STUDENT NUMBER_______________
Objectives:
To establish a cognitive relationship between concepts found in the readings and features on modem glaciers.
Resources:
Air photographs on line. Large format map of Antarctica (on library reserve).
Read over the questions first.
Some resources are on-line, some are at the library.
Questions:
10 points each
1. Where is the ELA on the glacier in Photos 145 and 146? On photo A24742-56, suggest a reason the largest glacier appears homogeneous.
2. On Set 3 , locate point 1. Suggest a reason for the change in orientation of flow bands. Similar features can be seen at points 2 and 3. You may wish to look over the Science article (in the library) for clues.
3. Suggest a reason why all of the glacier margins in Set 4 are rounded. See margins in question 4 for a more typical pattern.
4. Set 5 (5157, 5192, and 5213) is an assortment of glacier margins that all appear to have a bird's-foot edge. Why?
5. On the map of Victoria Land Coast, Antarctica, scale off the distance between Cincinnati and Columbus, in order to get a sense of the scale we are dealing with here in Ohio. Find an area that may serve as a modern analog for Ohio during the last ice age. Give your answer in latitude and longitude.
6. Bonus. Photo 5213. Suggest what happens to the tributary glacier at the indicated point.
7. Bonus. Photo 5213. Suggest some reasons why the main trunk glacier (lower right comer) has such regular light/dark banding.
Evaluation:
For these questions, you should present a logical response in an effective manner. Thus, evaluation will be based on both the content and its presentation.
1/2 of total. Technical assessment (e.g. question posed is the one addressed, no unnecessary information presented, answer is a logical argument, is the answer "correct"?).
1/2 of total. Style (e.g. arguments linked together, correct grammar, correct spelling).
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