Download earth science 140 - College of DuPage

EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 1
OCEANOGRAPHY – A DIVERSE SCIENCE RICH IN HISTORY
The World Ocean
1.
Describe the World Ocean in terms of the proportion of the world’s water,
proportion of earth’s surface area and average depth.
2.
List and describe the components of the hydrologic cycle model. Explain
how the components are interrelated.
Application & Discussion:
3.
Given what you understand about the hydrologic cycle, how is the role of
the world ocean important to residents of the Chicago metropolitan area?
Marine Sciences & Careers
1.
List and describe the sub disciplines of oceanography in terms of area of
study, qualifications and relative employment opportunities.
Application & Discussion:
2.
Which marine sciences may produce information you might use daily? In
your chosen area of study or career? Explain.
History of Marine Sciences & Current Trends
1.
Chronologically order the historic contributions of the early voyagers, the
voyagers of the Middle Ages, Age of Discovery and the 20th century.
2.
List the key contributions to the marine sciences and voyaging technology
made by:



Phoenician, Greek, Chinese and Polynesian voyagers
The voyages of the HMS Challenger, the Meteor the Trieste and
the Glomar Challenger
Captain James Cook, Matthew Maury, Magellan, Prince Henry
the Navigator, Cousteau and Gagnan
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 1
OCEANOGRAPHY – A DIVERSE SCIENCE RICH IN HISTORY
History of Marine Sciences & Current Trends (cont.)
3.
Describe the Jason-1, Aqua, IDOP & JGOFS projects.
Application & Discussion:
4.
What other vessel (non-marine) carried the name Challenger? Why do
you think this name was chosen for this modern vessel?
5.
How do you think the contributions of these people/groups impact current
events/needs?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 2
Origins
Hypothesis of the Origin of Earth & the Solar System
1.
Describe the solar nebula hypothesis.
2.
List 3 pieces of evidence supporting the solar nebula hypothesis.
Application & Discussion:
3.
How does understanding the possible origins of the solar system apply to
studies of the world ocean?
Hypotheses of the Origin of the World Ocean
1.
List two possible sources of water on our planet.
2.
Describe the hypotheses of the origin of ocean basins.
Hypotheses of the World Ocean’s Role in the Origins of Life
1.
Describe biosynthesis, chemosynthesis and photosynthesis.
2.
Describe hydrothermal vents and cold seeps. Why are these features
significant to the hypotheses of the beginning of life?
3.
List at least 3 pieces of evidence that suggest that life began within the
world ocean.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 3
GEOLOGIC STRUCTURES & PROCESSES
Continental Margins & Ocean Basins
1.
List and describe each of the topographic features found on a continental
margin.
2.
Differentiate between passive and active margins in terms of tectonics and
physical characteristics of the continental shelf, slope and rise.
3.
Describe turbidity currents and their significance in forming continental
margin features.
4.
List and describe features common to the floor of the ocean basin.
Bathymetry
1.
Describe how depths to the seafloor are determined.
2.
Construct a bathymetric chart using soundings and isobaths. Use the
charts to identify key topographic features of the continental margins and
ocean floor.
Application & Discussion:
3.
What other technologies do you know that employ sound to view unseen
places?
Earth’s Structure & Plate Tectonics
1.
Name and describe each of earth’s internal layers.
2.
List evidence used to support Alfred Wegener’s Continental Drift
hypothesis.
3.
Explain why Wegener’s hypothesis was controversial and discounted by
scientists in the U.S.
4.
List and describe the evidence that led to the Theory of Plate Tectonics.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 3
GEOLOGIC STRUCTURES & PROCESSES
Earth’s Structure & Plate Tectonics (cont.)
5.
Describe the geological processes and ocean basin floor, continental
margin and landform features associated with each plate boundary type –
divergent, convergent (oceanic-oceanic; oceanic-continental; continentalcontinental) and transform.
Application & Discussion:
6.
Which societies of the world would benefit most from an understanding of
plate tectonics? Explain.
Sediments
1.
List and describe the 4 types of marine sediments and explain the origins
of each.
2.
Describe the distribution and generalized rates of deposition of
terrigenous, biogenous and hydrogenous sediments. Identify the
sediments most likely present at the continental shelf, continental slope
and rise, abyssal plain, ridges and near islands.
3.
Compare and contrast siliceous and calcareous oozes.
4.
Define the calcium carbonate compensation depth (CCD) and explain how
it impacts the deposition of marine sediments.
5.
Explain how marine sediments provide clues to our planet’s history.
6.
Relate sea floor spreading rates to sediment thickness. Use sea floor
spreading rates and sediment accumulation rates to determine age and
thickness.
Application & Discussion:
7.
List those sediments of economic importance and describe their
commercial uses. Which are important in the production of the
products/foods you may use?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 4
PHYSICAL PROPERTIES OF SEAWATER
Special Properties of Water
1.
List and describe the special properties of water.
2.
Distinguish between sensible heat and latent heat.
3.
Describe the heat capacity of water in terms of thermal inertia and the
thermostatic effects on the World Ocean and climate.
Application & Discussion:
4.
Which of these properties do you encounter each day? Under what
circumstances?
Salinity
1.
Define salinity and describe how it is measured.
2.
How does the definition of salinity differ from your prior understanding of
the “salty sea”?
3.
List the major anions and cations in seawater and their sources.
4.
Describe the factors influencing salinity and the latitudinal variability in
surface salinity.
Dissolved Gases
1.
List the sources of and describe the significance of dissolved nitrogen,
dissolved oxygen and dissolved carbon dioxide.
2.
Distinguish between conservative and non-conservative constituents.
3.
Describe the distribution of the 3 key dissolved gases with depth.
4.
Explain how the ocean serves as a “carbon sink”.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 4
PHYSICAL PROPERTIES OF SEAWATER
Dissolved Gases (cont.)
5.
How does this carbon process relate to you as you drive your car to
campus or to work?
6.
Know the average pH of seawater.
7.
Describe the relative abundance of bicarbonate/carbonate and carbonic
acid with depth and these constituents relate to dissolved carbon dioxide.
8.
What effect does the distribution of bicarbonate/carbonate have on the pH
of seawater?
Application & Discussion:
9.
What role do plate tectonic processes play in the carbon sink process?
10.
How does the carbon sink process relate to you as you drive your car to
campus or to work?
Density Stratification of the Ocean
1.
Explain the relationship between temperature, density and salinity.
2.
Diagram and describe the layered density structure of the world ocean;
include the general patterns of temperature and salinity associated with
the layers.
3.
Identify the key factor responsible for generating the density layers.
4.
Describe how the density layers vary with latitude and season. What roles
do sea surface temperature and surface salinities play in this variation?
Application & Discussion:
5.
If you were to travel directly east to the Atlantic Ocean, what pattern of
density layers would you expect to find? Why? Would expect any
temporal variation? Why?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 4
PHYSICAL PROPERTIES OF SEAWATER
Light & Sound
1.
Rank the following wave lengths of electromagnetic radiation in order from
shortest to longest:
ultraviolet
visible
microwave
radio
x-ray
gamma-ray infrared
2.
Which wavelengths of electromagnetic radiation do you encounter daily?
Under what circumstances?
3.
List and describe the factors influencing the penetration of light in
seawater. Which of these would also apply to the local swimming pool?
4.
Distinguish between the photic and aphotic zone in terms of light,
biomass, photosynthesis and temperature.
5.
Know the component terms in the acronym ‘sonar’.
6.
Differentiate between active and passive sonar.
7.
List and describe the physical factors that influence the velocity of sound
in seawater.
8.
Distinguish between mysticeti and odontoceti in terms of the creature’s
physical traits and employment of sound.
9.
How are the uses of sound by whales similar to human uses of sound?
10.
Describe the deep scattering zone and SOFAR layers in terms of cause
and significance.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 5
SEA & SKY: INTERACTIONS BETWEEN ATMOSPHERE & THE OCEAN
Earth – Sun Relationships
1.
Describe how the amount of solar radiation received at earth’s surface
varies between the equator and poles. Explain why this pattern occurs.
2.
Name and describe the factor that causes seasons.
3.
Describe the solstice and equinox in terms of the angles of solar radiation,
inclination relative to the sun and season.
4.
Relate the angle of solar energy receipt to the patterns of sea surface
temperature (SST). Also relate the angles of solar energy receipt to the
patterns of light distribution with increasing depth that you learned in the
previous unit.
Atmospheric Heating
1.
Describe how the earth’s atmosphere is heated by the greenhouse effect.
2.
List the reasons land and water heat/cool differentially and describe the
resulting effect upon air temperature and air pressure.
Application & Discussion:
3.
Which of these factors influence air temperatures on campus? How are
these factors similar or different from those influencing air temperatures
over the ocean at your latitude?
Atmospheric Circulation
1.
Describe the pressure gradient force and how it affects air circulation.
2.
Describe the Coriolis Effect and how it influences the flow of wind.
3.
List and describe the locations of earth’s convection circulation cells.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 5
SEA & SKY: INTERACTIONS BETWEEN ATMOSPHERE & THE OCEAN
Atmospheric Circulation (cont.)
4.
Locate and describe each of the global wind belts in terms of latitudinal
position, relation to convection cells and generalized temperature and
precipitation conditions.
Weather Patterns – Monsoon & Tropical Cyclones
1.
Describe the monsoon in terms of seasonal weather conditions, ITCZ
migration and differential heating of land and water.
2.
List and describe the optimal conditions and season for tropical cyclone
development.
3.
List and describe the 3 stages of development of tropical cyclones.
4.
Describe the structure and energy source powering the tropical cyclones
(hurricanes).
5.
Describe the factors used to rank tropical cyclones on the Saffir Simpson
scale and the primary causes of damage/casualties.
Application & Discussion:
6.
How does understanding these weather patterns benefit global societies?
How can you personally benefit from understanding these patterns?
Surface Currents
1.
Name the source of energy that generates surface currents and list the
factors that influence current direction.
2.
Describe the mechanisms by which surface current direction, velocity and
discharge are measured.
3.
Define a geostrophic current.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 5
SEA & SKY: INTERACTIONS BETWEEN ATMOSPHERE & THE OCEAN
Surface Currents (cont.)
4.
Name and locate the 5 great ocean gyres and the Westwind Drift. Name
the component currents of the North Atlantic and North Pacific gyres.
5.
Describe Ekman transport.
6.
Contrast western and eastern boundary currents.
7.
Describe the climatic effects of the Gulf Stream and California currents.
Vertical Currents – Upwelling & Downwelling
1.
Describe upwelling and downwelling in terms of the factors generating
these vertical currents, nutrients, dissolved gases, mixing and climate.
2.
Differentiate between coastal and equatorial upwelling.
El Nino – La Nina
1.
Describe ENSO.
2.
List and describe the factors that cause an El Nino event.
3.
List and describe the factors that cause a La Nina event.
4.
Describe the consequences of ENSO and El Nino on North and South
America and upon the hurricane seasons of the N. Atlantic and N. Pacific.
5.
Describe the frequency and duration of ENSO/La Nina and how these
appear to be changing in recent decades?
Application & Discussion:
6.
Which world societies would benefit most from a better understanding of
ENSO and its cycles? Why?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 5
SEA & SKY: INTERACTIONS BETWEEN ATMOSPHERE & THE OCEAN
Thermohaline Circulation
1.
Describe thermohaline circulation in terms of the physical factors that
generate this vertical circulation, its pattern within the world ocean and its
role in energy transfer world wide.
2.
Describe how global warming might affect the Great Ocean Conveyor in
the North Atlantic and the climate change that might occur as a result.
3.
What is “abrupt climate change”?
4.
Describe how seafloor sediments are used as proxy data for determining
paleoclimates.
Application & Discussion:
5.
How might the nations bordering the North Atlantic benefit from a better
delineation of the Great Ocean Conveyor, the factors influencing it and its
role in the climate of this region? How would the Chicago Metro area
benefit?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 6
SURF & TURF: THE POWER OF WATER
Waves – Physical Characteristics & Classification
1.
List and describe the disturbing forces that can generate waves.
2.
List and describe the restoring forces that may influence waves.
3.
Distinguish between forced and free waves.
4.
Distinguish between deep and shallow water waves in terms of water
depth and celerity.
Wind Waves
1.
Describe how wind waves are generated and move into the open ocean.
2.
List and describe the factors influencing the formation of fully develop sea
and the size of a wave.
3.
Relate wave generation and the concept of a fully developed sea to
tropical cyclones. How might these concepts apply to Lake Michigan?
4.
Distinguish between constructive and destructive interference.
Waves Approaching Shore
1. Describe the process of refraction, reflection and diffraction.
2. Explain why waves break as they approach shore in terms of celerity, wave
height, wave length and steepness ratio.
Coastal Erosion & Deposition
1.
2.
List and describe the coastal features associated with wave erosion, wave
deposition. Recognize these on maps and/or diagrams.
Describe a beach in terms of its composition and dynamic equilibrium.
3.
Label and describe the features of a typical beach profile.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 6
SURF & TURF: THE POWER OF WATER
Coastal Erosion & Deposition (cont.)
4.
Compare and contrast high and low energy beaches.
5.
Explain the cause and consequences of littoral drift.
Application & Discussion:
6.
List and describe the processes used to minimize beach erosion and their
consequences. These techniques are not limited to protecting beaches
along coastlines. In what other water environments might these erosion
mitigation processes be employed?
Seiche & Tsunami
1.
Describe a seiche in terms of disturbing force, restoring force, propagation
influence and depth.
2.
Describe a tsunami in terms of disturbing force, restoring force,
propagation influence and depth.
3.
Describe how tsunami waves change as they approach shore. Explain
and describe the effects a tsunami may have on a beach profile.
4.
Compare and contrast seiches, wind waves, storm surge and tsunamis in
terms of wave celerity, wave height, wave length and damage potential.
Tides
1.
Explain how gravity and inertia interact as a tractive force to create a tide
under Newton’s Dynamic Equilibrium Theory. Recognize in a sketch
which tidal
2.
Explain spring and neap tides in terms of gravitational attraction and earthsun-moon alignments. Indicate the monthly frequency of these
alignments, describe their effects on tidal range and identify them on tide
charts.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 6
SURF & TURF: THE POWER OF WATER
Tides (cont.)
3.
Describe the effects of perigee/apogee and perihelion/aphelion on tidal
range.
4.
Describe how tidal range varies with distance from the amphidromic point.
Recognize these patterns on an amphidromic system chart.
5.
Describe diurnal, semidiurnal and mixed tides. Identify these patterns on
tide charts.
6.
Explain the interrelationships between neap/spring tides and dynamic
equilibrium tides (e.g. diurnal, semidiurnal and mixed tides.) Identify these
interrelationships on tide charts.
7.
Describe tidal bores (i.e., tidal waves), ebb and flood currents and
maelstroms.
Application & Discussion:
8.
Why are tide charts and their predictions important to coastal societies
and industries? What concerns may arise in coastal regions when tides
interact with storm surge, storm waves, seiche or a tsunami?
8.
Does Lake Michigan experience tides? Why or why not?
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 7
MARINE COMMUNITIES
Marine Environment Classifications
1.
List and describe the marine classification zones by light in terms of wave
length penetration, photosynthesis and bioproductivity.
2.
List the physical adaptations common to pelagic animals in the disphotic
and aphotic zones.
3.
Discuss the role of bioluminescence in the deep ocean communities.
4.
Describe the pelagic ocean zones in terms of depth, proximity to shore,
photosynthesis, bioluminescence, bioproductivity, key physical factors and
limiting factors.
5.
Describe the benthic zones in terms of depth, proximity to shore,
photosynthesis, chemosynthesis, bioproductivity, key physical factors and
limiting factors.
Contrast: Polar & Tropical Ocean
1.
Describe the light, temperature, salinity and nutrient conditions for the
tropical ocean. Indicate the key limiting factor for these marine
communities.
2.
Describe the coral reef environment in terms of key organisms,
bioproductivity, optimum physical factors and key limiting factors.
3.
Describe the 3 types of coral reefs. How is the formation of these reefs
related to plate tectonics?
4.
Describe the light, temperature, salinity and nutrient conditions for the
polar oceans. Indicate the key limiting factor for these basins.
5.
Contrast the bioproductivity of the tropical and polar oceans. Include the
physical factors that control the bioproductivity of these basins.
By Diana M. Strode
College of DuPage
Use by permission only
EARTH SCIENCE 1130
INTRODUCTION TO OCEANOGRAPHY
UNIT 7
MARINE COMMUNITIES
Contrast: Polar & Tropical Ocean (cont.)
6.
Compare and contrast the northern and southern polar oceans in terms of
the extent of winter ice cover, temperature, density, accessibility,
upwelling and nutrient availability.
Application & Discussion:
7.
Why might the characteristics and overall health of tropical and polar
oceans be important to the residents of the Chicago Metro area?
Societal Impacts to Marine Environments
1.
List the physical factors influencing distribution and health of marine
organisms.
2.
Define a limiting factor and provide examples.
3.
List the primary marine pollutants in order of importance.
4.
Describe the sources of key pollutants and key habitats at risk.
5.
Describe the significance of estuaries/salt marshes and the key threats to
the health of these environments.
6.
Describe an introduced species in terms of key sources and potential
impacts.
7.
Describe the Minimata incident.
8.
Describe the 3 zones established in the 1982 UN Draft Convention on the
Law of the Sea. Compare this to the U.S. EEZ policy.
By Diana M. Strode
College of DuPage
Use by permission only