7 February 2008 South Pole Research Experience Reflections

Journal

At the South Pole from December 6, 2007 - January 14th, 2008: Research Experience Reflections

This PolarTREC project as part of the International Polar YearThe International Polar Year (IPY) is a two year (2007-2009) program of international research and education focused on the Arctic and Antarctic. Click here for more information about IPY. (IPY) was for me an unusual opportunity to return to the South Pole with the same research team and compare atmospheric ozone data collected in 1999 with the ozone data collected during the PolarTREC project in December 2007/January 2008.

I traveled to Antarctica in 1999 as a TEA teacher to collect data on atmospheric ozone and had the opportunity to return with Dr. David Hoffman’s NOAA team from Boulder, Colorado to continue our study. In 1999, Dave’s team was called the ClimateThe average weather over a particular region of the Earth. Climate originates in recurring weather phenomenon that result from specific types of atmospheric circulation. Monitoring and Diagnostic Laboratory (CMDL). Its present name is the Global Monitoring Division GMD) of the Earth System Research Laboratory (ESRL) of NOAA. As in 1999, senior researcher of the GMD ozone group Bryan Johnson was going to work closely with me at the South Pole.

Since 1999, the communication with Bryan about ozone research has developed into a permanent and important part of my professional life as a teacher.

Most valuable to our collaboration was Bryan’s visit to my classroom in New York in 2000 after my first return from the Pole to share his ozone research experience with my students.

Researcher in the classs room in 2000

September 2000: Bryan visited Elke's classroom. We hope additional visits will be possible in the future.

Since the 1999 research collaboration with Bryan and Dave at the Pole was so successful, it was an exciting moment for the team and me to make plans for a second collaboration and another trip together to the South Pole.

After the orientation in March of 2007, Bryan, Dave and I soon set a time for a visit at their laboratory in Boulder, Colorado. From September 4th until 7th, 2007, I spend time at the GMD to re-familiarize myself with the techniques of preparing and launching ozonesondes, to meet and talk to members of the different divisions and prepare for our trip to the South Pole. It did not feel at all like 9 years had past since our last trip.

Returning to the team was just like returning home to old friends: I felt very welcome and comfortable. I had a chance to talk to many researchers at the GMD and I would like to thank everyone for being so generous spending time with me.

It was also most helpful being in Boulder with the team to practice field procedures and talk about our upcoming work and projects at the Pole. My thanks go to Brian Vasel and Bryan Johnson for all their assistance.

Once I was at the South Pole Station, I would have not been able to do the field work at the South Pole without the help of Bryan, the clean Air facility station manager Amy and the science field specialist Andy Clarke. I truly enjoyed working with the team and appreciated their patience with me. However, both, Bryan and I enjoyed the hands-on activities in the BIF. Bryan does not have always an opportunity to do field work himself. The high-light was always the actual launching as it was for me seen at the photo below.

At the Balloon Inflation Facility:

Elke inside the BIF (Balloon Inflation Facility) in December 2008 helping to launch a stratospheric ozonesonde. (Photo by Bryan Johnson)

Our goals for the field time at the South Pole were as follows:

Collection of current data of stratospheric ozone for later comparison with the data collected in 1999. Our long-term plan is to attempt to measure the positive influences of the Montreal Protocol on substances that deplete the ozone layer. In order to do so, we will use the collected information on atmospheric ozone (surface ozone, total ozone, and ozone profiles), carbon dioxide, and aerosols.

Additional long-term goals are to make comparisons to atmospheric data in other parts of the world in order to predict the influence that the Kyoto Protocol and other clean air policies might have.

Besides the stratospheric ozone data collection, Bryan proposed an additional project concerning the elevated ozone above the snow surface due to photochemical interactions. Bryan has collected data of surface ozone in 2003 and our research was to confirm elevated surface ozone during that time of the year at the Pole. This elevated ozone was not of physiological concern rather as part of the base-line study to understand photochemical interactions between the troposphere and the snow during that time of the year. Surface ozone data collection:

Patrick Cullins is launching the pink surface ozone balloon outside the station.

Video conferences and "Life from IPY” broadcasts with schools.

Bryan and Elke conducting a webinar conference from the Soth Pole.

Team effort to answer email and web questions posted by student while on the ice; to be continued off the ice.
Submit ozone data tables to teachers for class-room plotting activities.
Answer and return close to 400 self-addressed and self-stamped students cards from different school.
Lesson plan development with Bryan and participating teachers

Summary:

I am very glad to report that we/I have met all of our 8 goals in terms of the data collection and communication. In terms of communication with the students, Bryan, Amy, and Andy were most helpful to find answers for all students, either on the cards, posted to us on the web or via email. Bryan continues to stay in close contact with me and helps answering questions posted in particular by teachers who are starting to use the ozone data in their classroom.

The following data evaluations will be developed in separate lesson plans:

a) Comparison of the ozone data collected in 1999 and 2008

b) Our attempt to measure the positive influences of the Montreal Protocol and

c) Predict the influence that the Kyoto Protocol and other clean air policies might have.

d) Lesson development with Bryan other than data collection comparison, ex. building of an ozonesonde.

Scientific results:

A) The data collected confirmed our overall prediction in terms of the stratospheric ozone during that time of the year:

- for this time of the year (December/January) the stratospheric ozone deficit is not very large because of new ozone already filling in at high altitude.

B) The data collected to test elevated surface ozone above the snow confirmed our prediction and contributed to the data comparison of the data collected in December of 2003.

C) In addition:

CFC’s are declining, indicating the positive effect of the Montreal Protocol of banning the CFC’s.
CO2 is increasing at the South Pole.
AerosolsTiny solid particles or liquid droplets that remain suspended in the atmosphere for a long time. Aerosols are produced by natural processes or human activities, such as volcanic dust, sea spray, smoke from forest fires, particles emitted during the burning of fossil fuels, etc. are low at the South Pole compared to other parts of the world.

Practical application of mathematics, science and technology for the classroom:

The data collected will provide a new base for scientific data analysis and evaluation and encourage overall of graphic interpretations and other inquiries.

Students will be able to practice data plotting, as well as data interpretation. The relationship between ozone concentration and the altitude will help students to understand the significance of stratospheric ozone, applying problem solving, cause and effect, and encourage further questions. The method used to collect ozone data is difficult to reproduce in the classroom, however, the technology available in terms of further research and the use of available NOAA internet data base is endless. The method encourages for simple surface ozone data collection conducted by students, as provided by the GLOBE program. Understanding the method by building an ozonesonde: understanding of chemistry, electrical current, and the translation into computer information. The topic encourages related research, such as the use of UV meters and UV light research conducted in the classroom. The clean-air facility topic of aerosol data collection encourages research conducted in the classroom using simpler methods (plate technique). CO2 data collection with clean air flasks encourages technical understanding of testing for gases and possible gas-chromatographic work of independent research at the high school level. Overall encouragement for research conducted in the classroom. Overall understanding of atmospheric data collection. Encouragement to stay in touch with topics of ozone depletion, global warming, and climate changes Understanding that advanced technology allows for close communication with remote areas as the South Pole.

Did this experience at the South Pole meet my own expectations?

All of my experiences exceeded all of my expectations for the following:

To be selected once to participate in a project at the South Pole was a dream come true. Being able to collaborate again at the South Pole with the same team was an amazing opportunity of continuity in many ways: scientifically, educationally, professionally, historically and personally.

The scientific continuity of ozone data collection allows for comparing data almost 10 years apart. This task is usually reserved for researchers who go back to the monitoring site over many years. With an additional opportunity to continue research, I see myself as a life long advocate for atmospheric issues for generations to come. This provides also an educational continuity having had the second experience. To be able to share this information with students who were in junior school in 1999 and now in high school in 2007/8 is an incredible opportunity for both me as a teacher and for the students to be part of ongoing scientific inquiry. The combination of the above would not be possible without being connected to a research team over so many years which allows for a special professional continuity. This provides an invaluable dimension for me as a science teacher.

The historical continuity is an incredible extension to my scientific experience. This is true for both: the long range presence of NOAA at the Pole and the building of a new station. NOAA‘s presence at the pole has contributed to a continues atmospheric data collection since the IGY. I was part of that twice over 9 years. When I was at the South Pole in 1999, the geodesic Dome was the main part of the second South Pole station. I lived in "Summer Camp " during that time and marveled at the displayed plans for the New Elevated Station, the third station to be built at the South Pole. These plans were a manifesto of commitment to the continuation of science projects at the South Pole for the next generation to come. I felt very lucky to witness the start of the constructions of the new fuel-storage facility for the New Station. Little did I know that I was going to be present during the historical event of the dedication of the New Elevated Station on January 12, 2008 during my second visit to the South Pole.

With that experience I have become a "living memory” to have seen as a teacher both stations. I witnessed the expansion of scientific effort at the pole and I can share this experience for many generations of students to come.

On the personal level, the resulting encounters and friendships can not be graphed are measured in any way but have become a special treasure resulting from this amazing professional experience and contributed to my permanent advocacy of polar issues.

For all of the above my thanks go to PolarTREC and NSF for providing teachers with the exceptional enhancement program.

My thanks also go to Dave, Bryan, Amy and Andy, my research team, to reach out once again to me with interest and patience. The sharing of their expertise will allow me to make real polar science come alive within the walls of my own classroom.

Thank you team! My particular thanks to Dave Hoffman for being interested to continue the outreach program!