Notice bibliographique
Résumé
Byline: Erich Landstrom A few kilometers from the shores of Palm Beach County, Florida, the Gulf Stream current-a remarkable river within an ocean-makes its closest approach to land. The current's journey across the Atlantic Ocean connects southeast Florida and southwest Great Britain as it streams steadily north at speeds of 97 km a day; moving 100 times as much water as all the rivers on Earth (Perlman 2005). To help my ninth-grade Integrated Science students understand why and how the Gulf Stream flows, I use the 5E constructivist instructional model-Engage, Explore, Explain, Elaborate and Evaluate (Bybee 1997)-to analyze a single problem: Why wasn't the iceberg that sank the Titanic either dissolved or deflected eastward by the Gulf Stream before the collision? Setting the stage To engage students, I offer an idea that the Gulf Stream current should have steered the iceberg away from the shipping lanes of the ocean liner Titanic. Shortly after the disaster, U.S. Senator William Alden Smith, chairman of the subcommittee overseeing hearings about Titanic's sinking (and no relation to the Titanic's skipper), put into the record a memorandum from Captain John Knapp, a hydrographer in the U.S. Navy's Bureau of Navigation. Knapp wrote the following regarding the drift of ice on and near Grand Banks, Canada, where Titanic sank on April 15, 1912: The Labrador Current, which brings both berg and field ice down past Newfoundland, sweeps across the banks in a generally south to southwest direction, flowing more westerly on its surface as it approaches the warm Gulf Stream water in about latitude 43[degrees], with a set of about 12 miles a day. The speed of the Gulf Stream drift at its northern edge is only about 6 miles a day at the 15th meridian and its depth is probably less than 300 feet. An icefield arriving at the edge of the Gulf Stream drift finds itself impelled less and less to southward and more and more to eastward and north-eastward; but a deeply floating iceberg may continue to plow southward into the warm east-flowing current and end its career south of latitude 40[degrees] by melting and breaking up (Titanic Inquiry Project 2006). Captain Knapp concludes point 2 with an explanation that the cold, south-moving current actually underruns the warm surface water, continuing to push the berg. Instead of revealing Knapp's conclusion to my students, I encourage them to explore and experiment themselves as to why the deeply floating iceberg kept going south and hit the Titanic, instead of moving eastward with the Gulf Stream as would an object floating more on the surface. In doing so, students learn about the Gulf Stream current as part of the ocean's conveyor belt, experiment with fluid density differences and thermohaline circulation through hands-on labs and teacher demonstrations, and make extensions to the chemistry of climate change. Starting the ocean unit Figure 1. SeaWiFS Global Biosphere. Polar Projections September 1997 - July 1998. Provided by the SeaWiFS Project, NASA/Goddard Space Flight Center and ORBIMAGE The ocean currents and circulation unit begins with math problems to calculate the number of soda bottles and swimming pools our oceans could fill. Examples: How many liters does an Olympic swimming pool 50 x 20 x 2 m hold? 2000 m[sup]3[/sup], or 2 x 106 L. The Earth's oceans contain approximately 1.34 x 1018 m[sup]3[/sup] of water (Perlman 2005). How many pools would the oceans fill? About 6.7 x 10[sup]14[/sup] (670,000,000,000,000) pools, about 100,000 Olympic-sized swimming pools for every person on Earth. Prior knowledge is also accessed with students defining terms such as density, salinity, thermocline, halocline, current, and estuary (Bernstein et al. 2005). The ocean's over one billion km[sup]3[/sup] of water are set sloshing circularly by interaction of Newton's laws of motion and the Coriolis effect. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».