Flow chart showing

							                     Flow chart showing
  Effects of air temperature warming in Antarctic Peninsula


                        Ambient Air
                        Temperature



                       Sea Ice Extent



Chinstrap Penguin       Krill Densities        Winter Snow
 Populations                                     Amounts



                      Adelie Penguin
                       Populations
Killer Whale
Populations


Positive feed back loop
Increased ambient air temp  Inc in sea ice melting  less
   snow albedo  ccean absorbs more solar heat ocean
   releases heat to ambient atmosphere  More increase in
   air temperature
Antarctic Peninsula Lab
Part 1: Graph the dataset specific to your specialty: Ornithologist, Oceanographer, meteorologist, marine ecologist, fisheries
       biologist and climatologist. Also discuss the general trends of your quantitative AND qualitative data. Now as a
       specialist group, discuss possible hypotheses as to the causes of this and what further experiments need to be done.
Part 2: Flow chart of Antarctic Peninsula Data: Use the power of the 6 science specialists to determine trends in the data and
       come up with a flow chart summarizing causal relationships.
    1. Write the following items on seven flashcards, copy into your lab books as well:
        Ambient Air Temperature, Sea Ice Extent, Chinstrap Penguin Populations, Krill Densities, Winter Snow Amounts,
       Adelie Penguin Populations, Sea Lion Populations
    2. Use the graphs and datasets you have researched to identify a general trend arrow (increasing or decreasing) for each
       of the six terms above.
    3. Arrange the six flashcards into a flow chart and draw arrows to show causal relationships. Arrows should point
       FROM the cause TO the effect. Describe the cause and effect relationship of each arrow shown on your flow chart
       somewhere on your chart.
Part 3 Final Analysis
    1. Determine as a group what your conclusion is as to the ultimate problems here (ultimate causes and effects of your
       data). What can be done to fix it? Can you say this with certainty? Why or why not? Is there any data missing that
       you’d like to have to help solidify your conclusions?
    2. Use your knowledge of albedo and heat absorption abilities of water to discuss in detail whether the air temperature
       data and the sea ice extent data is a positive feedback or negative feedback look. Explain why you chose this answer

      Positive feedback loops (or cumulative causation) are important because small disturbances are amplified. It refers to
      a situation where some effect causes more of itself (very unstable).
      Negative feedback occurs when the output of a system acts to oppose changes to the input of the system; with the
      result that the changes are attenuated. If the overall feedback of the system is negative, then the system will tend to be
      stable.



Antarctic Peninsula Lab
Part 1: Graph the dataset specific to your specialty: Ornithologist, Oceanographer, meteorologist, marine ecologist, fisheries
       biologist and climatologist. Also discuss the general trends of your quantitative AND qualitative data. Now as a
       specialist group, discuss possible hypotheses as to the causes of this and what further experiments need to be done.
Part 2: Flow chart of Antarctic Peninsula Data: Use the power of the 6 science specialists to determine trends in the data and
       come up with a flow chart summarizing causal relationships.
    1. Write the following items on seven flashcards, copy into your lab books as well:
        Ambient Air Temperature, Sea Ice Extent, Chinstrap Penguin Populations, Krill Densities, Winter Snow Amounts,
       Adelie Penguin Populations, Sea Lion Populations
    2. Use the graphs and datasets you have researched to identify a general trend arrow (increasing or decreasing) for each
       of the six terms above.
    3. Arrange the six flashcards into a flow chart and draw arrows to show causal relationships. Arrows should point
       FROM the cause TO the effect. Describe the cause and effect relationship of each arrow shown on your flow chart
       somewhere on your chart.
Part 3 Final Analysis
    3. Determine as a group what your conclusion is as to the ultimate problems here (ultimate causes and effects of your
       data). What can be done to fix it? Can you say this with certainty? Why or why not? Is there any data missing that
       you’d like to have to help solidify your conclusions?
    4. Use your knowledge of albedo and heat absorption abilities of water to discuss in detail whether the air temperature
       data and the sea ice extent data is a positive feedback or negative feedback look. Explain why you chose this answer

      Positive feedback loops (or cumulative causation) are important because small disturbances are amplified. It refers to
      a situation where some effect causes more of itself (very unstable).
      Negative feedback occurs when the output of a system acts to oppose changes to the input of the system; with the
      result that the changes are attenuated. If the overall feedback of the system is negative, then the system will tend to be
      stable.
Antarctic Peninsula Lab
Part 1: Graph the dataset specific to your specialty: Ornithologist,
   Oceanographer, meteorologist, marine ecologist, fisheries
   biologist and climatologist. Also discuss the general trends of
   your quantitative AND qualitative data. Now as a specialist
   group, discuss possible hypotheses as to the causes of this and
   what further experiments need to be done.
Part 2: Flow chart of Antarctic Peninsula Data: Use the power of the
   6 science specialists to determine trends in the data and come up
   with a flow chart summarizing causal relationships.
  1. Write the following items on six flashcards, copy into your lab
   books as well:
     Ambient Air Temperature, Sea Ice Extent, Chinstrap Penguin
   Populations, Krill Densities, Winter Snow Amounts, Adelie
   Penguin Populations, Sea Lion Populations
  2. Use the graphs and datasets you have researched to identify a
   general trend arrow (increasing or decreasing) for each of the six
   terms above.
  3. Arrange the six flashcards into a flow chart and draw arrows to
   show causal relationships. Arrows should point FROM the cause
   TO the effect. Describe the cause and effect relationship of each
   arrow shown on your flow chart somewhere on your chart.
Part 3 Final Analysis
  5. Determine as a group what your conclusion is as to the ultimate
   problems here (ultimate causes and effects of your data). What
   can be done to fix it? Can you say this with certainty? Why or
   why not? Is there any data missing that you’d like to have to help
   solidify your conclusions?
  6. Use your knowledge of albedo and heat absorption abilities of
   water to discuss in detail whether the air temperature data and the
   sea ice extent data is a positive feedback or negative feedback
   look. Explain why you chose this answer.