Modeling the Oil Modeling the Oil Spill in the GulfSpill in the GulfModeling the Oil Modeling the Oil Spill in the GulfSpill in the Gulf

Donna Reinhart, Barbara Simon-WatersDonna Reinhart, Barbara Simon-Waters

and Beth Marassand Beth MarassDonna Reinhart, Barbara Simon-WatersDonna Reinhart, Barbara Simon-Waters

and Beth Marassand Beth Marass

What do we know about the properties of oil What do we know about the properties of oil in the Ocean and how it interacts with the in the Ocean and how it interacts with the

environment?environment?

What do we know about the properties of oil What do we know about the properties of oil in the Ocean and how it interacts with the in the Ocean and how it interacts with the

environment?environment?

Great sites for informationGreat sites for informationGreat sites for informationGreat sites for information

Gulf Stream Currents: animation:

• http://oceancurrents.rsmas.miami.edu/caribbean/caribbean-videos.html

• Bathymetry Map of Gulf of Mexico:

• http://oceancurrents.rsmas.miami.edu/caribbean/img_topo1/loop-current2.jpg

•

• Model of the dispersant acting on an oil spill:

• http://www.amsa.gov.au/Marine_Environment_Protection/National_Plan/General_ILooking

• The seasonal changes in the Loop Current:

• http://oceancurrents.rsmas.miami.edu/atlantic/loop-current_3.html

Outline of ActivitiesOutline of ActivitiesOutline of ActivitiesOutline of ActivitiesGive students background data on the history of the spillGive students background data on the history of the spill

Model the way oil acts in fresh and salt waterModel the way oil acts in fresh and salt water

Model the way dispersants work in fresh and salt waterModel the way dispersants work in fresh and salt water

Model the action of wind on surface waterModel the action of wind on surface water

Have students graph surface wind data from Gulf of Mexico Buoy data Have students graph surface wind data from Gulf of Mexico Buoy data

http://www.ndbc.noaa.gov/maps/WestGulf.shtml

Students will then go to the NY Times site Students will then go to the NY Times site

http://www.nytimes.com/interactive/2010/05/01/us/20100501-oil-spill-tracker.htmlhttp://www.nytimes.com/interactive/2010/05/01/us/20100501-oil-spill-tracker.html

They will find 3 days that the plume moved the most, return to the buoy site and graph those They will find 3 days that the plume moved the most, return to the buoy site and graph those

days. Comparing the data with the plume they will answer questions about their findings.days. Comparing the data with the plume they will answer questions about their findings.

Teacher NotesTeacher NotesTeacher NotesTeacher Notes1. Assemble the following materials. Ideally you will have one of each of the following per lab table for 3 to 4 students. Have goggles for each student.

Large clear plastic container 12 x 24 x 10 inches (deep)50cc syringe with fine gauge tube attachedStraws or small fansSpray bottleModeling ClayCooking oilDawn dish detergentSmall light

•Have students secure the clay firmly to the bottom of the container before adding the tubing.•Have plenty of paper towels (or cloth towels) for clean-up.

Teacher Notes for Gulf of Mexico Buoy Activity

•You will need one computer for each pair of students and an activity sheet for each student.

Modeling the Oil Spill: Student Hand-outModeling the Oil Spill: Student Hand-out

STUDENT QUESTION SHEETSTUDENT QUESTION SHEET

Gulf of Mexico Buoy⎯Student Handout

Gulf of Mexico Buoy⎯Student Handout

Oil Spill Plume⎯Student Handout #2

Oil Spill Plume⎯Student Handout #2

Student AssessmentStudent AssessmentStudent AssessmentStudent Assessment

ExtensionsExtensionsExtensionsExtensions