allow the introduction of new insects parasites and disease Hot dry summers lead to more forest fires e UNITE US 2010 2012 Geophysical Institute UAF C 6 Things are Heating Up WNITE KS NAME STUDENT WORKSHEET CLIMATE CHANGE IMPACTS IN THE ARCTIC page 1 of 2 Directions Watch the video Scientific American Frontiers Hot Times In Alaska To complete the questions below 1 Guillemot birds depend on what fish to feed their young A Salmon hatchlings C Arctic char B Arctic cod D Pike What aggressive subarctic birds are now invading Cooper Island A Pigeons C Arctic terns B Seagulls D Puffins On average how many degrees has Alaska warmed up over the last 50 years When Paul Claus and Anthony Arendt fly over glaciers what do they measure Keith Echelmeyer and By Valentine have found that glaciers lose ice every year About how much is lost A two meters B twohundred meters C they aren t losing ice As glaciers melt what rises When permafrost and the organic matter it contains thaws what gas will be released in to the atmosphere If the gas is released how will the rate of climate change likely be affected What causes drunken forests A Bearspush the trees over when they climb C Permafrost is thawing beneath the
147. r meter stick protractor wax paper colored transparency sheets and a small piece of tape to each group Read the first page of the student lab aloud as a class Review how solar cells transform solar energy into electricity and how electricity including that produced by solar panels is quantified and measured volts amps watts Use as much detail as is appropriate for your class See TEACHER INFORMATION SHEET Solar Panels 101 for more information Review the procedure as a class then allow student groups time to complete STUDENT LAB PACKET Solar Energy Remember that when students get to part IV they will need the resealable bag and ice When all groups have finished discuss the results and review the discussion questions as a class End with a more detailed discussion about the possible advantages and limitations of using solar panels at your school and or at other locations in your community Compare and contrast current energy sources used in your community to solar energy Discuss how each relates to climate change issues in your community Extension Ideas 1 Design reflectors using aluminum foil magnifying glasses or mirrors to intensify the light hitting the solar panel Be careful not to burn a hole in the panell Design and experiment to test the efficiency of the panel using these tools Discuss practical applications for Alaska 2 Instruct student groups to create a 5 minute skit for younger students describi
148. r have heard about wind energy How does it work Where are wind turbines located Use the ALTurbine to explain how a wind turbine transfers the kinetic energy of wind to electrical energy that can power our homes schools and businesses Students can follow along on the diagram on page one of the student lab e UNITE US 2010 2012 Geophysical Institute UAF C 77 Wind Generators WNITELS WIND GENERATORS INSTRUCTIONS 2 Explain that there are many factors that influence the power produced by wind generators Ask students to suggest as many factors as they can These factors include location wind conditions of an area height of the tower blade design and gear ratio size of gears used This lab will investigate one factor blade design 3 Ask students to brainstorm some elements of wind turbine design Keep a list on the white board See TEACHER INFORMATION SHEET Wind Energy Lab for suggestions Students will work in groups to investigate just one of these elements 4 Setup the fan The fan should be directly in line with the wind turbine approximately one meter away Mark the floor or table with a small piece of tape to ensure all student groups put the turbine in the same location 5 Turnon the fan to high speed if applicable Allow the fan to run for about 60 seconds Ask a student volunteer to take a reading with the anemometer Be sure your reading is in meters per second m s Students should record this value as the wind vel
149. r the flying squirrel black tailed dear Sitka spruce and arctic tern A lot of different parts of the ecosystem either directly or indirectly rely on salmon Wipfli said e UNITE US 2010 2012 Geophysical Institute UAF C 46 Climate Impacts Salmon WNITE LE NAME STUDENT WORKSHEET SALMON NOSE DEEP INTO ALASKA ECOSYSTEMS eS Time to Think 1 A keystone is the central stone in an arch that holds the whole structure together Scientists describe salmon as a keystone species in many Alaska ecosystems Using examples from the Alaska Science Forum article 1721 write a definition for keystone species and explain how salmon are a keystone species in Alaska 2 Think about a world without salmon What would your community be like Describe the impact on humans 3 Describe the impact on other plants and animals if there were no salmon e UNITE US 2010 2012 Geophysical Institute UAF C 47 Climate Impacts Salmon WNITE LE NAME O STUDENT WORKSHEET YUKON RIVER Directions Watch the video Yukon River on the UNITE US website www uniteusforclimate org climate_ resources html Answer the following questions 1 What is your Native language word for salmon 2 The Yukon River empties the largest drainage in North America into the Bering Sea and has some of the longest salmon
150. rcepted In addition low angle sun on Earth must pass through more atmosphere so some energy is absorbed Some solar systems incorporate mechanisms to automatically rotate the panels minimizing the angle of incidence and maximizing solar output throughout the day When the sun is high in the sky summer it passes through less atmosphere is less likely to encounter interference from trees chimneys rooftops etc and is therefore at maximum intensity Solar panels in Alaska can actually reach peak efficiency in late spring when sunlight abounds temperatures are cold skies are often clear and snow on the ground increases reflectivity of light Energy Storage Solar energy photons is not available 24 hours per day but our homes and classrooms require energy during the dark hours Consequently solar photovoltaic systems are generally designed to incorporate some sort of energy storage such as a battery or possibly heating water stored in a tank Battery storage is limited by the type of battery used Historically deep cycle lead acid batteries have been used for this purpose but more modern technologies include lithium and vanadium batteries Battery technology has not come as far as was expected mainly due to the limitations of the chemicals and the nature of the technology e UNITE US 2010 2012 Geophysical Institute UAF C 67 Solar Energy WNITELS NAME STUDENT LAB PACKET SOLAR ENERGY page 1 of 8 g PHOTOVOLTAIC CE
151. re and identity of many Alaska Native people In many regions commercial salmon fishing is also a mainstay of the economy Scientists do not fully understand how climate change will impact Alaska s salmon populations and the communities that depend upon them As climate warms thawing permafrost causes the land above it to collapse washing silt gravel and mud into rivers and streams This can cloud and slow the water in rivers where salmon spawn and bury eggs and lead to a decrease in dissolved oxygen Thawing permafrost can also drain lakes and disrupt salmon migration routes Milder temperatures can allow new species of plants wildlife and pathogens to survive in Alaska waters These new species could be detrimental to salmon survival Materials Flip cameras MULTIMEDIA FILE Yukon River STUDENT INFORMATION SHEET The Life and Times of Fred the Red Salmon STUDENT INFORMATION SHEET Salmon Nose Deep into Alaska Ecosystems STUDENT WORKSHEET The Life and Times of Fred the Red Salmon STUDENT WORKSHEET Salmon Nose Deep into Alaska Ecosystems STUDENT WORKSHEET Yukon River STUDENT WORKSHEET Salmon Jukebox Activity Preparation Decide if STUDENT WORKSHEET The Life and Times of Fred the Red Salmon will be used as homework Consider how and where you will conduct interviews for STUDENT WORKSHEET Salmon Jukebox Decide if students should work individually or in small groups Think about wh
152. re its predictability and because water is almost 1 000 times denser than air the amount of energy it could Wind Generators TOP PHOTO PATRICK J ENDRES ALASKAPHOTOGRAPHICS COM BOTTOM PHOTO COURTESY YUKON RIVER INTER TRIBAL WATERSHED COUNCIL WNITE LE POWER LAB REPRINT FROM STUDENT INFORMATION SHEET ALASKA MAGAZINE JUNE 2010 page 5 of 7 i Chena Hot Springs resort miles from the nearest power grid runs off a 400 kilowatt geothermal electric power plant that powers the entire resort including a year round green house E The Yukon River Inter Tribal Watershed Council has installed create as it moves through turbines four times a day is enormous In Alaska Ocean Renewable Power Co has plans to place a test a tidal turbine in Cook Inlet which has some of the greatest tide fluctuations and swiftest currents in the world in 2011 If that initial project succeeds the next step would be to install additional turbines that would create five megawatts of power enough to power 6 250 households With this pilot project Alaska is on the lead ing edge and vanguard of tidal energy in the United States said Doug Johnson ORPC s direc tor of projects in Alaska We still have a lot to learn in terms of deployment and environmental impact For example how will the generators affect migrating salmon and beluga whales According to Johnson although the turbines create a sli
153. rections Answer the following questions then transfer your answers to the Invasive Species Brochure Use the back of the page if you need more space 1 What is an invasive species 2 Approximately how many invasive species have been documented in Alaska 3 Listat least five ways that people in your village can help protect Alaska from invasive species 4 List at least five ways that invasive species travel to Alaska 5 Describe the problems caused by invasive species and how climate change may or may not affect the spread and survival of these species UNITE US 2010 2012 Geophysical Institute UAF C 37 Invasive Species VMSV IV NI SHIDOHdS HAISVANI L Y108 V NOLLVINHOANI MHOIN YO SUACAVANI NVASVIV SAVA ANVIN NI SHIOUdS HAISVANI WOW VNSV IV OL VXSVIV LOULOUd dTHH NVO SHIOddS HAISVANI SAVA 8 WNITELS CLIMATE IMPACTS SALMON INSTRUCTIONS Overview In this lesson students read two essays and complete reading comprehension worksheets to review basic salmon ecology and begin to investigate potential impacts of climate change on salmon populations Students document and share the views and experiences of community members about salmon and climate change Objectives The student will e review the life cycle of salmon e describe the connection of salmon to other parts of Alaska ecosystems e exp
154. ree drawbacks of using biomass energy 7 Think about the biomass energy resources available in your area and describe at least one way that your community could use this energy Why did you choose this resource and where how would you use it Explain the challenges and potential drawbacks to using this energy resource in the way you described UNITE US 2010 2012 Geophysical Institute UAF C 122 Waste to Watts WNITELS EXPLORING TRADITIONAL VALUES INSTRUCTIONS Overview In this lesson students explore personal and cultural values through traditional stories Students access multimedia to listen to traditional stories recorded through Project Jukebox a digital branch of the Oral History Program at the University of Alaska Fairbanks then describe how the values transferred through these stories relate to environmental stewardship Objectives The student will name personal family and cultural values that are important in their lives identify cultural values communicated through traditional stories and relate cultural values to environmental stewardship Targeted Alaska Performance Standards for the High School Graduation Qualifying Exam R4 1 Apply knowledge of syntax roots and word origins and use context clues and reference materials to determine the meaning of new words and to comprehend text R4 2 Summarize information or ideas from a text and make connections between summariz
155. rks But there s a lot to improve he said On the plus side in stream hydro is a simple highly portable technology that can be up and running ina matter of weeks and might be ideal for remote riverbank communities The Ruby project sponsored by the Yukon River Inter Tribal Watershed Council Hirsch serves as the council s energy program manager was partly assembled in Fairbanks then barged downstream from Nenana Its price tag was 65 000 That included the cost of the turbine itself manufactured by a Canadian firm as well as the cost of a pontoon boat to float it gear to anchor it a debris boom to protect it and underwater transmission cables to connect the generator to Ruby s power grid Ruby was selected as a test case partly because diesel generated power there is so expensive and partly because its residents enthusiastically supported the project Hirsch said Ruby also satisfied some technical requirements In stream turbines ideally get placed in the part of a river where the current is strongest That s usually on the surface near the middle where the river is deepest But placing it in the middle of a river increases the UNITE US 2010 2012 Geophysical Institute UAF C 99 Hydrokinetic Power ONITE LL STUDENT INFORMATION SHEET page 2 of 2 length of the transmission lines required and possibly creates navigational hazards Ruby proved ideal because the fastest deepest
156. s WNITE LS STUDENT LAB NAME WIND ENERGY page 5 of 7 3 How much power is in the wind Total power available density of air swept area wind velocity 2 P 0 A v3 2 air density at room temperature 20 C 1 21 kg m watts Total power available for turbine Trial 1 watts Total power available for turbine Trial 2 4 Calculate the percent efficiency of each trial Percent efficiency total power produced total power available 100 90 Percent efficiency for turbine Trial 1 90 Percent efficiency for turbine Trial 2 e UNITE US 2010 2012 Geophysical Institute UAF C 85 Wind Generators WNITE LS NAME uM STUDENT LAB WIND ENERGY page 6 of 7 Conclusion Directions Watch the DIGITAL LECTURE Chief Robert Charlie Talks About Wind found at www uniteusforclimate org climate_resources_dl html Answer the following questions based on the lecture and your lab results 1 Whatindependent variable did you test 2 Which of your trials produced more power What factors do you think affected this result 3 Voltage is a measure of how fast the turbine is spinning the generator What factors do you think would increase voltage What factors do you think would decrease voltage 4 Current is a measure of the flow of electrons through the wire The strength of the current relates to the torque or force of the blades What fact
157. s birds bacteria insects etc STUDENT WORKSHEET Yukon River e 7 gt No Answers will vary 5th Reverend Helen Peters says that when the cotton starts flowing in the springtime King Salmon is coming Jake Duncan is trying to learn when the Chinook salmon outmigrate head towards the ocean when they are moving and how many fish are produced by each fish that gets to spawn in the river Answers will vary Corrine Marion Sheldon talks about being a part of fisheries management by working with managers to shut down the fishery for their harvest at least two days week She says it is important to cooperate with management to sustain the food harvest for generations to come Answers will vary STUDENT WORKSHEET Salmon Jukebox 1 Answers will vary UNITE US 2010 2012 Geophysical Institute UAF C 43 Climate Impacts Salmon WNITE LE ENT INFORMATION SHEET Alaska Science Forum The Life and Times of Fred the Red Salmon Alaska Science Forum article 1656 by Ned Rozell July 24 2003 Scooped by dipnetters from Kenai to Chitina red salmon possibly occupy more freezer space in Alaska than any other fish For the fisherman who ponders the life of this excellent source of protein here s the story of a red named Fred based on information from the Alaska Department of Fish and Game and other sources Fred begins life as one of thousands of eggs resting in the grave
158. s a variety of texts using textual and experiential evidence W4 2 Demonstrate understanding of elements of discourse purpose speaker audience form when completing expressive creative narrative descriptive persuasive research based informational or analytic writing assignments WA 3 Use the conventions of Standard English independently and consistently including grammar sentence structure paragraph structure punctuation spelling and usage Vocabulary invasive species a living thing that is not native indigenous to the ecosystem under consideration invasive species may cause ecological economic or environmental harm or harm to human health Whole Picture For Alaska Native people plants provide food as well as materials for crafts housing and heating Before motorized boats were introduced traditional birch bark canoes were used for transportation on the river Many plants have great cultural significance The white spruce tree for example is said to be a tree that will take care of you and should never be cut down without a good reason Its outstretched branches provide shelter for hunters and travelers looking for a place to sleep In the past shamans used the spruce top to brush away sickness The needles were boiled and the liquid used for medicine The white spruce is now showing signs of stress due to climate change Many plants in Interior Alaska are at risk due to a changing climate and the migrations
159. s during the day the system produces enough BTUs to heat the buildings and the 280 000 gallon water storage tank Use of heating oil has dropped by 30 saving the community tens of thousands of dollars each year Solar panels were also installed on the roof of the washeteria to help reduce electricity costs The city obtains wood for the boilers by paying local woodcutters 250 per cord The community used to buy diesel fuel and that money would leave the village Now it has now created an economic opportunity for residents that keeps the money local There are plans to expand the system with three larger wood fired boilers to heat tribal buildings and the senior citizen center CASE STUDY TWO The Craig Schools amp Swimming Pool Adapted from the Alaska Center for Energy amp Power Craig is a fishing village of 1 400 people located in southeast Alaska In 2004 they looked at the heating bills for the local schools and swimming pool and knew they needed to make a change The boilers used 20 000 gallons of diesel and 40 000 gallons of propane annually The monthly fuel bill for the three buildings was over 10 000 Craig is located in a forested area so woody biomass is a plentiful resource and a local sawmill is able to supply tons of wood chips In amp 2008 with support from the U S Department of Agriculture and Alaska Energy Authority Craig installed a wood fired heating system they hoped would save them money and reduce the amount o
160. s permafrost areas like Minto Flats the trees will eventually disappear In tundra areas where some but not all of the permafrost may thaw more trees will grow as soil warms STUDENT WORKSHEET Climate Change Things are Heating Up 1 Anythree of the following scientists take ice cores to examine layers of volcanic ash dust and carbon dioxide take much sediment cores out of lakes and riverbeds look at tree rings and research records from ancient cultures to learn about climate long ago 4 to 6 Celsius ow 1 4 to 5 8 Celsius Two factors that affect climate in any region are temperature and precipitation STUDENT WORKSHEET The Social Impacts of Climate Change Each student crossword will be different Check to see that a classmate could complete Answers will vary but students must address two changes and how these changes could impact their community An example might explain that new marine shipping routes could mean that local residents will see fewer seals and polar bears Longer growing seasons might mean that local residents can plant gardens especially root crops like potatoes and carrots STUDENT WORKSHEET There s Something Funny about Climate Change Rubric Criteria Excellent 5 4 Satisfactory 3 2 NeedsWork 1 0 Content Shows artist s clear Shows some understanding Shows little or no understanding of climate by the artist of climate change understanding by the artist of change concept concept clim
161. s the low speed shaft which turns the gears the high speed shaft and finally the generator Generators contain a conductor such as copper inside a magnetic field The rotary motion of the wind generator spins the conductor inside the magnetic field creating a flow of electrons Most wind turbines use gears to increase the electrical output of the generator This is accomplished by using gears with different numbers of teeth When the larger gear on the wind turbine makes one full revolution the smaller gear on the generator has to spin faster to keep up The gear ratio is the relationship between the number of teeth on the gears Large commercial turbines may have a gear ratio of 100 1 In this scenario the generator would spin 100 times for each revolution of the turbine blades Many wind turbines also have multiple braking systems that allow the turbine to be slowed in extreme wind conditions or stopped in case of emergencies or service needs Alaska has abundant wind resources especially in the western parts of the state and along its extensive coastline Alaska s oldest wind farm is located in Kotzebue It has been producing power since 1997 wind direction low speed shaft hub anemometer Basic Parts of a Wind Turbine UNITE US 2010 2012 Geophysical Institute UAF C 81 Wind Generators WNITE LS NAME _ STUDENT LAB WIND ENERGY page 2 of 7 Directions Work in groups to complete the following l
162. sion from Kaylene Johnson POWER LAB Known its oil Alaska could become a leader in alternative energy technologies By Kaylene Johnson UNITE US 2010 2012 Geophysical Institute UAF C 88 Wind Generators POWER LAB REPRINT FROM ALASKA MAGAZINE JUNE 2010 om Waldrip doesn t consider himself an environmentalist or as he calls it a do gooder He s just fed up with the expensive unreliable energy he uses to power his home 22 miles from downtown Juneau So in true pioneering spirit he is building a hydrogen system that he says will reliably heat his home Im just tired of dealing with it Waldrip said When an avalanche took out the power lines between the Snettisham hydroelectric power plant and Juneau in 2008 Waldrips electric bill spiked from 100 a month to 500 because Juneau fuels its backup system with high priced diesel fuels Waldrip s wife raises chickens and rab bits so the couple sat in the dark next to the woodstove using the limited electricity they could afford on infrared lights to keep their baby chicks warm Between avalanches and windstorms they average five or six power outages a year I don t want to worry about oil prices or about avalanches anymore Waldrip said Now I m doing something to alleviate the problem Waldrips dilemma is common across Alaska In rural areas of the state some households are spending up to 40 percent of their income on fuel
163. some smoke Use discretion to determine if it is better to conduct the lab as a class demonstration or in small groups Teachers may want to choose a location with some ventilation at least a window that can be opened Each nut will take approximately five minutes to burn Larger nuts like Brazil nuts may take up to 10 15 minutes to burn If time is limited each group could test one kind of nut and then the class can share data 2 Be prepared to clearly review safety precautions Calorimeters need to be placed on a stable surface While in use the bottom will become hot Use your own discretion to determine whether students are allowed to use the lighter or whether you will light the nuts for them Consider safety and the time available and decide if you will precut the holes in the soda cans Do not discard the squares of aluminum 3 Review Biomass and Native Alaskan Culture Determine if you will need to use examples to lead students through the math exercises If so prepare examples 4 Decide if how you will use STUDENT WORKSHEET BioMATH and STUDENT WORKSHEET Biomass Three Alaska Case Studies You may choose to use them along with the student lab as homework or as a follow up later on Activity Procedure 1 Ask students how they think their ancestors stayed warm during long Alaska winters People have been burning organic fuels like wood and animal fat for thousands of years 2 Introduce students to the terms bi
164. sson Hand out copies so students can follow along as they listen 3 After listening to Native Voices from the Heart of Alaska review the transcript and see if students can identify harbingers mentioned by the people in the clip For example Rose Ambrose said Weather is getting too old to control itself It s going to get out of control that s exactly what Chief Henry mean Koyukuk River the water is above the bank Terrible terrible terrible it was exactly like ocean The was so high so high This quote fits well within the category of Changes in Precipitation which discusses increased flooding 4 Askfor student volunteers to cut out each of the harbinger symbols from STUDENT WORKSHEET Connections Using a space on the classroom wall or alternatively a piece of chart paper place the symbol for warm weather in the center Place the remaining 11 symbols in a circle around warm weather approximately 12 to 18 inches away Connect each to the center with a piece of yarn Next ask students to establish relationships between the harbingers If they can give a good verbal explanation allow them to place a piece of yarn as a connector For example Early Break Up may affect animal migration so it can be connected to Animal Range It may also affect Subsistence and Plant Range Ask students to make as many connections as possible The point of the exercise it to emphasize that climate change does not occur in isolation See the Ans
165. stitute UAF C 63 Solar Energy WNITE LS SOLAR ENERGY INSTRUCTIONS Activity Preparation 1 Review TEACHER INFORMATION SHEET Solar Panels 101 to build a deeper understanding of solar energy systems and their applications in Alaska Check to ensure ammeter s have batteries Make ice cubes if needed Cut wax paper and transparency sheets to size of solar panel if necessary Activity Procedure 1 Open with a discussion about energy Ask students leading questions such as Where does the electricity that powers our homes and school come from Students may answer oil or diesel fuel Follow up with questions about where those resources come from Bring the discussion around to the fact that almost all Earth s energy comes from the sun Small amounts also come from within the Earth geothermal and the moon tidal Ensure students understand that solar energy is radiant energy carried through the sun s heat and light and we can transfer this energy into electricity for use in our homes and schools Use one solar panel as a demonstration during the introduction Pass the panel to a student and ask him her to share some observations Pass it to another student or two to share additional observations Allow time for the class to share what they know about how and where solar panels are used Distribute STUDENT LAB PACKET Solar Energy to each student Divide students into groups of 4 6 and distribute a solar panel lamp ammete
166. such a small increase important What are some natural contributions to global temperature increase How do some scientists think humans may be contributing to a warmer climate What is the difference between weather and climate If you put aluminum foil over a pizza box what will happen to the box s albedo What happens to the temperature of the land when snow no longer covers it Where on Earth is the convection of air currents the strongest Why ompong Answers STUDENT WORKSHEET Climate Change Impacts in the Arctic V eW oN 2 B Arctic cod D Puffins 4 Celsius Height of glaciers A Two meters sea ocean water level UNITE US 2010 2012 Geophysical Institute UAF C 3 Things are Heating Up THINGS ARE HEATING UP 7 carbon dioxide CO Climate change rate will increase CO levels will likely double causing an increase in greenhouse gases that will mean an increase in temperature 9 permafrost is thawing beneath the trees 10 True GQur7c 46 INSTRUCTIONS 11 The implant data loggers in the squirrels in the fall then read out temperatures the next spring when the squirrel is re trapped 12 D allofthe above 13 Climate change will accelerate because of the increase in greenhouse gases and the ensuing increase in temperature 14 Answers will vary but should indicate an understanding of the nature of change One example might explain that thawing permafrost will mean that in discontinuou
167. t Alaska ecosystems by outcompeting or harming native plants and animals Invasive plants can damage riparian areas the land alongside rivers and streams destroy salmon spawning habitat and alter the diets of native wildlife Invasive plants and animals can prey upon or outcompete species used as subsistence foods such as berries crabs and bird eggs They can also harm agricultural crops and spread disease The best way to protect Alaska from invasive species is to prevent them from ever getting here in the first place It is important to clean clothing gear equipment boats and vehicles when traveling from region to region especially when traveling up from the contiguous 48 states where invasive species are more pervasive Be careful to wash fishing lines and tackle used in locations outside of Alaska Early discovery and removal are the best strategies to address species that have already found their way here Participate in weed pulls and other community efforts to get rid of invasive species Be aware of the type of plants in your garden use native plants when landscaping your yard and use sterilized straw when traveling with dogs if possible Most importantly learn to identify native and introduced species and teach others to do the same UNITE US 2010 2012 Geophysical Institute UAF C 36 Invasive Species WNITE LS NAME STUDENT WORKSHEET INVASIVE SPECIES BROCHURE PLANNING SHEET page 1 of 3 OC Di
168. te change you may Harbi nger anything that have realized prior to this lesson Explain the harbingers and the foreshadows a future event connections Illustrate your response in the space at the bottom of a sign of things to come the page e UNITE US 2010 2012 Geophysical Institute UAF C 61 Harbingers of Change WNITE US SOLAR ENERGY INSTRUCTIONS Overview In this lesson students investigate energy transfer and photovoltaic PV cells through hands on experiments Students explore the impact of intensity and angle of light on the power produced by solar panels and extrapolate this to examine how where solar panels might be used in their community Objectives The student will e differentiate between voltage current and watts e predict and observe the output of a solar panel under variable conditions compute and graph the power produced by a solar panel under variable conditions e consider the feasibility of solar energy applications in Alaska and apply knowledge of solar energy to their own community Targeted Alaska Performance Standards for the High School Graduation Qualifying Exam M2 2 3 Use a variety of measuring tools describe the attribute s they measure M4 3 4 Translate among and use tables of ordered pairs graphs on coordinate planes and linear equations as tools to represent and analyze patterns M10
169. the tips since the area swept by the base of the blades is much smaller than that of the tips The taper also adds strength to the base where stress is highest Wide or heavy tips will add a lot of drag suggested standard 3 x 18 x 3 32 rectangle Pitch amp Twist Pitch refers to the angle between the blade and the oncoming flow of air Adjusting the pitch of the blades will change the rotation speed and therefore the amount of power generated Pitch can dramatically affect power output suggested standard consistent 5 pitch on all blades There are also advantages to having a twist although this can be challenging to do Generally more pitch at the base improves startup and efficiency and less pitch at the tips improves high speed performance suggested standard no twist Suggestions for testing elements of wind turbine blade design Students should choose only one element of blade design to investigate All other elements should remain constant For example they may choose to investigate the number of blades In this case all other aspects of the blades shape length material pitch twist should remain constant If you would like students to be able to compare data amongst groups choose a standard for each element Suggestions are listed above Notes on the Multimeter A multimeter is a device capable of measuring voltage current and resistance Make sure you connect the multimeter leads to the correct ports The red lead s
170. thrown back into the water The boy explained that if the man and his people did all these things they would have a good year and would catch many salmon But if they did not follow the rules the salmon would never return to them The Tanaina used this story to explain to their children how the First Salmon Ceremony got started and why it was performed each year in the springtime The people did everything the young salmon boy had told his grandfather to do UNITE US 2010 2012 Geophysical Institute UAF C 128 Exploring Traditional Values WNITE LE LEARNING FROM OUR STORIES STUDENT INFORMATION SHEET page 3 of 3 Nits iil Adapted from Guedon s People of Tetlin Why Are You Singing 1974 47 48 During the spring Upper Tanana Athabascans used to gather nihts iil which are little roots that muskrats find and hide in their caches One day a little girl found one of these caches on a lake and took out all the nihtsiil to take home to her family She was very excited and very proud of herself when she got home with the tasty food Mom she said 1 found a muskrat cache Here s some nihts iil You ve got to pay for the nihts iil her mother said when she saw the pile of roots Don t forget to leave something in the cache for the muskrat Oh Mom her daughter answered who would ever know The muskrat wouldn t know that was the one that took the nihts iil What does
171. tion After it was assembled in Fairbanks it was put on a barge and sent down the river 5 kilowatts of power 2 homes 10 homes No rivers freeze so there is little or no flow and ice would jam the turbine Answers will vary e UNITE US 2010 2012 Geophysical Institute UAF C 97 Hydrokinetic Power WNITE LS HYDROKINETIC POWER INSTRUCTIONS Answers to STUDENT WORKSHEET It s Electric Student answers will vary UNITE US 2010 2012 Geophysical Institute UAF C 98 Hydrokinetic Power NITE A d Anchorage Daily News STUDENT INFORMATION SHEET n com pege of In river generator may give Bush power alternative RUBY Device shows promise for remote riverfront villages By George Bryson 02 04 09 A technology almost as simple as a Yukon River fishwheel could one day power the laptop computers and microwave ovens of Alaska s river people In Ruby it s beginning to do just that Last summer the Western Alaska village on the banks of the Yukon became the first community in America to tap into the power of an in stream hydrokinetic generator a submersible turbine that looks a bit like a tipped over fish wheel In stream power also gets called low impact hydro and hydro without the dam By any name it may be an idea whose time has finally come A 100 kilowatt turbine about 20 times larger than Ruby s is scheduled to be installed later this year in the Upper Yukon River vil
172. twhatangle is the power watts produced by the panel the greatest e UNITE US 2010 2012 Geophysical Institute UAF C 73 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 7 of 8 5 Ifthe solar panel is oriented at a 45 degree angle it produced Explain why you think this happens 6 Describe what the graph shows about the relationship between power produced by the solar panel and the color wavelength of light 7 What color filter allows the solar panel to produce the most power watts 8 Describe what happens when you filter the light with wax paper 9 Describe what the lab shows about the relationship between power produced by the solar panel and temperature 10 In this investigation distance angle color and temperature were in the independent variables studied Describe one additional independent variable that might affect the power produced by a solar panel and briefly describe how you would conduct the investigation UNITE US 2010 2012 Geophysical Institute UAF C 74 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 8 of 8 Conclusion 1 In this experiment you changed the distance of the light source from the solar panel however Earth s distance from the sun does not change significantly as it orbits the sun What factors might influence the strength of the light reach
173. uce electricity Ask if anyone knows the third thing needed Take all the guesses but do not reveal the answer motion kinetic energy until you are ready to move on to the lab Divide students into groups Tell them they are now going to use the coil the magnet and motion to produce electricity Hand out STUDENT LAB It s Electric Allow students time to work through the lab and complete the questions Display VISUAL AID It s Electric to help with set up for final questions if needed Discuss the lab findings Ask students to think about the source of energy in the lab student versus moving water in a river Depending on time and interest trace the energy backwards In a person for example there is energy exerted by moving muscles that must be fueled by food energy In a river the water source may be melting snow or glacier energy from the sun melts the snow and gravity moves it downstream What makes hydropower a renewable energy source Visit the State of Alaska Alaska Energy Authority website http www akenergyauthority org alaska energy plan html and investigate whether there is an energy plan in place for your community Click on Community Database Find your community or one close by Discuss the long term plans for the community For example Bethel currently relies solely on diesel for electricity production but in the next three years hopes to supplement 20 percent of the electrical needs with a combination of a
174. ucent clouds an everyday occurrence In 1885 they were first recognized as something strange in the sky Since then more than a thousand sightings have been recorded in the world Several displays occurred over central Alaska in the summer of 1979 The characteristic that distinguishes noctilucent clouds from all others is their remarkably high altitude 82 plus or minus a few kilometers about 50 miles Rarely do normal clouds extend as high as 15 kilometers Noctilucent clouds are seen only in deep twilight when the sun is 6 to 16 below the horizon Then the sky is dark enough for the thin noctilucent clouds to be seen and yet the sun is still in position to reflect enough light from the clouds to make them visible to an observer Though noctilucent clouds have been recognized for nearly a century no one quite knows why they occur Almost certainly the clouds consist of ice coated dust particles the dust presumably coming from meteors striking the atmosphere Beyond that not much is known Clouds that Glow at Night by Larry Gedney July 30 1982 Article 556 This article is provided as a public service by the Geophysical Institute University of Alaska Fairbanks in cooperation with the UAF research community Larry Gedney is a seismologist at the Institute As we move into August the opportunity to observe noctilucent clouds is at its best Many people who have lived in the northern latitudes for years have probably noticed them b
175. ud that is close to the ground or a body of water is called fog stratocumulus low clouds with irregular masses rolling or puffy in appearance sometimes with space between clouds often form after a rainstorm water cycle the continuous process by which water is distributed throughout Earth and its atmosphere energy from the sun causes water to evaporate from oceans and other bodies of water and from soil surfaces plants and animals also add water vapor to the air by transpiration as it rises into the atmosphere the water vapor condenses to form clouds rain and other forms of precipitation return water to Earth where it flows into bodies of water and into the ground beginning the cycle over again water vapor water in its gaseous state especially in the atmosphere and at a temperature below the boiling point Materials Small clear plastic container w clear lid or use clear plastic wrap big enough for tin can lid to fit inside Salt a pinch Lid from juice concentrate or cut lid from canned good Soda bottle lid Warm water Styrofoam ball approximately 6 one per group Flashlight small one per group Batting small pinch per group Toothpicks 5 per group Round head sewing pin 1 per group Oil pastels 1 set per group Clay or tacky putty one lump per group NOAA NASA Cloud Chart one per pair MULTIMEDIA Noctilucent Cloud Song VISUAL AID Clouds VISUAL AID Noctilucent Clouds VISUAL AID
176. ure the voltage and current produced by two separate tests to determine power generation potential Alaska High School Graduation Qualifying Exam Performance Standards Addressed M2 3 1 Estimate and measure various dimensions to a specified degree of accuracy M2 4 2 Estimate and convert measurements between different systems M2 2 3 Use a variety of measuring tools describe the attribute s they measure M2 3 4 Describe and apply the relationships between dimensions of geometric figures to solve problems using indirect measurement describe and apply the concepts of rate and scale M6 3 1 Collect analyze and display data in a variety of visual displays including frequency distributions circle graphs histograms and scatter plots M7 2 2 Select and apply a variety of strategies including making a table chart or list drawing pictures making a model and comparing with previous experience to solve problems M10 3 1 Apply mathematical skills and processes to science and humanities M10 3 2 Apply mathematical skills and processes to situations with peers and community Vocabulary drag the forces that oppose the motion of an object driveshaft the mechanical component that transfers the rotary motion of wind turbine blades to other components of the system including gears and or generators gear ratio the relationship between the numbers of teeth on two meshed gears nacelle housing that protects all the power generating parts
177. use saw dust chips and shavings from local sawmills as well as wood salvaged from land clearing and fire mitigation projects The company plans to produce 30 000 tons of pellets a year enough to fuel 7 000 homes Alaskans generate about 650 000 tons of garbage each year which can be used to generate energy Small biofuel projects have had some success in Sitka Fairbanks and Juneau but en ergy recovery from the Anchorage landfill may prove to be the best prospect According to a report prepared for the Munici pality of Anchorage Solid Waste Services the landfill could produce the energy equivalent of 1 9 million gallons of diesel ONITE Lh STUDENT INFORMATION SHEET page 7 of 7 then pursue large projects such as the Susitna hydroelectric dams that have been considered for more than 30 years But others worry about the multibillion dollar price of the dams The Susitna hydro project is so big it could eliminate the market for every other competing project said Jim Jager the spokesman for CIRI which is building the Fire Island wind farm Large energy projects hinge on power purchase agreements from utility companies To pay for the two proposed dams on the Susitna utility companies would have to commit to 25 or 30 year purchase agreements Jager said the same is true of building a pipeline to bring natural gas from the North Slope per year over the next 10 years by captur ing and using the
178. values Addressing immediate threats that climate change poses for their villages such as coastal erosion thawing permafrost draining lakes slumping rivers etc addresses values such as taking care of yourself respect for Elders responsibility to village and care for family Looking at the big picture and addressing the root causes of climate change issues students may mention values such as cooperation wisdom from life experiences and respect for land and nature UNITE US 2010 2012 Geophysical Institute UAF C 125 Exploring Traditional Values WNITE LE NAME STUDENT WORKSHEET EXPLORING TRADITIONAL VALUES eS Directions Access the MULTIMEDIA FILE Exploring Traditional Values at the UNITE US website www uniteusforclimate org multimedia Listen to the Elder s stories and then answer the following questions 1 List the traditional values that are communicated in each Elder s story Mary Demientieff Eliza Jones bears Eliza Jones wolves Johnson Moses 2 Stewardship is the responsibility to take care of something or someone What do you think environmental stewardship means Is it in line with traditional Athabascan cultural values 3 Explain how you think taking action to address climate change supports or does not support traditional Athabascan cultural values Use specific examples e UNITE US
179. verter which converts DC 12 volt current produced by solar cells to AC 120 volt current used in most homes schools and businesses Solar energy systems are classified as active or passive Passive design implies that the building itself functions as the solar collector and thermal energy is transferred by natural energy flow conduction convection radiation Examples of passive solar design include buildings with south facing windows to maximize sunlight and solar chimneys The latter serve to ventilate buildings via convection Active solar energy designs use mechanical systems such as batteries pumps and fans to transport and store solar energy for future use Materials e 2 volt 200 mA solar panel with wires and alligator clips attached one per group Digital ammeter needs to measure up to 500 mA one per group Small protractor 2 inches in height one per group e Lamp with at least 100 watt bulb one per group e Meter stick one per group e Wax paper one square slightly larger than the solar panel per group e Red yellow green blue transparency sheets one square slightly larger than the solar panel per group e Quart sized resealable bag full of crushed ice or snow one per group Masking or duct tape Small portable electronic device if available STUDENT LAB PACKET Solar Energy e TEACHER INFORMATION SHEET Solar Panels 101 e UNITE US 2010 2012 Geophysical In
180. w Y Eri D 16degrees A En at 26 Article Two Clouds That Glow at the horizon Night by Larry Gedney 1982 Illustration courtesy of NASA 4 Circle the best answer How can scientists guess that meteors are involved with the presence of noctilucent clouds A Scientists have watched meteors fly through noctilucent clouds B Anelectron microscope found nickel in cloud residue an element in meteors C Meteors also glow in the night sky so they are likely related 5 What instrument was used to reach and study the clouds 6 In 1982 did scientists know why noctilucent clouds are found only in certain latitudes 7 Write one other thing scientists were wondering in 1982 about noctilucent clouds Article Three Exploring the Heavens with Laser Light by Ned Rozell 1998 8 Whatinstrument are scientists like Dr Richard Collins currently using to study noctilucent clouds e UNITE US 2010 2012 Geophysical Institute UAF C 28 Noctilucent Clouds WWITE 446 NAME STUDENT WORKSHEET UNDERSTANDING NIGHT SHINING CLOUDS page 2 of 2 9 Why can t scientists use a weather balloon 10 Circle one Temperatures in the mesosphere where these clouds are found are coldest when A During the Ice Age B During the coldest part of the winter C During the warm summer months Article Four Polar Clouds May Be Climate Change Symptom by ScienceDaily 2007 11 Circle one What are scient
181. wers section for additional ideas for connections Emphasize that some changes are positive some negative and some neutral A forest fire may devastate an area and trigger permafrost thaw but early stages of re growth attract moose which is good for subsistence 5 Askstudents to think about connections they had not thought about prior to this exercise If students have a science journal ask them to complete the following exercise Write about the connection between two or more harbingers of climate change you many not have realized prior to this lesson Explain the harbingers and connections Illustrate your response If students do not have a science journal use STUDENT WORKSHEET Response Sheet Extension Idea 1 Pickone harbinger and do an in depth study beyond the connections touched on in the lesson Answers STUDENT WORKSHEET Connections NOTE For teachers taking the UNITE US course for credit there is no student worksheet to send to UNITE US for assessment If possible take a picture of the finished display to email with your e journal Listed are some ideas about the types of connections students could make The point of the exercise is to emphasize that climate changes do not happen in isolation The list is not exhaustive but intended to help facilitate discussion in the lesson Warming temperatures are a catalyst for all the items listed Thawing permafrost can be connected to erosion changes in plant gro
182. wist Volts V Amps 1 Wind velocity v Trial 2 Material Length of Blades Number of Blades Shape Pitch Twist Volts V Amps 1 Wind velocity v UNITE US 2010 2012 Geophysical Institute UAF C 83 Wind Generators WNITELS NAME EN STUDENT LAB WIND ENERGY page 4 of 7 Data Analysis 1 Calculate the actual power produced by the wind turbine after each trial Power P is equal to voltage V multiplied by current I P V x I Power is measured in watts Trial 1 produced watts Trial 2 produced watts 2 The power produced by a wind turbine is directly related to the swept area of its rotor blades The swept area is the area of the circle made by the spinning rotor blades The length of the rotor blades is the radius r of the circle Calculate the swept area of your turbine If you varied the length of your blades you will need to calculate the swept area for each trial If the length of your blades remained constant you can use the same value for both trials First convert the length of each blade from inches to centimeters 1 inch 2 54 centimeters swept area of blades rotor blades r Then calculate the swept area A A n23 14 Swept Area of Turbine for Trial 1 m Swept Area of Turbine for Trial 2 m UNITE US 2010 2012 Geophysical Institute UAF C 84 Wind Generator
183. wth changes in animal migrations subsistence changes and insects When a frozen shoreline or riverbank thaws it becomes unstable and is easily eroded by precipitation storms and moving water When permafrost thaws it changes habitat for the plants that grow in the active layer above it There is a change in the moisture content of the soil and a possible change in the soil temperature Asplant growth changes the animals that depend on the plants will move and change too In addition most animals do not like to walk on wet soggy ground so they will avoid thawing permafrost e UNITE US 2010 2012 Geophysical Institute UAF C 51 Harbingers of Change WNITE LS HARBINGERS OF CHANGE INSTRUCTIONS Ifthe population of animals shifts then subsistence foods can be affected Waterfowl rely on wetlands If the area drains because the permafrost has thawed under it the waterfowl will move fthawing permafrost creates standing water in the active layer more mosquitoes may breed Early spring break up can be connected to insects change in plant growth change in animal migration and erosion Early break up means insects can hatch earlier Plants have a longer growing season when the snow melts earlier Changes in plants affect the animals that eat them Early break up means more time for erosion x Melting glacier ice can be connected to erosion plant growth and animal migration High water levels fr
184. y it is the climate that rules the seasons our wild foods and our way of life Changes in the climate over the last 30 years have greatly affected the land animals and people of Interior Alaska As a community we have witnessed the unpredictable nature of these changes throughout the year For the sake of all future generations we want to share our observations Catherine Attla All our old people study the weather changing in Alaska This one old man that was living here Chief Henry he say My grand children you live up to a warm weather that wouldn t be the right place at the right time Rose Ambrose Weather is getting too old to control its own self It s going to get out of control that s exactly what Chief Henry meant Koyukuk River the water is above the bank Terrible terrible terrible it was exactly like ocean The water was so high so high Tony Sam Sr It s getting warmer and warmer all the time All the rivers that I travel many years change quite a bit because the erosion is not only out here I think in 50 years all those peoples out on the bank will move 1000 feet back Jack Wholecheese We re getting really early springs If you ever go out to the river you ll see permafrost melting and hits the soft sand out here in front of town And that s where it s cutting in Section 2 Summer Sarah Oskolkoff My son was milling around with a thermometer and h
185. y hot tap water into a clear empty 2 liter soda bottle that has the label removed Place your mouth over the opening and blow into it to ensure the bottle is fully expanded Immediately seal the bottle tightly Shake the bottle vigorously for one minute This will distribute water molecules in the air Light a match and let it burn for two seconds then drop it into the bottle Quickly recap the bottle Lay the bottle on its side with black paper behind it Press hard on the bottle for ten seconds The bottle is strong so don t be afraid to really push hard Release observe and repeat until a cloud forms When the cloud forms unscrew the cap You should see the cloud escape from the bottle If not give the bottle a light squeeze The cloud ina bottle activity simulates the conditions necessary for cloud formation water vapor in the air smoke particles for water to collect on and cooling of the air by lowering the air pressure within the bottle UNITE US 2010 2012 Geophysical Institute UAF C 18 Noctilucent Clouds LS NOCTILUCENT CLOUDS INSTRUCTIONS Answers STUDENT WORKSHEET Understanding Night Shining Clouds 1 1885 2 No they thought it was ice coated dust particles from the dust of meteors 3 C 50Miles 4 B Anelectron microscope found that nickel was in the clouds an element in meteors 5 ANike Cajun rocket 6 No 7 Anyone of the following Why are the clouds only seen in the summer Why are the displays l
186. y little And I hope it s not that bad but it might change the world I really miss that snow Section 5 Credits All audio and visual content of this audio slideshow program was approved by the Huslia Tribal Council which holds the legal copyright 2005 Funding for this project was provided by the WORLD WILDLIFE FUND WWE Elders tribal council members and community members worked with the students of Huslia to produce this audio slideshow program Production consultation and studio services were provided by Kathy Turco of Alaska s Spirit Speaks Sound amp Science with technical assistance from audio engineer Ed Smith and programmer graphic artist Roger Topp of General Systems Vehicle GSV Recordings were made by Huslia students LeAnn Bifelt Ryan Olin Sheila Esmailka Kenny Sam Athena Sam Dustin Nollner Teri Vent Willis Derendoff Leah David and Aimee Nollner Thanks to Sharon Strick John Christian Annette Watson Shannon McNeeley and Julie Vadnais for assisting the students Natural sounds and subsistence activities were recorded by Kathy Turco Voices of the following individuals were included in the soundtrack Effie Williams Catherine Attla Rose Ambrose Tony Sam Sr Jack Wholecheese Sarah Oskolkoff Stanley Ned Marie Yaska Ross Sam George Attla Jr Al Yatlin Eleanor Yatlin Virginia McCarty Butch Yaska Thomas Henry Josslin Olin Angeline Derendoff Alda Frank Hudson Sam Steven Attl
187. y simple tool a column of colored light that reaches where more complicated machines fail Polar Ice Clouds May Be Climate Change Symptom ScienceDaily Aug 21 2007 As the late summer sun sets in the Arctic bands of wispy luminescent clouds shine against the deep blue of the northern sky To the casual observer they may simply be a curiosity dismissed as the waning light of the midnight sun But to scientists these noctilucent ice clouds could be an upper atmospheric symptom of a changing climate The question which everyone in Alaska is dealing with is what are the symptoms of climate change and as in medicine how do these symptoms reflect the underlying processes said Richard Collins a researcher at the Geophysical Institute at the University of Alaska Fairbanks It is believed that these clouds are an indicator of climate change e UNITE US 2010 2012 Geophysical Institute UAF C 25 Noctilucent Clouds WNITE 46 SCIENTISTS LEARN ABOUT STUDENT INFORMATION SHEET NIGHT SHINING CLOUDS page 3 of 3 Dozens of scientists from several countries will gather at the University of Alaska Fairbanks Aug 20 23 to discuss the latest findings on noctilucent clouds and other phenomena of the earth s upper atmosphere during the Eighth International Workshop on Layered Phenomena in the Mesopause Region Sessions will include information on the latest ground based and satellite data on the meso
188. ydroelectric or hydrogen as in hydrocarbon hydroelectric generating electricity through the use of the energy of moving water hydroelectric power plant a power plant that produces electricity by the force of water falling through a hydro turbine that spins a generator hydrokinetic relating to the kinetic energy and motion of fluids often refers to in river power generation hydrothermal relating to thermal energy stored in water especially water heated by Earth s internal heat power that is generated using Earth s hot water is called hydrothermal energy joule a unit used to measure energy or work one joule is equal to the work done when a force of one newton acts over a distance of one meter named after British physicist James Prescott Joule who established the law of conservation of energy stating that energy is never destroyed but may be converted from one form into another kinetic work done by an external force energy an object possesses due to its motion renewable resource energy sources that are continuously replenished by natural processes such as wind solar biomass hydroelectric wave tidal and geothermal run of river hydroelectric a type of hydroelectric facility that uses the river flow with very little alteration and little or no impoundment of the water thermal related to heat energy storage or movement turbine a device for converting the flow of a fluid air steam water or hot gases int
189. you noticed any changes in the salmon in this area during your lifetime Please tell me about them 4 Can you imagine life in our community without salmon What or who do you think would be affected most e UNITE US 2010 2012 Geophysical Institute UAF C 49 Climate Impacts Salmon WNITE LS HARBINGERS OF CHANGE INSTRUCTIONS Overview The Arctic is particularly sensitive to climate change and begins to exhibit indicators or harbingers of change before the rest of the planet This lesson explores some of the harbingers of climate change in the Arctic Objectives The student will review Arctic climate change indicators called harbingers then apply the knowledge to documented Native observations of change and participate in a hands on activity that challenges them to find connections among Arctic climate change indicators Targeted Alaska Grade Level Expectations OR HSGQE essential skills R4 2 Summarize information or ideas from a text and make connections between summarized information or sets of ideas and related topics or information Targeted Alaska Grade Level Expectations 11 SF1 1 SF3 1 The student demonstrates an understanding of the dynamic relationships among scientific cultural social and personal perspectives by investigating the influences of societal and or cultural beliefs on science Vocabulary harbinger anything that foreshadows a future event a sign of things
190. z blue 668 THz UNITE US 2010 2012 Geophysical Institute UAF C 72 Solar Energy WNITE LS NAME __ STUDENT LAB PACKET SOLAR ENERGY page 6 of 8 Part IV Temperature measured at 30 cm 90 1 Write a hypothesis about the affect temperature will have on the power produced by the solar panel Fill it in on the lines provided Hold the solar cell at 900 on the 30 cm mark Read and record the current in milliamps displayed on the ammeter Place the solar panel outside if below freezing or in the freezer for 10 minutes Read and record the current in milliamps again Convert the values in milliamps to amps and record Calculate the watts produced by the panel at each time Record SO ees Hypothesis IF THEN the power produced by a solar panel will Time at freezing Current Current Voltage Watts minutes milliamps amps volts amps x volts 2 0 minutes room temperature toms 1 Data Analysis 1 Describe what the graph shows about the relationship between power produced by the solar panel and distance from the light source Why 2 Ifthe solar panel is moved twice the distance away it produced more than half the power less than half the power about half the power Explain why you think this happens 3 Describe what the graph shows about the relationship between power produced by the solar panel and the angle of the panel 4 A

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