Having
made a lot of progress with my learning of glaciers I am now going to move on
to looking at periglacial environments, including processes and landforms.
To
begin with, it is important to know exactly what periglacial means. Looking at
a variety of websites:
A periglacial environment originally referred to areas bordering
glacial areas, but has now been extended to refer to those areas with a tundra
climate. This includes mountainous areas in the mid-latitude regions or where
frost processes and permafrost occurs. This definition includes approximately
20% of the earth’s surface.
Periglacial
environments can be found on the edges of polar or glacial environments, for
examples areas of Siberia, Greenland and Canada. It is also important to
include that periglacial environments usually have a seasonal temperature
variation with mean summer temperatures usually rising above 0°C for a certain
period.
Now
that we have a definition of periglacial environments, it is important to look
at the key words within the definition.
Permafrost
Permafrost
is ground that remains frozen that stays at or below 0°C for two or more years
and occurs in areas where the mean annual temperature is colder than 0°C. It is
not solely found in cold landscapes, but can also be found in low latitude
regions with areas of high elevation. This is known as alpine or mountain permafrost and can be
found in the Rocky Mountains and the Andes. This
kind of permafrost can occur at elevations as low as 8,000 feet.
The
thickness of permafrost is dependant on a variety of variables: snow cover,
vegetation cover, the temperature of the air near the ground, bodies of water
and the heat from the interior of the Earth. The active layer of permafrost is the
uppermost ground layer which thaws in the summer and freezes in the winter. When
vegetation is present, it is restricted solely to this layer as roots cannot
break through the frozen ground below.
The map above shows the extent of permafrost on a global level. Showing the map to students would be good to not only illustrate the extent of permafrost but to help with global locational knowledge (e.g. mountain ranges shown on the map)
There
can be two types of permafrost:
Continuous – Regions with
severe winters and temperatures below freezing leading to permafrost underlying
nearly all of the landscape (except rivers and deep lakes which don’t freeze to
the bottom). The thickness of the active layer varies in accordance with the
temperature – in colder areas, permafrost is topped with an active layer of
less than a foot thick.
Discontinuous – Warmer
regions where the mean annual air temperature is only slightly below 0°C and
local variables determine whether permafrost is either formed or maintained.
Discontinuous permafrost can be further split into two subdivisions:
Extensive
discontinuous – occurs in with mean annual temperatures ranging between
–2°C and -4°C.
Sporadic
– occurs in areas with mean annual temperatures ranging between 0°C and -2°C.
Permafrost
is often found in peatland areas as whether or not it forms is dependant on how
well the surface is insulated from the soil and rock which lies below it. Peat
has many properties which make permafrost formation possible. Dry peat is a
brilliant thermal insulator and so in the summer it prevents the heat from
reaching the ground. On the other hand, when peat is wet or frozen it is an
efficient transmitter of heat from the ground into the atmosphere. Thus, discontinuous
permafrost can be found in peatlands throughout North America,
Europe and Asia.
The picture above is a good map to show permafrost extent in the Northern Hemisphere as well as the different types of permafrost that can exist within a variety of places.
This
introduction to periglacial environments is a necessary start to begin to look
at the key terms. When teaching this, it would be good to show student the map
so that is would be easier for them to remember the parts of the world where
permafrost occur. With regards to the different types of permafrost, showing
them pictures and asking them what type they think it would be will engage them
with the topic and may be better than simply getting them to read a text book
or copy off the board.
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