 Great. Okay. Welcome everyone to the session. Super happy that you're all here. And even happier to see Rebecca and all the students in the classroom. Thank you guys for making a time to connect with all of us teachers and scientists outside of Norway. At the moment I am at the European Geosciences Union Conference in Vienna. Rebecca, your teacher might have already told you. And we are carrying out this session called Teacher Scientist Pairing Scheme where your teacher and a scientist, Claudia here, will teach a lesson plan together. A lesson plan that they have practiced together and an lesson plan that your teacher developed actually a year ago when she was on an expedition to the Arctic Ocean. I'm sure you know about that already. So, let's just talk a little bit about what this scheme, which is a teacher scientist pairing scheme looks like. You can see a picture of a classroom very, very far from where you are. This is in Tajikistan, a country in Central Asia. And, and you see students working in groups with their teacher in the middle. And then if you look very carefully in the background, you see a screen with a video teacher joining the classroom virtually, just like Claudia today. So this is what pairing teaching scheme looks like. The scientist and the teacher comes together to bring hopefully very interesting information to you in the classroom. So, just a quick background that how today's session is going to go. So, we are going to use a technique called pair teaching, where we will show you some virtual segments of a scientist, Claudio, introducing some of the topics that you're going to explore later today with the help of your teacher in the classroom. And this lesson is quite unique because it's interactive. There's not a lot of lectures here so you're not just sitting there listening to some boring people talking to you. But you're actually talking to each other, you're using different types of maps, looking at them and discussing them together with your friends and with your teacher. Some of these activities might be a little bit challenging. I will be very curious to see what you think about them. And hopefully, you get a chance to also ask some questions of the scientists who are here, especially Claudio, who is more than happy to answer your questions. If you are interested in checking out some of the previously recorded lesson plans, just like the one you're doing today, but different topics in science. There are some links there and I'm sure your teacher can later share these links with you, but there's some really cool videos out there on all kinds of different topics from earthquakes to volcanoes, to oceans, anything pretty much related to natural sciences. And also a boring article, maybe for many of you, but it's here. This article was published sharing the results of how this kind of technique can actually be used in different places around the world. And in a way it's really nice because in some countries, people don't have direct access to scientists. So many students like you have a very difficult time ever coming into contact with an actual scientist in their school. So one way to help with that is to bring the scientists via video into their classrooms and then the scientists can be anywhere in the world. Of course, if that scientist speak the language of those students, that's really, really great. But if they can't, maybe there's a translator or an interpreter that can help with that. That's a technique that can be used almost anywhere. And today, I think you know that we are going to talk a little bit about the Arctic Ocean, and you are very familiar with the Arctic region being in Torozoi. And Vibeta is going to take you together with Claudio on a journey to a cold sea. I'm not going to say much about it because they're going to explain to you what a cold sea is and why they're important and more even interesting why do scientists actually study them and how they study them. So with that, I'm going to stop sharing my screen and give the floor to Claudio who is going to kickstart the lesson. Yeah, thank you so much for the introduction and hello everybody. I'm currently at the Department of Geoscience here in Torozoi, so we are not far apart actually. And I'm a researcher, so I'm a scientist, I'm doing science as a researcher and I'm spending most of the time during the year on on ship. So research expedition in the bar and sea at sea collecting samples and working on this type of environment called cold ships. So I will start sharing immediately my power point. Because we need to know and to understand what is a cold ship. This is the first question we have for you actually. So this is a video that we recorded during one of these research expedition that I participated in. So I want you to watch this video and try to figure out what is this changing color that you see immediately like there's there's quite a range of colors in this video and mostly from brown to gray white. So what is it what is it that you're looking at. This tube here, this plastic liner is just, it's just a way to collect sediment core, and we are using this robot here actually to collect it. And yeah, so I want you and and Rebecca will take the lead now. I wanted to keep looking at this video and trying to describe what you see and trying to figure out what it can be. So I think Rebecca, I can pass the ball to you now, and I will just keep the video going. Thank you. Rebecca. I just wanted to add one, one detail. Just one important details, detail, you see here there's two laser pointer here one here and one here. This gives you the scale of the of the imagery you're seeing this is 15 centimeter distance and that might help you understand what these things are. Yeah. Yeah. Yeah. Yes. Yeah. So, so I got some response now, and they are actually so some of them think it's oil. It's like South America, the shape of the stem. Some maybe think it's some metal, and something that you take some tests from the. Yeah, so that that's all quite correct answers I would say. There is actually no oil in here. So these black patches on the seafloor is actually not oil crude oil, but it's just sediment very dark sediment because there's no oxygen in it. Oxygen is being consumed by these white matter. This is actually composed of microbes microbes, forming a met on the seafloor, and they are consuming all these oxygen and other components in the sediment, turning the color of the sediment to black like but the microbes itself, they're just whitish or grayish that's just their color and they are very fluffy you see that there are some flakes. Moving around when we are doing the coring so they are very fragile extra. And we also have some tube worms here some other organism long tubes sticking out of the sediment these are other organism. You are correct there is methane. Sometimes we see bubbles of methane escaping the sediment. And here we go we have a call seep environment, an environment, marine environment, where there's some methane escaping the sediment or methane charged and the call seep environment are typically inhabited by these communities in the Arctic white microbial math so microbes consuming methane and oxygen. And these tube worms here, forming these bushes of tube one. So here we go. You got the definition of a call seep environment. Now I just want to give you some information for the next task, actually. So, here we go this is just another image with another large microbial map here. Yeah, so for the next task, I know you're going to receive some maps, but in these maps there's some names some terminology that I want to briefly explain. Well, you're going to receive a map regarding but symmetry so basically the depth of the ocean seafloor. And this is the scale. This is meters where zero means sea level above sea level like where we live like continental and places exposed on land mountains everything is above the zero meter by definition and everything submerged so below the sea surface is going to be here. So, this is just the bathymetry map of our planet. Another group is going to receive another map regarding total organic carbon to see, but okay what is it, what is a total organic carbon so it's a parameter that we measure in this in this sediment marine sediment. So it is the total content of carbon from organic matter, organic matter means living organism so it's material, it's carbon coming from living organism, so in trees, all these organic matter. So in the marine sediment you also have other organism composing the total organic carbon pool, like phytoplankton, this one, they live in the water column, and they fly around at a certain point they, they, they die and they go down to the seafloor and they go into the sediment and form the TOC. And other species like this for aminifera they also have a shell, a beautiful shell actually. So these are three components they are eventually going into the sediment and forming this carbon component of the sediment. And there's a scale for it, TOC, weight percentage, you mean you get for instance the sediment sampling that we did in the video you just watched. So the sediment you can measure how much carbon from these organism is in the sediment by weight percentage, like in one gram how much of organic matter is in the sediment, and this is just a scale, so high carbon content, very low organic content. This is the key to understand this map. Very briefly the last one, one group is going to receive this map about gauze hydrates. Okay, this might be new to you, this term gauze hydrate is indeed a very special material, natural material. It looks like ice, you see this white chunk here is a gauze hydrate, and you see also that they put it on fire there's a flame here, put it on fire because these high ice like material contains large volumes of methane, large volume of methane, and so it's easy to catch fire actually. But this natural material where do we find it. So in this map, you can see where natural gauze hydrate like this have been recovered, it means we just like literally collected sediment with gauze hydrate in it, or inferred, it means we think that in these places red places here, there might be gauze hydrate. So we just indirectly know that they are in there, but we never touch them, never collected. So, yeah, you have basically to figure out where they are mostly located and why actually there's a lot of ocean where we don't have gauze hydrate. So, yeah, I pass the ball to Vbeck, and you guys. And then we just pass the blue there, red there, green there. So, yeah, we just pass the blue there, red there, green there. So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. 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So, yeah, we just pass the blue there, green there. So, yeah, we just pass the blue there, green there. Okay, so, apart from these questions, did you come up with some interpretation already or maybe in the next step? We go into the interpretations. We go to the next step, I think. Okay. Any other questions from the Gazide rate group? I think that will be answered when they work together. All right. So, basically now you work separately on the different maps but you're going to work together like on all the maps, combining that together so you can see some pattern of distribution, especially in the TOC map. There's some hotspot in some areas and also Gazide rate have some very clear distribution spatial geographical distribution. So, you have to figure out actually like what's driving this distribution like what are the common points in the different maps. And also, including the butimetry information. I think, yeah, I have reported the question actually. So, regarding the Gazide rate, what depth, deep marine environment or in the shallow areas of the seafloor. Where do you see the most organic carbon content in the sediment in your map? And where do you expect to find Gazide rate and why? So these are actually the questions, I guess, if you want to ask something, you just go on with it. So, before we start with the questions, I would like to ask you one aspect of what you're doing as an expert. So, I would like to explain a little bit about the other questions. And then, after that, you can answer the questions. So, let's start with the questions. But first, you can answer the other one. There is a question. Now, there are two groups that have the same number. So, you have to divide it up, then you answer the question. So, we have two aspects of what you're doing. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. So, do you hear me? Yeah. Okay. Okay. Yes, yes, that's correct. I will just show, yeah, I will go back to these maps actually. So, as you said, the most like the highest organic carbon concentration is, yeah, overall, close to the continent. So, along the continental margins with some other hotspot or so around the equator, actually, you see here, there's a high concentration of organic carbon in the sediment. And the gas hydrates, yeah, they definitely are located at shallow depth around continent. I would say, yeah, from 400 meters to 100, yeah, that's the range, more or less. And now the difficult part is to understand why, right? Why do we have these hotspots of organic carbon and matching, actually, they are matching the gas hydrate distribution. This is a very important thing that we have to figure it out. Do any of you, does any of you talk about that during this short time you had to work together? They wondered why it was not any measurements for the very deep water according to these hydrates? No. Is it because we can't measure it? Or is it because we just... It's just because they don't... We don't expect to find any gas hydrate in there because gas hydrate, so actually, should I give you the answer for that, Rebecca? Yeah, thank you. Yeah, okay. Yeah, I don't want to spoil it. So, yeah, so the key to understand the link between these three maps is gas hydrate to form and to be stable, they need a lot of methane in the sediment. But to have a lot of methane in the sediment, you need a lot of organic carbon in the sediment because the organic carbon in the sediment gets buried from other sediment at a certain point, and then it got transformed into methane, into crude oil, so that's the answer. And why only close to the shore? As you suggested, because close to the shore, we have the highest organic fluxes into the sediment. So you also have rivers discharging a lot of organic carbon, and you have a lot of sedimentation, like high sedimentation rates. So these organic carbon has the time to be buried by a huge pile of sediment hundreds, thousands of meters in many years, of course, and get cooked up. So with temperature, these organic carbon gets transformed into gas, into oil. And then at some point, it can form gas hydrates in the sediment. So that's the link between the history maps. Do you have questions? They actually have one question more. They wonder, these microbes, what do they eat? Yeah, the one you saw in the video. Yeah, so these microbes, they eat the methane coming up with the fluids. So there's some fluid coming up and bubbling out of the sediment, I said before. So they need some energy source to grow, to thrive, and to perform the metabolic processes. So they gain energy from the methane oxidation. So they oxidize this methane. So methane is an energy source for them. And they incorporate the carbon atom from the methane that they are consuming to grow up. Yeah, not only from methane, but also from organic matter a little bit to be corrected. Yeah, so they thrive. That's why you find this white microbial map in this conceive environment only or mostly because you have a lot of methane coming up. Yeah, I hope this answered your question. So we found, you found the answers to the questions, to the three questions perfectly. Now I just want to leave you with some important concept actually. So we have seen coal-seed methane emissions, methane bubbling out of the sediment into the water column and some of it also reaches the atmosphere. And that might be a problem if it's too much methane into the atmosphere because it's a very strong greenhouse gas. So here is just a scheme showing the contribution of methane fluxes into the atmosphere from natural sources in green and red anthropogenic sources here. So coal-seed actually fit in here, natural emission from geological and oceans, yeah. And if you see the numbers, so these numbers, these flux of methane into the atmosphere is much lower than compared to the fluxes from agriculture and other processes, but also fossil fuel production and use, there's very high amount of methane reaching the atmosphere. And so actually the question that I want to leave you with is how can we reduce these greenhouse gas fluxes into the atmosphere in our daily life? So we cannot control my mission from the coal-seeds, right? They are deep in the sediment, deep in the ocean, but maybe we can do something to this anthropogenic source. And I'm not giving any answer, so it's just an open question for you to think about. Yeah. Thank you very much, Claudio. Yeah. I will just ask them something. So in a week it is okay. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah, I just talked to them because we have had a project on sustainable development and asked them if they had some thoughts and they said that we wanted to maybe eat less meat and maybe think about what we do to the nature. Yeah. Great. Thanks. Thank you, Rebecca and Claudio. Um, are there any other questions that the students would like to ask of Claudio? Okay. Okay. Wonderful. Great. Thanks so much, Rebecca, for bringing your classroom and thanks to all of your students for joining this session. I hope that they learned something and they found it to be interesting. And if they have any questions, I'm sure Claudio is more than happy to later even getting contact and answer them. And you know how to contact Claudio, so you have that connection. Heather, do you have any questions for Rebecca or the students? Yeah. I'm wondering if it's usual to develop activities like this using real data, real scientific data, or you just follow the textbook that you have at school? This is kind of not in the textbook, but we have, we try to incorporate real data into our teaching because it's a part of the curriculum, especially in mathematics. They want to use this, so yeah, we try to, because it feels more real, does it? Yeah. Okay, thanks. They always agree with me. They're well trained, I see. Okay. Thank you so much. And congratulations. All right. Thank you, everyone, and have a good day. Bye. Bye, Adam.