MODULE 3 PART 3
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University of Florida *
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2200L
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Geography
Date
Feb 20, 2024
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Module 3, Part 3:
Warm With a Chance of Melting
Instructions In this module, you will read the information, watch the brief videos either embedded or given as links, and briefly answer the 'Stop and Think' Questions to turn in for grading. The questions are compiled here for Part 3 of the Ice Mass and Sea Level Changes Module. Please answer all questions.
Name: Paige Minkin Questions Answer the following questions based on the GRACE video in the Canvas Module. 1:
Which sentence below correctly characterizes the relationship between an object’s
mass and its gravity? •
The more massive the object, the greater its gravity. •
The more massive the object, the less its gravity. 2: The movie mentions that other parts of the Earth system in addition to rocks and magma have mass. Name four other parts of the Earth system mentioned in the movie that also have mass. Atmosphere, ocean, Snow Fields, and Polar Ice Caps 3:
In general, do these four parts of the Earth system that you listed in question 2 change more rapidly or more slowly than the solid Earth? In general, the atmosphere, ocean, snow fields, and polar ice caps change more rapidly than the solid Earth, with variations occurring over shorter timescales. 4:
Is Earth’s gravity field uniform? Briefly explain your answer.
No, Earth's gravity field is not uniform due to variations in mass distribution, including features like mountains and ocean trenches. 5:
What do you notice happens to the first GRACE satellite when it encounters a massive object (the movie uses a mountain range as an example)? When the first GRACE satellite encounters a massive object like a mountain range, it experiences a gravitational pull that slightly increases the distance between the two GRACE satellites as they orbit the Earth. 6:
Why does Earth’s gravity field change daily, weekly, monthly, etc.?
Earth's gravity field changes daily, weekly, and monthly due to dynamic processes like rainfall, snowmelt, ocean currents, polar ice melting, tides, and atmospheric circulation patterns, altering the distribution of mass on the planet. 7: At about 3:45, Dr. Famigleitti displays a global GRACE map and some graphical data. Make a sketch of the time series for snow water storage in the Tibetan plateau. Include a trend line in your sketch. Do the GRACE data illustrate water loss or water gain in this area?
Answer the following questions based on the GRACE USA map in the Canvas Module. 8: The NASA map below illustrates the rate of freshwater storage change between 2003 and 2012. Which color is used to show areas in which the amount of groundwater has increased between 2003 and 2012? Which color is used to show areas in which the amount of groundwater has decreased between 2003 and 2012? Blue used to represent areas where the amount of groundwater has increased. Red used to represent areas where the amount of groundwater has decreased. 9: Which area on the map has experienced the greatest decrease in groundwater between 2003 and 2012? Propose a reason for what could be causing this decrease. The top of Texas. Increased demand for water due to population growth and urbanization can strain groundwater resources, leading to a decline in groundwater. 10: Which area on the map has experienced the greatest increase in groundwater reserves between 2003 and 2012? Propose a reason for this increase. The Midwest, in particular the Dakotas and Nebraska. A period of above-average precipitation can contribute to enhanced groundwater recharge. Answer the following questions based on the Air Temperatures maps in the Canvas Module. 11: Which colors on the map represent the lowest temperatures? Which colors on the map represent the highest temperatures? The dark purple represents the lowest temperatures while the brown represents the highest temperatures. 12: Look at the 2000 map and focus your attention only on Greenland. •
Which range of air temperatures do you observe? Diverse range of air temperature •
Describe where you observe the highest air temperatures. (In coastal areas or inland? North/south/east/west?) Coastal, Southwest •
Describe where you observe the lowest air temperatures. (In coastal areas or inland? North/south/east/west?) Inland, Northwest 13: Look at the 2010 map and focus your attention only on Greenland. •
Which range of air temperatures do you observe? Not as diverse as 2000 map. •
Describe where you observe the highest air temperatures. (In coastal areas or inland? North/south/east/west?) Coastal, Southwest •
Describe where you observe the lowest air temperatures. (In coastal areas or inland? North/south/east/west?) Inland, Northwest
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14: With respect to color, how does the 2010 Greenland map look different from the 2000 Greenland map? Do not mention anything about temperature in this question
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just describe how the colors are different. The colors are more similar in areas that are cool/warm in the 2010 map. More colors are shown in the 2000 map. 15: Based on your answer to question 14, describe how the 2010 temperature data are different from the 2000 temperature data for Greenland. The temperatures are not as diverse as 2000 in 2010. Temperatures are more uniform in the cooler/warmer areas. Answer the following questions based on the Snowmelt maps in the Canvas Module. 16: Does average air temperature seem to be uniform everywhere in Greenland? If not, come up with two to three ideas about why air temperature differs from place to place. No it is warmer in the South. Air temperature varies due to factors such as latitude, elevation, and proximity to water bodies, leading to spatial differences in temperature across different regions. 17:
When you glance at the 2001 and 2010 maps for a few seconds, what is the most significant difference that you see between the two years? There is more red area, meaning it is warmer in those parts. 18:
Which study site(s), if any, appear to exhibit greater (warmer) average air temperatures in 2010 than 2001? Approximately how much greater? Jakobshavn and Helheim 19: Which study site(s), if any, appear to exhibit lower (colder) average air temperatures in 2010 than 2001? Approximately how much lower? Petermann 20:
Which study site(s), if any, appear to exhibit the same average air temperatures in 2010 and 2001? Northeast Answer the following questions based on the Greenland Snowmelt maps in the Canvas Module. 21: When you glance at the average number of melting days from 1979
–
2007 and the number of melting days for 2012 maps for a few seconds, what is the most significant difference that you see between the two maps? Much more color variation in the 2012 map. 22:
Overall, are there more melting days in the interior of Greenland or closer to the coast? Suggest a reason for this observation. Typically, there are more melting days closer to the coast of Greenland than in the interior, likely due to the moderating influence of the ocean on coastal temperatures.
23: Which study site(s) exhibited greater than 100 melting days in 2012? Jakobshavn 24:
Which study site(s) exhibited between 50 and 100 melting days in 2012? Jakobshavn and Petermann 25:
Which study site(s) exhibited fewer than 50 melting days in 2012? All of the study sites had spots with fewer than 50 melting days. Answer the following questions based on the Greenland Mass Loss Predictions maps in the Canvas Module. 26: Copy and paste or insert your annotated Prediction and Evidence maps here: 27:
How certain are you in your predictions? If you are uncertain, which additional pieces of information would be useful in making your predictions? I am fairly confident in my responses, drawing from patterns in the data, but greater certainty would come from additional comprehensive data, advanced climate models, and ongoing observations. 28: Which data set
—
air temperature or snowmelt
—
did you rely on more in making your predictions? Why? I relied more on the snowmelt data in making predictions because the graph was easier to interpret.