Bibliographic record
Abstract
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. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.015 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".