Download Lecture 1: Chem 1103 and 1113

Chem 1103: Lecture 1: The Growth of Oceanography and The Planet Oceans: Chaps 1 & 2
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Administrative stuff
 Syllabus
 Website
 Grading
 Expectations
 Basic Math and Science - review
 Homework
 Project
 Field trip
 Responsible to read chapters and labs before class and bring the necessary items
(calculator, rulers, colored pencils, graph paper etc.)
What is Oceanography?
 Different types – biological, chemical, geological, physical
 Overlap between types
 Also strong connections with atmosphere, because wind and sun provide forcing and heat
and gas exchange, also the DMS that causes cloud formation and adsorption of CO2 by
plants in ocean
Why bother? Why is it important?
 Exploration - long ago
 Military – lost battles (Spain vs. England), landings (D-Day), subs (US defense cold war)
 Commerce – lost ships due to storms, fastest routes (Ben Franklin)
 Coast – storms, loss of beaches and erosion
 Fishing –where to find fish, loss of fish stock
 Pollutants – fates and impacts - where they go, what happens to them, what problems do
they cause
 Structures – stresses, corrosion
 Climate – weather and climate forecasts (also atmosphere)
How to do Oceanography?
 Institutions: Scripps, WHOI, UW, Lamont, OSU
 Use ships – measure along track, leave moorings
 Also in polar regions leave moorings on ice and use ice camps
 Remote sensing from land stations, airplanes, and satellites
History
 Not going to cover much of this, you guys read and are responsible for
 Developed from navigation, to descriptive, to scientific techniques
Future
 Research supported by government, some industry (oil cos., Ocean Routes, Icecasting)
 Now using computer models to simulate physics and chemistry and biology
 Systems are complex and interactive, so need collaborative projects and interdisciplinary
Scientific Method
 Procedure
 Question about Reality
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Examination of available data
Formulation of Hypothesis
Making a Prediction
Conduct a test
 Disagreement between expectations and observations
 Hypothesis fails
 Back to Formulation of Hypothesis
 Agreement between expectation and observation
 Hypothesis remains valid
 Back to Making a Prediction
If one disagreement, hypothesis fails (or must be amended)
Can’t break physical laws
Example-?
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Scientific Notation
 Powers of ten, orders of magnitude, count the zeros or digits
Graphs
 Plot the no. of days per month
Density
 Mass per unit volume
 Example with ordering kids
 Gasses, liquids, solids: atmosphere, ocean, land
Oceans
 Cover 71 % of the earth, 97% of the surface water
 Wet basketball
break
Core, Mantle, Crust
 Know the structure from earthquakes, variations in gravity and magnetism, release of
heat
 Crust
 Outermost
 low density
 rich in silicon, aluminum, and oxygen
 Mantle
 To depth of 2900 km
 Hot dense rock
 Rich in iron, magnesium, silicon, and oxygen
 Core
 Innermost and largest portion – thickest layer
 Iron and nickel
 Outer core – 2200 km - liquid
 Inner core – 1300 km - solid
Physical state determined by pressure and temperature
 Increasing pressure raises melting point
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Increasing temperature provides additional energy to atoms and molecules of matter
allowing them to move further apart and out of their crystal structure, causing material to
melt
 Lithosphere – combined rocks of crust and outer rigid mantle where the pressure has
raised the melting point above the ambient temperature and the rocks are solid
 Athenosphere – portion of mantle below lithosphere to ~350 km where the temperature is
high enough to melt a fraction of the rocks causing them to be weak and flow plastically
 Mesosphere – mantle below the athenosphere where the pressure has raised the melting
point of the ambient temperature and the rocks are rigid
 Outer core – liquid portion of the core where the temperature is higher than the melting
point of the rock
 Inner core – solid part of the core where the pressure has raised the melting point of rock
Three fluid spheres
 Hydrosphere – free water = ocean, lakes, rivers, snow, ice, water vapor, and ground
water
 Atmosphere – gas around the earth – nitrogen and oxygen
 Biosphere – all living organisms
Bathymetry = topography of ocean floor
Continental Margin
 Submerged edge of continents
 Mainly sediment eroded from land
 Continental Shelf – flat (0.5o) to 130-200 m depth (500 m in Antarctic)
 Continental Shelf break – shelf turns to slope
 Continental Slope – steeper ~4o depth of 2-3 km
 Cut in places by submarine canyons
 Continental rise – sedimentary plain, flat (~1o) merges with deep ocean at 4 km
Deep Ocean Basins
 Between continental margin and mid-ocean ridges
 Abyssal plains – flat sediment up to 1000 m thick
 Abyssal hills – domes and elongated hills < 1000 m high, volcanoes partially buried by
sediment
 Seamont – submerged volcanos > 1000 m high
 Guyots – flat topped seamounts
 Trenches – steep long depressions, deepest parts, near volcanic island arcs, earthquakes
Mid-Ocean Ridges
 Submarine ountain ranges
 Cover ~1/3 of ocean floor
 Extend 60,000 km around the earth
 Spreading centers
 Rift valley in middle where spreading occurs
 Geologically active
 Transform faults
 Boarded by faults
 Geologically active, earthquakes
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Fracture zones – inactive parts of the transfer faults that extend beyond opposite sides
on the ridges and across part of the basin
End
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Bring
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Xerox of syllabus, survey, lab cover sheets etc
Density items and tank
Balls of 3 different substances
Granite and basalt
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Lecture 1: Chem 1113
 Attendance is mandatory, contact me (email) before the class or bring doctor’s excuse
 Lab Reports
 Turned in at the end of the lab class
 Can tear pages out of the book, so you can write in it
 Include a cover page
 Write legibly
 Put your name on it
 Extra Credit
 If you are done early, you can start on other labs in the book
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Units
 We will use metric except where explicitly mentioned in book to use English units.
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Isobath Rules
 Never cross
 At canyons, isobaths have V shapes, with the point
of the V heading toward shallow water
 Isobaths separate depth zones completely
 Close spacing indicates steep slopes or abrupt
changes in bathymetry/topography
 Widely spaced isobaths indicates gradual slopes or
flat regions
 Isobaths close on themselves or run off the edges
of charts
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