Melted Ice Caps

When speaking in regards to the Ice caps of our North and South Poles respectively, there is clearly a difference of outcomes that need to be mentioned.  First, the South Pole and the ice that makes up Antarctica.  If it were to melt, sea levels would rise more than 200 feet (61 meters).  In my opinion, the reason for this is due to the sizes of caps in length, width, and mass.  It seems to be a difficult task of maintaining this information as the top of most Ice Caps is an illusion, as far as the size below. 

The North Pole is slightly different because “the ice is not as thick and actually floats so if the Arctic Ocean melted, it would not affect sea levels. The ice on Greenland, however, would be more likely to melt because it is closer to the equator and its temperatures are higher www.curiousity.discovery.com ).”  If melted, sea levels would raise about 20 feet (6 meters).  This was very confusing to me as before starting the experiment my results from reading what was needed, I was certain the water would overflow the glass after melting, which it did not.  For a second chance result I will try the experiment again this week, searching for an increase of water to the top or maybe even overflowing. 

My question to this experiment while searching for different results next week concerns the amount of ice and water I place into the glass.  What would happen if I were to use a larger piece of ice mimicking our South Pole instead of the smaller pieces used in the first experiment showing relation to our North Pole?  Also, the amount of water place inside the glass.  Would there be a significant change in levels if I were to place more water in the glass? How much with less?  How much difference in levels would there be?

 

Resources

www.curiosity.discovery.com

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Use the Education Research Complete database and search using the article’s title.

Trefil, J., & O'Brien-Trefil, W. (2009). The science students need to know. Educational Leadership, 67(1), 28–33.