How big can an Iceberg Get?, Reading Questions and Activities Options

[John_Sode]

Questions and Activities are based on "Tracking an Iceberg the Size of State" May 1991 issue of National Geographic. See the Teacher's Journal Post for a copy of the Article "Tracking an Iceberg the Size of a State" to answer the questions or begin the activities.


Reading Activity: Comparing sizes

a. Make a scale model for Iceberg B-9.
b. Make a scale model for Delware.
c. Make a scale model for the largest known iceberg (60 by 60 miles)

d. Compare the models for B-9 and Delaware. How similar are they in
terms of total area?
e. Compare B-9 and the largest known iceberg. How many B-9s would
be needed to make the largest known iceberg? What state is closest
in size to the largest iceberg?

General Reading Questions:

a. How far did B-9 travel?
b. What was B-9's average speed?
c. How long did B-9 travel before splitting into pieces?
d. When did B-9 calve (form)?
e. What happened in Antarctica when B-9 formed?
f. How big is B-9?
g. How big is the largest known iceberg?


Applied Reading Questions:

a. What is the area of B-9?
b. What is the area of the largest known iceberg?
c. What percentage of the largest known iceberg is B-9?


Critical Thinking Questions:

a. What changes might have occurred in the Bay of Whales when
B-9 formed? (water conditions, plant and animal life, etc.)
Why do you believe these changes may have occurred?

b. Locate the position of B-9 on a map of Antarctic currents. Using
the information in this article, predict where B-9 broke apart.
Research the topic to determine the accuracy of your prediction.

c. Using the information in this article, predict the shape of the Bay of
Whales every eight years until the Bay of Whales reforms. Research
the Bay of Whales to determine the accuracy of your predictions for the
years 1995 and 2003. How does your prediction vary from the actual
developments? Propose possible explanations for variations from your
model and actual field measurements.