Category Archives: tank experiment

Marsigli’s experiment

Density-driven flow.

The experiment presented in this post was first proposed by Marsigli in 1681. It illustrates how, despite the absence of a difference in the surface height of two fluids, currents can be driven by the density difference between the fluids. A really nice article by Soffientino and Pilson (2005) on the importance of the Bosporus Strait in oceanography describes the conception of the experiment and includes original drawings.

The way we conduct the experiment, we connect two similar tanks with pipes at the top and bottom, but initially close off the pipes to prevent exchange between tanks. One tank is filled with fresh water, the other one with salt water which is dyed pink. At a time zero we open the pipes and watch what happens.
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Two tanks, one with clear freshwater and one with pink salt water, before the connection between them has been opened.

As was to be expected, a circulation develops in which the dense salt water flows through the lower pipe into the fresh water tank, compensated by freshwater flowing the opposite way in the upper pipe.
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The two tanks equilibrating.

We measure the height of the interface between the pink and the clear water in both tanks over time, and watch as it eventually stops changing and equilibrates.
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The two tanks in equilibrium.

Usually this experiment is all about density driven flows, as are the exercises and questions we ask connected to it. But humor me in preparation of a future post: Comparing the height of the two pink volumes and the two clear volumes we find that they do not add up to the original volumes of the pink and clear tanks – the pink volume has increased and the clear volume decreased.
How did that happen?

Hydraulic jump II

More movies of my kitchen sink.

I am really fascinated by the hydraulic jumps in my kitchen sink. I can’t believe I haven’t used this before when I was teaching! Yes, movies of rivers and rapids are always really impressive, too, but how cool is it to be able to observe hydraulic jumps in your own sink? Let me remind you:

Hydraulic jump in my kitchen sink. Video here

So this is what happens when the water jet hits the (more or less) level bottom of the sink. But what would happen if it instead hit a slope?

Now, if I wasn’t working a full-time job, or if that job wasn’t completely unrelated to anything to do with hydraulic jumps, I would now proudly present movies of all kinds of hydraulic jumps on sloped surfaces. As it is, I can tell you that I have tons of ideas of where to go to make really nice movies, but for now this is all I can offer:

Yes, that is a chopping board in a sink. It shows really nicely how the hydraulic jump occurs closer to the point of impact of the jet as you go uphill (because the water slows down faster going in that direction than going downhill) and again how the radius depends on the flow speed of the jet. Stay tuned for a more elaborate post on this!

An overturning experiment (part 3)

By popular demand: A step-by-step description of the overturning experiment discussed here and here.

I wrote this description a while ago and can’t be bothered to transfer it into the blog format, so please go and find a .pdf here. This .pdf addresses young children in the first part, and grown-ups in the second part.

Have fun and if you use this in school or with your own kid, please let me know how it went! I love to hear from my readers! :-)

 

An overturning experiment (part 2)

How to adapt the same experiment to different levels of prior knowledge.

In this post, I presented an experiment that I have run in a primary school, with high-school pupils, in a Bachelor-level course and in a Master-level course. The experiment itself was run identically in all cases. However, the introductions, explanations and discussions about it obviously differed.

For example, in the primary school, I introduced this experiment by showing pictures of lions and penguins and other animals that the pupils knew live in warm or cold climates, and we talked about where those animals live. In the end this aimed at how temperatures are a lot colder at the poles than at the equator. This is the differential heating we need for this experiment to work. While this is something that I felt the need to talk about with the primary school kids, this can be assumed as a given with older students (or at least that is the assumption that I made).

With the university-level courses, one of the points that I made sure came up during the discussion are the limitations of this model. For example that we apply both heating and cooling over the full depth of the water column. How realistic is that? Or the fact that we heat at one end and cool at the other, rather than cooling on either end and heating in the middle?

With the university-level courses, we could also discuss other features that we could see during the experiment. Remember this image, for example?

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The thermal conveyor belt experiment.

Let me zoom in on something.

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Curious features in the thermal conveyor experiment. Do you know what this is about?

Do you see these weird red filaments? Do you think they are a realistic part of the thermal circulation if it was scaled up to a global scale?

Of course not. What we see here is salt fingering (oh, and did you guys notice that a diagram of how salt fingering works is displayed at the very top left of my header? I wasn’t exaggerating when I said that it was my favorite process ever!). So basically, this is a process that is caused by the different diffusivities of heat and of the red dye. And while it is pretty large scale in our small tank, you cannot scale it up just like that when talking about the real ocean. And it is also really difficult to get rid of salt fingers for this experiment, in fact I haven’t yet managed. But I am open to suggestions! :-)

Another point that I would talk about with university-level students that I would probably not bring up with primary school kids (- although, why not if I had more time than just those 45 minutes per class?) is that ocean circulation is driven by more than just differential heating. Even when just considering the density-driven circulation, that is additionally influenced by changes in salinity. Put that together with wind-driven circulation and we are starting to talk about a whole new level of complicated…

But anyway. My point is that even primary school kids can benefit from doing this kind of experiments, even if what they take away from the experiments is not exactly the same as what older students would take away.

One of the main messages the primary school kids got seems to have been that you need to take curd cheese beakers for your warming element (look here for some reports (in german)). Not exactly my main message, but at least they were very observant of how the experimental setup was designed ;-)

An overturning experiment

A simple experiment that shows how the large-scale thermally-driven ocean circulation works.

Someone recently asked me whether I had ideas for experiments for her course in ocean sciences for non-majors. Since most of the experiments I’ve been showing on this blog were run in the context of Bachelor or Master oceanography-major courses, she didn’t think that the experiments were as easily transferable to other settings as I had claimed.

So here is proof: You can do pretty complex experiments with non-university level students. To prove my point, let’s go to a primary school.

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Experimenting with a primary school class.

The experiment we are running here is the global (thermal) conveyor belt. In a long and narrow tank filled with water, a heating and a cooling element are inserted at either end. Dye is added onto the elements to visualize the flow of water.

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Adding dye to visualize the thermally driven flow in the tank.

In the image above you see that there is something blue near the bottom of the tank, and I am adding red dye to the other side. Blue is used to track the cold water and red to track the warm water (intuitive color-coding goes a long way, no matter how old your students are!)

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The experiment as seen by the teacher.

What you see here is the cold blue water sinking to the bottom of the tank and spreading, and the warm red water rising to the water’s surface and spreading there. As the warm water reaches the cooling pads, it gets cooled, becomes denser and sinks. Similarly, the cold water reaching the warming pads becomes less dense and rises, closing the loop.

Modeling the Denmark Strait Overflow

Ha, this is a bad pun. We are modeling the Denmark Strait Overflow – but in a non-numerical, small-scale-and-playdough kind of way.

More than a year ago, Kjetil and I ran that experiment with a group of high-school students and when writing a post about a much more sophisticated version of this experiment I realized I never documented this one in the first place. So here we go!

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The set-up: Tupper ware with a modeling clay ridge (“let’s call it Greenland-Scotland-Ridge”) across, filled with water to a level above the ridge, cooled with a sport’s-injury cooling pack in “the North”.

Dye is added to the “northern end” of the tank (i.e. the end where the water is being cooled by a sport’s injury cooling pack). As the water cools, it becomes denser and fills up the reservoir on the northern end until it spills over the clay ridge.

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The overflow. See the blue, dense reservoir on the left and the dense water spilling over the ridge.

This is a very simple demonstration of how overflows actually work.

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Kjetil, his Master student Eli and some of the high-school students. Can you see the sketch of the Denmark Strait Overflow on the slide in the background? (Plus, for everybody who is interested: This is the food coloring I have been using right there in the front right!)

Salt fingering – DIY

How to easily set up the stratification for the salt fingering process.

Setting up stratifications in tanks is a pain. Of course there are sophisticated methods, but when you want to just quickly set something up in class (or in your own kitchen) you don’t necessarily want to go through the whole hassle of a proper lab setup.

For double diffusive mixing, there are several methods out there that people routinely use.

For example the hose-and-funnel technique, where the less dense fluid is filled in the tank first and then the denser fluid is slid underneath with the help of a hose and a funnel. And a diffuser at the end of the hose. And careful pouring. And usually a lot more mixing than desired.

Or the plastic-wrap-to-prevent-mixing technique, where the dense fluid is put into the tank, covered by plastic wrap, and then the lighter fluid is poured on top. Then the plastic wrap is removed and by doing so the stratification is being destroyed. (No video because I was frustrated and deleted it right away)

Or some other techniques that I tried and didn’t find too impressive. (No videos either for the same reason as above)

But then accidentally I came across this one:

Granted, this is not a realistic model of an oceanic stratification. But as you can see towards the end of that movie, that turns out to be a blessing in disguise if you want to talk about the process in detail. As you see in the movie, the salt fingers inside the bottle are much smaller than the salt fingers outside the bottle. Because, clearly, inside the bottle the warm water is cooled both at the interface with the cold water inside the bottle, and by heat conduction through the walls of the bottle, since the water is surrounded by cold water. The warm water that flowed out of the bottle and up towards the water’s surface is only cooled at the interface with the water below (the air above is warmer than the cold water). So this gives you the perfect opportunity to discuss the scaling of salt fingers depending on the stratification without having to go through the pains of actually preparing stratifications with different gradients in temperature or salinity.

Diffusive layering. Or: This is not a trick question!

The “other” double-diffusive mixing process.

After having talked extensively about double diffusive mixing in my courses, I tend to assume that students not only remember that there is such thing as double-diffusive mixing, but that they also remember our discussions on how the process works, and that they would be able to transfer this to processes other than salt fingering.

So in two courses (at different universities) I asked students in the exam to describe what would happen in a stably stratified body of water, where cold and fresh water overlies warm and salty water. And in both courses I have been surprised (read: shocked) by the responses I got.

The by far most common response goes along these lines: “Cold water is denser than warm water, so it will sink to the bottom and the warm water will rise”.

What I find frustrating about this (besides the fact that they didn’t notice that I clearly stated in the question that the stratification was stably stratified) is that whenever I talked about density, I mention how density depends on both temperature and salinity.

The next most common response is then this: “Heat diffuses a factor 100 faster than salt. Hence, salt fingers will form at the interface”. This answer then continues on describing salt fingering and never even mentions that the stratification I described in the question was actually the opposite one to the one they are assuming. So here, students clearly jumped to the conclusion that if I bothered describing a stratification, it clearly had to be the one for my favorite process (even though during those discussions I made sure to mention diffusive layering, too, but without talking it through in as much detail as salt fingering).

But then there are always students (usually the ones who don’t have a lot of confidence in their oceanography skills) who take the questions I ask at face value. Those are the students who go on to write something like this (numbering referring to the sketch below):

1) The initial stratification is stable in density, with cold and fresh water over warm and salty water. This means that the salinity stratification outweighs the temperature stratification in terms of density.

2) Since temperature diffuses a factor 100 faster than salinity, a thin layer with an intermediate temperature will form around the interface in salinity, that will persist for a while.

3) Focussing above the interface now, we have a stratification where cold and fresh water overlies lukewarm and fresh water. This stratification is hence unstable in temperature and convective overturning will occur. Below the interface, a similarly unstable layer has formed: lukewarm and salty water over warm and salty water. Again, convective overturning will occur.

The thickness of those layers depends on the initial temperature stratification and on how quickly temperature exchange happens during the overturning. In the end, two new temperature interfaces will have formed.

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Sketch of the diffusive layering process. The red shading indicates warmer temperatures, the black dots indicate higher salinities.

And yes – that is exactly the response I wanted to hear!

So why do only so few students answer this question correctly? Don’t they understand that when I talk about salt fingering it is only an example of a double-diffusive process and not the only double-diffusive process there is? That was my initial thought after I saw the exams in the first class. So for the second class, I made sure to mention diffusive layering even more, and to explicitly say that I was talking through only one of the processes and that it might be helpful if they went through the other one on their own. Yet in the exams, the results did not change. And I have no idea. Do you? Then please let me know!

Salt fingering

How to show my favorite oceanographic process in class, and why.

As I mentioned in this post, I have used double-diffusive mixing extensively in my teaching. For several reasons: Firstly, I think that the process is just really cool (watch the movie in this post and tell me that it isn’t!!!) and that the experiments are neat and that everybody will surely be as excited about them as I am. Secondly, because it shows that understanding of small processes can be really important in order to understand the whole eco- and even climate system. And thirdly, because it helps to demonstrate a way of thinking about oceanography.

When I introduce salt fingering, I talk students through the process in very small steps. It goes something like this (Numbering is referring to the sketch below):

1) Initially, you have a stratification where warm and salty overlies cold and fresh water. This stratification is stable in density (meaning the influence of the temperature stratification on density outweighs that of the salinity stratification).

2) Since molecular diffusion of temperature is about a factor 100 faster than that of salinity (we will talk about why that is in a later blog post), the interface in salinity is initially basically unchanged, whereas a temperature exchange is happening across that interface, and a layer of medium temperature is forming.

3) At the salinity interface, we now have a stratification that is no longer stable in density: while the water now has the same temperature in a thin layer above and below the interface, it is still more salty on top and less salty below the interface. This means that the saltier water in this thin layer is denser than the less salty water below. This leads to finger-shaped instabilities at the interface: The salty water will sink and the fresh water will rise.

The individual salt fingers now have a much larger surface than the original interface, hence molecular diffusion of salt will happen much more efficiently and eventually the salinity inside and outside of the salt fingers will be the same, hence the growth of the fingers will stop.

At the depth where the salt fingers stopped, a new interface has formed. This new interface can also develop salt fingering, leading to a staircase-like structure in temperature and salinity.

After salt fingering has been introduced, there are usually several other occasions where it, or its effects, can be pointed out, like for example when showing this experiment (see picture below), when talking about the hydrographic properties in the area of the Mediterranean outflow or the Arctic, or when talking about nutrients in subtropical gyres.

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This is a zoom in on one of the bottles shown in this experiment: In the warm bottle, the red food dye acts as salt to form salt fingers!

While talking about salt fingering, since I focus so much on the process, I have always been under the illusion that students actually understand the reasoning behind it and that they can reproduce and transfer it. Reproduce they can – transfer not so much. Stay tuned for the next post discussing reasons and possible ways around it.

Double-diffusive mixing

On the coolest process in oceanography.

My favorite oceanographic process, as all of my students and many of my acquaintances know, is double-diffusive mixing. Look at how awesome it is:

Double-diffusive mixing happens because heat and salt’s molecular diffusion are very different: Heat diffuses about a factor 100 faster than salt. This can lead to curious phenomena: Bodies of water with a stable stratification in density will start to mix much more efficiently than one would have thought.

In the specific case of a stable density stratification with warm, salty water over cold, fresh water, finger-like structures form. Those structures are called “salt fingers”, the process is “salt fingering”.

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Salt fingering happening with the red food dye acting as “salt”.

Even though salt fingers are tiny compared to the dimensions of the ocean, they still have a measurable effect on the oceanic stratification in the form of large-scale layers and stair cases, and not only the stratification in temperature and salinity, but also on nutrient availability in the subtropical gyres, for example, or on CO2 drawdown.

Over the next couple of posts, I will focus on double diffusive mixing, but less on the science and more on how it can be used in teaching. (If you want to know more about the science, there are tons of interesting papers around, for example my very first paper)