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Keeping Our Oceans Clean

December 5, 2008

Unlike the world’s continents, which are divided up into countries with borders and governments that keep each one separate, the oceans lack physical boundaries. This can be good, because you don’t need a passport to travel from the Pacific to the Atlantic. On the other hand, though, pollution doesn’t get stopped at the border either.

Nearly 71% of the earth’s surface is covered by oceans. That means that things that end up in the water (accidentally or on purpose) can travel a long way unless they’re fished out by someone or something. Things like oil spills show how quickly and how far the ocean can carry pollutants that can sicken or kill fish, birds, and sea mammals. It’s not just those creatures living in the ocean who are affected. People who eat plants or animals that come from the ocean can get sick, too, if they eat something that’s been contaminated.

Tossing trash into the ocean itself isn’t the only problem. Pollution in fresh water and in the air affects the oceans too. Dumping into streams and rivers, even hundreds of miles from the ocean, takes materials downstream with the current, often washing them out to sea. The water cycle means that water from all over evaporates, joins up with particles in the air, and returns to earth elsewhere through rain and other precipitation. Pollution released into the air can end up affecting the oceans that way, too.

Pollution travels and hurts the whole ocean. But because the oceans don’t belong to any one nation, all countries must work together to help clean them up and to keep them pollution-free. There are international laws that work to do that, but everyday people can do their part too, by making sure they don’t pollute where they live.

Skipper Wilson writes about some of the ways he and his competitors are trying to keep the oceans clean.

Garbage 1: The Roots of Trash (3-5)
In this Science NetLinks lesson, students identify the various natural resources used to produce common items; to understand how people use science and technology to produce those items.

Garbage 2: Recycling (3-5)
In this Science NetLinks lesson, students learn about the problems of waste disposal and how recycling can help to reduce the amount of waste we create.

Renewable Energy Sources (6-8)
Students will investigate a variety of renewable energy resources, as well as the benefits and drawbacks of each in this Science NetLinks lesson.

Oceans (6-8)
This Science NetLinks lesson helps students obtain a better perception of earth’s oceans and to understand earth’s water cycle.

Asian Brown Cloud (6-12)
In developing areas of the world, rapid industrialization has brought about modernization, but it also adds a lot of soot and other pollutants into the air. In this Science Update, you’ll hear about an effort to measure the pollution over Asia and assess its impact on humans and the environment.

Litter Life (6-12)
In this Science Update, you’ll hear why scientists are worried about plants and animals who cross the ocean using plastic soda bottles.


Vibrations and Noises

December 3, 2008

Great American III's HullSkipper Wilson had a noisy night yesterday. Around midnight, the boat started making a new noise—an unexpected one. The sound resembled a high-pitched vibration, maybe similar to a mixer on its highest setting.

Skipper Wilson and his boat repair person in Maine talked on the telephone and they think that the sound may have been caused by a piece of the fairing breaking off. The fairing is a covering placed on the bottom of the boat to help the water move around the hinge that attaches the keel to the hull. In the picture to the right, you can see the hull (the raft-like portion of the boat) of the Great American III. The keel is the big orange part sticking out under the hull. On Open 60s, the keel is particularly long to help the boat stay upright. The two fairings are half-cone-shaped pieces that go around the keel in front and in back where it attaches to the hull. You can also get an idea of the different parts of the hull by looking here.

The fairing isn’t a necessary part of the boat, so it’s not a big deal if parts of it come off. Noises are always important to investigate, though, because they could be a sign of something wrong.

Listen to Skipper Wilson’s latest podcast and read today’s log.

 
 
What Is Sound? Video (6-8)
This Science NetLinks tool provides an animated QuickTime video showing how sound waves work.

You Must Be Hearing Things (K-8)
This Science NetLinks tool offers a unique sampling of interactive QuickTime audio files, which students can click on to test auditory perceptions and learn about sound waves.

Interactive Sound Ruler (6-8)
In this Science NetLinks tool, an interactive table demonstrates real-world sounds ranging from 0-140 decibels.

Sound Site (3-12)
The Sound Site is part of the Sound Project, a partnership between the Science Museum of Minnesota and the Minnesota Orchestra. The site’s purpose is to present activities, discussions, and multimedia explorations about sound, both from a scientific and artistic perspective.

How Elephants “Hear” with their Feet (3-12)
Watch this National Geographic XPeditions video to see how elephants use vibrations to communicate.

The Ear (3-12)
This resource, reviewed by XPeditions, features a wealth of information about hearing and the human ear. Links to further information are included, along with an interactive quiz, hearing experiments, and a lesson plan about hearing.

Sound and Noise (3-8)
This resource, from Fatlion, features an experiment that demonstrates the physics of sound. A list of required materials is given, along with an explanation of the science behind the experiment.


Crossing the Equator

November 26, 2008

Yesterday, Skipper Wilson crossed the equator. He’s now sailing in the Southern Hemisphere.

Skipper Wilson shares some of the traditions of crossing the equator here. Writer Dava Sobel, author of Longitude, also shares some thoughts about the equator, as well as about latitude and longitude, the two ways we have of measuring location on a map.

You also can listen to Skipper Wilson as he talks about approaching the equator, and watch the crossing on this video:

 
 
Tilted Earth (6-12)
In this episode of Science Update, from Science NetLinks, hear how the earth’s tilt got knocked into place.

Pumpkin Earth (6-12)
Earth is a watery planet. And that water doesn’t stay put—it gets carried by ocean currents, seeps through the ground, evaporates from one place, and then rains down on another halfway around the globe. Now, it turns out that the huge amount of water sloshing around is literally changing the shape of the earth. Hear more in this episode of Science Update, from Science NetLinks.

What We Can Learn from Maps (3-5)
In this lesson from National Geographic Xpeditions, students to learn how maps can be used to provide information about a variety of activities, distributions, and earth and ocean features.

Latitude, Longitude, and Mapmaking (6-8)
In this Xpeditions lesson, students review the concepts of latitude and longitude and use these concepts to create maps of different countries on the computer.


The Doldrums

November 25, 2008

In a recent post and podcast, Skipper Wilson talked about getting through the Doldrums. What are the Doldrums exactly?

The Doldrums are the area of the Atlantic and Pacific Oceans near the equator. They stretch roughly from 5° north of the equator to 5° south of it and are sometimes known as the Intertropical Convergence Zone. They aren’t in a fixed location, though, because they are affected by a number of things, including the season, the sun, and the open sea.

The area at the equator gets a lot of sun exposure, which heats both the air and the water. In this low-pressure zone, the air is hot and moist and rises up into the atmosphere through evaporation. If the air is rising, it’s not blowing across the surface of the water. This can be bad for a sailor, who needs horizontal air flow (wind) to fill his or her sails. Back in the 16th century, English traders periodically got caught in this windless area, and it’s they who gave the Doldrums such a descriptive name. (If you’re in the doldrums, you lack the energy and spirit to get yourself moving.)

However, the Doldrums also are where the trade winds from the Northern Hemisphere and the Southern Hemisphere meet. When these winds meet, expect sudden and strong wind and rain storms. Combine that with very warm temperatures in the late summer, and hurricanes can form.

The Doldrums are unpredictable because there are these two very different situations playing out at the same time: calm weather and sudden storms. It can be very frustrating to sail through this region, so it’s good to hear that Skipper Wilson thinks he’s finally through them.

 
 
Properties of Air (3-5)
This Science NetLinks lesson demonstrates that air takes up space, and puts pressure, or pushes, on everything around it.

Wind Gusts (6-12)
This Science Update, from Science NetLinks, answers the question of why wind comes and goes, often in dramatic bursts.

The Doldrums: Sailing’s Dead Zone
This National Geographic piece gives a closer look at the Doldrums.

Weather and Wind (K-4)
This lesson from ArtsEdge introduces the expanding and condensing properties of air masses and the unequal heating of Earth as the force behind the wind.

Who Has Seen the Wind? (3-4)
In this ArtsEdge lesson, characteristics of the wind are explored through observation and discussion of several of Vincent van Gogh’s paintings, and through poetry, pantomime, and painting. Students also learn about the different ratings of the Beaufort scale.

Dancing Winds (3-4)
This ArtsEdge lesson introduces the expanding and condensing properties of air masses and the unequal heating of Earth as the force behind the wind.


Looking up

November 21, 2008

Moon reflecting off the water at night

What do you see when you look up at the night sky: The moon? Stars? Constellations?

Constellations are groupings of stars that, over many thousands of years, people have drawn imaginary lines between to represent a picture. It was their way of making sense of what they saw in the night sky. People have named 88 different constellations. If you know where to find a certain constellation at a certain time of the year, you can tell what direction you’re facing. That can be particularly handy when you’re sailing on the open ocean.

Which constellations appear in your night sky? The answer depends a lot on where you live.

If you live in the Northern Hemisphere, you only see some stars and certain constellations. Once you cross the Equator, some of those stars become difficult to see. But those of you in the Southern Hemisphere get other stars and constellations to look at instead. In the north, two of the best known star groupings are the Big and Little Dippers. (The star at the tip of the Little Dipper is Polaris — also called the North Star — and can always be found in the northern part of the sky.) In the south, the best known constellation is the Southern Cross.

Listen to Skipper Wilson’s most recent podcast to hear about the stars he can see and what constellations he’ll be looking for when he crosses the Equator.

 
 
Star Search (3-8)
This Science NetLinks interactive encourages students to find constellations in the Northern Hemisphere’s night sky.

Sky Watching (6-8)
In this Science NetLinks lesson, students will come to understand how our knowledge of the sky has been enhanced by telescopes.

Sky Watch (3-12)
This DiscoverySchool.com resource features information about stargazing. Stories and myths about the stars, tips on finding objects in the sky, as well as many other astronomy resources are found here.

Star Journey
Journey through the stars in this National Geographic interactive feature. View the nighttime sky using National Geographic’s popular Star Chart, now with overlays of Hubble Space Telescope images.

Exploring the Southern Hemisphere Constellations
Learn more about Southern constellations at this website from Windows to the Universe. Also available in Spanish.


Flying Fish

November 19, 2008

Pink-wing flying fish. Image courtesy of NOAA.Skipper Wilson, in his most recent podcast and log, talks about his experiences with others living at sea — in this case, a white bird and a school of flying fish.

Flying fish don’t actually fly, although it’s easy to see why people thought they did. What they do is to jump out of the water and, using their fins and tail, glide through the air — some for quite long distances! They have very large pectoral fins (the fins at the side of the body), that resemble wings. These fins and the lower part of their forked tail help the fish to leave the water and to gain speed once they’re above the surface. Flying fish leave the water to escape from predators, who aren’t able to see them gliding above the surface of the water because of the way light is filtered by the water below.

Flying fish glide very quickly — up to twice their swimming speeds — and some have even been clocked gliding at 45 miles per hour! Now you see why Skipper Wilson was worried about what could happen if one of these fish hit him in the eye!

Don’t forget to listen to the most recent podcast and read Skipper Wilson’s latest log.

 
 
Flying Fish
This National Geographic page provides students with a photo of a flying fish and additional information about this animal.

Animal Adaptations (3-5)
This Science NetLinks lesson will expand students’ knowledge of animal features and behaviors that can help or hinder their survival in a particular habitat.

Nowhere to Hide (6-8)
This lesson from Science NetLinks helps students understand the concept of natural selection.

Color and Camouflage (3-12)
In this tool, students choose one of three habitats (background colors): plains, jungle, or tundra, as well as whether to be a predator or prey. Then they try out different fur colors, patterns, and shadings to determine which work best (allow for greatest survival) in the different habitats.

MARE’s Build a Fish (3-8)
In this tool, students must build a fish whose adaptations make it suited to its ocean environment.


What a Pain!

November 17, 2008

Eight days into the Vendée Globe, and Skipper Wilson is working hard. As noted in our last few posts, the weather at the start was rough, forcing four sailors to abandon the journey and four others to turn back for repairs. Skipper Wilson sailed with skill and luck, and the Great American III seems to be holding up well.

Poor Skipper Wilson, however, is a bit worse for wear. He was below deck last week when some rough seas threw him across the boat and into a metal handle. He suffered a cracked rib and a lot of soreness in his back, but with his well-packed medical kit and expert advice from his doctor back on shore, he seems to be weathering this setback. He says he is healing, but he will feel that injury for a while.

You can read about Skipper Wilson’s injury in his log or listen to a podcast update about his health.

 
 
Falling (3-5)
In this lesson from Science NetLinks, students explore the role of gravity in falling.

The Busy Brain (3-5)
In this Science NetLinks lesson, students learn how the brain receives and sends signals to the body.

The Facts about Broken Bones (3-8)
This page, from the Science NetLinks-reviewed KidsHealth website, contains an article about broken bones. Types of bone breaks are described, and visitors can view a Flash presentation about the different parts of a bone.

Coping with Changes (6-8)
In this lesson from Science NetLinks, students come to understand how the nervous system allows us to learn, remember, and cope with changes in the environment. The activities in this lesson introduce the nervous system, both in parts and as a whole. By learning about the whole system, students understand that the brain, spinal cord, and nerve cells are at the root of all other body functions.


On Course and Sailing Along

November 12, 2008

We haven’t heard from Skipper Wilson yet today, but we know he’s still very much in the race because we can track his boat and all the other racers using this really cool tracking map from the Vendée Globe website. This map can layer on interesting visual data on each racer’s route, weather trends, racer positioning and other useful information.

You should also check out the following video that provides a 3-D look at the race route.  It gives you a  good sense of just how far these sailors will have to travel over the next few months. What an incredible journey they have ahead of them.



It’s early in the race but the sailors have already encountered challenging conditions. The wind and the waves made for rough seas. In fact, some sailors have already been forced from the race or are heading back to shore for repairs.

For Skipper Wilson, conditions were definitely rough, but he is finding ways to cope. In fact, the latest word is that the seas are calming down and the downwind conditions have improved. For a firsthand report of how Skipper Wilson is faring, you can read his log or listen to his latest podcast.

 
Finding Monster Waves (6-8)
In this lesson, from Xpeditions, students learn the parts of a wave and discuss wave height, wavelength, and wave period. They experiment with creating waves on the National Geographic Wave Simulator and discuss how geography affects waves.

Wave Heights (3-5)
In this lesson, from Xpeditions, students learn about how geography affects wave heights, and allows students to experiment with various forces to create different sized waves. Students use the National Geographic Wave Simulator to experiment with creating different types of waves, and draw waves based on the heights and lengths of familiar structures around the school.

Current Marine Data: Global Waves (6-12)
This resource, from Oceanweather, features a graphic illustrating current significant wave height and direction for the global ocean. This resource is referenced in the Xpeditions lesson titled “Finding Monster Waves.”


And We’re Off!

November 9, 2008

This afternoon, Skipper Wilson and 29 other sailors cast off and set sail out into the northern Atlantic Ocean on what is sure to be an exciting three months. The race began in the morning as local fishermen led the competitors on the 25-minute journey out of the harbor in Les Sables d’Olonne, France. Shortly after noon, all 30 boats assembled three miles offshore to await the opening festivities and the official start, which sounded at 1:02 p.m.

Watch this video to get a sense of what others have been experiencing in Les Sables d’Olonne as the start of the Vendée Globe approached.

Join us later this week as we start sharing some of the excerpts from Skipper Wilson’s logs as he sails around the world. You can always find more from Skipper Wilson at sitesAlive!

And, Skipper Wilson, as the French say, Bon Vent! Good luck with the race!

 
 
Design and build a seaworthy boat with simple materials: Buoyant Boats (Lesson 3-5)

Compare ships of the present with those from the past: Ships 1: Give Me a Tall Ship (Lesson 6-8)

Read more about a similar race held in 2004 in this National Geographic piece: Round-the-World Racers Lend a Hand to Science (Article 6-8)


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