Kjersti, Steffi, Elin and myself (Mirjam) recently discussed ways to better integrate the GEOF105 student cruise into the course. My suggestion was to ask the students to observe things throughout the whole duration of the course, and then have them relate their time series with what they observe when “at sea”. In this mini series tagged #BergenWaveWatching, I write up a couple of suggestions I have for observations that are easy and fun to make. I am anticipating that my suggestions will be strongly biased towards #wavewatching, so if you have any other suggestions, I am all ears! 🙂
Where to go
Pretty much anywhere you like / need to go to anyway
When to go
When it’s raining
What to look out for
Pattern in puddles, gutters, storm drains. Because there is so much more to them than just being the means of getting rid of water or annoyances where water has accumulated! For example, check out the roll waves in the picture above and my blog post on those.
Or the picture below. What’s going on there? Solution to this wave riddle here.
Waves on a puddle on a street in Bergen. Picture from this blog post.
What to do with the data
Collect, describe, become more aware of what is happening everywhere around you.
How this is relevant for the student cruise
Not directly, it’s about forming the habit of looking at the world through the eyes of someone who’s interested in waves, which can then lead into the habit of looking at the world with a focus on anything you are specifically interested in.
Do you have suggestions for us? What other spots or topics would you recommend in and around Bergen to be added to the #BergenWaveWatching list? Please leave a comment! We are always looking to expand this list!
Kjersti, Steffi, Elin and myself (Mirjam) recently discussed ways to better integrate the GEOF105 student cruise into the course. My suggestion was to ask the students to observe things throughout the whole duration of the course, and then have them relate their time series with what they observe when “at sea”. In this mini series tagged #BergenWaveWatching, I write up a couple of suggestions I have for observations that are easy and fun to make. I am anticipating that my suggestions will be strongly biased towards #wavewatching, so if you have any other suggestions, I am all ears! 🙂
Today we have another really accessible spot in Bergen that is super well suited for wave watching!
Where to go
Lille Lungegårdsvannet in Bergen city center
When to go
Whenever you happen to walk past there anyway
What to look out for
Suggestion 1: Waves and wind direction. The latter is very easy to observe from the fountain. And Lille Lungegårdsvannet is amazing for wave watching because you can walk all the way around and see waves from all sides!
Looking at Lille Lungegårdsvannet with the wind. Waves only appear at a distance from the shore in the foreground, because the water is sheltered from the wind by the shore. Blog post on this here.
Suggestion 2: wave reflection. Due to the geometric shape of Lille Lungegårdsvannet with all the straight edges all around, wave reflection can lead to really cool pattern! Can you relate what’s going on to the wind direction?
What to do with the data
Depending on how often you go, you can either relate the wave field to the wind direction and strength (both your own estimates and what the weather forecast says about those). Or you can describe a single situation like I did for example here.
Looking across Lille Lungegårdsvannet into the wind. See how the waves are now a lot taller than in the picture above? Blog post on this here.
The geometric shape of Lille Lungegårdsvannet leads to pretty reflections! Picture from this post
How this is relevant for the student cruise
Understanding waves is very relevant for anyone being on the water. Whether you are riding off a storm, deploying instrumentation or trying to keep the boat as steady as possible for sensitive work, being able to read the waves is key.
Also, connecting observations of conditions at land and sea to wind speeds is how the Beaufort scale was originally defined. Of course, you won’t see a fully developed wave field on a body of water as small as Lille Lungegårdsvannet, but it’s a good first step to observe differences.
Do you have suggestions for us? What other spots or topics would you recommend in and around Bergen to be added to the #BergenWaveWatching list? Please leave a comment! We are always looking to expand this list!
Not much polar oceanography in this post… but a lot of colors, physics (or is it chemistry?) and most importantly, a lot of fun! so I thought I’d share the results of me and my daughters playing in the kitchen a few evenings ago. (not much homework this week!)
Guess what will happen? (you’ll find the answer at the bottom of the post)
Milk, food coloring and a bit of soap was supposed to create a firework of colors… didn’t work out (the dye just sank when we added the soap) but it got pretty anyway!
DIY-lava lamp! Sunflower oil, food coloring, water and some aspirin make the trick!
Impressive equilibrium… much easier than it seems! We even managed to put the match on fire!
Toothpaste for elephants? Didn’t know where to get hold on H202 stronger than 3% (which I found at the pharmacy) so our toothpaste was nothing like the crazy ones we saw on youtube… but definitely the children’s favorite!
Then come and join us! We are currently have one PhD position at the University of Bergen (apply here*, deadline 10/1, 4 years) and one position at the Norwegian Polar Institute in Tromsø (apply here, deadline 7/1, 3 years) open. Both candidates will work on processes related to oceanic heat transport and melting ice shelves in the Weddell Sea, Antarctica – an exciting topic! If you’ve got questions about the positions, then don’t hesitate to contact me!
*The position in Bergen is announced only in Norwegian since it includes 25% duty work related to the project “EkteData” which aims to increase the interest for math and science among high school students. The candidate must therefor speak a Scandinavian language.
Kjersti, Steffi, Elin and myself (Mirjam) recently discussed ways to better integrate the GEOF105 student cruise into the course. My suggestion was to ask the students to observe things throughout the whole duration of the course, and then have them relate their time series with what they observe when “at sea”. In this mini series tagged #BergenWaveWatching, I write up a couple of suggestions I have for observations that are easy and fun to make. I am anticipating that my suggestions will be strongly biased towards #wavewatching, so if you have any other suggestions, I am all ears! 🙂
Really close to home today! Nygårdsbruen.
Where to go
Nygårdsbruen — the bridge right next to GFI
When to go
Whenever you are going to or leaving GFI anyway works fine, especially if that happens to be at around the same time every day
What to look out for
That kind of depends on how regularly you will realistically be able to go there. If you are there several times per week, you could look at the tidal current. Which direction is it going in, how strong is it, what’s the water level like, …?
If you aren’t going as often, maybe focus more on a general description of what is going on. Is there a tidal current visible? Is it going in or out? Does it have an influence on the wave field? What other factors influence the wave field? What’s the wind direction? Can you see areas that are sheltered from the wind and areas where the wave field is more developed? Can you easily look into the water? Where, and where not? Why is that? That kind of stuff.
The current acts as a barrier to wind-generated waves. How cool is that? Blog post on this here.
What to do with the data
By “data”, I mean the collection of pictures on your smartphone. You could, for example, relate them (thanks to the phone’s time stamp on the pictures) to time before/after high water as I did in this post for tides on the Elbe river in Germany. This of course doesn’t account for the spring/neap signal, which you might want to include.
Questions that I find interesting: When is the strongest current actually happening relative to high water, and within the spring/neap cycle? In what way do ingoing and outgoing currents differ (and why? Shape of the landscape? Different gradients in the water level? …)?
Or, if you don’t have a lot of data from different days, describe what you see (maybe similarly to what I did here).
Looking towards Storelungeren. See there are at least four different areas of what you see on the water? (Being able to look into it clearly, being able to look into it where shaded by the bridge, reflection of the other shore, rough surface due to wind waves)
How this is relevant for the student cruise
One task on the GEOF105 student cruise is relating trajectories of drifters to several factors. The wind field on that day, for example, but also the tidal currents in byfjorden. So having a good intuitive understanding of tides makes interpreting the drifters’ trajectories a lot easier, even though the drifters will be deployed in a different area.
More generally, this suggestion is about repeatedly observing a very easily accessible body of water and looking at how it looks different each time. This is good practice of observational skills, and also eye-opening to the many ways in which a body of water can look different at different times — different times in the tidal cycle, different seasons, different weather, especially different winds.
Do you have suggestions for us? What other spots or topics would you recommend in and around Bergen to be added to the #BergenWaveWatching list? Please leave a comment! We are always looking to expand this list!
Kjersti, Steffi, Elin and myself (Mirjam) recently discussed ways to better integrate the GEOF105 student cruise into the course. My suggestion was to ask the students to observe things throughout the whole duration of the course, and then have them relate their time series with what they observe when “at sea”. In this mini series tagged #BergenWaveWatching, I write up a couple of suggestions I have for observations that are easy and fun to make. I am anticipating that my suggestions will be strongly biased towards #wavewatching, so if you have any other suggestions, I am all ears! 🙂
My first recommendation in this series is actually more about watching tides than watching waves, but it is impressive and well worth a visit!
Where to go
Straume Bru — either get off the bus 51 at that bus stop and walk around (as I did for this blog post), or, if you have to take that bus regularly anyway, just observe from the bus.
Observing the tidal current at Straume Bru from the bus
When to go
If you are going for a one-off visit, you might be well-advised to look at the tidal forecast and time your visit so you are there a little later than half time between high water and low water (or, I am assuming, low water and high water), so you will be able to observe strong tidal currents. As the currents change direction when the tide turns, there will also be periods with no current or very weak current, which are probably not nearly as impressive. Ideally I would want to spend a full tidal cycle there, but I haven’t gotten around to doing that yet. Maybe you will?
If you only pass the current on the bus, then you will hopefully do it often and take many pictures!
What to look out for
If you are at Straume Bru at the right time, you will be able to see a strong current going underneath the bridge. You might want to take pictures of the current that also include features of either the bridge or other structures or landmarks, so you can relate this and further pictures you might take to each other. What’s the water level like? How strong is the current? Which direction is it going in?
A picture of the tidal current at Straume Bru, including the bridge itself for scale and reference
What to do with the data
By “data”, I mean the collection of pictures on your smartphone. You could, for example, relate them (thanks to the phone’s time stamp on the pictures) to time before/after high water as I did in this post for tides on the Elbe river in Germany. This of course doesn’t account for the spring/neap signal, which you might want to include.
Questions that I find interesting: When is the strongest current actually happening relative to high water, and within the spring/neap cycle? In what way do ingoing and outgoing currents differ (and why? Shape of the landscape? Different gradients in the water level? …)?
How this is relevant for the student cruise
One task on the GEOF105 student cruise is relating trajectories of drifters to several factors. The wind field on that day, for example, but also the tidal currents in Byfjorden. Even though the drifters will be deployed in a different area, having a good intuitive understanding of tides makes interpreting the drifters’ trajectories a lot easier.
Do you have suggestions for us? What other spots or topics would you recommend in and around Bergen to be added to the #BergenWaveWatching list? Please leave a comment! We are always looking to expand this list!
… and happen to be in Bergen 12 or 13 December, 2019? Then you shouldn’t miss out on the concert in Grieg Hallen where the Bergen philharmonic orchestra and researchers from University of Bergen joins up on the stage to take us on a cultural&scientific journey to the the depths of the oceans! You can read more about the concert series here (in Norwegian only).
On Friday I’ll be in the entrance during the pause together with a couple of “Nansen water catchers” and Snotra, one of UiB’s amazing gliders – see you there!
Seaglider deployment in the Iceland Sea. Photo: K. Våge
Today Vår Dundas, MS successfully presented her Master’s Thesis “Oceanic heat transport towards the Getz Ice Shelf, Amundsen Sea”!She has been working with data from a mooring that we deployed in a trough leading up one of the iceshelf fronts of Getz ice shelf, just east of Siple Mountain in the Amundsen Sea.When we deployed the mooring back in 2016, we referred to it as the “boring mooring”-but Vår did a good job proving that it did not desrve that name! Thank you Vår for a very nice presentation and all the hard work you’ve put into your thesis! Now you deserve a long and relaxing Christmas holiday, and then we’ll see what happens next!
Sensors Knut Barthel and Jenny Ullgren questioning Vår about her work.Champagne (and Muffins) afterwards!
Kjersti, Steffi, Elin and myself (Mirjam) recently discussed ways to better integrate the GEOF105 student cruise into the course. Right now, even though students write a report about their work on the student cruise, it’s pretty much a one-off event with little connection to what happens before and after, which is a pity. Having a whole research ship for a whole day for a group of 6-8 students (or possibly 10 next year) is such an amazing opportunity! We want to help students make the most of it by attempting to foster a curious mindset before they board the ship.
One idea is to ask the students to observe things throughout the whole duration of the semester, and then have them relate their own “time series” of those observations with what they observe on the student cruise. Ideally, students will be observing their chosen topic for a couple of weeks before the cruise, then go on the cruise looking at everything there with a focus on that topic, and then continue to observe it in their daily lives after the cruise. But even if it’s not connected to the student cruise or this specific class, I think giving students the task to make regular observations over the course of a whole semester would be a really good way to connect their studies better with their regular lives outside of university.
Do I have ideas of what the topics could be? Of course! And I have scheduled posts over the next two months, in which my ideas will be presented one by one. But today, I want to talk about what I think what purpose this assignment would serve.
The goal is not to collect data that will advance science or to work on original research questions. It is rather to help students get into the practice of focussing on details in the world around them that might otherwise go unnoticed. To collect observations using only minimal resources (like for example stopping on their commute for seconds only, taking pictures with their smartphones, using the readily available weather forecast for context). To try and explain pattern they observe using their theoretical background from university. I want to help students get into the habit of actively observing what is going on around them, to become fascinated with discovering things related to their studies in their everyday lives.
I myself, for example, am absolutely fascinated with waves, and I notice them anywhere (read more about that on my blog, if you are interested). On the most recent GEOF105 student cruise, there was a bucket that was used to bring seawater up on the deck for salinity to be measured. And what jumped out on me? The standing waves in that bucket! You see them in the picture below, but what struck me was that most people really didn’t seem to notice what was going on there, and how FASCINATING it was. Someone even commented to the effect that they would have never noticed the waves in the bucket if I hadn’t pointed them out to them, even though they were sticking probes right into the waves. And while I spent the better part of two days moving the bucket around to see all the different wave pattern that occurred on different spots on deck, most other people didn’t even seem curious to find out why myself and a handful of other people were staring into a blue plastic bucket. And that makes me sad. Does everybody need to find waves fascinating? Of course not. But should students at least be a little curious about science topics that clearly fascinate their instructors? Yes, I believe so.
So my mission with this series of blog posts is to give examples of where you can easily observe oceanography-related phenomena in and around Bergen, hoping that you might start looking at those spots with different eyes. And maybe you will find a specific topic that you become fascinated with. Because once you start focussing on something that seems random and rare, the very thing seems to appear everywhere in your daily life. Like for example hydraulic jumps. As shown in the picture below — once you start focussing on those, you see them appear everywhere as if out of thin air.
This kind of curiosity around physics phenomena is — in my opinion — absolutely desirable, especially in students. It makes dry theory or seemingly obscure topics become more relevant. As you start noticing phenomena, you also start noticing more about them, for example understanding the conditions under which the appear. And you also start anticipating where they might occur, so you will look to see whether your prediction is correct. It’s a vicious circle, but one that I would encourage you — and especially students — to enter. To me, it’s part of my identity as a scientist — to use my initial understanding of processes to continuously want to learn more and more about them.
Wave watching has definitely become a part of my life that I don’t want to miss. What will you start seeing everywhere? Or what is it that you are maybe already seeing everywhere that most people don’t? I am anticipating that my suggestions in this #BergenWaveWatching series will be strongly biased towards #wavewatching, so if you have any other suggestions (maybe even with pictures already?), I would love to hear about them! 🙂
Nadine just made me aware of this book on the Antarctic treaty – written (by J. H. Berkman & A. Pope) for children and illustrated by children from all over the world! It is available in different languages: Swedish, Norwegian, English, French, Spanish, Arabic, Japanese … and many more! Isn’t that the perfect way to celebrate Antarctica day?
You can download the pdf (or order a paper copy) here
