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  • 1
    Online Resource
    Online Resource
    American Meteorological Society ; 2022
    In:  Journal of Physical Oceanography Vol. 52, No. 12 ( 2022-12), p. 2957-2973
    In: Journal of Physical Oceanography, American Meteorological Society, Vol. 52, No. 12 ( 2022-12), p. 2957-2973
    Abstract: The vertical front of ice shelves represents a topographic barrier for barotropic currents that transport a considerable amount of heat toward the ice shelves. The blocking effect of the ice front on barotropic currents has recently been observed to substantially reduce the heat transport into the cavity beneath the Getz Ice Shelf in West Antarctica. We use an idealized numerical model to study the vorticity dynamics of an externally forced barotropic current at an ice front and the impact of ice shelf thickness, ice front steepness, and ocean stratification on the volume flux entering the cavity. Our simulations show that thicker ice shelves block a larger volume of the barotropic flow, in agreement with geostrophic theory. However, geostrophy breaks locally at the ice front, where relative vorticity and friction become essential for the flow to cross the discontinuity in water column thickness. The flow entering the cavity accelerates and induces high basal melt rates in the frontal region. Tilting the ice front, as undertaken in sigma-coordinate models, reduces this acceleration because the flow is more geostrophic. Viscous processes—typically exaggerated in low-resolution models—break the potential vorticity constraint and bring the flow deeper into the ice shelf cavity. The externally forced barotropic current can only enter the cavity if the stratification is weak, as strong vertical velocities are needed at the ice front to squeeze the water column beneath the ice shelf. If the stratification is strong, vertical velocities are suppressed and the barotropic flow is almost entirely blocked by the ice front. Significance Statement Ice shelves in West Antarctica are thinning, mostly from basal melting through oceanic heat entering the underlying ice shelf cavities. Thinning of ice shelves reduces their ability to buttress the grounded ice resting upstream, leading to sea level rise. To model the ice sheet’s contribution to sea level rise more accurately, the processes governing the oceanic heat flux into the ice shelf cavity must be articulated. This modeling study investigates the dynamics of a depth-independent current approaching the ice shelf; it corroborates previous findings on the blocking of such a current at the ice front. The amount of water that enters the cavity strongly depends on ice shelf thickness and ocean stratification. For a well-mixed ocean, the upper part of the flow can dive underneath the ice shelf and increase basal melting near the ice front. In a stratified ocean, the approaching depth-independent current is almost entirely blocked by the ice front.
    Type of Medium: Online Resource
    ISSN: 0022-3670 , 1520-0485
    Language: Unknown
    Publisher: American Meteorological Society
    Publication Date: 2022
    detail.hit.zdb_id: 2042184-9
    detail.hit.zdb_id: 184162-2
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  • 2
    Online Resource
    Online Resource
    Frontiers Media SA ; 2020
    In:  Frontiers for Young Minds Vol. 8 ( 2020-10-9)
    In: Frontiers for Young Minds, Frontiers Media SA, Vol. 8 ( 2020-10-9)
    Type of Medium: Online Resource
    ISSN: 2296-6846
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2020
    detail.hit.zdb_id: 2742758-4
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  • 3
    Online Resource
    Online Resource
    Norwegian University of Science and Technology (NTNU) Library ; 2023
    In:  Nordic Journal of STEM Education Vol. 7, No. 1 ( 2023-10-04), p. 98-105
    In: Nordic Journal of STEM Education, Norwegian University of Science and Technology (NTNU) Library, Vol. 7, No. 1 ( 2023-10-04), p. 98-105
    Abstract: We have observed that students often struggle with laboratory experiments. There is a high threshold to getting involved hands-on for fear of ruining an experiment, losing time, or breaking the equipment. More importantly, students have difficulty connecting the theory they learn in lectures and exercises with observations they make in the laboratory. As a result, it is challenging to formulate hypotheses, figure out what observations are needed, and make and interpret observations. We address this challenge by creating across-course collaboration between a basic- and an advanced-level Ocean and Atmosphere Dynamics course, which run during the same study periods and are typically taken in subsequent years. We train students from the advanced-level course to act as "guides" and to support groups of basic-level students doing laboratory experiments with the practicalities of running the experiments, making observations, and facilitating discussions about interpretations by asking open-ended questions. This benefits students from both levels: Basic-level students appreciate the help with new lab equipment and the supporting questions that help them make sense of observations. Advanced-level students understand the importance of questions in the learning process and realize how far they have come in understanding the topic in just one year. They report they would like to act as a guide again. We reflect on which design criteria help make this across-course collaboration successful and where we still see room for improvement. Based on our experience and evaluation, we present recommendations for other teachers that might want to try a similar approach.
    Type of Medium: Online Resource
    ISSN: 2535-4574
    Language: Unknown
    Publisher: Norwegian University of Science and Technology (NTNU) Library
    Publication Date: 2023
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