The idea is to demonstrate how recently Antarctica has been explored compared to other places. Its exploration parallels in part the exploration of space, and parts of it remain unmapped even today!

(2) Develop a list of "supplies" for an exploration trip to Antarctica. Apply a constraint such as cost or weight.

(3) Because it is expensive to undertake scientific research in Antarctica, scientists there tend to concentrate on studies that can be done only in Antarctica. Brainstorm on some scientific experiments that could be designed to take advantage of Antarctica’s unique conditions.

This is very open-ended. Some possibilities: Drill for ice cores on the ice sheet and analyze the trapped air bubbles to see how the atmosphere has changed over time (the deeper the ice sample, the older the era). Study the effect of the ozone hole on animal life and photosynthesis in Antarctica. Try out different techniques for improving morale among scientists that have to spend the long winter in isolation. Study the effects of 24-hour light or 24-hour darkness on physiology and psychology. Determine whether global warming is causing any melting of the Antarctic ice-sheet.

(4) Demonstrate what proportion of an iceberg is below the surface of the water by floating an icecube in a glass of water. Are the results different if the glass is filled with fresh water or salt water?

(5) Demonstrate some of the "math" of Antarctica:

(a) Dr. Kate Brown says that at minus 15 degrees Centigrade, exposed skin will start getting frostbite. What temperature is this in Fahrenheit? (ans: 5)

Celsius to Fahrenheit conversion:
Fahrenheit to Celsius conversion:

(b) Calculate the distance between your school and the South Pole.

(c) Distance from a location to the South Pole can be calculated knowing only its latitude. Each degree of latitude is divided into 60 "minutes" of latitude. And each "minute" of latitude is exactly one nautical mile in distance. One nautical mile is 1.15 "standard" miles. Therefore, the distance from a location to the Equator is:

(degrees latitude X 60) X 1.15 standard miles

To get the distance to the South Pole, first calculate the distance to the Equator, based on the latitude of your town or city. Then add the distance from the Equator to the South Pole (90 X 60 X 1.15 = 6210 miles).

(d) It is said that a snowflake that falls at the South Pole takes 50,000 years to make it to the coastline of Antarctica, moving as part of the Antarctic ice sheet. If the distance to the coast is 1000 miles, how fast is the ice sheet moving, on average?

1000 miles X 5280 ft/mile = 5,280,000 feet to the coast

5,280,000/50,000 = 105.6 feet per year

(Note: this movement of the ice sheet is the reason that a new marker-pole for the geographical South Pole has to be stuck into the ice each year.)

(1) Write a paper on a selected Antarctic explorer - Scott, Amundsen, Byrd, Shackleton, or others. Describe in detail their challenges and accomplishments.

(2) Write a fictional diary of a summer visit to Antarctica, as part of a scientific expedition to test robots or observe penguins.

(3) Write a fictional diary about a winter stay at the South Pole.

(4) Do research in the library or on the Internet about meteorites. What are the basic types of meteorites? What does a meteorite look like? What kinds of things can we learn from them? Investigate whether a local museum or school has a meteorite collection that can be viewed.

(5) As the credits are rolling, the video shows Richard building a sun-dial near camp. As the shadow moved around the pole, the hourly positions were marked with blocks of snow. The 24 blocks showed an oval pattern (the pattern would have been circular at the South Pole). Build a sun-dial at home, with a short pole in a sunny location. Mark the positions of the shadows on an hourly basis through-out the day (on a weekend). How does the pattern differ from the one in Antarctica? If possible, repeat the experiment three months later. How does the pattern differ from before? Why?