Download MASTER SYLLABUS

MASTER SYLLABUS
Course Title: Introduction to Oceanography
Course No.: BIO 1200
No. of Credit Hours: 3
Prerequisites: RDG 0800 or placement
Course Description:
Students examine the origin and history of the ocean basins and physical, chemical, and biological characteristics of the
ocean from the intertidal zone to the abyss, and from the tropics to the poles. Marine life, resources, and pollution are studied. This is an online course.
Core Learning Objectives
Evaluate reasoning as generally scientific or non-scientific
Critique the degree of scientific validity in the reasoning applied to the collection and interpretation of data
Construct a valid hypothesis
Conclude whether a given set of data supports a particular hypothesis or theory
Performance Objectives (outcomes)
After completing the reading assignments and viewing the programs the student will be able to:
1-1.recognize the fascination the sea has held for generations of people;
1-2.appreciate the variety of organisms residing in the ocean environment;
1-3.describe some of the features one would see in the underwater world;
1-4.distinguish between the nature of the terms Atlantic Ocean, Pacific Ocean, or Indian Ocean; and the term World Ocean.
2-1.appreciate the uniqueness of a water planet;
2-2.understand, in general terms, the events leading to the formation of the earth and its oceans;
2-3.know the age of the earth;
2-4.compare the major scientific hypotheses for the origin of life on Earth.
3-1.place in approximate chronological order the major historic contributions to modern oceanography;
3-2.list some of the major contributions of Captain James Cook to the science of oceanography;
3-3.identify some of the major contributions of the Challenger expedition to the science of oceanography;
3-4.compare the relative importance and difficulty of achievement of the voyages of the Vikings, Columbus, and the Polynesians;
3-5.compare the characteristics of research and researches in the marine science field today;
3-6.examine the evolution and progression of maturing theories in oceanography from "crackpot schemes" to accepted scientific constructs.
4-1.describe the remarkable properties of water and understand their significance;
4-2.relate the structure of the H2O molecule to the special properties of water;
4-3.name the major ions dissolved in seawater and understand the concept of residence time;
4-4.understand the physical conditions of the sea, in terms of salinity, temperature, density, and pressure;
4-5.relate the distribution of dissolve oxygen and carbon dioxide in the sea to biologic and physical processes;
4-6.list and describe water-sampling instruments and techniques used on modern research vessels.
5-1.recognize the shore as a changing, dynamic environment;
5-2.relate the changes that occur on the beach to wave energy;
5-3.understand both the short-term and long-term cycles that affect the changing shoreline;
5-4.classify the various kinds of coastlines of the world by origin;
5-5.name the most abundant minerals found in both continental and island beach sands and discuss their origin;
5-6.evaluate the effects of human beings on the fragile coastal environment.
6-1.understand the basic physical characteristics of the intertidal zone;
6-2.name four different types of intertidal shores;
6-3.list the four intertidal subzones, and briefly describe the difficulties of living in each;
6-4.differentiate between motile and sessile organisms;
6-5.describe some of the biological modifications required for life in the intertidal zone.
7-1.sketch a diagrammatic cross section showing the continental and oceanic crust, and indicate the continental shelf, slope, and rise;
7-2.describe the features found on continental shelves; list the processes that influence the shelf and relate the appropriate structure to each;
7-3.identify and salient features of the continental slope and rise;
7-4.compare and contrast active, passive, and transnational continental margins, using examples from the coasts of the United States;
7-5.describe submarine canyons and relate current theories of origin;
7-6.discuss the effects of the Pleistocene Ice Age and the changing sea levels on the continental margins.
8-1.locate on a world map the major topographic features of the ocean basins, including the major oceans, the larger marginal seas, the midocean ridges
and rises, the trenches, and selected islands and island chains;
8-2.describe the characteristics of the major geologic features of the ocean basins;
8-3.compare the origin of seafloor landforms with their counterparts on the continents in terms of processes operating;
8-4.appreciate Darwin's interpretation of the origin of coral reefs and atolls;
8-5.classify the various kinds of seafloor sediments, know their special properties, and compare their modes of origin;
8-6.plot the distribution of the major seafloor sediments on a world chart and give reasons for this occurrence;
8-7.identify the methods used by oceanographers to learn about the ocean basins and the seafloor sediments.
9-1.discuss the development of theories from continental drift and seafloor spreading to modern plate tectonics;
9-2.understand the significance of earthquake belts and magnetic striping of the seafloor as evidence for plate motion;
9-3.relate other lines of evidence that support the theory of plate tectonics;
9-4.outline on a world chart the major plates and indicate their present motion;
9-5.compare and contrast the three types of plate boundaries, their location and special features;
9-6.describe the origin of the Hawaiian Islands in terms of the Hot Spot theory;
9-7.realize the implications of living on a plate boundary;
9-8.list some of the unsolved problems regarding plate tectonics and suggest lines of research.
10-1.compare and contrast the features and origin of continental islands, oceanic islands, oceanic islands, and island arc-trench systems;
10-2.discuss the origin of seamounts and guyots;
10-3.describe the birth of Surtsey, near Iceland;
10-4.understand the problems related to building on barrier islands;
10-5.understand the concepts of island biogeography and the methods of distribution of plants and animals to distant islands.
11-1.trace the fundamental change in the composition of the earth's atmosphere since its formation;
11-2.suggest some of the factors influencing weather;
11-3.know the cause of the seasons;
11-4.describe the basic circulation of air in wind bands on the earth;
11-5.differentiate between frontal storms and tropical cyclones;
11-6.note the results of the Coriolis effect on atmospheric circulation;
11-7.understand what is meant by "heat budget";
11-8.suggest some of the effects of natural and human-made pollution on the earth's weather and climate.
12-1.list the physical factors that cause ocean currents;
12-2.understand the general circulation pattern of surface currents;
12-3.contrast western boundary currents with eastern boundary currents;
12-4.explain some of the effects of currents on surface productivity and localized weather conditions;
12-5.describe some characteristics and causes of deep currents and vertical currents;
12-6.describe an El Nino effect in the Pacific.
13-1.understand the movement of water particles in various kinds of waves;
13-2.define each of the parameters used to describe waves;
13-3.describe how wind waves are generated and move in the open ocean;
13-4.discuss wind waves at the shore, including types of breakers, rip currents, and the processes of refraction, diffraction, and reflection;
13-5.compare tsunami as to origin, properties, and effects with normal wind waves;
13-6.describe special waves such as seiches and internal waves and rogue waves.
14-1.explain the principal tide-generating forces;
14-2.describe the conditions that produce spring tides and neap tides;
14-3.compare and contrast the type of tide that occurs on the west, east, and Gulf coasts of the United States;
14-4.use a tide table to predict times and heights of high and low tides;
14-5.locate regions such as the Bay of Fundy, Mont-Saint-Michael, and others having exceptional tides, and try to determine causes;
14-6.describe tidal bores, ebb and flood currents, maelstroms;
14-7.correctly use the vocabulary related to tides;
14-8.recognize the importance of tides to both human activities and intertidal organisms, and evaluate tidal power as a viable source of energy.
15-1.contrast the planktonic lifestyle with the nektonic lifestyle;
15-2.compare phytoplankton with zooplankton;
15-3.describe the basic characteristics of diatoms and dinoflagellates;
15-4.informally define primary productivity, name some factors that influence it, and describe the relative contributions of phytoplankton and fixed plants
(that is, seaweeds);
15-5.contrast meroplankton with holoplankton;
15-6.indicate the places on earth, in general terms, where plankton is most successful and abundant, and list the three most important factors regulating
primary production in the Sea.
16-1.distinguish between plankton and nekton; describe the nektonic lifestyle in general terms;
16-2.list the five principal categories of swimming organisms;
16-3.cite some mechanisms by which swimming organisms maintain their position in the water column;
16-4.identify three taxonomic categories of fishes and give examples.
17-1.recognize the common ancestry of reptiles and birds;
17-2.list and describe the four main forms of living marine reptiles;
17-3.describe some of the adaptations of marine birds for long flights over water;
17-4.compare the behavior and habits of a number of oceanic birds.
18-1.recognize the ancestry of marine mammals and discuss their derivation from land mammals through a span of 60 million years;
18-2.list the three main groups of marine mammals and compare their basic characteristics;
18-3.differentiate between seals and sea lions;
18-4.understand that all marine mammals are in danger of extinction.
19-1.distinguish between cetaceans of suborder Odontoceti and suborder Mysticeti;
19-2.explain, in general terms, the functions of odontocete sonar;
19-3.list a number of important cetaceans and give distinguishing characteristics for each;
19-4.know some uses for whale sounds other than sonar.
20-1.describe the relative abundance of free-living versus symbiotic species;
20-2.understand the origin of the word symbiosis;
20-3.contrast direct symbiosis with indirect symbiosis;
20-4.define mutualism, commensalism, and parasitism and give examples of each;
20-5.explain "cleaning symbiosis";
20-6.describe a food web and give an example.
21-1.recognize the physical factors that influence the penetration of light in the sea;
21-2.describe the relationships between plants and light in the sea;
21-3.indicate the interactions between animals and light in the sea;
21-4.discuss bioluminescence and its adaptive values, knowing some of the marine organisms that exhibit this ability.
22-1.list the physical factors that influence the velocity of sound in the sea, and tell the effects of each;
22-2.explain active and passive sonar and tell how each is used;
22-3.describe the deep scattering layer;
22-4.discuss the causes and importance of the shadow zone and the deep sound channel;
22-5.compare and contrast the sound produced by the sperm whales and the humpback whales and tell how the sound are used.
23-1.distinguish among three deep-ocean zones and describe the basic physical water conditions within these zones;
23-2.identify the food sources for deep-water organisms;
23-3.describe the physical appearance of some of the deep-water life forms;
23-4.contrast the deep bottom vent organisms and their food chains to the traditional organisms and their food chains;
23-5.explain why sampling within the deep ocean is so difficult;
23-6.discuss the role of bioluminescence in the deep ocean;
23-7.suggest a feeding method for abyssal pogonophoran;
23-8.contrast arguments for the origin of life at the ocean surface with arguments for the origin of life at the abyss.
24-1.recognize the fundamental differences between the Arctic and Antarctic regions and know the differences between Arctic and Antarctic icebergs;
24-2.list three of the unusual illumination phenomena experienced in polar regions;
24-3.explain the causes of high summer productivity of the polar seas;
24-4.understand in general terms how low water temperature affects marine life;
24-5.list some large animal inhabitants of the polar region, and note which live in the north, which in the south, and which in both areas;
24-6.outline a brief history of the exploration of the polar regions;
24-7.understand the growing dilemma arising from conflicting needs for the Antarctic continent to be preserved for scientific research, and, on the other
hand, the need for minerals and energy, for world distribution.
25-1.describe the physical characteristics of the tropic seas and relate these properties to biological adaptations for survival;
25-2.explain the relationship between hermatypiccoral polyps and their symbiotic algae in terms of mutual benefits;
25-3.describe the coral animal and how it initiates reef construction;
25-4.discuss the reef ecosystem and how it functions;
25-5.compare the contrast the three kinds of reefs and describe the origins of each;
25-6.appraise the threat of destruction of living reefs in terms of natural cycles and human activities.
26-1.recognize the difficulties of recovering mineral resources from the sea;
26-2.describe the four resources presently recovered from seawater;
26-3.discuss the origin of petroleum;
26-4.indicate the resources recovered from the continental shelf, the deep seafloor, and within the sea bed;
26-5.describe the appearance, origin, and distribution of manganese nodules; discuss some of the unanswered questions oceanographers are posing about
their origin;
26-6.explain common methods of desalination and understand the problems in recovering fresh water.
27-1.describe the effects of uncontrolled harvesting of our marine biological resources;
27-2.define the term maximum sustainable catch and identify the limited value of the concept;
27-3.compare and contrast the successes and the problems associated with aquaculture and mariculture;
27-4.discuss the benefits and dangers of establishing a large-scale krill fishery in the Antarctic;
27-5.discuss the life cycles of Pacific salmon and relate these cycles to successful ranching techniques;
27-6.understand the concepts of endangered species; evaluate the present conditions affecting survival of major marine organisms studied in this course;
28-1.explain the problems that exist in determining the level of pollution in the ocean;
28-2.identify the sources of pollution in the marine environment;
28-3.discuss some of the effects of specific pollutants, such as DDT and mercury;
28-4.analyze the kelp problem, taking into consideration the value of kelp both to humans and to the habitat and the various theories that are offered to
explain the loss of the kelp forests;
28-5.describe the sources and effects of petroleum in the marine environment;
28-6.describe recent human-induced changes in the atmosphere and discuss the implications of these changes for the ocean and for humanity as a whole.
29-1.discuss the hot spot theory of the origin of the Hawaiian Islands, and present supporting evidence;
29-2.compare and contrast the islands of the Hawaii chain in terms of age, active volcanism, height of the peaks, erosion, soil development, and plants.
(Start at the Big Island of Hawaii and travel northwestward to Kauai);
29-3.discuss the effects of the trade winds in Hawaii, comparing and contrasting the windward and lee sides as to climate, erosion, and topographic
features;
29-4.discuss the sand beaches of Hawaii, contrasting the major kinds of sediments, their appearance, and origin;
29-5.describe the currents, temperature, and life of the tropical seas near Hawaii.
30-1.list some of the directions for oceanographic research in the next decades;
30-2.recognize the diversity of motivations expressed by ocean scientists;
30-3.discuss some of the broad consequences of oceanic mismanagement.
Outline of Topics
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
The Water Planet
Plate Tectonics
Marine Provinces
Marine Sediments
Water and Seawater
Air-Sea Interaction
Ocean Circulation
The Coastal Ocean
Marine life and the Marine Environment
Biological Productivity and Energy Transfer
Animals of the Pelagic Environment
Animals of the Benthic Environment
Learning Activities
1) Text reading assignments
2) Concept mapping
3) Case studies
4) Online simulations and activities
4) Online quizzes
5) Optional Extra credit field trips and activities
Instructional Delivery
Online
16. Evaluate reasoning as generally scientific or non-scientific
17. Critique the degree of scientific validity in the reasoning applied to the collection and interpretation of data
19. Construct a valid hypothesis
20. Conclude whether a given set of data supports a particular hypothesis or theory