GEOL105 Workbook f12 v1 - oceansjsu.comoceansjsu.com/105d/workbook_f12/GEOL105_Workbook_f12_v1.pdf · global society, and human impacts on the oceans, through web-based exercises,

General Oceanography, GEOL 105, Fall 2012 Page 1 of 242

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General Oceanography Workbook Submission Sheet

Geology 105 – Fall 2012 – Sec. 80 & 81 (ver.1 - 8/21/12)

Student Name (print clearly): ___________________

Workbook Must Arrive in Duncan Hall 222 (“BAESI Office”) or by Mail to Geology Department Office (Duncan 321)

On or Before Wed. Dec. 19 by 5:00 PM

Objective of Workbook: Allow students to synthesize the full body of work in the class and provide instructor with review of online work to better assess student’s ability to meet learning outcomes in course. Course Workbook Description (100 points possible) – More Instructions on Next Page Fill out this page prior to submitting Workbook to instructor. In the Space Below, Students Must Provide a Self-Assessment on the Quality of Your Workbook:

_________________________________________________________________________________________________________________________________ Date Delivered to Duncan Hall 222 (“BAESI Office”) ______________ or Date sent via overnight mail _____________ – If you send it by mail, you must email shipping confirmation information, so that I can track shipment. Course Workbook Gradesheet – Give Yourself an Evaluation Did you fully complete each of the following Expeditions? In the spaces below, mark a Yes with a “Y”, No with an “N” or Partially Completed with a “P” Were all questions answered? Were all diagrams completed? Exped. 2 ____ Exped. 10 ____ Exped. 18 ____ Exped. 3 ____ Exped. 11 ____ Exped. 19 ____ Exped. 4 ____ Exped. 12 ____ Exped. 20 ____ Exped. 5 ____ Exped. 13 ____ Exped. 21 ____ Exped. 6 ____ Exped. 14 ____ Exped. 22 ____ Exped. 7 ____ Exped. 15 ____ Negative points will Exped. 8 ____ Exped. 16 ____ be assigned for Exped. 9 ____ Exped. 17 ____ missing answers1

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Examples of Point Deductions _____5-10 point deduction for (late) submission after due date and time. _____3 point deduction for not completing Worksheet Submission sheet (previous page),

including not filling in your name _____5 point deduction per missing expedition (see required list above) _____5 point deduction per expedition for more than five skipped questions _____2-4 point deduction per expedition for more than two to five skipped questions Course Workbook Submission Instructions Workbook must be placed through drop slot in door of Duncan Hall 222 (BAESI Office) on or before Wed. Dec. 19 by 5:00 PM. If you did not purchase workbook from A.S. Print Shop, then have a large clip or rubber band holding the stack of expedition worksheets together. Do NOT USE A NOTEBOOK!

Students may also submit by mail, but it must arrive by Wed. Dec. 19 by 5:00 PM.

Overnight Mailing address:

Don Reed Dept. of Geology

San Jose State University 1 Washington Square

San Jose, CA 95192-0102 Phone: (408-924-5050)


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Table of Contents Page

Course Workbook Submission Description …………...………………………………………………….…..… 1 Table of Contents ………………………………………………………………………………………………………………… 3 Greensheet ..……………………………………..…………………….………………………………………..………………..….. 5 How to Succeed in the Class - Advice from Past Students ……………….………….………….. 17 SAN JOSE STATE UNIVERSITY - ACADEMIC INTEGRITY POLICY ………………... 19 Expedition 1 – An Educated Person and the Ocean…….................................................….…... 25 Expedition 2 – Declining Marine Fisheries ……………………………………………………………….…... 33 Expedition 3 – Methods of Fisheries Science ……………………………….…………………………..… 41 Expedition 4 – Fisheries Management …………………………………………………………...…………...…. 45 Marine Fish Stock Assessment & Management Methods Assignment ...................... 51 Expedition 5 – Mapping the Bay..…….……………………….…………………………….……………….……... 57 Expedition 6 - Map of the World …(reduce)….………….……………………….……………….….…... 71 Expedition 7 - Commotion Beneath the Ocean ……………..………………………………….…...….. 87 Bay Discovery Voyage Information ………………………………………………………………………………. 99 Expedition 8 – Plate Boundaries Beneath the Sea …….………………………………………….…... 103 Expedition 9 - The Seafloor at Birth (Required Discussion) ……………….……….…...….. 111 Expedition 10 - Whole Lotta Shakin Goin' On …….……………………………….…….…………….... 123 Expedition 11 – Tsunami – Past, Present, and Future ………………………….…………..…….…. 135 Expedition 12 – Dive and Discover ………………………………..………….……….……………..………..... 143 Exam #1 Review Sheet …………………………………………………………………………………………………… 155 Expedition 13 - The Briny Deep …………………………………….……………………...………………….….. 159 Expedition 14 – Supporting Marine Ecosystems ………………….………………………..….…….… 169 Expedition 15 – Diving into the Canyon …………………..…………………………………………...…..…. 183 Expedition 16 – Greening of the Ocean (Required Discussion) …………………….….….… 189 Expedition 17 - Global Circulation ………………………………….……………………….…………..….…….. 195 Expedition 18 – Tracking Drifter Buoys ……..……..…………………………………….….…….……….. 201 Expedition 19 – Ocean – Climate Regulator …..……………………………………..….….…………… 211 Expedition 20 – Where the Water Goes …..…………..……………………………..….….…………… 219 Exam #2 Review Sheet ………………………………………………………………………….………………….……. 229 Final Exam Instructions …………………………………………….…………………………………….…………..…. 231 Expedition 21 - Final Exam – Top Ten (Required Discussion) …….............................. 235 Expedition 22 - Final Exam – Your Question (Required Discussion)…………..…………. 237


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© Bay Wonders Publishing 2012 All Rights Reserved


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GENERAL OCEANOGRAPHY Geology 105 – Fall 2012

Sections 80 & 81 San José State University

Greensheet – (Ver. 1 – 8/21/12)

Instructor: Don Reed (yes, I am a doctor, Ph.D., and full professor, but just call me "Don")

Office Location: 305 Duncan Hall

Telephone: (408)-924-5036 (not the best way to reach me) Voicemail will be checked once a day on Mon., Tues. and Thurs.

Video Conference:

Online Rooms in Desire2Learn (D2L); Skype (Skype Name: dreed100) or Video iChat/Facetime by request

Email: Use Email tool within course area of D2L for all communication, as it is the best way to reach instructor. Email sent on Friday may not be answered until Monday at Noon.

Office Hours at SJSU:

M: 1:15-2:15 or by appointment on Mondays

Online Office Hours:

Thurs. 12:00-1:00 or by appointment; videoconference available by appointment (D2L Online Rooms, Google video chat, FaceTime, Skype video call

Course Website:

All students login to Section 80 in Desire2Learn (D2L) at http://sjsu.desire2learn.com/

Prerequisites:

Completion of all core GE courses, completion of WST test, completion of, or co-registration in, 100W, and passing score on ELM Test and Math 7 (Intermediate Algebra) or equivalent. Students must have broadband access to a computer with speakers and microphone.

GE/SJSU Studies Category: Area R: Earth and Environment

Course Website and Use of Desire2Learn (known as “D2L”)

We will use Desire2Learn (D2L) (https://sjsu.desire2learn.com/) for accessing weekly assignments, called expeditions, electronic discussions, email, submitting graded assignments, and taking quizzes and exams. Information on using D2L can be found at http://www.sjsu.edu/ecampus/students/


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Course Description This course will focus on the scientific examination of the impact of the oceans on global society, and human impacts on the oceans, through web-based exercises, called expeditions, bulletin board discussions, and field studies of local bay habitats. This course meets Area R for SJSU Studies requirements. Courses to meet Areas R, S, and V of SJSU Studies must be taken from three different departments, or distinct academic units.

Course Goals and SJSU Studies Area R Student Learning Objectives

Upon successful completion of this course, students will be able to: 1) appreciate the methods and limitations of scientific investigations of the

global ocean; (Learning Outcome #1) 2) distinguish between science and pseudo-science; (Learning Outcome #2) 3) apply the methods of science to a problem involving the earth and

environment; (Learning Outcome #3)

Students will also increase their understanding of: 1) the connection between seismic hazards, the ocean and global society, 2) the ocean ecosystem and its life forms, 3) the interactions between the ocean and climate, 4) oceanography as a global science of special interest to diverse societies of

the Pacific Rim, including the multicultural population of California

Required Reading Assignments and Course Workbook (“Reader”)

There is no textbook, instead reading assignments will be assigned each week and downloaded from the “Required Reading Assignment Discussion” area of course area in D2L.

A required course workbook, also known as a “reader” can be downloaded and then printed or purchased for $16 as a hardcopy at A.S. Print Shop on campus (http://as.sjsu.edu), located in Hoover Hall between the 7th Street Parking Garage & the Aquatic Center. The contents of the workbook also can be downloaded, assignment by assignment, from course website.

Other equipment / material requirements Colored Pencils (necessary for completing diagrams in expedition worksheets Calculator (necessary for online work and exams), and an inexpensive ($15-$20) headset with microphone, the latter if you wish to participate through audio in videoconferences.

Nature of Weekly Work and Responsibilities of Students Students will play an active role in their learning through the timely completion of online virtual expeditions in which students take on the role of a research oceanographer. Students will participate in one or two self-paced, virtual expeditions


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each week. For national accreditation purposes, the university requires that a three-unit, semester-long class consists of 37.5 hours of instruction, plus a 2 hour-long final exam and remember an online class takes at least this much time, and more, because of the heavy reliance on reading and writing for communication with other students and the instructor. Students are also required to participate in electronic discussions, often problem-based and issue-oriented, with other students on issues presented in reading assignments. Online “class time” does not include time required for the assigned readings, writing assignments, including discussions, or preparing for exams, as this is “homework” just as you would have in classroom sections. Our expeditions, which replace classroom lectures, are web-based exercises that provide a self-paced tutorial on the subject matter, composed of text, graphics, animations, and short segments of newscasts in streaming audio/video. Students work their way through an expedition by viewing the pages and writing answers to questions in the course worksheet and taking notes. These answers and diagrams serve to highlight the most important information and will provide the notes from which to prepare for exams. Students are strongly encouraged to post any questions or thoughts on the contents of a particular expedition in the associated “Any Questions” discussion for each expedition on the D2L site. Answer keys are only provided for expeditions 5 through 12 since this is the material covered on exam #1. By expedition 13, students will be very familiar with the expedition format, the use of the worksheets to study, and the types of questions asked on exams, consequently answer keys are not provided for expeditions 13 through 20. Instead, it is my sincere hope that students assess their own learning at this point in the class and post any questions on the material in the appropriate discussion area so that we can learn as a community, engaging other students in a dialogue to enhance our understanding of the scientific investigation of the ocean. At the end of all expeditions, except those with required discussion postings (#1, #9, #16, #21 and #22), students are required to send a "Bye Don" email using the Email tool within the course area of D2L to confirm completion of the work. Instructions on sending the Bye Don email or posting in an electronic discussion are given on the last webpage of these expeditions – just follow the directions and students should know how to proceed. Students are encouraged to ask questions about the material in the expedition discussion areas in D2L or with Email Tool in D2L to gain insight from fellow students and for the instructor to provide suggestions, additional information and clarification.

New expeditions will be posted on Tuesdays at 1:00 PM of each week and are to be completed according to the dates listed in course schedule, generally one expedition by Friday at 12:00 PM of the same week and another by the following Tuesday at 12:00 PM. This schedule varies in some weeks, so please consult course schedule for details.

Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at


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http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy Grades in the class are based on combination of assignments, listed individually below, resulting in a total of 1000 points. No extra credit is available in the class.

Area R Writing Requirements It is now required that all SJSU Studies GE courses have at least 3000 words of written assignments, which is about 12 pages. SJSU course regulations also specify that this requirement be spread across more than one assignment in order to give appropriate feedback on the quality and form of writing. Every writing assignment will promote reflective processes and critical analysis while being assessed for grammar, clarity, conciseness and coherence. In this class the 3000 word requirement is covered by the four Desire2Learn discussion assignments (a total of about 1050 words), an essay on the science of marine fisheries assessment and management (1150-1250 words), and the final exam (about 750-800 words). Students should use feedback from each writing assignment to improve the quality of the subsequent writing assignment.

Online Expeditions (0 points, however, see section on Course Workbook)

Students take on the role of practicing oceanographers in a series of virtual oceanographic research activities, called expeditions. By participating and completing these expeditions, students will meet Area R GE learning outcomes 1 and 3 – see list under “Course Goals and Student Learning Objectives” in this greensheet)

Electronic Discussion Boards (140 points – 14% of course grade)

At the end of expeditions 9 and 16, students will participate in required electronic discussions in Desire2Learn. Students will make an initial posting, approximately 325-375 words long (about 20-25 sentences) and reply to another student with a posting of approximately 50-75 words (about 4 to 5 sentences). The original posting and subsequent reply to at least one other student must be separate postings. Personal insight and accurate knowledge, gained from the associated reading assignments, and the quality of writing for communicating this knowledge to other students in the class are the important grading criteria for the initial posting in discussion. Discussions associated with expeditions 9 and 16 are worth 50 points each, 40 points will be assessed for content knowledge (what you say), including scientific accuracy support by verifiable evidence, and 10 points for writing quality (how you say it). The deadline for participating in required discussions, both the initial posting and reply to at least one other student, is same as the expedition in which it is assigned (see course schedule).


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Grading criteria of the Expeditions 9 and 16 discussions will be based on the following rubric: 50-45 points = excellent work; well-written, insightful, and provides discussion

beyond requirements of assignment 44-40 points = very good work; meets requirements of assignment by repeating what

is provided in book; may have a few errors in understanding or writing quality, possibly a few awkward sentence constructions

39-35 points = Good to fair work; a number problems in writing style or comprehension of associated assigned reading, but meets criteria of assignment, may need better organization of thoughts, and overall work needs to improve

34-30 points = Poor Work, little or no analysis, poor quality writing; does not show insight from reading assignment; no reply,

30-0 points = not university-level work, does not follow requirements of assignment or use material from reading assignment as supporting evidence, poor writing quality

Not replying to another student in the Expeditions 9 and 16 discussions will result in a 5 point penalty. The first student to post in a required discussion will receive automatic permission to post a late reply, since they should not need to wait for the postings of other students. Initial postings of less than 325 words will receive a 5 to 15 point penalty, depending brevity of posting and exceeding 375 words in posting may result in a 5 point penalty.

The requirements for discussions in expeditions 21 and 22 are somewhat different, so students should consult the web site and appropriate section in course workbook for more details. By participating in these discussions students will meet GE Area R learning outcomes 1 and 2 – see list under “Course Goals and Student Learning Objectives” in this greensheet.

Quiz and Essay on Marine Fish Stock Assessment (180 points – 18% of course grade)

This is a two-part assignment consisting first of a short quiz to identify the key topics from the reading assignments to be included in the essay, worth 50 points. Students should review the “Marine Fisheries Assessment and Management Essay Instructions“ section of course workbook for additional information and study suggestions prior to beginning quiz. After students review instructor feedback from quiz, and review the “Marine Fisheries Essay Instructions“ section of course workbook for additional information, they will compose an approximately 1150 to 1250 word-long essay (three to four pages), worth 130 points, on the methods and limits of science in assessing and managing marine fish stocks. The essay is to be submitted in Microsoft Word format to Marine Fish Stock Assessment Essay section in the DropBox of D2L, where it then will be automatically reviewed for originality in www.turnitin.com. Students must


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complete this assignment on their own and shall NOT copy material from any publication, including web sites, even if enclosed in quotation marks. One objective of the assignments is to assess the quality of student writing and not the ability to use numerous quotations. By successfully completing this assignment, students meet GE Area R learning outcome 1 – see list under “Course Goals and Student Learning Objectives” in this greensheet.

Field Study on the San Francisco Bay

Students have a great time on this trip! Students will participate as scientists on a 4 hour-long voyage on the San Francisco Bay on the R/V Robert G. Brownlee with the Marine Science Institute in Redwood City. This is a “hands on” activity in formulating hypotheses, acquiring data to test these hypotheses, and analyzing data aboard the research vessel. Date and time of voyage is given in course schedule. By successfully completing this activity, students will meet GE Area R learning outcomes 1, 2, and 3 – see list under “Course Goals and Student Learning Objectives” in this greensheet.)

Online Exams (240 points each - 48% of course grade)

Student will complete two “open book/open notes” online exams lasting approximately 90-100 minutes each. Students may take exam anytime within a 24-hour period, but must complete exam in one sitting (no logging out and back in). Exam #1 will cover the materials and associated reading assignments in Expeditions 5 through 12. Exam #2 covers the material and associated reading assignments in Expeditions 13 through 20. Exam review sheets and study suggestions are provided in the course workbook. All expeditions and answer keys, if provided, will be removed from the course web site at the beginning of the exam period. Students must work alone during exam and use only their own work to answer the questions. Students may not use information from outside web sites, for example, Wikipedia, during exam or information from students in previous classes. Any violation of these instructions will result in a failing grade on exam (0 points) and considered a violation of the SJSU Policy on Academic Integrity. Exams will consist of approximately 13-18 multiple choice questions as well as one or two essay questions that will examine the ability of students to integrate course work into the key learning outcomes in the Area R (Earth and Environment) Category of the SJSU Studies GE program. Since the essay questions may ask students to place the content of the course in the specific context a scientific research experience, students will meet GE Area R learning outcomes 1, 2, and 3 – see list under “Course Goals and Student Learning Objectives” in this greensheet. Students may request a change in the date and time of exams for personal circumstances, such as other exams on same day, computer/internet access issues, work schedule conflict, family obligations, and personal illness. All such requests must be emailed or called in to instructor before the start of the exam period. Students who do not take exam within scheduled period and do not contact the instructor in advance of exam will be assessed a late penalty of 25 points for each 24-hour period after scheduled end of exam.


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Course Workbook (100 points – 10% of course grade)

The completed expedition worksheets are turned in all at once as part of your course workbook after the final exam – they are not turned in each week. Keeping a detailed record of observations in experiments or field projects is an important part of all scientific investigations, in order for other scientists to replicate the results for experimental verification. Consequently, students are required to complete the expedition worksheets in the course workbook. Moreover, the worksheets provide an outline for taking notes on the most important material in each expedition and therefore constitute a study guide to prepare for quizzes, writing assignments and exams.

Students must answer all of the questions on each expedition worksheet (honest, but incorrect, attempts are not marked down). A deduction of 5 points will be assessed for each expedition that was not attempted in course workbook. More than two skipped questions in an expedition will result in a penalty deduction of 3 points on course workbook and more than 5 skipped questions will receive a 4 point deduction. Every student must submit a workbook for review by the instructor. The workbook should be dropped through the mail slot in door of Duncan Hal 222 (“BAESI office”) after final exam has been completed. Instructions for this assignment can be found at the beginning of course workbook. Students who do not submit course workbook by due date will receive an incomplete (I) grade in the class. A late penalty of 10 points will be assessed for each 24-hour period after due date and time. By successfully completing this compilation of research results from the virtual expeditions, students will meet GE Area R learning outcome 3 – see list under “Course Goals and Student Learning Objectives” in this greensheet.)

Final Exam (100 points – 10% of course grade)

Students will begin working on the final exam by participating in the required discussions in D2L described in Expeditions 21 and 22. These discussions will help students focus on potential ideas to develop in more detail on final exam. The final exam is open book and open notes, but during exam, students may not use any sites on the WWW other than the course web site. The final exam will consist of two essay questions, which in combination require about 800-900 words of writing. Students will apply a scientific approach to current scientific questions dealing with the ocean. Grading of exam will be based on writing quality (20 points), critical and creative thinking, and scientific knowledge of the topics covered in this class (80 points). One objective of the assignment is to assess the quality of student writing (not the ability to use quotations). Consequently, students shall NOT copy material from any publication, including web sites, even if enclosed in quotation marks. The exam answers will be submitted, by the instructor, for an originality check at www.turnitin.com. By completing this assignment, students meet GE Area R learning


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outcomes 1 and 3 – see list under “Course Goals and Student Learning Objectives” in this greensheet.)

Due Dates and Late Policy on All Graded Assignments

The due dates for all assignments can be found in Course Schedule section of this greensheet. It is the responsibility of each student to follow the course schedule. The following deductions will be assessed for all work submitted after the due dates given in course schedule: 0-6 hours late – 5% deduction of total points possible 6-24 hours after deadline – 10% deduction of total points possible 25-48 hours after deadline – 20% deduction of total points possible Late submissions will not accepted if more than 48 hours after deadline

Course Grade (1000 points)

The course grade will be based on a combination of written essays, online discussions and quizzes, two exams, a workbook of online work and a final exam with a combined total of 1000 points. Keep track of scores on required assignments to determine your grade at anytime during course.

Assignment Score (possible)

Participation in Required D2L Discussions (140 pts.)

Expedition 9 - Science from Pseudoscience _______ (50) Expedition 16 - Iron Fertilization _______ (50) Expedition 21 – Top Ten _______ (20)

Expedition 22 – Your Question or Hypothesis _______ (20)

Marine Fisheries Stock Assessment and Management Essay (180 pts.)

Part I - Quiz ______ (50)

Part II - Essay ______ (130)

Exam #1 (online) (240 pts.) ______ (240)

Exam #2 (online) (240 pts.) ______ (240)

Final - Exam (online) (100 pts.) ______ (100)

Course Workbook (100 pts.) ______ (100) Total Points at end of course (1000 pts.) ______ (1000)


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Letter grades are not assigned individual assignments, but can be estimated using the percentage of points awarded out of the total points possible and by applying the scale below.

100-92% A 79.9-78% C+ 61.9-60% D- 91.9-90% A- 77.9-72% C Below 60% F 89.9-88% B+ 71.9-70% C- 87.9-82% B 69.9-68% D+ 81.9-80% B- 67.9-62% D

The percentage scale above can also be used to determine course letter grade at anytime in the course by calculating the percentage of total points earned out of total points available on all graded assignment at that time. At the end of the course, letter grades will be based on the following scale:

1000-915 = A 814-795 = B- 694-675 = D+ 914-895 = A- 794-775 = C+ 674-615 = D 894-875 = B+ 774-715 = C 614-595 = D- 874-815 = B 714-695 = C- 594 or less =F

University Policies Academic Integrity

Students should know that the University’s Academic Integrity Policy is available at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. “Word for Word” copying from articles or web sites, or using quotations, does not meet the Area R writing requirement and is therefore forbidden in this class. As in any university work, students can use ideas and concepts from web sites or hardcopy materials, if the source is properly cited. Instances of academic dishonesty will not be tolerated in this class. Cheating on exams or plagiarism (presenting the work of another as your own, such as using outside web sites for information during exam, or the use of another person’s ideas in writing assignments without giving proper credit) will result in a “0” grade, plus additional point penalties, generally negative point deductions of the magnitude of specific assignment (e.g. 100 pt. assignment, -100 point score on assignment) and sanctions by the University. For this class, all assignments, including electronic discussions, are to be completed by the individual student unless otherwise specified. Students who provide information about quizzes and exams, or material for writing assignments, to other students will also be subject to the penalties described above. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors. Quizzes and exams are assignments to be completed alone; evidence of collaborating with another person while taking the quiz or exam will result in an “F” in the class and submission of Academic Integrity Violation Report to the university.


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Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Desire2Learn Resources For students experiencing technical problems with D2L (eg. unable to log in, need password re-set, etc.), please contact San Jose State University's Information Technology Support Services (ITSS) at 408-924-2377, or email at [email protected] ITSS is located on the first floor of the Academic Success Center in Clark Hall, if students wish to speak with someone in-person.

Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/.

SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. These specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.

Course Schedule

The course schedule is subject to change with fair notice through messages in Desire2Learn Mail or posting on course website. Expeditions will go online each Tuesday at 1:00 PM and need to be completed by the due date listed in course schedule on next page, usually the Friday at 12:00 PM of the week that the expedition is assigned or Tuesday at 12:00 PM of the following week. However, this schedule varies at end of the semester, so please consult schedule on next page.


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Week Expedition Topics, Assignments, Readings, and Due Dates/Times Reading assignments are to be downloaded from D2L Required Reading Discussion

1 8/22-8/26 Expedition #1 An Educated Person and the Oceans - Complete by Tues. Aug. 28@12:00 PM

2 8/27-9/2

Expedition #2 Declining Marine Fisheries - Complete by Fri. Aug. 31 @ 12:00 PM Expedition #3 Fisheries Science – Complete by Tues. Sept. 4 @ 12:00 PM

3 9/4-9/9

Expedition #4 Fisheries Management – Complete by Fri. Sept. 7 @ 12:00 PM Quiz – Available Fri. Sept. 7 @ 12:00 PM to Sat. Sept. 8 @ 12:00 PM

4 9/10-9/16

Expedition #5 Mapping the Bay - Complete by Fri. Sept. 14 @ 12:00 PM Essay - Due in Desire2Learn Dropbox by Tues. Sept. 18 @ 12:00 PM

5 9/17-9/23 Expedition #6 Map of the World - Complete by Tues. Sept. 26 @ 12:00 PM

6 9/24-9/30

Expedition #7 Commotion Beneath the Ocean - Complete by Tues. Oct. 2 @ 12:00 PM Discovery Voyage on San Francisco Bay – Sat. Sept. 29 @ 7:40 AM to Noon Meet at the Marine Science Institute in Redwood City

7 10/1-10/7

Expedition #8 Boundaries Beneath the Sea; - Complete by Fri. Oct. 5 @ 12:00 PM Expedition #9 The Seafloor at Birth (Discussion #1) - Complete by Tues. Oct. 9 @ 12:00 PM

8 10/8-10/14

Expedition #10 Whole Lotta Shakin' Goin’ On - Complete by Fri. Oct. 12 @ 12:00 PM Expedition #11 Tsunami - Complete by Tues. Oct. 16 @ 12:00 PM

9 10/15-10/21 Expedition #12 Dive and Discover - Complete by Tues. Oct. 23 @ 12:00 PM

10 10/22-10/28

Mid-Term Exam Review – Online Rooms on Wednesday Oct. 24 @ 7:00 PM Exam #1– Available Thurs. Oct. 25@12:00 PM until Fri. Oct. 26@11:00 PM Expedition #13 The Briny Deep – Complete by Tues. Oct. 30 @ 12:00 PM

11 10/29-11/4

Expedition #14 Supporting the Marine Ecosystem - Complete by Thurs. Nov. 2 @ 12:00 PM Expedition #15 Diving into the Canyon - Complete by Tues. Nov. 6 @ 12:00 PM

12 11/5-11/11

Expedition #16 Greening of the Ocean (Discussion #2) - Complete by Fri. Nov. 9 @ 12:00 PM Expedition #17 Global Circulation - Complete by Tues. Nov. 13 @ 12:00 PM

13 11/12-11/18

Expedition #18 Tracking Drifter Buoys - Complete by Fri. Nov. 16 @ 12:00 PM Expedition #19 Ocean – The Climate Regulator - Complete by Tues. Nov. 20 @ 12:00 PM

14 11/19-11/25 Expedition #20 Where the Water Goes - Complete by Tues. Nov. 27 @ 12:00 PM

15 11/26-12/2

Exam #2 – Available Tues. Nov. 27 @ 12:00 PM until Wed. Nov. 28 @ 11 PM Expedition #21 Top Ten (Discussion #3) – Complete by Tues. Dec. 4 @ 12:00 PM

16 12/3-12/9

Expedition #22 Your Question/Hypothesis (Discussion #4) – Complete by Mon. Dec. 10@12:00 PM

17 12/10-12/16

Monday, Dec. 10 is the last day of instruction in Fall Semester

Final Exam: Fri. Dec. 14 at 5 PM to Mon. Dec. 17 at 9 AM

Course Workbook is to be Placed through Door Drop Slot at Duncan Hall 222 On or Before Wed. Dec. 19 by 5:00 PM

Course grades will be viewable on MySJSU on Mon. Dec. 24


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How to Succeed in the Class - Advice from Past Students 1) “Take the time to not just 'do' the Expeditions but to *understand* them. If

there's a concept that doesn't make sense, ask Dr. Don or do a quick search on Google.com. There is simply no way to breeze through the expeditions in my opinion. The only way to learn is to take the time to go through each expedition.”

2) Draw the information, diagrams, and pictures on the worksheets. 3) Write essays and discussion answers in MS Word and then use the spell check

and grammar check features. It’s a very fast, easy way to catch errors. 4) I'd recommend studying or working with a partner or in groups on the

expeditions/assignments. It helps since this class is an online class, and other students might help to clarify things. Also, it's fun working with others, since I don't like staring at my computer screen by myself. Lastly, I'd also advise other students to plan things ahead, don't fall behind!!

5) One of the best pieces of advice for students is to not fall behind in the

assignments. People think it is a cake walk and get irked when they don't do so well. You absolutely have to stay on top of things. If you don't get something - you ask a question of the discussion board. Often times other people have already asked the question and it is posted on the board.

6) Visit the course web site at Desire2Learn sites about 2-3 times a week (6-7

times in a compressed special or summer session). 7) I make sure to read every email at Desire2Learn . A lot of important information

is sent via e-mail! 8) I make sure to read every posted discussion topic (anything in bold). They may

raise questions that I didn't think of raising. 9) I make sure to read the assigned reading, or at least skim it if I don't have much

time. 10) I usually take 2-3 hours to do an expedition. Make sure to read everything and

listen to every audio clip. Fill out the expedition worksheet completely and write extra notes on things that look important. In my opinion, the expeditions are easy so there's no excuse for not doing them.


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11) Before taking an online test, I bookmark the important sections in my expedition

worksheets. I also write important items and formulas on 1 piece of paper for easy lookup. Having an extra piece of scratch paper and calculator was handy for doing the test's math problems.

12) Don't forget to do the work, even if you fall behind from time to time. Keep at

it. Don't let it pile up. Every week you must do something for the class. Make sure to set aside at least 2 to 3 hours to finish one or two expeditions.

I think discipline is the key word for success in an online course like this one. I force myself to block out a large chunk of time every weekend to complete my expeditions. I make sure I have at least 2 hours for each expedition so I don't have a reason to rush through it. That's it. I learned a long time ago that online classes are more challenging because they require more discipline than on-campus classes.

13) Keep in touch with Don, send him e-mail about any uncertainties in

understanding material in expeditions. 14) Circle the next assignment that is due and make sure to finish that section on

time! Make sure that the due dates for assignments are known in advance. They are all in the greensheet.

15) If you think it will take you 1 hour to do something on the computer, then

budget your time for double that (2 hours) because something always comes up - and computer work always takes longer than people think it will.

16) Recap each expedition at the end where you are asked to write a paragraph on

"what you learned." This really helped me cement the information to memory. I used outside references and books to help me find answers. I like visuals.

17) I am not such a good writer. I am always making mistakes. I try to get other

people to proof my papers when I can because I can't see my own errors. Writing and grammar points count.

18) The formulas were hard for me. I really had to understand those and write

them on cards for the exam. I was sweating bullets. You had better review your notes and treat the exam seriously because it isn't easy.

Keep a list of the formulas and definitions for each variable in formula


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SAN JOSE STATE UNIVERSITY ACADEMIC INTEGRITY POLICY

The University emphasizes responsible citizenship and an awareness of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its courses, and its degrees. University degrees are compromised and the public is defrauded if faculty members or students knowingly or unwittingly allow dishonest acts to be rewarded academically. This policy sets the standards for such integrity and shall be used to inform students, faculty and staff of the university’s Academic Integrity Policy. STUDENT ROLE The San José State University Academic Integrity Policy requires that each student: 1. Know the rules that preserve academic integrity and abide by them at all times. This

includes learning and abiding by rules associated with specific classes, exams and course assignments.

2. Know the consequences of violating the Academic Integrity Policy. 3. Know the appeal rights, and the procedures to be followed in the event of an appeal. 4. Foster academic integrity among peers.

FACULTY MEMBER ROLE

The San José State University Academic Integrity Policy requires that each faculty member: 1. Provide a clear and concise course syllabus that apprises students of the Academic

Integrity Policy and the ethical standards and supporting procedures required in a course.

2. Make every reasonable effort to foster honest academic conduct. Specifically,

examinations should be appropriately proctored or monitored to prevent students from copying, using non-cited resources, or exchanging information. Examinations and answers to examination questions should be kept private. Efforts should be made to give unique and varied assignments.

3. Take action against a student in accordance with this policy when supporting evidence

indicates that the student has violated the Academic Integrity Policy.

4. Comply with the rules and standards of the Academic Integrity Policy.


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OFFICE OF STUDENT CONDUCT & ETHICAL DEVELOPMENT ROLE The San José State University Academic Integrity Policy requires that the Student Conduct Administrator: 1. Comply with and enforce the Student Conduct Code

(http://sa.sjsu.edu/student_conduct) which includes the Academic Integrity Policy. 2. Adjudicate student conduct cases and assign administrative sanctions to students who

have violated the Student Conduct Code. 3. Serve as a resource for faculty, staff and students on matters of academic integrity

and this policy. 4. Ensure dissemination of the policy to the campus community when changes are made to

the policy or procedures. 1.0 DEFINITIONS OF ACADEMIC DISHONESTY 1.1 CHEATING San José State University defines cheating as the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating includes: 1.1.1. Copying, in part or in whole, from another’s test or other evaluation instrument

including homework assignments, worksheets, lab reports, essays, summaries, quizzes, etc.;

1.1.2. Submitting work previously graded in another course without prior approval by

the course instructor or by departmental policy; 1.1.3. Submitting work simultaneously presented in two courses without prior approval

by both course instructors or by the department policies of both departments;

1.1.4. Using or consulting sources, tools or materials prohibited by the instructor prior

to, or during an examination; 1.1.5. Altering or interfering with the grading process; 1.1.6. Sitting for an examination by a surrogate, or as a surrogate; 1.1.7. Any other act committed by a student in the course of their academic work that

defrauds or misrepresents, including aiding others in any of the actions defined above.


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1.2 PLAGIARISM San José State University defines plagiarism as the act of representing the work of another as one's own without giving appropriate credit, regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism includes: 1.2.1 Knowingly or unknowingly incorporating the ideas, words, sentences,

paragraphs, or parts of, or the specific substance of another's work, without giving appropriate credit, and representing the product as one's own work;

1.2.2 Representing another’s artistic/scholarly works such as musical

compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works as one's own.

2.0 NOTIFICATION OF STANDARDS OF DETECTING PLAGIARISM San José State University or its faculty may subscribe to or use plagiarism detection services.

Any plagiarism detection service with which San José State University contracts shall ensure the anonymity of all submitted work to third parties.

Except for the stated purpose of storing submitted work in databases solely for the intended purpose of detecting plagiarism, any plagiarism detection service with which San José State University contracts shall, to the fullest extent possible, agree to assure that ownership rights of all submitted work shall remain with the work's author and not with the plagiarism detection service. 3.0 EVALUATION AND REPORTING When a faculty member suspects a violation of the Academic Integrity Policy and is in possession of evidence to substantiate that violation it is the faculty member’s responsibility to take the following steps: 3.1 Confront the situation discretely. That is, faculty members shall not discuss

specific charges of cheating, plagiarism, or any other violations involving specific individuals in the classroom before other members of the class.

3.2 Communicate with the student concerning the alleged infraction; arrange for a

conference to present documentation. In this conference, the student should be advised of the allegation and made aware of the supporting evidence and the probable consequences.[1] Faculty members should make their best effort to meet with the student in person, but if that is not feasible then they can


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communicate in writing. 3.3 Inform the student of the sanctions to be recommended in accordance with

Section 4.0 if the faculty member still believes that a violation of the Academic Integrity Policy has occurred.

3.4 Report the alleged infraction and the action taken to the Office of Student

Conduct & Ethical Development on the reporting form for violations to the Academic Integrity Policy. A copy of the supporting documentation must be attached to the reporting form.

3.5 The instructor may impose the recommended penalty and make the report

called for in section 3.4 without a conference when a student fails to attend a scheduled conference to discuss the alleged dishonesty, or when the apparent dishonesty is detected only near the end of the semester and the faculty member makes a good-faith, albeit unsuccessful, effort to contact the student. In either case, the student's right to appeal is preserved.

4.0 SANCTIONS There shall be two major classifications of sanctions that may be imposed for violations of this policy: Academic and Administrative. Academic sanctions are actions related to the coursework or grades determined by the faculty member. Administrative sanctions are actions that address a student's status on campus and are determined by the Office of Student Conduct & Ethical Development. Academic sanctions and Administrative sanctions may be imposed simultaneously. 4.1 ACADEMIC SANCTIONS Faculty members are responsible for determining academic sanctions. Faculty members may find it helpful to consult with their department chair, senior faculty members, or the Conduct Administrator in consideration of appropriate academic sanctions. Such sanctions shall be proportional to the offense against the Academic Integrity Policy. Usually a form of "grade modification" will be employed. Before sanctions can be employed, the faculty member must have verified the instance(s) of academic dishonesty by personal observation or documentation. Academic dishonesty cases that occur in the classroom shall be handled by the faculty member. After action has been taken by the faculty member, the faculty member must complete a form that identifies the student who was found responsible, the general nature of the offense, the action taken, and must make a recommendation as to whether or not additional action should be considered by the Office of Student Conduct and Ethical Development.


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Recommended sanctions include: 4.1.1 Oral reprimand. 4.1.2 Failure on the evaluation instrument. 4.1.3 Reduction in course grade. 4.1.4 Failure in the course. 4.1.5 Referral for additional administrative sanctions. Faculty discretion Incidents involving the careless or inept handling of quoted material that fall short of the definitions of cheating or plagiarism as defined in Items 1.1 and 1.2 of this policy may be dealt with at the discretion of the faculty member concerned. The faculty member also has the discretion and obligation to determine whether specific acts by a student fall under the description in 1.1.7. 4.2 ADMINISTRATIVE SANCTIONS As stipulated in the California Administrative Code, Section 41301, cheating or plagiarism in connection with an academic program may warrant expulsion, suspension, probation or a lesser sanction. Administrative action involving academic dishonesty at San José State University is the responsibility of the Office of Student Conduct & Ethical Development. The Office of Student Conduct & Ethical Development will respond to: · Referrals from the faculty; · Violations of the Academic Integrity Policy; · Repeat violations as brought to attention by the faculty or through the centralized

reports filed in the Office of Student Conduct & Ethical Development. The Office of Student Conduct & Ethical Development will notify faculty members when action has been taken. The Office of Student Conduct & Ethical Development shall maintain a record of students who have been reported for violating the Academic Integrity Policy. 5.0 PROTECTION OF RIGHTS Nothing in this policy is intended to deny students appropriate due process, including the right to be informed of the charges, the nature of the evidence supporting the charges, and to have a meeting with the faculty member, the Office of Student Conduct & Ethical Development or other decision-makers. At any such meeting statements and evidence on behalf of the student may be submitted. This policy is not intended to deny the right to appeal any decision through appropriate university channels,


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When an administrative sanction is being considered, Executive Order 970, Student Disciplinary Procedures for the California State University, stipulates that a student is entitled to a hearing to determine whether violations of conduct or conduct-related regulations have occurred. 6.0 THREATS Threats against any member of the faculty as a consequence of implementing this policy on academic integrity will be cause for disciplinary action under Section 41301, Title 5, California Code of Regulations, and may also result in civil and criminal action. 7.0 DISSEMINATION OF INFORMATION 7.1 The Academic Integrity policy shall be published in the Schedule of Classes each

semester and in the University Catalog. Copies of this policy shall also be held in every department office and in the Office of Student Conduct & Ethical Development.

7.2 Dissemination of this information shall be the responsibility of the Office of

Student Conduct & Ethical Development. Information is available at http://sa.sjsu.edu/student_conduct/

7.3 The Office of Student Conduct & Ethical Development shall submit a statistical

report on the number and type of infractions and their eventual disposition to the Academic Senate annually.

7.4 Colleges and Departments are encouraged to periodically discuss this policy at

faculty meetings, including discussion of strategies for ensuring academic integrity among students.

7.5 Department chairs and Program directors should ensure that new faculty members receive a copy of this policy and a verbal explanation at the time they are given their first class assignment.


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General Oceanography Name______________________ Geology 105 Expedition 1 – An Educated Person and the Oceans This expedition should take about 75 minutes to complete. First, let me say a few words about the expedition worksheets. The purpose of the expedition worksheets is to provide an outline to assist students in taking clear, well-organized notes -- "neatness" of your answers is not critical, both you and the instructor should be able to read them!

• The online expeditions take the place of in-class lectures, so take abundant notes and make clear diagrams, beyond merely answering the questions. Use this worksheet to take additional notes along the page margins. You will use the worksheets to prepare for exams, which are open book and open notes. The worksheets are for your benefit, not mine! Students who skip questions or do the bare minimum on the expeditions, often do poorly on the exams because they cannot recall their work or synthesize concepts between different expeditions.

• You must answer each and every question on every expedition -- points will

NOT be deducted for incorrect answers, only for incomplete work and missing answers.

• Answer keys for only those expeditions prior to exam #1 will be posted on

WWW site in week following the due date of expedition. Answer keys will NOT be posted for expeditions after exam #1

• The expeditions will be removed from the course web site during the

availability period for each exam.

• In each expedition you will work your way down the page….clicking on the links next to the rotating hand to listen to streaming audio/video or to move onto the next page. Do NOT use the menu on the left side of the web page during your first pass through the expedition as this menu is meant to be used to jump anywhere in the expedition if you wish to later resume after taking a short break.

• Keep the worksheets each week -- turn in all worksheets in the course

workbook after class is over.


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1. Introduction to Oceanography

Expedition Objectives

• introduce the general format of each expedition, • review the major requirements in the course, and • provide a background of the importance of the ocean to society. • Post in Desire2LearnDiscussion • Fill out Student Information Survey

Students will need to have downloaded and free version of installed Quicktime (for either Windows or Mac OS X) in order to watch video clip on this page, which should load automatically in the upper left corner.

2. Principal Course Assignments

3. General Education Area R Requirements - This Course

All SJSU Studies GE courses in the Earth & Environment category must meet a number of requirements as defined by the San Jose State University. These requirements are not mine, but are required by the university, and exert a considerable amount of influence on the structure of this course and the methods by which learning is assessed. The official requirements are listed on the next two pages……read each requirement.

Write down the principal assignments in this class: 1. 2. 3. 4. 5. 6. 7. 8.


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SJSU Studies: Integrated Knowledge of an Educated Person

These courses will help students to become integrated thinkers who can see connections between and among a variety of concepts and ideas. An educated person will be able to apply concepts and foundations learned in one area to other areas as part of a lifelong learning process. These courses will help students to live and work intelligently, responsibly, and cooperatively in a multicultural society and to develop abilities to address complex issues and problems using disciplined analytical skills and creative techniques.

EARTH & ENVIRONMENT (Area R)

1. Goals

Students will cultivate knowledge of the scientific study of the physical universe and its life forms. Students will understand and appreciate the interrelationship of science and human beings to each other.

2. Student Learning

Within the particular scientific content of the course, a student should be able to:

• demonstrate an understanding of the methods and limits of scientific investigation (Learning outcome #1);

• distinguish science from pseudo-science (Learning outcome #2); and • apply a scientific approach to answer questions about the earth and environment

(Learning outcome #3).

3. Content

• Diversity. Issues of diversity shall be incorporated in an appropriate manner. • Writing. Written assignments should include both in-class and out-of-class

writing, giving students practice and feedback throughout the semester. Evaluative comments must be substantive, addressing the quality and form of writing. A single final term paper would not satisfy the requirement. A minimum of 3000 words of writing is required in a language and style appropriate for the discipline.

• Civic Learning. Courses shall address the civic relevance of the topic in an appropriate manner.

• Courses will focus on the scientific study of life forms or the physical universe, based on knowledge and skills established in Core GE Science.

4. Support

o Pedagogical Approach § Courses shall focus on issues or present perspectives from different

academic disciplines. § Courses shall require students to apply basic skills (reading, writing,

speaking, critical thinking, research, and mathematics) and to utilize knowledge gained in CORE GE courses.

o Active Learning § Each course shall provide for active student participation. The course

may not be exclusively lecture format.


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§ Assignments must utilize library research and oral and written communication skills.

§ Courses should promote reflective processes and critical analysis. o Primary sources. Course materials (readings, research) must include primary

sources appropriate to the discipline.

5. Assessment

o Writing shall be assessed for correctness, clarity, conciseness and coherence.

You are all done with the official SJSU stuff……….

• Do you understand the requirements of SJSU Studies courses in the Earth & Environment category?

____________________________________________________________

4. Advice of Past Students

Read this closely in order to understand the self-discipline that is required to do well in this class.

5. Studying the Sea

Who studies the sea?

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ I bet that you only thought of marine biologists -- but they are only a few of the many scientists who are doing research on the sea.

6. Facts about the Sea - What volume of the earth's living space lies within the ocean?

________________________________________ 7. Facts about the Sea - How much protein is harvested from the seas each year?

________________________________________


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8. Facts about the Sea - How much salt is contained in seawater?

_______________________________________

9. The Ocean as a Resource What is a resource?

_____________________________________________

_____________________________________________________________________________________________________________________

List the 5 marine resources on the WWW page. 1. ______________________________________

2. ______________________________________

3. ______________________________________

4. ______________________________________

5. ______________________________________ There are many other ways that the ocean serves as a resource, so think a bit and list your ideas on other types of marine resources (those not mentioned on the web page):

1. ______________________________________

2. ______________________________________

3. ______________________________________

Where and how is the majority of oxygen produced on this planet? (It is estimated that 70% of our oxygen is produced this way) ____________________________

____________________________________________________________________________________________________________________________________________________________


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10. How does the Ocean Contribute to California’s Economy?

____________________________________________________________________________________________________________________________________________________________________

11. Global Resources of the Ocean and the Law of the Sea

What is the U.N. Convention on the Law of the Sea Treaty?

____________________________________________________________________________________________________________________________________________________________ What is exclusive economic zone and why is it important to you as a U.S. citizen?

____________________________________________________________________________________________________________________________________________________________

12. Meaning of the Sea

Listen to the excerpt from President Kennedy's speech. What did President Kennedy say about the percentage salt in our blood with respect to that of the sea?

_____________________________________________________________________________________________________________________


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How did Kennedy use salinity (salt content of the sea) as a metaphor to highlight the importance of the oceans to humans?

______________________________________________________________________________ _______________________________________

What is your most important thought or memory about the ocean?

___________________________________________________________________________________________________________________________________________________________________________________________________

Log into the Desire2Learn account (https://sjsu.desire2learn.com). Use the same password that you used last semester. If you are new to Desire2Learn, then call SJSU Help Desk (408-924-2377) to set

up a password

Our course should be listed on the first page after you enter Desire2Learn. Every student will have access to section 80, regardless of your registered section number. Go into our class area. Next, go into Desire2Learn Mail to see if there are any messages for you. Then go into the Desire2Learn discussion area, “Exped. 1 – Your Ocean Thought or Memory” and use approximately 60-100 words (4-6 sentences) to post your most important thought or memory on the ocean and read some of those of your fellow students. Relax, this is not a graded posting. To ensure that you understand the requirements and format of the course, please go into the “Quizzes” at the Desire2Learn site and take Expedition #1 - Information Survey during which you will provide some essential information to me for the upcoming trip on the bay - this is VERY IMPORTANT TO DO RIGHT NOW!


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Post any questions you have on the expedition in the Desire2Learn Discussions under “Exped 1 – Educated Citizen – Any Questions?”

Save this worksheet, indeed save all expedition worksheets – students do

not turn them until after the final exam in the class!


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Geology 105 Name______________________ Expedition #2 – Declining Marine Fisheries – The History You will need to move quickly through this material and your answers to the questions will capture the essence of each news segment.

Objective: Students will gain an awareness of a crisis in one of the ocean’s most valuable resources, marine fisheries. It is a complex issue without a simple solution.

• Focus your attention on concepts, relative importance and implications, not trivia!

• Make sure that you listen and watch the streaming webcasts -- some segments are only audio, whereas other segments are video.

• Be patient if net congestion occurs during streaming audio/video -- it will return in a

few minutes.

• Download “Oceans of Trouble” reading assignment (from Readings section of web site)

1. Introduction - (5 minute-long video)

What is the objective of this expedition?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

Yes, I understand that not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

_____________________________ (your signature) SIGN!!!


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2. What is Happening Now?

New England Fishermen Brace For Cod Restrictions What is happening in east coast with commercial cod fishing?

____________________________________________________________________________________________________________________________________________________________________ Later in this expedition, we will see what actions are being taken on the west coast.

3. How Did We Get to this Point?

Empty Nets I (6 minute-long video) – a historical perspective from 1999

What did scientists warn about Pacific coast fisheries in the late 1990’s?

_______________________________________

___________________________________________________________________________________________________________________________ How are modern fishing techniques masking this problem?

____________________________________________________________________________________________________________________________________________________________________ How does long line fishing technique cause problems for the marine ecosystem?

___________________________________________________________________________________________________________________________ What is the role of the big ships and their large nets, so-called factory trawlers, in the decline of some marine fisheries?

___________________________________________________________________________________________________________________________


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Bottom-trawling, or just trawling, is a technique where large nets and gear are dragged along the bottom to catch bottom-dwelling fish (like the cod on the east coast as we will learn in chap. 12 of textbook) -- often the boats are called draggers or trawlers. What problems may trawling cause besides catching enormous quantities of fish?

_________________________________________ __________________________________________________________________________________ What is the case of the Orange Roughy and what is the implication of this case for

developing new marine fisheries?_________________________

What is meant by the term "serial depletion"?

___________________________________________________________________________________________________________________________ By citing specific numbers, how has the annual catch in California changed over the past few decades?

____________________________________________________________________________________________________________________________________________________________________

4. Tragedy of the Commons (3 minutes)

From 1950 to 1990, there was a fivefold increase in the world annual fish catch. Roughly 70 percent of the planet’s marine stocks are fully or over exploited, according to the Monterey Bay Aquarium’s Seafood Watch program. An increasing demand for fish coupled with environmentally damaging fishing practices and a lack of regulation set the stage for what is known as the “tragedy of the commons.” How does Bill Prothero apply the Tragedy of the Commons concept to depleted marine fish populations?

____________________________________________________________________________________________________________________________________________________________________


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5. Technology and the Declining Stock (8 minute-long audio)

How have storage technology and shipping methods contributed to overfishing of some fish species?

___________________________________________________________________________________________________________________________ How has detection technology on the fishing boats (ships) influenced the ability to find fish?

____________________________________________________________________________________________________________________________________________________________________ What role do satellites and large nets play in overfishing?

__________________________________________________________________________________ How has the economics of technology played into the need to fish this way?

____________________________________________________________________________________________________________________________________________________________________ What is happening to the size of fish and "exotic" nature of fish in the markets changed?

_________________________________________________________________________________________________________________________________

Is it all bad news? What is the view of the fishing industry?


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6. Difficulties in Global, National, and Local Regulations (8 minute-long audio) Should the government encourage the fishing industry to target other fish to harvest for commercial markets? ________________________________________________________________ How have government subsidies impacted this issue after the foreign boats were kicked out in the 1970's? (through declaration of the Exclusive Economic Zone, or EEZ and the Magnusson Act)

____________________________________________________________________________________________________________________________________________________________________ What are drift nets and why did the U.N. move, at the behest of environmentalists, to ban on these "walls of death?"

__________________________________________________________________________________

How did the drift net ban act to produce the opposite results from its designated

purpose? ____________________________________

7. Rough Waters – PBS News Hour - Potential Solutions? (12 minute-long video)

What is the situation off Northern California in terms of the conditions that have led to this crisis, the role of technology, and a growing number of governmental regulations. The video will end by mentioning some of the potential causes of the decline, other than overfishing, and offer two solutions, one proposed by the fishing industry and one by scientists. Are the problems of Eureka’s fishermen unique? _________________________ How do you sum up the crisis in America’s fishing industry?

__________________________________________________________________________________ How many species of fish are considered threatened by overfishing in America’s coastal waters?

_________________________________________


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The “Tragedy of the Commons” concept implies that the ocean is a common ground for all, without regard to stewardship, so if you do not catch the last fish, someone else will.

How did government policies factor into creating the environment for overfishing?

__________________________________________________________________________________ What is proposed as the main cause(s) of overfishing?

__________________________________________________________________________________

_________________________________________

How did the government react to overfishing?

__________________________________________________________________________________

_________________________________________ How does the fishing industry want to address the situation?

__________________________________________________________________________________ Should a large-scale, national boat-buyback program begin -- It’s your tax dollars?

___________________________________________________________________________________________________________________________

How does the environmental community want to address the situation?

______________________________________________________________________________________________ How are scientists involved?

___________________________________________________________________________________________________________________________


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8. Some Sobering Insight from Science - Fish Extinction – Morning Edition (6 minute-long audio)

Can marine fisheries be driven to extinction? (there may be different points of view)

___________________________________________________________________________________________________________________________

What is the view of marine-protected areas held by some members of the fishing

industry?

___________________________________________________________________________________________________________________________ In addition to overfishing, what are the other threats to marine fisheries?

___________________________________________________________________________________________________________________________

1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

An answer key is not provided for this expedition since this material is derived directly from online audio/video clips, however, you are encouraged to post any questions that you have on the material in the “Exped. 2 – Marine Fisheries – Any Questions?” discussion area.


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In order to receive credit for completing this expedition, Go to Desire2Learn Email and send “Bye Don”

• “End Expedition 2” in Subject Line. • Include "Bye Don", • “Completion Word” (see last page of expedition) and write your name in

body of e-mail message


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Geology 105 Name___________________ Expedition #3 – Methods of Fisheries Science Objective: To learn about the ways that scientists are attempting to understand marine fish stocks to produce sustainable marine fisheries. 1. Introduction – What is the objective of this expedition?

_____________________________________________________________________________________________________________________________________________________________________________________________________________ What is meant by fish stock assessment (give a definition and make sure that you

understand how it is different from fish stock management, the latter to be discussed in the next expedition)?

________________________________________________________________________________________________________________________________________________________________________________________________________

2. Georges Bank - Research Surveying After a Moratorium (4 minute-long video) What if we stop fishing in a region? Will the fish come back? Describe the method used by scientists to assess the status of fish populations in this region?

____________________________________________________________________________________________________________________________________________________________________

Yes, I understand that not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

_____________________________ (your signature) SIGN!!!


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What was the result of closing the fishing grounds in terms of the recovery of fish stocks in Georges Bank?

____________________________________________________________________________________________________________________________________________________________________ Important - Read about other methods of fish stock assessment in “Twilight of the Cod”, which is available online in reading assignment discussion area of Desire2Learn.

3. Ocean Fishing May Spread Runt Genes - Catch the big ones and throw the small

ones back? (6 minute-long audio) Some well-meaning people say to “throw back the small ones and design nets to only catch the big, mature fish.” While this sounds good in theory, how may the practice of catching only the large fish of a species negatively impact future fish stocks?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Tagging Pacific Predators (12 minutes)

Summarize what you learned in this segment on how scientists are studying predatory types of marine fish.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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5. How are Scientists Studying Herring on Georges Bank? (4 minute audio segment)

_____________________________________________________________________________________________________________________________________________________________________________________________________________

6. Is Fish Farming the Answer? How about Aquaculture? (9 minute-long audio)

People often point to a solution by fish farming. Next, listen to Cheryl Colopy’s report from the NPR program, Living on Earth

What is the situation with salmon farming – is it a “solution” – is it cheap in the long run?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

So do you now think that aquaculture is a solution? Why or why not?

____________________________________________________________________________________________________________________________________________________________________

7. Open Water Aquaculture (8 minute-long audio) - Taking Fish Farming Offshore

How is the practice of aquaculture changing? ____________________

____________________________________________________________________________________________________________________________________________________________________


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What is wrong with land-based aquaculture systems?

_____________________________________________________________________________________________________________________________________________ What are some of the reservations about open water aquaculture?

_____________________________________________________________________________________________________________________________________________ Remember to download from the D2L Reading Assignment discussion, and read, “Twilight of the Cod” reading assignment 1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ An answer key is not provided for this expedition since this material comes directly from audio and video clips, however, you are encouraged to post any questions that you have on the material in the “Exped. 3 – Fisheries Science – Any Questions?” discussion area.

In order to receive credit for completing this expedition,

Go to Desire2Learn Discussion “Expedition 3 – Fish Stock Assessment Learning Group” and list and define four methods of fish stock assessment discussed in the reading assignments, Oceans of Trouble and Twilight of the Cod. Work with your learning group members to make sure that your fish stock assessment list is accurate and includes material from reading assignments. Do not email a “Bye Don” for this expedition, since your participation in the learning group discussion provides the confirmation that you have completed the expedition.


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General Oceanography Name___________________ Geology 105 Expedition #4 – Fisheries Management Strategies – Old and New Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: Students will about some of the methods to manage fish stocks and what you can do as a consumer to address the decline in impacted marine fisheries. Discuss with your classmates the demise of the salmon along the west coast of the U.S., which may serve as a model for the decline of local fisheries in many parts of the world. How should the government manage or restrict commercial fishing in order to reverse the decline of marine fish populations? It is more complicated than you think!

• Why not simply catch less fish by reducing the size of the catch? • OK then, stop fishing depleted fish stocks altogether? • Manage the entire ecosystem rather than individual fish? • Do we catch only the big ones and throw the small ones back? • Why not farm fish? We learned about in the last expedition. • Set up marine protected areas or preserves in critical areas?

1. Introduction

What is the objective of this expedition?

________________________________________________________________________________________________________________________________________________________________________________________________________

What is fish stock management (make sure you understand the difference between

stock assessment and stock management)?

_______________________________________________________________________________________________________________________


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2. Reducing the Size of the Catch - Quotas on the Cod (6 minute-long audio)

Here are some diagrams and a news segment that will help you to understand some of the subjects that were touched on in your reading assignment, Twilight of the Cod.

What is the disagreement between government scientists and members of the fishing industry?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

What are the economic and social impacts of the new closures on the fishing industry?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

3. Stop Fishing Altogether? Moratoriums - The Courts Get Involved (5 minute-long audio)

Here you see two maps that will help you to better understand the reading assignment, Twilight of the Cod, and a diagram of the juvenile forms of various species on the Georges Bank. Next you will learn about the moratorium on cod fishing in the region – if quotas do not work, then what will stop the decline in the cod? If quotas are not enough then what management method is next…. Listen to the situation after a recent court ruling on overfished stocks along New England. If the government does not enforce a moratorium, should the courts take over?


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What is meant by a moratorium? _________________________

__________________________________________________________________________________

4. Rockfish Moratorium on the West Coast (7 minute-long video)

Listen (and watch video) to the situation on rockfish on the west coast that was instituted only a few years ago. What is the key point or points of the video?

____________________________________________________________________________________________________________________________________________________________________

5. Fishing, the Enviro-Friendly Way (4 minutes and 30 seconds)

How is fish stock management moving away from single stock management, but what are some of the issues?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

6. Watch to “SeaFacts: Sustainable Ecosystem Management - The Alaska Pollock

Example?” – (3 minute-long video) Why is stock assessment and management more complicated than simply counting fish in the commercial catch?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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7. What about these new regions designated as Marine-Protected Areas? (9:40

minute-long video) Undersea Wilderness: Creating Marine Protected Areas – going beyond a moratorium. What are marine-protected areas and what do you think of this idea?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. How is the Fish Stock Assessment Being Conducted in Marine-Protected Areas? (5 minutes)

How are scientists using a different type of research survey to assess the effectiveness of marine protected areas?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Is There Any Hope? Fish and Fishermen Go To Market” from KQED Quest (6

minutes) Describe this new method of managing the fishing industry, Catch-Share Management – Cap and Trade in Fish (an improved version of ITQs described in Ocean of Trouble).

________________________________________________________________________________


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________________________________________________________________________________

10. (Some) Imperiled Fisheries Make A Comeback, Study Shows (4 minutes)

What are some of the methods being used to re-establish fish stocks?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

An answer key is not provided for this expedition since this material is not covered on an exam, however, you are encouraged to post any questions that you have on the material in the “Exped. 4 – Fisheries Management – Any Questions?” discussion area.


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Go to Desire2Learn Discussion “Expedition 4 – Fish Stock Management Learning Group” and list and define six methods of fish stock management, two of which should be methods introduced in the last few years, and discussed in the reading assignments from expeditions 2 and 3.


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Work with your learning group members to make sure that your fish stock management list is accurate and includes material from reading assignments. Do not email a “Bye Don” for this expedition, since your participation in the learning group discussion provides the confirmation that you have completed the expedition.


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General Oceanography - Geology 105 Marine Fish Stock Assessment & Management Methods Assignment Part I - Quiz – 50 points – See date and time in greensheet Part II - Essay – 130 points - – See greensheet for submission deadline Assignment Objectives: 1. Students will demonstrate an understanding of the methods and limits of

scientific investigation of marine fisheries (Learning outcome #1 under Area R GE courses);

2. Students will read multiple sources, and integrate and synthesize knowledge

to address specific questions in a logical, coherent manner without prejudice or bias;

3. Students will use critical thinking skills through an examination of complex,

multi-faceted issues in science that impact public policy and economics; 4. Students will meet the Area R writing requirement, which states: “Writing shall

be assessed for correctness, clarity, conciseness and coherence. A maximum word limit is in effect on this assignment to meet the “conciseness” requirement.

What to Study and Be Prepared to Discuss:

In this assignment, students will address the following two questions or topics, as described in the required reading assignments and expeditions:

1. What are the scientific methods used to estimate the size of a particular

wild fish stock in a region? Each method of stock assessment should be described, including the strengths, difficulties and limitations of these methods, and any disagreements between scientists on the validity of a particular method or theory. (Students should include information on the sampling and assessment techniques, and compare theories and models used by scientists).

2. What is the relationship of fish stock assessment to effective fish stock management? (Include descriptions of four traditional stock management methods and a couple of recent practices to improve stock management.


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Materials to Use in Preparing for this Assignment: In this assignment you will combine information and knowledge gained from:

• Expeditions 2, 3 and 4 on course web site and the learning group discussions

• All required reading assignments in discussion area of Desire2Learn (reading and understanding these articles will be absolutely essential to your grade on the quiz and the essay). Students must read the articles listed in required reading discussion area.

Components of Assignment – Part I and II A common method of writing an essay is to first do some research, which in this case, involves completing the required expeditions and reading assignments in this class, then gather information to address the required objectives of the assignment. We will do these activities in two parts: Part I - Preparing for Quiz (50 points): Prior to taking the quiz, students should compose a list of the methods of fish stock assessment, which is shared with learning group in Expedition 3, and a list of fish stock management, and their definitions, which is shared with learning group in Expedition 4. The methods of fish stock assessment and management are described in required reading assignments and the expeditions. Participation in the expedition learning groups will be helpful during a ten-question, short answer quiz on the identifying the methods of fish stock assessment and management. If you have any questions on the methods of stock assessment or management, then post them in the relevant discussion in Desire2Learn. Once in the quiz, students must work alone since sharing of information about the contents of the quiz with other students, either during or after the quiz, is a violation of the SJSU Policy on Academic Integrity. Part II - Essay Submission (130 points): Student will use the feedback from Quiz to focus their effort in writing a 1150 to 1250 word-long, double-spaced, essay that describes the methods of fish stock assessment and management as outlined in the quiz feedback video and described in more detail in the expeditions and required reading assignments. The minimum word limit is no less than 1100 words and the maximum limit is 1300 words!!! (between 3 and 4 pages, if you use 12 point Arial font and double line spacing). Count your words when you are done!


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Do not use any quote from any article in the essay -- use your own words!!! Plagiarism will be dealt with severely! You are to think critically, synthesis and integrate concepts discussed in the required reading assignments. I am looking for quality, not quantity - keep it focused on the questions asked below! Make sure that you provide your own informed, personal insight into the essay! Make sure your essay has a title, include your name below the title, AND THE WORD COUNT (number of words in essay). Call the name of the file “essay_yourlastname.doc” or “essay_yourlastname.rtf” depending on the format. Upload this file to Dropbox in course section of Desire2Learn. All uploaded essays are automatically submitted to www.turnitin.com for an originality check. Remember to upload as a WORD document (Microsoft Word format “.doc”) or in rich text format (.rtf). Grading Criteria GE guidelines now require that writing assignments be assessed for both content and writing style. The point allocation on this assignment will be 50 points for Quiz and 100 points for essay. As per SJSU GE requirements, essays will be graded for both content (90 points) and writing quality (40 points). Writing ability shall be assessed for “correctness, clarity, conciseness and coherence.” This is a university requirement.

Essay content will be assessed for quality and appropriateness of introduction, descriptions of each (and all) methods, personal insight, and appropriateness of concluding remarks at end.


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Grading criteria for writing quality will include: organization, clarity, grammar, spelling, diction, sentence and paragraph construction, and punctuation.

Content Score

Writing Score

90-81 Exceptional work beyond the expectations of the assignment; clear comprehension of material; significant personal insight and analysis; clear separation of facts, prejudices, perceptions and speculations; lists all methods discussed in reading assignments, examines the role of ocean science in management

40-36 Well organized presentation; absence of spelling or writing errors; seamless integration of information from multiple sources

80-72 Meets criteria of assignment; precise work indicating full understanding of subject; lists most of methods discussed in reading assignments; some personal insight; omitted one or two key methods

35-32 A few writing and spelling errors; generally well organized

71-63 General conceptual understanding, although some errors in understanding subject; unable to keep prejudices, bias or preconceptions out of work, little or no personal insight; omitted two or three key methods

31-28 Minor writing errors and/or spelling error, organization needs to improve, careless effort, needs spell check

62-0 Omitted three or four key methods; Many errors in general conceptual understanding; poor writing; sloppy

27-0 Poor writing; sloppy organization, many errors

Make sure that your essay is within the minimum and maximum word length requirements as there will be penalties for being under the minimum work length and over the maximum word length. Examples of point deductions for word length, Between 1050-1100 words: 0-5 point deduction Less than 1050 words: 5-20 point deduction, depending on brevity More than 1350 words: 0-10 point deduction, depending on extent of words over limit


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General Oceanography Name______________________ Geology 105 Expedition #5 – Mapping the Bay at the Golden Gate Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objectives: (1) Students will experience life on an oceanographic ship during a seafloor mapping survey of the region between the Golden Gate, Alcatraz Island, and Angel Island. Students will learn the scientific methods that are used to produce images of the seafloor and the features that cover it and begin to interpret the meaning of these features. Remember to take notes as the questions in this worksheet only provide an outline! 1. Introduction - Welcome To Our Expedition on the Bay!

Many techniques are used to study the seafloor; sometimes images of the seafloor are created other time the seafloor is sampled directly, however each technique has its strong and weak points, both together they are used to map the seafloor.

What are the primary objectives of this survey:

(1)____________________________________________________________________________________________________________________ (2)____________________________________________________________________________________________________________________ (3)____________________________________________________________________________________________________________________

2. The Idea - What was the Inspiration for this Study?

___________________________________________________________________________________________________________________________ Why might it be important to study large rocks on the bottom of the bay?


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__________________________________________________________________________________

3. Boarding the Ship

Where are we joining the ship? ________________________ What is the name of the research vessel on which we will conduct our work?

______________________________

Who owns and operates this vessel? ______________________ 4. Tour of the Ship

What do you think of your stateroom, the galley and the science lab (not quite Princess or Carnival Cruise lines)?

________________________________________ 5. On the Fantail or Back Deck - Viewing the Equipment

What type of sonar system will you be using on this voyage? ___________ Draw a picture illustrating the operation principles of the sonar system used in your research .

Describe how this system works. ____________________________________________________________________________________________________________________________________________________________________

6. Preparing to Depart - Marine Conditions


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Here is a map showing locations around the bay where the tide is measured.

a) What is the water level in the bay? By clicking on “What is the water level in the bay?” – a pop-up window will be activated to show the data at each station around the bay.

Station Tide Height (from MLLW)

Is Water Level Rising or Falling?

Winds (Knots & Direction)

Time (PDT)

Alameda Golden Gate Using the table above, record the tidal height, whether tide is rising or falling, wind speed and direction, and time at the two locations nearest to Pier 32, where our ship is docked


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Why do you think that we might want to know the timing and height of the tides before leaving the dock?

__________________________________________________________________________________

b) What is the wind speed and direction? On the map below, draw at least seven

arrows, technically called vectors, that show the direction of the wind over the bay area at the present time– make the length of each representative of the wind speed (click on any arrow on the map on your web page to obtain the wind speed at that location – see display at lower right corner of image on web page).

Next, summarize the patterns of the winds

______________________________________________________________________________


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c) What are the directions of currents in the Bay?

Like the diagram for the winds, draw arrows on the map above that represent the direction and speed of the currents, include a scale on your map (like the one on the web page). d) What is the weather forecast for the region of our study?

___________________________________________________________________________________________________________________________________________________________________________________________________

Based on the information above, should we depart from the dock?

_______________________________________ 7. Leaving the Dock Are you ready to go to sea?

_______________________________________


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8. The Scientific Meeting What will be your duties on the voyage?

________________________________________________________________________________________________________________________________________________________________________________________________________

9. San Francisco Bay-Delta-Estuary

What does the San Francisco Bay mean to you?

________________________________________________________________________________________________________________________________________________________________

10. Navigating to the Survey

Where is our survey located (make a map and describe the location of the survey)?

_____________________________________________________________________________________________________________________________________________________________________________________________________________


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How will we determine our location at any minute of the voyage?

___________________________________________________________________________________________________________________________

11. Beginning the Survey

What is the plan for collecting the survey?

____________________________________________________________________________________________________________________________________________________________________

12. First Swath of Data

What property of the sonar energy do we measure in multi-beam sonar, which is then used to make our image of the bay floor?

________________________________________________________________________________________________________________________________________________________________________________________________________

13. Back and Forth and Back and Forth - Building the Mosaic

How is the image of the bay floor converted from a signal swatch of data to a mosaic showing the entire survey area?

_____________________________________________________________________________________________________________________________________________________________________________________________________________


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14. Visualizing the Bay Floor – Processing the Data Describe each of the following types of maps that can be produced during your analysis using the multi-beam sonar data (make sure that you click on the links in the table to see an example of each type of map)

Contour Map

_____________________________________________________________________________________________________________________

(Shaded) relief map

_____________________________________________________________________________________________________________________

Color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________

Oblique perspective of color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________ Multiple oblique perspective views of color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________


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15. Interpreting the Image – Research Objective #1

List the water depth to the top of the following submerged rocks: Harding Rock ____________ (meters) Shag Rock _______________ (meters) Arch Rock ________________ (meters)


Describe how the bay floor at the disposal site near Alcatraz changes over time.

___________________________________________________________________________________________________________________________________________________________________________________________________

What is the current status of the disposal site? (is it full, half-full or empty)?

_______________________________________


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Locate on the above map, each of the features listed below, by encircling the feature with a line and providing a label:

i. Opening to the Pacific Ocean at the Golden Gate, San Francisco, Alcatraz, Angel Island, and Bay Bridge,

ii. areas of sediment waves (“bedforms”), which are migrating ridges of mud on the bay floor, iii. the flat areas of the bay floor, iv. the regions of the rocks that stick out of the bay floor, v. the site of the disposed dredged materials, and

vi. any other features that you can identify


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18. Compare Maps

Compare your map to my version Click individual features to see an expanded version

19. Future Studies

On a previous page, you made a number of interpretations or hypotheses concerning the nature of features on the map of the bay floor. How would you go about testing each one of your interpretations? What other types of data do you want to collect and where (make stars on the map on the previous page to mark sample locations for your next research project)?

________________________________________________________________________________________________________________________________________________________________________________________________________

Here is the outcome of your efforts Take some time to examine the map shown on this page and follow the flyby – you should be able to identify the features. You begin over top San Francisco, then fly northwards past Alcatraz, then around Angel Island and through Raccoon Strait, back towards Alcatraz and over the three rocks mapped in the survey, and finally westward to the deep water area under the Golden Gate Bridge. (You can replay the flyby over and over again by click on the arrow at the lower left corner of the player) Next fly over the seafloor on the ocean side of the Golden Gate to examine enormous underwater sand dunes that are formed by the flow of the tide in and out of the Golden Gate. The flyby ends looking southward along Ocean Beach in San Francisco.


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20. Scientific Meeting at End of the Cruise Was the cruise successful?

________________________________________________________________________________ How will these data be used in the future?

________________________________________________________________________________________________________________________

21. Departing the Ship

Thank you for participating in our mapping voyage on the bay. Here are some of the learning outcomes that I hope that you have obtained over the past 90 minutes: 1. Planning and operation of an oceanographic research vessel. 2. Use of real-time oceanographic data on the WWW 3. An initial understanding of GPS navigation 4. Several methods of seafloor imaging and visualization 5. Interpreting scientific data in two and three dimensions 6. Formulating new scientific hypotheses based on your interpretations of the data 7. A new appreciation for the dynamic system operating in the San Francisco Bay.


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1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome - show some insight

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Post any questions that you have on the material in the “Exped. 5 – Mapping the Bay – Any Questions?” discussion area. An answer key is provided for this expedition since the material is covered on Exam #1

In order to receive credit for completing this expedition and have access to answer key, Go to Desire2Learn Email and send “Bye Don”

• “End Expedition 5” in Subject Line. (VERY IMPORTANT) • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your

name in body of e-mail message


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General Oceanography Name______________________ Geology 105 Expedition #6 - Map of the World Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). 1. Introduction

Objective: Students will learn about the features of the seafloor by completing an oceanographic expedition across the Atlantic and Pacific Oceans. The methods used in the expedition are only a few of the scientific methods that are used to study the seafloor and its features, which cover the majority of the Earth's surface. In addition, students will apply what they have learned to identify the seafloor features off central California. • The vast majority of the Earth's surface lies underwater, far under the sea

surface. • Most of the sea floor lies 4 to 5 kilometers (2.5-3 miles) below the sea surface. • The seafloor consists of a combination of flat plains covered with mud, volcanic

ridges and isolated volcanoes, deep-sea trenches, submarine canyons and the margins of continents.

Why is it important to know about the shape of the seafloor?

____________________________________________________________________________________________________________________________________________________________________

2. A Voyage Across the Atlantic and Pacific Oceans – What Lies Beneath the Ocean?

You will now participate in a virtual voyage across the north Atlantic Ocean during which you will generate profile of the seafloor between New Your and Lisbon in order to learn about the seafloor using sound waves. Pack your bags and head for New York harbor.


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On the drawing of the Earth’s surface below, draw in the locations of the seafloor profiles between New York (NY) and southern Spain (EU), and a second profile location between Tokyo (JP) and San Francisco (CA).

3. Preparation for Departure - Reviewing Previous Work

Let’s board our research vessel in New York Harbor, which is the R/V Marcus Langseth, operated by the Lamont-Doherty Earth Observatory of Columbia University. Next stow your gear in your stateroom and meet in the ship’s scientific laboratory to review our upcoming view with the chief scientist and review the results of previous scientific studies in the area. What is the objective of our upcoming study?

___________________________________________________________________________________________________________________________


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When conducting a scientific study, it is always necessary to review the results of previous studies in order to identify the important questions to address in your study. Science is not about duplicating efforts, but instead building upon the work of previous studies. Here is a reduced version of the Tharp and Heezen map, which is beautiful and was a major achievement for its time (50 years ago), but suffered from a lack of data and the resulting “imagination” that was required to “connect the dots” between data points.


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4. Mapping the Seafloor from Space – Reviewing Data

Image courtesy of National Geophysical Data Center

In addition to studying previous work, scientists also need to examine data that may prove to be complementary to their study. Here is a one version of the Smith and Sandwell map discussed in “Mapping the Deep” – the data used to make this map were “top secret” for many years before being released to scientific community in the 1990’s. These data can be used to identify the some of the major features in the ocean basins.

Draw a picture showing the basis of the technique known as satellite altimetry.


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(a) What feature of the earth’s surface is measured directly by this technique?

________________________________ (b) What other feature of the earth’s surface is calculated from the measurement

in part (a)? ________________________________ (c) What physical force (on this earth) causes the sea surface to change shape

according to the shape of the seafloor? __________________

(d) By means of a ratio, compare the amount of sea surface deflection caused by a change in the depth of of the seafloor?

______________________

5. The Equipment in Our Study - Painting a Picture of the Seafloor

Draw a picture showing the use of sound waves to produce images of the seafloor


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6. Measuring the Water Depth to the Seafloor – Two-Way Traveltime

What is meant by the term "two-way traveltime"? _______________

_______________________________________ What is the two-way traveltime to the seafloor directly below the

"S" in the "Seafloor" label (at arrow)? _______________(include units)

7. Relating Traveltime to Distance

What is the equation to calculate the velocity of an object? (write it down)

_______________________________________ What is the round-trip distance between tennis racquets (measure it yourself)?

______________ How many seconds does it take for the tennis ball to make one round-trip (use a

watch to measure time)? _________________________ What is the average speed of the tennis ball in this animation (calculate it from info

in above questions)? __________ 8. Sound in Water

What is the speed (velocity) of sound in water? __________________


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9. Determining the Water Depth Using a series of algebraic steps and substitutions – convert the velocity equation (in problem 7) into the equation for calculating the water depth from an echo-profiling record (rearrange terms and plug-in "1500 meters/second" for V -- also remember that this is the distance down and back).

________________________________________ ________________________________________ ________________________________________ ________________________________________ What is the two-way travel-time for an echo to traverse a path from ship to water depth of 3000m and back to the ship?

________________________________________ Make sure that you know how to calculate water depths from echo profiler data -- it will be on exam!

10. Multi-beam Sonar and Side-scan Sonar – Complementary Tools

What is multi-beam sonar: _______________________________________ __

______________________________________________________________________________ Draw a picture that illustrates the use of multi-beam sonar:


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How will we determine of our detailed location and that of the beams from our multibeam sonar?

_____________________________________________________________________________________________________________________

So far we have discussed mapping the seafloor with satellite altimetry, echo profiling and multi-beam sonar – here is a fourth method, side-scan sonar

How does side-scan sonar differ from multibeam sonar? ____________

_______________________________________ _______________________________________

Side-scan sonar is a technique often used to find the wreckage of airplanes or sunken ships on the seafloor.

11. Let’s Begin Our Expedition Across the Atlantic

We will only need to use multibeam sonar in this expedition and mainly sonar beam (vertical, straight down and back beam) at the center of the switch to make our profile along the traverse. We will archive the rest of the data for potential use in future studies. We will travel a distance of more than 3,300 miles across the Atlantic Ocean or 5600 kilometers over a period of 13 days to accomplish this survey.


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Here is an image of the seafloor profile, created with an echo profiler along which we will examine with multibeam sonar on our voyage.

Notice the extreme vertical exaggeration (stretching of the vertical scale and compressing the horizontal scale). You will now analyze areas along this profile, with multibeam sonar, in order to find information about specific features by clicking on the appropriate label on the seafloor profile.

Take special note, in the areas listed below, of the range of water depths of each feature (if provided) and how the feature is formed

nearshore __________________________________ ______________________________________________________________________________ continental shelf _______________________________ _____________________________________________________________________________________________________________________

shelf break _________________________________ _____________________________________________________________________________________________________________________

Click at head of arrow for Nearshore


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continental slope _______________________________ _____________________________________________________________________________________________________________________

continental rise _______________________________ _____________________________________________________________________________________________________________________

abyssal plain _________________________________ _____________________________________________________________________________________________________________________

abyssal hills _________________________________ _______________________________________

seamount __________________________________ _______________________________________

mid-ocean ridge _______________________________ _____________________________________________________________________________________________________________________

rift valley __________________________________ _____________________________________________________________________________________________________________________


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transform __________________________________ _____________________________________________________________________________________________________________________

fracture zone ________________________________ _____________________________________________________________________________________________________________________ Draw a picture showing the relationship, as if you are looking down on a map, between orientations of the rift valley, transforms, and fracture zones.


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12. On to the Pacific Ocean – Leg 2 of Our Voyage – A Crossing of the Pacific Ocean - Creating a Seafloor Profile

We will now depart the ship in Lisbon and fly to San Francisco to board the R/V Melville of the Scripps Institution of Oceanography. You can rest in San Jose for a day before returning to sea for our traverse across the Pacific to Tokyo. This distance between San Francisco and Tokyo is 5200 miles or 8700 kilometers and will take 19 days to complete on the R/V Melville. As you can see, the Pacific is a much larger ocean than the Atlantic and will take longer to cross on an oceanographic ship.

What are the Hawaiian Islands? ________________________ ______________________________________________________________________________ What is a trench (also called a deep-sea trench)? _______________________________________ ______________________________________________________________________________


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13. Differences between the Atlantic and Pacific Seafloor

Now that we have completed both transects, let’s do some science.

Describe how the profile of the seafloor in the North Atlantic is different from that in the North Pacific …….you should be able to draw these seafloor profiles if asked.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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14. Identify Seafloor Features off California

Modified from Original map by Lincoln Pratsen Label each of the following features on the map above a) the nearshore, b) continental shelf, c) shelf break, d) continental slope, e) abyssal plain, f) seamounts, and g) Monterey submarine canyon

Land


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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post any questions that you have on the material in the “Expedition Map of the World – Any Questions?” discussion area. An answer key is provided for this expedition as this material is covered on Exam #1

In order to receive credit for completing this expedition and have access to answer key,

Go to Desire2Learn Email and send “Bye Don”




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General Oceanography Name__________________ Geology 105 Expedition 7 - Commotion Beneath the Ocean Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Remember to use the worksheet to take notes just as if you were listening to a lecture! Many of the figures in this worksheet and the online expedition are derived from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. (http://pubs.usgs.gov/publications/text/dynamic.html)

Plate tectonics was a revolution in the earth sciences, which was launched by oceanographers. In this class we will use tectonics to examine:

• the formation and recycling of the seafloor and oceanic lithosphere, • formation of trenches, volcanic islands • motions of the seafloor • marine hazards, such as the locations of earthquakes and volcanoes

1. Introduction

Is the Earth a dynamic planet? _______ (yes or no)

Why or why not? __________________

______________________________

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey.


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2. The Theory of Plate Tectonics

What is continental drift? ________________________

_____________________________________________________________________________________________________________________

What is the name of the supercontinent? __________________ When did the continents last form a large, single continent? (circle the correct answer): a. 18,000 years ago b. 180,000 years ago c. 1,800,000 years ago d. 18,000,000 years ago e. before 180,000,000 years ago The breakup of Pangea resulted in the formation of the modern ocean basins as continental masses drifted apart, allowing seawater to flow between the land masses.

3. Formation of the Modern Ocean Basins

As the continents drift apart, new crust is formed beneath the sea to fill the space. The shorelines of which of the following pairs of continents can be easily seen to match up across an ocean (circle the correct answer): a. Australia and South America b. North America and Asia c. South America and Africa d. Eurasian and Antarctica

4. Evidence of Continental Fit

Evidence were used to support the hypothesis of the fit of the continents into Pangea • Some fossils match across oceans when continents are realigned with past

positions • Some rock types match across oceans when continents are realigned with past

positions • The distribution of ancient swamps and sedimentary deposits formed by ancient

glaciers align in proper places when continents are realigned into their past positions, just like pieces of a jigsaw puzzle.


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See diagram below



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5. Earth's Interior

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. List the layers within the Earth

_______________ _________________ _______________ _________________

6. Earth as a Heat Engine What is convection? _____________________________________________________________________________________________________________________

How does convection cause the movement of material within the Earth?

_____________________________________________________________________________________________________________________

Crust 0-50 km thick

0 (zero kilometers)


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Which layers in the Earth are involved in convection?

__________________ _________________ Draw a picture of convection within the earth

7. Mapping the Mid-Ocean Ridge System – one of the locations where heat escapes the earth

From National Geophysical Data Center http://www.ngdc.noaa.gov/mgg/image/2minrelief.html

Using a red pencil trace in the locations of the mid-ocean ridges

on the diagram above


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Below is a profile of the seafloor across the Atlantic Ocean – draw an arrow showing the location of the Mid-Atlantic Ridge?

8. On a Mid-Ocean Ridge - Know how the mid-ocean ridge system encircles the globe and

the locations of mid-Atlantic Ridge and East Pacific Rise

Figure on preceding page from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey.

Know locations of mid-ocean ridges !!!!!!!


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What are the mid-ocean ridges (circle the correct answer)? a. nonvolcanic mountains b. isolated mountains on the seafloor c. long chains of volcanoes that extend from one ocean basin to the next

Rift valley marking divergent plate boundary at mid-ocean ridge

9. Seafloor Spreading - Understand this concept! It will be on exam!

Make a simple, but very clear diagram illustrating the seafloor spreading

hypothesis

Include the motions of mantle convection in the diagram above. A portion of the earth’s mantle is in slow, constant motion, called convection, because:

a. the rocks are radioactive b. temperature of the crust alters the mantle c. temperature affects the density of the rocks, causing warm rocks to

be less dense with respect to cold rocks which are relatively more dense

d. temperature affects the density of the rocks, causing warm rocks to be more dense and cold rocks to be less dense

e. higher density rocks rise whereas lower density rocks sink Know about the formation of Earth's crust and its movement away from mid-ocean

ridges with time.


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What is meant by the term “marine magnetic anomalies” or sometimes called

seafloor magnetic stripes? __________________________ _____________________________________________________________________________________________________________________

10. Earth’s Magnetic Field

The magnetic field is generated by the electrical currents in the liquid outer core. -- You should know the direction and orientation of the lines of force of the Earth's magnetic field • Make a sketch of the Earth and surrounding lines of force of the magnetic

field (it is nearly a Dipole Field, similar to that of a bar magnet). These lines of force point outward from the southern pole (S) (+ pole), are nearly parallel to Earth's surface at the equator and point in, towards the interior of the Earth, at the northern (N) (-) pole.

Question -- The lines of force of the earth’s magnetic field: (circle correct answer)

a. point towards the north pole and are nearly parallel to the lines of longitude b. point towards the south pole and are nearly parallel to the lines of longitude c. point towards the North America and are nearly parallel to the lines of

latitude d. show no organized behavior or direction

Earth

N

S


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11. How has the Magnetic Field Changed Over Time

In the previous problem, you drew a picture of the lines of force of the Earth’s magnetic field as it is today (so-called normal polarity), now draw one showing the Earth’s reversed field (or reversed polarity) as it has been at many times in the past

12. Reading the Magnetic Patterns in the Ocean Basin

How are the marine magnetic patterns used as scientific evidence of seafloor

spreading?________________________________________________________________________ ______________________________________________________________________________


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13. The Plates

List and Know Names of at least 9 of the Major Plates

1. _____________ 2. _____________

3. _____________ 4. _____________

5. _____________ 6. _____________

7. _____________ 8. _____________

9. _____________

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. 14. More on the Plates

What is the lithosphere? __________________________

______________________________________________________________________________

What is the asthenosphere? _________________________ ______________________________________________________________________________


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Draw a picture showing a plate composed of the rigid lithosphere floating on the hot, mobile asthenosphere.

1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post any questions on this expedition under “Exped 7 – Commotion – Any Questions?” in Desire2Learn Discussions

In order to receive credit for completing this expedition and gain access to the answer key,





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General Oceanography Geology 105 Discovery Voyage on San Francisco Bay

Saturday September 29, 2012 7:40 AM to 12:00 PM (Noon)

Students will participate as scientists on a 4-hour marine research/education expedition with the Marine Science Institute on the R/V Robert G. Brownlee. During the voyage, students will work in teams sampling fish populations in the bay, determining water quality properties, analyzing plankton tows, and collecting and identifying samples of sediment and benthic (bottom-dwelling) organisms. Location of Marine Science Institute is shown on the map below (phone 650-364-2760 at the Institute). Detailed directions are given later in this worksheet. All data acquired during the cruise will become part of a scientific database on the ecological health of the San Francisco Bay-Delta-Estuary -- this is the real thing -- not play time (but fun)!


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What to bring and wear?

• Wear rubber soled shoes!!!!! Also shoes may get a little wet or muddy so do NOT wear your best pair.

• NO OPEN-TOED SANDALS ARE ALLOWED – NO FLIP FLOPS!

• Clothes may get some mud or fish scales on them -- so wear appropriate clothing - no

fashion statements!

• You may get a little wet and muddy as the students handle the fish, mud and water samples!

• Bring a jacket as it can be cold, if there is a wind.

• Wear your clothes in layers that can be removed or put back on -- it may be either

COLD or HOT even in the same day!

• Definitely bring a hat (maybe sunglasses) as it will be sunny plus a bright reflection off the water -- avoid SUNBURN!

• Bring SUNSCREEN! Here is a quote from a previous student “ "When Don tells

you to put on sunscreen... please do it!”

• It is OK to bring some snack food, but not lunch.

• Eat breakfast before boarding the ship (there are picnic tables at the dock and you will have a little time to eat prior to departure on the boat.

• Water and restrooms are available on the ship and at the dock


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Location

500 Discovery Parkway Redwood City, CA 94063-4715 (650)-364-2760 (phone) (650)-364-0416 (fax) Please do not use address to map a route on the internet. You will receive incorrect directions! From the North Bay: Take 101 South from San Francisco, heading toward San Jose. Exit off of Highway 101 at Woodside Rd./Seaport Blvd. As you exit, take Seaport Rd. toward the Bay (to the East). Take Seaport Rd. to Chesapeake Dr. and turn left on Chesapeake into the business park. Follow Chesapeake and turn left on Saginaw. Then turn right on Cardinal Way. Follow Cardinal Way all the way to the end. The Marine Science Institute is located in the offices by the American Flag.


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From the South Bay: Take 101 North from San Jose, passing the exit for the Dumbarton Bridge. Exit off of 101 North at Woodside Rd./Seaport Blvd. As you exit, take Seaport Rd. toward the Bay (to the East). Take Seaport Rd. to Chesapeake Dr. and turn left on Chesapeake into the business park. Follow Chesapeake and turn left on Saginaw. Then turn right on Cardinal Way. Follow Cardinal Way all the way to the end. The Marine Science Institute is located in the offices by the American Flag. From the East Bay: Take 880 South from Oakland to the San Mateo Bridge (Hwy 92). Cross the San Mateo Bridge and get on Highway 101 South toward San Jose. Exit off of Highway 101 South at Woodside Rd./Seaport Blvd. As you exit, take Seaport Rd. toward the Bay (to the East). Take Seaport Rd. to Chesapeake Dr. and turn left on Chesapeake into the business park. Follow Chesapeake and turn left on Saginaw. Then turn right on Cardinal Way. Follow Cardinal Way clockwise all the way to the end. The Marine Science Institute is located in the offices by the American flag.


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General Oceanography Name__________________ Geology 105 Expedition 8 – Plate Boundaries Beneath the Sea Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

Many of the figures in this worksheet and the online expedition are derived from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. (http://pubs.usgs.gov/publications/text/dynamic.html)

Remember to use the worksheet to take notes just as if you were listening to a lecture! 1. Introduction - Plate Boundaries

What are the three types of plate boundaries?

1. __________________ 2. __________________

3. ___________________ Draw a picture showing the plate motion at each type of boundary.


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This diagram illustrates how the seafloor is created at a divergent plate boundary by

seafloor spreading and recycled by subduction at convergent plate boundaries 2. Divergent Boundaries

As the plates spread apart, hot portions of the mantle rise up beneath mid-ocean ridges - The divergent plate boundary at a mid-ocean ridge is often called a spreading center (where plates spread apart)

List the characteristics of a divergent plate boundary

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You must know how the sea floor, oceanic crust and oceanic lithosphere are formed.


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3. Convergent Plate Boundaries

Subduction is the process of recycling of the seafloor and oceanic lithosphere as the latter sinks back into the earth at deep-sea trenches.

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. Why does the lithosphere sink back into the earth at trenchs, which form the surface trace of subduction zones? (think about this one)

a. lithosphere is always lighter than the asthenosphere b. the mantle is filled with gas

c. as the lithosphere moves away from the heat of the rift valley, it gets older and loses heat, ultimately giving it a higher density than the portion of the mantle which composes the asthenosphere

d. because warm lithosphere has a higher density than the portion of the mantle which composes the asthenosphere

Where an oceanic plate meets a continental Plate at a convergent plate boundary, the oceanic plate (when old) descends back into the earth’s mantle due to its high density (related to rock chemistry and temperature)


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Where ocean lithosphere subducts beneath a continental lithosphere, a volcanic arc is built on the overriding continental plate - For example, Mount St. Helens, an active volcano in the Pacific Northwest, lies within a volcanic arc extending from Washington, through Oregon and into northern California.

True or False There are no active volcanoes associated with a volcanic arc in

California. ____________________

Oceanic lithosphere can also subduct beneath oceanic lithosphere.


Oceanic Plate and Oceanic Plate - the older, colder plate sinks beneath the younger, warmer plate forming an island arc. U.S. scientists played a pivotal role in predicting the major eruption at Mount Pinatubo in the Philippines thereby saving many lives and preventing damage to U.S. equipment.


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What two features are formed on the seafloor by subduction? 1. _________ 2. ___________

Watch the recent eruption of one of these volcanoes in the southwest Pacific.

List the characteristics of a convergent plate boundary

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Transform Plate Boundaries

Note that the orientation of a transform plate boundary is parallel to motion between the plates

Transforms form staircase-like steps in divergent plate boundaries at the mid-ocean ridges (such as shown at the Juan de Fuca and East Pacific Rise in the diagram on the next page)

Draw a picture of a transform boundary where it offsets a mid-ocean ridge

Understand direction of plate movement across transform plate boundary Transform faults are very important to the people of California, since we live along the San Andreas fault system - our very own transform. This transform exerts a fundamental control on the shape of our coastline and life in California! You should


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understand that it runs along much of the length of coastal California from a divergent plate boundary in the Gulf of California in the south to Cape Mendocino in the north, which we will study in one of subsequent expeditions. Draw the outline of the state of California on the map!

Notice the position of Mendocino Fracture Zone, the Juan de Fuca Ridge and the subduction zone marking the convergent plate boundary (more on this in a subsequent expedition)

Very Important!


You should now about the plates on the surface of the Earth, their movements and the types of plate boundaries. You also know how the plates under the ocean are formed and recycled back into the Earth.


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5. Time to Review – Sometimes Scientists Need to Sit at Their desk and Review the Evidence


From the last two expeditions, you learned each of the following points about the Earth:

• The earth is a dynamic planet • Several lines of evidence suggest that the modern continents were once part of a

super-continent, Pangea, more 180,000,000 years ago • After WWII, seafloor mapping by oceanographers showed the existence of a global

network of mid-ocean ridges • Later work showed that the ridges were formed by long chains of active undersea

volcanoes, literally thousands of them -- forming a continuous feature on the seafloor from one ocean basin to the next

• Harry Hess proposed the concept of seafloor spreading that suggested that the Earth's crust under the oceans, and the uppermost part of its mantle, which together compose the lithosphere, was formed at the mid-ocean ridges by volcanism and that this layer spreads laterally away from the ridge on each side, thereby forming the seafloor

• Oceanographers next recognized an amazing, striped pattern of magnetism within the rocks (crust) below the seafloor in all of the ocean basins

• These magnetic patterns were mirror-images across the line of volcanism within the rift valleys of the mid-ocean ridges

• At the same time, scientists, working on land, showed that the directions of Earth's magnetic field had a history of flipping back and forth, i.e. the north magnetic pole became the south magnetic pole and vice versa (only the magnetic poles reversed position -- NOT the rotational or geographic poles!)

• Vine and Matthews took the record of magnetic reversals identified in volcanic rocks on land and matched it to the pattern of marine magnetic properties (striped


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pattern) - which supported Hess' seafloor spreading hypothesis -- it therefore appeared that the oceanic lithosphere should be older with greater distance from the center of the mid-ocean ridge where it first formed

• By matching the reversal history to the magnetic patterns under the sea, and assuming seafloor spreading, the age of a particular piece of oceanic lithosphere could be determined

• The rigid, strong surface layer of the Earth is composed of the lithosphere (between 80 and 300 kilometers-thick), which includes the crust and the uppermost part of the mantle

• The lithosphere forms the tectonic plates that ride over top the hot, mobile asthenosphere, which moves by convection (mantle convection) due to the great amount of heat stored within the Earth

• The boundaries between the moving plates include three varieties, depending on the plate motion, divergent, convergent and transform

• Plates move away from divergent plate boundaries, allowing molten rock to rise to fill the gap between the plates -- the cooling of the molten rock forms the lithosphere (plate) beneath the ocean.

• The rate of plate motion away from the divergent plate boundary can be determined by using the age of the oceanic lithosphere, from the marine magnetic anomalies, and the distance between the divergent plate boundary and the location of the marine magnetic anomaly

• Plates move towards convergent plate boundaries, allowing one of the plates to sink back into the Earth by a process called subduction -- thus the lithosphere beneath the ocean, known as oceanic lithosphere, is recycled

• The process of subduction also produces deep-sea trenches, which mark the deepest areas in the ocean, and highly explosive volcanoes that form volcanic arcs on continents and island arcs in the ocean along convergent plate boundaries (we will study the undersea earthquakes next week)

• The third type of plate boundary is the transform, where one plate slides horizontally by the other plate (motion is parallel to the plate boundary). Lithosphere is neither created or recycled, but is instead conserved Examples of transforms include the offsets (steps) in mid-ocean ridges and the San Andreas fault along California

Post any questions you have about the contents of this expedition in the “Exped 8 – Plate Boundaries – Any Questions?” in the Desire2Learn Discussion






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General Oceanography Geology 105 Name_____________________ Expedition 9 - The Seafloor at Birth

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). 1. Introduction Objective: In this expedition you will learn how to use some basic math, plus a few simplifying assumptions, to calculate the horizontal and vertical movements of the major plates of lithosphere that compose the rigid outer shell of the Earth. The movements of plates influence the shapes of seafloor features, the distribution of the major energy resources on the planet, and result in the tragic earthquakes and tsunamis that caused hundreds of thousands of deaths in the past three years alone. Let’s first make sure that you understand three critical features associated with the formation and recycling of the seafloor.

What is the lithosphere?

_______________________________________ _______________________________________ What is the asthenosphere?

_______________________________________ _______________________________________ What are the three types of plate boundaries?

_______________________________________ _______________________________________ _______________________________________

1. Plate Motion

What is meant by the use of the term "relative plate motion?" ______________________________________________________________________________


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What is meant by the term "absolute plate motion?"

______________________________________________________________________________

Do plates move vertically too? (uplift or subsidence) - more on this later

_______________________________________ 3. Plate Motions and Boundaries

a. As we learned in the previous expedition, there are only three types of plate

boundaries

Divergent Convergent Transform

Let’s next apply what you have learned on the next page………….


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b. Cut out the triangle below but try to keep the remaining sheet of paper in one piece. First examine the arrow on the triangular-shaped plate A showing the direction of relative plate motion with respect to plate B (the plate surrounding plate A).

c. Put the triangle back into the hole and move it in the direction of the arrow on plate A d. Label the types of plate boundaries that surround plate A (convergent, divergent,

transform)

Plate A

Plate B


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4. Example 2 Next, in the diagram below, cut out only the black triangle, return the black triangle to the hole and move it in accordance to the following rules: away from divergent, towards convergent, or parallel to transforms)

Draw an arrow on Plate B showing the direction of relative plate motion.

What type of plate boundary is located along the diagonal line?

____________________________________


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5. Review of Plate Boundaries Answering the following questions about in order to describe characteristics of divergent,

convergent, and transform plate boundaries:

Seafloor Features and Plate Boundaries

What is name of seafloor feature at a DIVERGENT plate boundary? __________

What is name of seafloor feature at a CONVERGENT plate boundary? __________ Status of Lithosphere at Plate Boundaries

What happens to the lithosphere at a DIVERGENT plate boundary? ___________

What happens to the lithosphere at a CONVERGENT plate boundary? __________

What happens to the lithosphere at a TRANSFORM plate boundary? __________ Plate Motions and Plate Boundaries

What is direction of plate motion a DIVERGENT plate boundary? ____________

What is direction of plate motion a CONVERGENT plate boundary? ___________ What is direction of plate motion a TRANSFORM plate boundary? ____________ Plate Process and Plate Boundaries What is the name of process that forms the plates at a DIVERGENT plate boundary?

_______________________ What is the name of process that recycles the plates at a CONVERGENT plate boundary?

_______________________ Volcanoes and Plate Boundaries

Are there volcanoes at a DIVERGENT plate boundary? __________

Are there volcanoes at a CONVERGENT plate boundary? __________

Are there volcanoes at a TRANSFORM plate boundary? __________ Earthquakes and Plate Boundaries

Are there earthquakes along a DIVERGENT plate boundary? __________

Are there earthquakes along a CONVERGENT plate boundary? __________

Are there earthquakes along a TRANSFORM plate boundary? __________


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6. Rates of Seafloor Spreading

On the diagram below draw a line showing the location of mid-Atlantic ridge, which marks the site of seafloor spreading (and therefore seafloor creation) beneath the Atlantic Ocean (remember Africa and South America were once connected and have since split apart)

Below you see a profile of the seafloor across the mid-Atlantic Ridge (like we examined in one of the previous expedition) between points A and B in the map above.

A B Use the distance and age of the oceanic crust at point B to calculate the average half rate of sea floor spreading, which formed the south Atlantic Ocean basins over the past 64 million years (age of oceanic crust beneath arrows under 64 my symbol) .

_____________________________________ Remember rate of motion equals distance divided by time

(leave answer in kilometers per million years) What type(s) of data would allow you to determine the age of the oceanic crust, as shown

in the profile across a mid-ocean ridge in the diagram above?_____________

_________________________________________

A

African Plate

South American Plate

South Atlantic Ocean

Equator B


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7. Full Rates of Seafloor Spreading

If you were to multiply your "half-rate" answer to the previous problem by 2, you would then have the full rate of seafloor spreading, which is also the relative rate of motion of one plate away from the other plate or, in this example, the motion of the African plate away from South American plate. Clearly we are making a simplistic assumption here….that the amount of plate created on one side is the same as that on the other side of the rift valley….this is not always true.

Now you calculate the rate of motion of the African plate away from the South

American Plate ____________________________

Next, calculate the rate of motion of the South American Plate away from the

African Plate_______________________________(same but in opposite direction) Once again remember => Rate of motion = distance divided by age Rate=distance/age

Yes, it is the same rate of motion (or speed), but in the opposite direction!


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8. Formation of South Atlantic Basin If you to measure the width of the Atlantic Ocean (see double-headed arrow below) near the equator you would find it to be nearly _____o of longitude.

W 60o 50o 40o 30o 20o 10o 0o 10o 20oE

Knowing that 1o equals 111 kilometers (km is the symbol), estimate how many years were required for the Atlantic basin to reach its present width at the equator due to sea floor spreading.

__________________________________________________________________________________

kilometers = kilometers per degree x number of degrees of longitude

This age coincides with the time of the continental breakup of North America from Eurasia, and Africa from South America (remember continental breakup in earlier expedition).

African Plate


South Atlantic Ocean

Equator


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9. Life Cycle of Lithosphere Summarize the life cycle of the oceanic lithosphere based on seafloor spreading and subduction.

_______________________________________ _______________________________________ _______________________________________ _____________________________________________________________________________________________________________________

10. Science – Pseudoscience - Required Desire2Learn Discussion

This required discussion will address required learning outcome #2 for all Area R course at SJSU, that students must be able to distinguish between science and pseudoscience. Listen to video and audio clips about science and pseudoscience and do some outside research. Take any notes you wish in the space below.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Write a short discussion in which you distinguish between science and pseudoscience and post it in “Exped. 9 – Science versus Pseudoscience Discussion” in Desire2Learn.

The initial posting should be approximately 325-375 words long (about 17-20 sentences). Postings less than 325 words will receive a 5 to 25 point deduction, depending brevity of posting. Exceeding 375 words in posting may result in a 5 point penalty.

You will be graded on the quality of your writing and the content of the posting. The students in the class will divided into discussion groups of 6-8 students. Remember that you are required to reply to at least one other member in your group. The required reply to the posting of another student should be approximately 50-75 words long (about 4 to 5 sentences). The original posting AND subsequent reply MUST BE SEPARATE POSTINGS in the discussion.

Also, remember to write in your own words – do not plagiarize by copying text from other web sites!


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Remember to post any questions that you may have at the “Exped 9 Seafloor at Birth?’” discussion. Your posting in the required discussion takes the place of the “Bye Don” email for this expedition.


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General Oceanography Name___________________ Geology 105 Expedition 10 - Whole Lotta Shakin' Goin' On

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

Objectives: Learn about the global distribution of earthquakes and volcanoes in both space and time, which is central to our understanding of plate tectonics, the formation of the seafloor, movement of the lithospheric plates, and interactions at the boundaries between plates. The movement of the seafloor, caused by underwater earthquakes poses significant threat to communities along coastal California.

Information The images of epicenters in this expedition were derived with the computer program SEISMIC/Eruption (version 1.2). The author of the program, Alan Jones (http://www.geol.binghamton.edu/faculty/jones/), provides this software for free -- it is pretty cool.

Important terms and concepts for you to understand for mid-term exam are underlined and contained in the questions and maps.

1. Introduction

The screens that follow will show the distribution of the surface locations of earthquakes, or epicenters. We will see that most of these earthquakes are located under the sea or along the coasts -- corresponding to the location of plate boundaries.

Earthquakes occur within the Earth down to a depth of 670 kilometers, in other words in the crust or upper mantle…. in fact, only in the lithosphere. The diagram below shows how the location of the earthquakes within the earth is projected upwards, towards the Earth surface, to determine the location of the epicenter.

Earthquake

Epicenter


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2. Global Distribution

A map of the world's topography will be displayed on the screen.

• Take note of the symbols for the various sizes of earthquakes (along left margin of graphic -- larger magnitude - larger dot size),

• The depths of earthquakes, below the surface of the Earth, are given by the color of the dot ,

• Locations of volcanoes are shown by triangles

• The large number of earthquakes, more than 50,000 since 1960 with magnitudes greater than 5, and volcanoes are testaments to the dynamic nature of the Earth

Are the earthquakes distributed randomly about the earth's surface or do they

occur in specific regions?

____________________________________ Earthquakes can only occur in "strong rock" where stresses (forces) can build up to the point to cause the material to fracture, thereby sending seismic waves through the Earth…..and strong rock only is found in the rigid lithosphere…deeper in the Earth the temperatures are too high allowing the rocks to flow rather than fracture.

3. Undersea Earthquakes and Plate Boundaries You now see the boundaries between the major plates of lithosphere that compose the outer rigid shell of the earth. The plates are composed of the crust and the upper 50 kilometers or so of the mantle. This outer shell is on average between 80 to 100 kilometers thick beneath the oceans, but is much thinner at the mid-ocean ridge where the oceanic lithosphere and sea floor of the abyssal plains are created by sea floor spreading. The lithosphere under the continents (continental lithosphere) is much thicker than under the oceans, reaching a thickness of 125 kilometers to 200 kilometers, although its base is poorly defined by seismological analyses beneath many continents.

How does the distribution of earthquake epicenters compare to the locations of the boundaries between the plates?

_______________________________________


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Why is this the case? ____________________________________________________

_____________________________________________________________________________________________________________________

The distribution of many mountain ranges, both on land and offshore, follows the distribution of modern and ancient plate boundaries. Clearly the plate boundaries mark sites of plate deformation and upheaval.

In a previous expedition you located nine of the plates, such as the North American, South American, Eurasian, African, Pacific, Indian-Australian, and Antarctic. These are only a few of the major plates in this picture.

4. The Pacific Ring of Fire

So many earthquakes -- they are everywhere around Pacific Rim Draw a rough sketch of the distribution of the epicenters around the Pacific

and label the continents on your sketch. Include the location of seamount chain which extends northwest from the Hawaiian Islands, and bends to the north; this string of volcanoes (active on the Big Island and inactive elsewhere) is the Hawaiian-Emperor seamount chain. Draw in location of Tokyo and San Francisco on map.

Where are the largest magnitude earthquakes located? (Use size of dots)

______________________________________

North America

Hawaii

Emperor Seamounts

Asia

Australia

New Zealand

South America

Japan


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The locations of deep earthquakes in the western and northern Pacific, down to as deep as 670 kilometers within the Earth, lie along the western edge of the Pacific Plate -- from Russia southward to New Zealand. The depth of these earthquakes, combined with the rapid northwest movement of the Pacific plate (remember problems at end of the expedition on plate motions) provide evidence that the plate is being pulled to the northwest by slabs of lithosphere that sink down subduction zones in the western Pacific. Oceanic lithosphere, because of its high density when it gets old and cold, sinks back into the mantle at subduction zones along convergent plate boundaries. Thus the Pacific plate is created at mid-ocean ridges along its eastern margin at the East Pacific Rise and Juan de Fuca Ridge, travels to the northwest and ultimately is recycled into the Earth by subduction along its western and northern boundaries. For the subduction process to take place how must the density of the

lithosphere compare to the density of the asthenosphere?

____________________

How might the density of the oceanic lithosphere change with age? ______ _______________________________________

(Hint: consider the effect of temperature on density - remember it floats on the asthenosphere when it is hot and young)

How deep are the deepest earthquakes around the Pacific? _____________

5. The Ring of Fire and Convergent Plate Boundaries

The distribution of earthquakes and volcanoes around the Pacific Rim is known as the Ring of Fire and outlines the region of some of the largest earthquakes ever recorded. This ring of earthquakes coincides with a ring of active, explosive volcanoes (triangles), such as Mount Pinatubo (and many others) in the Philippines, the volcanoes in Japan and Alaska, Mount St. Helens, Mount Shasta, and Mount Lassen in the northwest U.S. (including California), and the volcanoes located throughout Mexico, Central and South America.

Mt. Shasta in Northern California

Also, take note of the shallow earthquakes along the East Pacific Rise (the mid-ocean ridge in the eastern Pacific).


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6. Earthquakes Below the Atlantic Ocean The boundary in the middle of the Atlantic Ocean separates the North American and Eurasian plates and lies along an underwater volcanic mountain range called the Mid-Atlantic Ridge. This boundary is composed of north-south oriented divergent boundary segments, which are sites where oceanic lithosphere is created by seafloor spreading, and east-west-trending transform segments marking regions where the plates slide by one another. Transform plate boundaries in ocean basins extend laterally into fracture zones, which are not fault zones, but instead mark the boundaries between oceanic crust and lithosphere of different ages within the same lithospheric plate. Describe three ways that the earthquakes beneath the Atlantic Ocean differ

from that shown beneath the Pacific Ocean?

1. ___________________________________ 2. ___________________________________

3. ___________________________________ Why are the earthquakes shallow in the middle of the Atlantic and what does this information say about the thickness of the lithosphere at mid-ocean ridges? (remember that earthquakes only occur in the rigid lithosphere)

_____________________________________________________________________________________________________________________ Why are there few earthquakes along the margins of eastern North American or western European continents?

______________________________________________________________________________


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7. Earthquakes and Plate Boundaries Beneath the Atlantic Ocean

Examine the sketch below looking down on two divergent plate boundary segments that are connected by a single east-west trending transform fault.

You are looking down on the seafloor. Note the fracture zones that extend away from the ends of the transform faults. Put arrows on your diagram showing the direction of plate motion (remember that plates move parallel to transform faults and away from divergent plate boundaries).

To explain the formation of the fracture zone, find the X on the north side of the fracture zone on the right side of the diagram and the Y directly across from the X, on the other side of the fracture zone

Which letter lies on the older oceanic crust (hint: greatest distance away from divergent plate boundary at which it was formed) ? __________ Which letter lies on the colder oceanic crust? (hint: older crust has had more time to cool off since its formation by seafloor spreading) __________ Which letter lies on oceanic crust of greater density? (hint #1: density equals mass divided by volume; hint #2: colder crust shrinks a tiny bit in volume but the mass remains the same) ___________ Considering the water depth generally increases with distance from the divergent boundary, which letter lies at a greater water depth along the sea floor? __________

We can quantify the water depth versus oceanic crustal age using basic statistics, called a regression equation, which relates the water depth of the seafloor to the age of the underlying oceanic crust.

Divergent

Divergent

Transform

African Plate

Fracture Zone


Fracture Zone

X

Y


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D=2500 + 350 T1/2 where D is water depth in meters

and T is the age of the ocean crust in millions of years Sciences is often about making, and subsequently, testing predictions, so let's use the regression equation above to make a prediction -- predict the water depth you would expect to find above 16 million year-old oceanic crust?

D = 2500 + 350 (16)

1/2 => D = 2500 + 350 (4) D = 2500 + 1400 = 3900 meters !!!!!!!!!!!!!!!!!!!!!! this would be the water depth 16 million

years after the crust formed by seafloor spreading Let's go the opposite direction…….. With our echo profiling system, we measure a water depth of 3900 meters to the

seafloor and I ask:

"What is the predicted age of the underlying oceanic crust?"

3900 = 2500 + 350 (T)1/2 where T is the age of the oceanic crust (in millions of years)

Let's solve it……… First subtract 2500 from both sides 3900 - 2500 = 350 (T)1/2

Next, Divide both sides of equation by 350 3900-2500 ------------- = (T)1/2 Finally square both sides of equation 350 (1400/350)2 = T

(4)2 = 16 million years = T

-- for the age of oceanic crust beneath waters that are 3900 meters deep Practice with the following examples -- Similar problems may be on exam!!!! Predict the water depth of 9 million year-old oceanic crust?


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Next, estimate the age of oceanic crust with a water depth of 4250 meters?

Predict the water depth of 45 million year-old oceanic crust?

Examine the distribution of earthquakes again. Why are there few, if any, earthquakes located along the fracture zones in the Atlantic? (hint: (hint: is a fracture zone a plate boundary?)?

______________________________________________________________________________

8. The Great Alaskan (1964 Good Friday) Earthquake

The large magnitude event (9.2) was the largest earthquake recorded in the U.S. during this century, and occurred on Good Friday in 1964. Note the location of the plate boundary, which marks the Aleutian Trench and the gray triangles marking the volcanic arc -- What type of plate boundary is located here? __________________

9. A Vertical Slice through a Convergent Plate Boundary

Here you see a vertical slice through the Aleutian subduction zone.

Here you see a vertical slice through the top 200 kilometers of the Earth's surface in Cook Inlet oriented with southeast on the right and northwest on the left. The axes on this plot are in kilometers.


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Make a drawing of the earthquake distribution with an outline of the subducting Pacific Plate and the overriding North American plate. -100 -50 0 50 +100 Notice the distribution of earthquakes with depth. The dipping region of earthquakes shown here is called the Wadati-Benioff Zone or just Benioff Zone. These earthquakes show the oceanic lithosphere of the Pacific plate sinking back into the asthenosphere by the subduction process. The shallow earthquakes in the upper right corner are located near the Aleutian Trench, which marks the boundary between the North American and Pacific plates along the sea floor. This type of plate boundary is known as a convergent plate boundary.

10. Ooooh....Ah!!!! 3-D Look

Now you can see the geometry of the subducting oceanic lithosphere of the Pacific plate in 3-dimensions.

11. California Earthquakes and Plate Boundaries

Here we see the distribution of earthquake epicenters along California. The locations of earthquakes along the coast of central and northern California mark the San Andreas fault system, which is a transform plate boundary between the Pacific and North American plates along California between San Diego and San Francisco.

What type of plate boundary lies beneath the ocean only a few miles to the west of San Francisco? ____________________________________________________


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12. Are You Prepared for Another 1906 Event? How have you prepared for the next major earthquake in bay area? ____________________________________________________________________________________________________________________________________________________________________

13. Mendocino -- Three Plates in Contact

The high concentration of earthquakes at Cape Mendocino marks the boundary between three plates, the North American plate to the east, Gorda (partially enclosed by the yellow line) lying to the west of Oregon, Washington and northern California, and the Pacific plate to the west of California. The Gorda plate is considered by some people to be the southern part of the Juan de Fuca plate (mentioned in “Commotion beneath the Ocean” expedition). The intersection of three plates occurs at a point known as a triple junction.

Draw on the diagram below: • the location of the triple junction, • the type of each plate boundary on the map, and • the names of the plates.

Pacific Ocean

California

Oregon

Washington

Top of Map on WWW Site

Cape Mendocino Bottom of Map on WWW Site

SF Bay Area


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Notice that there are many earthquakes within the Gorda Plate -- is this deformation consistent with our discussion of rigid plates in plate tectonics?

_________________________________ Are there many earthquakes along the eastern boundary of the Gorda Plate?

______________________________

What type of plate boundary lies along the eastern boundary of the Gorda Plate? ?

_____________________________ 14. Could It Happen Here?

What two observations are surprising about the distribution of earthquakes along the plate boundary that is closest to the coasts of Oregon and Washington?

____________________________________________________________________________________________________________________________________________________________

The eastern boundary of the Gorda and Juan de Fuca plates has been the site of devastating “megathrust” earthquakes in the past, similar to those that occurred in Alaska in 1964 and the Indian Ocean in 2004. How are scientists studying the threat of a “megathrust” earthquake and subsequent tsunami along Washington, Oregon and California?

1. ____________________________________

2. ____________________________________

3. ____________________________________


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15. 2011 Japan Earthquake – Take Notes on the significance of this earthquake

a. Where did it occur? _______________________________ b. What is the type of plate boundary along which this earthquake occurred?

____________________

c. What was the magnitude? ___________________ d. What is the seafloor feature in region? ________________________ e. Have destructive earthquakes in this region before? If so, when?

_____________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Any Questions in “Exped. 10 Shakin – Any Questions” Desire2Learn Discussion In order to receive credit for completing this expedition and gain access to the answer key,

Go to Desire2Learn Email and send “Bye Don” • “End Expedition 10” in Subject Line. (VERY IMPORTANT) • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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General Oceanography Name___________________ Geology 105 Expedition 11 – Tsunamis – Past, Present, and Future?

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

Objectives: Learn about the past tsunamis and the potential for a major tsunami along coastal California. 1. Introduction – What is the objective of this expedition?

______________________________________ _______________________________________

2. 1964 Great Alaska Earthquake (from the last expedition) and Tsunami

Let’s first re-examine a portion of what we learned in the previous expedition. Question 1: In addition to the death and destruction caused in Alaska, this earthquake resulted in the deaths of 12 people as far away as Crescent City in northern California. How? __________________________________ Examine the tsunami generation animation in the upper right-hand corner of the page in great detail – Make 3 observations based on the animation

1. ______________________________________ _______________________________________

2. _____________________________________ _______________________________________

3. _____________________________________ _______________________________________


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A tsunami (seismic sea wave) is generated by movement of the seafloor – this wave travels at frightening speeds. The wavelength (distance between two successive crests) of a tsunami wave is many hundreds of kilometers and can therefore be modeled as a "shallow water" wave.

The approximate speed (S) of a "shallow water" wave is given by the square root of the product of the gravitational acceleration (g), and the water depth (d):

S = (g x D)1/2 where g = 9.8 meters per second2

What is an average water depth of the abyssal plain for the Pacific Ocean?

_________________ meters (see previous expedition “Map of the World” – for depth of the abyssal plain)

Next, calculate the average speed of a tsunami traveling between Alaska and San Francisco? (Leave your calculation in meters per second)

If we were to convert your answer to miles per hour -- it would be over 500 miles per hour as fast as a 747 Jet airliner traveling between San Francisco and Tokyo Japan. Assume that the distance between the epicenter of the 1964 Alaskan earthquake and San Francisco is approximately 2000 miles, how long after the earthquake did it take for the tsunami to strike San Francisco?

The largest earthquake measured this century killed several thousand people in Chile in 1960, 61 people in Hilo, Hawaii, 16 hours later, and more than 200 in Japan less than 24 hours after the earthquake.


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Tsunamis have killed hundreds of thousands of people in the past decade. Later in this expedition, you will learn about the tragic Indian Ocean tsunami in 2004 and the Japan earthquake and tsunami in 2011.

Examine the tsunami runup animation in great detail – Make 3 observations based on the animation

1. _____________________________________ _______________________________________

2. _____________________________________ _______________________________________

3. _____________________________________ _______________________________________

3. The Tragic 2004 Indian Ocean Earthquake and Tsunami

Listen closely to the scientific description of the movement of the seafloor and characteristics of the tsunami – record three key points in National Public Radio's Undersea Fault-Line Rupture Spawned Huge Tsunami

1._____________________________________________________________________________2._____________________________________________________________________________3.______________________________________ _______________________________________


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View the animation of the tsunami in the Indian Ocean produced by Steve Ward at UCSC. The run up heights are elevations reached by tsunami, for example Banda Aceh, near the epicenter, the wave reached elevations of 12 meters high or 40 feet high; recent observations at Banda Aceh suggest that it was much, much higher!)

List two observations based on this animation:

1. _____________________________________ _______________________________________ 2. _____________________________________ _______________________________________

Next examine the propagation of the tsunami through all of the world’s oceans (created by Vasily Titov from NOAA) Make 3 observations based on this animation:

1. _____________________________________ _______________________________________ 2. _____________________________________ _______________________________________ 3. _____________________________________ _______________________________________

4. Studying Tsunamis

Watch Tsunami Alerts from the PBS News Hour to learn about how scientists are studying tsunamis (you can begin reading the transcript while waiting for the video segment to download – it takes a while – be patient) -- Describe how scientists are studying tsunamis:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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5. Deploying Instruments on the Seafloor to Detect Tsunamis at Sea Examine the video and animation - Use the space below to add to your answer about “How are scientists studying tsunamis?” by describing and then diagramming at DART system used to detect tsunamis at sea.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Tracking a Tsunami Across the Pacific – Japan 2011 Earthquake

What type of plate boundary lies in this area?

__________________________________________________________________________________

How was this tsunami tracked across the Pacific?

__________________________________________________________________________________

What is the significance of this scientific research?

__________________________________________________________________________________


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7. The Japan 2011 Tsunami – Take notes of the major points in this video, then post two of them in the discussion area for the Expedition in Desire2Learn.

_____________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________

8. Let’s Return to Our Discussion on Mendocino Triple Junction and the “Hidden Fury”

Posed the Cascadia Subduction Zone We observe a convergent plate boundary along northern California, Oregon, and Washington without major earthquakes (at least recently). Make a hypothesis about the potential for a major tsunami in the region. _____________________________________________________________________________________________________________________________

9. Unearthing Proof of 1700 Great Earthquake and Tsunami

Listen to the story in Unearthing Proof of a Tsunami, which presents an update of the research discussed in the newspaper article and place this research in light of the tragedy of the recent Indian Ocean tsunami – this segment may contain additional pieces of evidence to add to your list in the previous question.

What is the evidence for a tsunami exposed in the river bank?

__________________________________________________________________________________


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How does a buried leaf provide evidence of tsunami?

__________________________________________________________________________________ How does the black or dark gray line in mud provide evidence of tsunami?

__________________________________________________________________________________ How did scientists to find additional scientific evidence of a tsunami along the Cascadia subduction zone in 1700?

____________________________________________________________________________________________________________________________________________________________________ _________________________________________

How has the scientific view of the earthquake and tsunami hazard posed by the Cascadia subduction zone change over the past three decades?

____________________________________________________________________________________________________________________________________________________________________ _________________________________________ Would you be concerned about these observations if you were a resident of Seattle or Portland or Ocean Beach (San Francisco)? Why or why not?

___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________


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10. Tsunami in 1700 Animation

View an animation of a model of the 1700 great earthquake off the Pacific Northwest.

What are you learning about tsunamis from this animation?

___________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Go to Desire2Learn Email and send “Bye Don” • “End Expedition 11” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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General Oceanography Name___________________ Geology 105 Expedition 12 – Dive & Discover Explorations of the Seafloor This expedition should take about 2 hours to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objectives: In this expedition, we will examine an incredible marine ecosystem, which was

unknown 25 years ago. The discovery changed our understanding of life on this planet and elsewhere in the solar system.

This expedition is synthesized from the great resources available at:

• the Dive and Discover web site (http://www.divediscover.whoi.edu) • NOAA/PMEL’s OceanExplorer Site - Submarine Ring of Fire 2002 - Explorer Ridge

(http://oceanexplorer.noaa.gov/explorations/02fire/welcome.html) • NeMO (New Millenium Observatory Site) site at

(http://www.pmel.noaa.gov/vents/nemo/) 1. Introduction – Welcome to Our Dive into an Underwater Volcano

Examine the video and photographs of these amazing creatures living in hot springs in underwater volcanoes! We will venture inside an active, underwater volcano along a mid-ocean ridge, the Juan de Fuca Ridge off Oregon and Washington, to view bizarre organisms that were discovered by accident during a dive with the submersible Alvin in 1977. Indeed a geologist looking for underwater hot springs, discovered what may be one of the most important biologic discoveries of the century that is turning upside down our view of life on this planet and elsewhere in our solar system. This community of organisms thrives in what would be considered, by all other organisms, a hostile, inhospitable and extreme environment. The temperatures encountered by these organisms vary from 0 to 400oC with incredible pressures, and it is dark except for an occasional low-level glow from flows of lava, toxic waters beyond belief (hydrogen sulfide), volcanic eruptions and earthquakes....to name just a few environmental conditions. Yet life survives, even thrives....possibly for several hundreds of millions of years (fossils of these organisms have been found in Russia that are 400 million years old).


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2. The Setting – Plate Tectonics and Seafloor Spreading - Earth’s Oceanic Crust

How is the seafloor and the Earth’s crust constantly forming at the bottom of the sea, along a volcanic mountain range, called the mid-ocean ridge?

_____________________________________________________________________________________________________________________

3. Let’s Begin Our Research Expedition!

Let’s board the ship and steam towards the survey site located off Washington. We have already generated a map of the seafloor using a multibeam sonar system attached to the bottom of our ship. Let’s next create a detailed map of a small portion of the mid-ocean ridge off Oregon and Washington consisting of the Juan de Fuca Ridge and the Explorer Ridge.

We will first use an Autonomous Benthic Explorer, more commonly known as ABE, which is the first underwater robotic vehicle of its kind. ABE was designed and built at the Woods Hole Oceanographic Institution (WHOI) in the mid 1990’s. ABE weights approximately 1200 pounds and is a little over 2 meters long. ABE's top cruising speed is 2 knots.” (from NOAA’s OceanExplorer site).


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Where will you study the vents?

________________________________________________________________________________ Describe how you acquired the data to find the underwater volcanoes? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Objective – Where are the Individual, Active Volcanoes Along the Mid-Ocean Ridge?

Once we have collected the seafloor mapping data with ABE, let’s produce animations of “flying over” the seafloor. Use these animations to identify the seafloor volcanoes, above which we will begin studying the overlying waters to see if these are sites of active hot springs.

Describe how you used visualization methods to examine the seafloor in the vicinity of the mid-ocean ridge to locate potential regions of hydrothermal vents? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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5. Objective – Where are Hot Springs Within the Underwater Volcano?

Next let’s use water bottles to collect water samples, deep in the ocean, over top the mid-ocean ridge, and an instrument known as a CTD (conductivity-temperature-depth), which will allows us to study the properties of the seafloor to see if there is evidence of temperature anomalies or suspended particles that may indicate the presence of plumes associated with hydrothermal activity (hot springs) in this region.

Describe how you sampled the seawater to study the hot plumes of fluids coming from the vents? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Where are the Best Places to Dive with the Submersible ROPOS?

Describe how you examined the properties of the seawater to study the hot plumes of fluids coming from the vents? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Objective - Let’s Begin the Next Phase of Our Study:

What vehicle will you use to study the vents?

__________________________________________________________________________________


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8. Preparing to Dive

How far below the sea surface will ROPOS descend before reaching the seafloor?

______________________ 9. Hell Vent

What is this feature called? ______________________

How is this feature formed? ___________________________ __________________________________________________________________________________

10. Measuring the Vent Temperature

How hot can the water temperature reach coming from a vent? _______________ 11. On to Inferno Vent 12. Flame Illusion

Why does not the seawater boil if it is more than 350oC at the vents?

___________________________________________________________________________________________________________________________


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13. What is the “Plumbing” of the Vents? What is the Source of the Vent Fluids?

How is the chimney built around a hydrothermal vent (go through the numbers on diagram above)?

1. _________________________________________

2. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. _________________________________________

___________________________________________________________________________________________________________________________

4. _________________________________________

____________________________________________________________________________________________________________________________________________________________________


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14. Sampling the Vent Fluids

What is different at this vent than previous observation at a black smoker?

___________________________________________________________________________________________________________________________

15. Vent Ecosystem - Click on each part of the diagram to learn about the vent ecosystem

Tubeworms Describe the relationship between the tubeworms (Riftia sp.) and the bacteria?

_____________________________________________________________________________________________________________________


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Describe the Microbes (Bacteria) What is the significance of the microbes (bacteria) in this ecosystem?

________________________________________________________________________________________________________________________________________________________________ Describe the Mussels & Clams

____________________________________________________________________________________________________________________________________________________________

How are clams like mussels and tubeworms (with respect to the bacteria)?se sme ________________________________________________________________________________ Describe the Crabs and what is their role in this ecosystem? ________________________________________________________________________________________________________________________ Describe the Zoarcid fish and what is their role in this ecosystem?

________________________________________________________________________________________________________________________


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16. Other Heat-Tolerant Worms

Are tubeworms the only worms at hydrothermal vents?

________________________________________________________________________________

17. Return to the Surface

18. History of First Discovery with Diving with Bob Ballard

What are the dangers of diving near vents?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

19. Photosynthesis and Chemosynthesis - Go through the numbered diagrams

What is meant by chemosynthesis and how is this process different from photosynthesis?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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What role does hydrogen sulfide (H2S) play in providing energy to the chemosynthetic bacteria?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. Symbiosis

What is meant by a “symbiotic” relationship between the worm and the bacteria (and how do both organisms benefit)?

___________________________________________________________________________________________________________________________________________________________________________________________________ How do tubeworms get their energy to survive?

____________________________________________________________________________________________________________________________________________________________

What is the significance of Archaea?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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21. Deep Sea Find that Changed Biology

Learn how geology, biology and oceanography combine for one of the most exciting scientific discoveries of the last century.

22. Extraterrestrial Life?

Why are vents important to study?

____________________________________________________________________________________________________________________________________________________________________

What are the implications of vent studies for life elsewhere in the universe?

____________________________________________________________________________________________________________________________________________________________________


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Post any questions under the “Exped 12 Dive – Any Questions?” in Desire2Learn Discussions


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Go to Desire2Learn Email and send “Bye Don” • “End Expedition 12” in Subject Line. (VERY IMPORTANT) • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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Exam #1 Review Sheet Covering Material on Expeditions 5 through 12

Date of Exam is Given in Greensheet Once students begin exam, they will have 100 minutes to complete it. Please contact instructor if you wish to reschedule time of the exam or if you have registered with the Learning Disability Resource Center on campus and require modifications to the format of the exam. The exam will probably consist of between 15-20 multiple choice questions and one or two essay questions. You should check your completed expedition worksheets against the online expedition answer keys before exam opens as all expedition webpages and answer keys will be removed from the web site. Please do not request to view expeditions or answer keys after this time. Although exam is open book and open notes, you should study as if it was a closed book, closed note exam given in a classroom. Students typically say that my exams are hard and cover quite a bit of material – so be prepared to work hard on exam. YOU WILL NOT HAVE ENOUGH TIME TO LOOK THROUGH YOUR WORKSHEETS FOR EVERY PROBLEM - in fact if you need to look at your notes for even half of the problems, then you will not finish exam and lose valuable points Looking back over the years, here is a general distribution of the scores:

1) about 20% of the students earn a score of 90% or higher, 2) about 20% of the students earn score of 80-89% of the total points, 3) about 20% of the students earn between 70-79% of the points, 4) about 20% of the students earn between 60-69% of the points 5) about 20% of the students earn less than 59% of the points (not passing)

These percentages were true even in my classroom sections of the course. Here are some helpful hints: 1. First finish all expeditions two days before exam is scheduled and compare the

answers on your expedition worksheets to the online answer keys.


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• You should make a sheet with all equations and how they are used in various types of problems – the equations ARE NOT given on the exam.

• You should make sure that your notes and worksheets are well organized and

easy to read, perhaps with tabs marking expedition numbers. 2. Two days or nights before exam, you should spend 4 hours, possibly more,

reviewing your completed expedition worksheets, reading assignments, and additional notes in order to identify any uncertainties in your notes or knowledge. You can then post any questions that address these problems in the appropriate Desire2Learn discussion, so they can be answered by your fellow students or by me.

3. Next, the day or night before exam, you should spend another 5-6 hours,

minimum of 1 hour per expedition, committing the material to memory just as if this was a “closed notes, closed book, classroom-style exam.

You SHOULD NOT RELY ON THE WORKSHEETS for answering the questions on the exam, because your will run out of time and not finish exam. Your expedition worksheets provide the best means of studying for exam. Anything in worksheets is eligible for exam questions. In addition to the material in expeditions, you should be able to discuss this material in the context of the three required learning outcomes for this course (see expedition 1 for these outcomes). Only broad concepts may be asked about material in reading assignments in Mapping the Deep – do not be concerned about the detailed information in the textbook. I have set up a special discussion board, “Exam #1 Review – Any Questions” in which you may post any review questions about the exam During or after exam, you may not discuss exam with other students! You MAY NOT USE OUTSIDE WEBSITES DURING EXAM – I WANT YOUR THOUGHTS, NOT THOSE OF ANOTHER WEBSITE.


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How to take exam: READ THESE INSTRUCTIONS CAREFULLY before entering exam!

Just before you begin exam, you must check your email at Desire2Learn to see about last minute information pertaining to exam.

Exam #1 is open book and open notes, but you must complete exam alone and on your own – no communication about its contents, whether general or specific, with other students or anyone else during or after exam.

Also, you are not allowed to copy material off outside web sites during exam. You may use only our course web site, any reading assignments associated with the course, the expedition worksheets, and any notes that you have taken during the course.

The exam will probably consist of between 15-20 multiple choice questions and one or two essay questions. Once you enter exam, you will have 90 to 100 minutes to complete it, an average of 2 minutes per multiple-choice question and 20-25 minutes per essay question. Essay questions will be graded on quality of the answer and the supporting evidence provided.

The time limit exam will expire when the clock reads 105 minutes -- you should make sure that all of your answers are saved BEFORE the clock reaches 100 minutes or else you may not receive credit for the answer. You should save any additional work at the 103 minute mark. You may not be able to save any answers once the clock reaches 105 minutes.

Point deductions will be assessed for students who exceed the time limit -- 10 points for every five minutes over time limit.

If you have any problems, you can always email your answer to me directly, immediately after you leave the exam, and I may give some partial credit.

If you have any problems during exam, please send an email (in Desire2Learn ) immediately.


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General Oceanography Name______________________ Geology 105 Expedition 13 - The Briny Deep Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank).

1. Introduction

Objective: To Learn about the Chemical and Physical Properties of the Ocean and their Role in Governing Oceanic Processes

2. Measuring Properties of Seawater

What are three of the fundamental properties of seawater?

1. ________________________ 2. _________________________ 3. _________________________ Describe two methods of measuring these properties (temperature, salinity and density) measured?

______________________________________________________________________________

______________________________________________________________________________ How much dissolved salt is contained in 1000 grams of seawater (Hint Remember seawater is 96.5% water & 3.5% dissolved salt)?

______________________________________


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3. What Do You Mean about Ions of Salt Dissolved in Seawater? Make a diagram of the Sodium (Na+) and Chloride (Cl-) ions that are dissolved in seawater

4. What is the Source of the Salt?

What are the sources of the dissolved salt in seawater?

1. _____________________________________ 2. _____________________________________

3. _____________________________________

Why do dissolved salts become concentrated in the sea?__________________

_____________________________________________________________________________________________________________________

5. Salinity and its Variability What is salinity? _______________________________________


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In order of decreasing abundance, list the 7 most abundant constituents of the dissolved salt in seawater and their concentrations in parts per mil (o/oo or parts per thousand)?

Ion Name Chemical Symbol Concentration in Seawater 1. 2. 3. 4. 5. 6. 7.

How many grams of dissolved salt are contained in 2000 grams of seawater with a

salinity of 35o/oo? ______________________________ 6. Salinity and Precipitation

Draw the curve of the salinity of the ocean's surface water versus latitude (put in the numbers on the axes!!!!) Based on the graph on the WWW page, where would you expect to find regions of

high salinity in the ocean? _________________

800N 400N 00 400S 800S Latitude

0/00 salinity

0/00 Salinity


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7. Salinity Summary

Draw a picture of the movement of air and moisture around the intertropical convergence zone

If the oceans' salinity is increased by evaporation, how would the salinity be affected by the freezing of ice from seawater, or so-called sea ice?

_______________________________________

How would the salinity change as a result of rainfall, runoff, or the melting of ice?

____________________________________________________ 8. Calculating Salinity

Why can salinity be determined from measuring only the concentration of the chloride ion in seawater? (think about a mixing ocean) _____________________________

__________________________________________________________________________________ Write the equation for calculating salinity______________________________ The concentration of the Cl- ion is 19.2632 in a sample of seawater, what is the salinity?

___________________________________________________________________________________________________________________________

Equator


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9. Ocean Temperature

The map shows this week’s sea surface temperature around the world. A temperature scale in degrees Fahrenheit is given at the bottom of the image. Click on map only if you want to see larger image (but be patient)

Based on the distribution of the sea surface temperature, what is the source of heat

in the surface of the world's oceans? ______________________ 10. Intensity of Solar Radiation

Describe, in general terms, the distribution of heat in the ocean's surface waters?

____________________________________________________________________________________________________________________________________________________________ Based on the map of solar radiation, where would you expect to find the highest temperature waters in the ocean? _______________________________

Complete the diagram by extending the arrows, in perfectly straight lines, to the surface of the earth.

Solar Radiation

If you extend the arrows in straight lines to the right, so that each touches the surface of the Earth, you should notice that the spacing between the arrows as measured along the surface of the Earth (or solar radiation) varies as a function of latitude. From this diagram, why is solar radiation per kilometer2 highest at the equator and least in the polar regions? (Hint: it is not related to distance from Sun)

_______________________________________ ______________________________________________________________________________

Earth

Equator


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11. Variations in the Properties of Sea Water

What is the range in temperature in the world’s oceans (least to most)? ____________________________________________________

What is the range in salinity in the world’s oceans? ___________________ What is the temperature of 75% of the world's oceans? Yes, it is very COLD! ____________________________________________________ Why should most of the ocean be so cold, when much of the ocean, at least at the surface, is warm? _________________________________________

_________________________________________________________________________________________________________________________ (think water depth and light penetration)

12. Light Penetration in the Ocean - How far? How far does light penetrate into the ocean? _________________________

How does this observation affect the distribution of temperature in the ocean?

_______________________________________ How does this observation affect the distribution of life in the ocean? _______

_____________________________________________________________________________________________________________________

Why doesn't light penetrate far into the ocean?

______________________________________________________________________________

13. Temperature in the Ocean What is the temperature of the water below 1000 meters? _______________


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Why is the vast majority of the ocean dark and cold? ___________________

____________________________________________________________________________________________________________________________________________________________

14. Thermocline and Halocline - Temperature and Salinity in the Ocean What is the thermocline? ________________________________________ What is the halocline? __________________________________________ What is the pycnocline? _________________________________________ 15. Density of Sea Water

Write the equation for calculating sigma-t____________________________

How does the density of seawater vary changing temperature? ____________

_______________________________________ How does the density of seawater vary with changing salinity? ________________

_______________________________________

16. An Ocean of Layers - Make a diagram showing the sea surface and sea floor, the location of the mixed layer, thermocline, and the deep water (include a water depth scale on the left edge of your drawing.


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Where is the mixed layer and what are its properties?

______________________________________________________________________________ Where is the thermocline and what are its properties?

______________________________________________________________________________ Where is the pycnocline and what are its properties?

______________________________________________________________________________

Where is the Deep Water and what are its properties?

______________________________________________________________________________

11. Measuring Ocean Temperature Change Over Time How is Stanley Levitus analyzing the change in ocean temperature over time?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am here to help you learn the material.

Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 13 – Briny Deep – Any Questions?” in the Desire2Learn Discussions


• “End Expedition 13” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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General Oceanography Name___________________ Geology 105 Expedition 14 – Supporting the Marine Ecosystem This expedition should take about 1 hour and 30 minutes to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: To examine the conditions leading to the abundance and distribution of life

in the sea. 1. Introduction - Photosynthesis to Chemosynthesis

What is the primary chemical reaction that leads to life, as we know it, on this planet whether on land or in the sea?

__________________________________________________________________________________ How is this reaction different in photosynthesis versus chemosynthesis?

____________________________________________________________________________________________________________________________________________________________________ What is the biochemical process that allows organisms to use the energy that is bound in carbohydrates produced by the chemical reaction mentioned above?

__________________________________________________________________________________ What is the main group of organisms that carry out photosynthesis in the ocean and in doing so, generating nearly 70% of the oxygen for our atmosphere?

_________________________________________ List several of the critical roles of phytoplankton in enhancing life on our planet

__________________________________________________________________________________ __________________________________________________________________________________


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2. Chemosynthesis

Which organisms form the base of the food chain at hydrothermal vents?

_________________________________________

In this expedition, we will focus our attention on photosynthetic communities that derive their energy, either directly or indirectly, from solar radiation. What is the range of water depths where you might expect to find phytoplankton in the

global ocean? __________________________________ How is the energy, gathered by these organisms, made available to organisms in the

deep sea? ____________________________________ _________________________________________

3. How is Carbon Stored in the Sea

Carbon stored in live organisms and their reamins, called organic carbon, is the chemical basis for life on this planet -- all organisms contain carbon.

This carbon is derived from inorganic carbon, carbon contained in CO2 (carbon dioxide, a gas in the atmosphere and dissolved in seawater) Organic carbon is contained in many forms in the ocean, only a small percentage of which is contained in organisms in the surface waters. List of the forms and relative amounts of organic carbon in each form in the ocean. Form of Organic Matter Relative Abundance (%) in the Ocean

___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________


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Most people mistakenly believe that most organic carbon in the sea is tied up in organisms that they can see, however, this represent the tiniest fraction of the total carbon…..the vast majority is found in the forms that cannot be seen by the naked eye. 4. The Carbon Cycle and Carbon Pump

Make a simple diagram (simpler than the one on the WWW page) showing the flow of carbon between the land, atmosphere, sea and seafloor. What role do phytoplankton play in the flow of CO2 on our planet?

_________________________________________ _________________________________________

5. Conditions for Life in the Sea

What conditions are needed for life in the sea? ___________ ___________ ___________ ______________ Of these conditions, which one places a limit on the amount of life in the sea and its distribution?

_________________________________

6. Limiting Nutrients (biolimiting nutrients)

How are nutrients recycled in the sea? ___________________________

__________________________________________________________________________________

Atmosphere

Ocean

Land

Seafloor


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The table below shows the results of a collection of water bottle samples from different water depths in south Atlantic Ocean just off Brazil (Latitude 0.5o N, Longitude 37.5o W), somewhat like you collected on the bay voyage. The samples were taken to the shipboard laboratory and analyzed for the variation in nitrogen (in the form of nitrate - NO3), phosphorous (in the form of phosphate - PO4) and temperature.

Z Water Depth

Nitrate NO3

PhosphatePO4

Temperature

meters micromolar micromolar Celsius_scale 0 0.5347 0.2114 27.2889

50 0.6835 0.2717 26.8648 100 3.7872 0.6638 21.7973 150 10.9978 1.05 15.2152 200 15.7383 1.2276 12.8115 300 20.7088 1.7133 10.681 400 24.7634 2.0062 8.6871 600 33.0768 2.266 5.9297 800 33.3437 2.4429 4.7832

1000 31.4146 2.3459 4.4832 1200 26.9704 2.0174 4.4811 1400 23.7875 1.6837 4.3354 2000 18.3479 1.4823 3.5165 2500 18.0755 1.3423 3.0205 3000 16.0197 1.3006 2.7 3500 16.2994 1.2757 2.4705 4000 20.8376 1.5326 2.1561

Plot the variation in each of these properties on the graphs on the next page. DO THESE PLOTS ACCURATELY!!!! PLOTS WILL BE DEDUCTED FOR SLOPPY, INACCURATE PLOTS! Make sure that your temperature plot is correct…..I will check this closely.


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Turn page clockwise by 90o in order to plot data -- note water depth scale 4. Distribution of Nutrients

Label the following water masses: surface water, thermocline/pycnocline and deep water on each plot above (Nitrate, Phosphate and Temperature). Do you see a relationship between the water masses as reflected in the temperature and the concentration of nutrients? ____________________________________


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Why are these nutrients low in the surface waters? __________________

______________________________________________________________________________ Why are these nutrients considered biolimiting nutrients?

____________________________________________________________________________________________________________________________________________________________ Why are these nutrients high in the deep waters? ________________________

____________________________________________________________________________________________________________________________________________________________ Explain the concept of limiting (or bio-limiting) nutrients

_______________________________________

____________________________________________________________________________________________________________________________________________________________


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7. Nutrient Distribution

Next discuss the distribution of nutrients with water depth, as in your previous graphs, to concentration of oxygen in seawater with water depth as shown in the graph below:

___________________________________________________________________________________________________________________________________________________________________________________________________ Label the regions of surface water layer, thermocline, and deep water on the graph below


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8. Distribution of Life in the Sea

What is primary productivity? __________________________

___________________________________________________________________________________________________________________________ How is the distribution of amounts of primary productivity measured in the sea surface across all of the world's oceans?

_________________________________________ ___________________________________________________________________________________________________________________________

Use HHH's for regions of high productivity and LLL's to outline regions of very low productivity in the global oceans on the map below.

What are the primary controls on the distribution of marine life in the oceans?

____________________________________________________________________________________________________________________________________________________________________


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How does the circulation of ocean water impact this distribution of marine life?

____________________________________________________________________________________________________________________________________________________________________


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9. The Marine Food Web – From Primary Producers to Top Level Predators

Draw a marine food web (you may want to turn paper on side to draw the food web)


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What is meant by an “ecosystem” and for this class, a marine ecosystem?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________

10. Can Corals Survive In A Warming World? What are the threats to coral reefs?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________

After listening to the radio segment, make sure that you review the photos in Photo Gallery: Coral Life Of The Netherlands Antilles Describe the relationship between coral, which is an animal, and zooxanthallae algae, which are tiny plants inside the coral that give it a color?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________


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8. Outlook for Oceans Bleak as Sea 'Deserts' Grow What does study conclude about the distribution of productive areas in the ocean?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________


______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 14 - Ecosystems – Any Questions?” in the Desire2Learn Discussions


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General Oceanography Name_____________________ Geology 105 Expedition 15 – Diving into the Monterey Submarine Canyon Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: To observe life in the mid-water environment of the submarine canyon. 1. Introduction

What will you be doing in this expedition?

___________________________________________________________________________________________________________________________

2. Join a dive in the mid-water region of the Monterey submarine canyon

Examine the fantastic forms of jellies…look closely at pictures of organisms and think about the reading assignment in Mapping the Deep…aren’t these organisms even more bizarre than what you may have believed from reading.


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3. Meet Deep Rover

Describe Deep Rover and Our “Mother Ship?”

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Meet the Chief Scientist

Who is the Chief Scientist?

____________________________________________________________________________________________________________________________________________________________________

5. Let’s Prepare to Dive – What are the preparations for the dive?

____________________________________________________________________________________________________________________________________________________________________

6. Let’s Launch!

How deep will “Robey” descend on this Dive? _____________________


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Will Robey be examining the surface (mixed) layer, the mid-water, or the deep water in this dive?

_________________________________________

7. Deep Rover is in the Water!

Look at the sequence of pictures on the next few web pages

Describe the changing environmental conditions as Deep Rover descends from the surface waters to a depth of 300 meters in the submarine canyon. How does the penetration of sunlight, water temperature and pressure very from the surface to a water depth of 300 meters .

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. The Lights Go On! It is Snowing Underwater! What do you see suspended in the water, known as marine snow? Describe the particles.

___________________________________________________________________________________________________________________________

9. Organisms in the Mid-Water Describe the jellyfish

___________________________________________________________________________________________________________________________ Describe the amphipod

__________________________________________________________________________________


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Describe the siphonophore colony

__________________________________________________________________________________ Describe the pelagic red crabs, known as galatheid crabs, floating in the mid-water.

__________________________________________________________________________________

10. The Predators of the Mid-Water

Describe the squid

__________________________________________________________________________________ Describe the flying snails (heterpods, which are similar to pteropods described in your book)

__________________________________________________________________________________ Describe the lantern fish

__________________________________________________________________________________ Describe the ctenophore (also called comb jellies)

__________________________________________________________________________________

11. Let’s Go Back to the Surface 12. Back on Board


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13. Life in the Deep

Summarize your thoughts about the News Interview with Claire Nouvian.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Amazing Jellies from KQED Quest

Combine your thoughts to summarize your dive in canyon with information from the News Interview with Claire Nouvian, on the previous webpage and Amazing Jellies, to describe your thoughts on these organisms.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I am here to help you learn the material, please ask questions.

Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 15 - Diving – Any Questions? ” Discussion in Desire2Learn



• “End Expedition 15” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your name

in body of e-mail message


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General Oceanography Name_____________________ Geology 105 Expedition 16 - Greening of the Ocean – The Invisible Garden Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). 1. Introduction – What are the objectives of this expedition?

_________________________________________________________________

________________________________________________________________________________________________________________________

2. Dead Zones

What is the dead zone in the Gulf of Mexico?

___________________________________________________________________________________________________________________________ What is the cause of the dead zone in the Gulf of Mexico (not a lack of nutrients as is the case with regions with little life in middle of ocean gyres)?

___________________________________________________________________________________________________________________________

3. Harmful Algal Blooms (HABs – do not call them “red tides”)

What are HABs? Are they toxic?

_____________________________________________________________________________________________________________________________________________________________________________________________________________


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4. Carbon Dioxide (CO2) – Burial at Sea

Why are scientists considering the burial of carbon dioxide in the deep ocean?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Ocean Acidification

Besides the greenhouse effect, how does CO2 buildup in atmosphere affect the chemistry of the ocean?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

6. The History of an Idea

What is John Martin’s hypothesis of ice ages?

_____________________________________________________________________________________________________________________________________________________________________________________________________________


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What is a likely limiting factor of primary production in high nitrate, low chlorophyll (HNLC) waters, such as the Southern Ocean?

__________________________________________________________________________________

What role does a trace metal, such as iron, play in the concept of limiting nutrients?

____________________________________________________________________________________________________________________________________________________________________

7. An Expedition to Study Iron Fertilization – Let’s Join SOFeX

Where are we going and why?

____________________________________________________________________________________________________________________________________________________________

8. Time to Depart

What did you do in this phase of the study?

_____________________________________________________________________________________________________________________

9. On The Way to Do the Experiment


_____________________________________________________________________________________________________________________


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10. Preparing the Iron Mixture What did you do in this phase of the study?

_____________________________________________________________________________________________________________________

11. Fertilizing the Ocean


_____________________________________________________________________________________________________________________

12. Sampling the Ocean After Fertilization


_____________________________________________________________________________________________________________________

13. Work in the Ship’s Lab - The Phytoplankton

What was done in this phase of the study?

_____________________________________________________________________________________________________________________

14.Tracking the Patch with the MODIS satellite and Drifters

What was done in this phase of the study?

_____________________________________________________________________________________________________________________


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15. Trapping the Sinking Particles of Carbon What was done in this phase of the study?

___________________________________________________________________________________________________________________________

16. The Results

What were the results of the study?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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17. The Discussion Fertilization the Ocean - you must post your thoughts and reply to the posting of another student on this one.

Go into the Desire2Learn Discussion group - “Exped. 16 – Greening of the Ocean”

The initial posting should be approximately 325-375 words long (about 17-20 sentences). Postings less than 325 words will receive a 5 to 25 point deduction, depending brevity of posting. Exceeding 375 words in posting may result in a 5 point penalty.

You will be graded on the quality of your writing and the content of the posting. Remember that you are required to reply to at least one other member in your group. The required reply to the posting of another student should be approximately 50-75 words long (about 4 to 5 sentences). The original posting AND subsequent reply MUST BE SEPARATE POSTINGS in the discussion.

Also, remember to write in your own words – do not plagiarize by copying text from other web sites!

I am here to help you learn the material. Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in discussion area for this expedition. Your required posting in this discussion also serves as a confirmation that you have completed the expedition, so “Bye Don” email is not required.


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General Oceanography Name_________________ Geology 105 Expedition #17 Global Circulation

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: Determine the processes and patterns of the flow of water in the ocean

basins. This flow exerts a fundamental influence on short and long-term climate.

1. Introduction 2. Ocean Temperature – The map on this page shows today’s distribution of sea surface

temperature around the world. You should be able to see small deflections in the shape of the bands of temperature, especially near the boundaries between the oceans and the continents. These deflections are related to the motion of water on the surface of the ocean, which is the primary focus of this expedition. If there was no motion of the surface waters of the ocean, then how would the sea surface temperature appear -- will it be different from the global sea surface temperature shown in this web page? Draw in the sea surface temperature distribution for an ocean without motion on the map below, using the same color scheme as the sea surface temperature map on the web page (the one which does have a moving ocean).

3. Ocean Circulation

The two types of ocean currents are ___________________ &

_________________________ . Surface circulation is driven by _______________________

whereas thermohaline is driven by ____________________?

Equator

Arctic

Antarctic


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4. Atmospheric Heat - Make a simple sketch of the global distribution of heat in the

atmosphere.

5. Atmospheric Heat and Pressure

What happens to the air pressure below masses of warm, rising air?

__________________________________ What happens to the air pressure below masses of cold, sinking air?

__________________________________

Make diagram of this process with labels

Where is the warm air located in the diagram _________? Where is the cold air located? _________________________________


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6. Global Atmospheric Pressure - Make a sketch of the global distribution of atmospheric pressure. (Put H’s in High Pressure regions and L’s in low pressure areas.

7. Air Pressure and Wind - Make a simple sketch of the relationship between atmospheric pressure, vertical motion of air masses and the direction of the wind.

What direction does the wind blow, in regards to systems of atmospheric pressure?

The wind blows away from ___________________________

and towards _______________________________ 8. Wind Directions on a Rotating Earth - Why doesn't the wind flow in a straight

direction on our Earth _____________________________? The deflection of the wind is in which direction in the northern hemisphere (if

viewed in the direction of the wind) ________________? The deflection of the wind is in which direction in the southern hemisphere (if

viewed in the direction of the wind) ________________?

At the equator, will the Coriolis effect deflect objects in motion _______?


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9. Global Wind Patterns - Sketch a diagram showing the directions of the wind around low and high pressure systems in the northern and southern hemispheres of the Atlantic and Pacific Ocean.

10. Measuring Surface Circulation - List four methods that are used to trace the direction of ocean currents in the global oceans?

1)_______________________ 2)______________________ 3)_______________________ 4)______________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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I am here to help you learn the material. Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 17 Circulation – Any Questions?” in the Desire2Learn Discussion. In order to receive credit for completing this expedition,





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General Oceanography Name_________________ Geology 105 Expedition #18 Tracking Drifter Buoys

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: Determine the processes and patterns of the flow of water in the ocean basins.

This flow exerts a fundamental influence on short and long-term climate. 1. Introduction - Tracking Major Ocean Surface Currents - Distribution of

Instruments As with many expeditions in this class – you are the scientist in the next analysis

during which you will determine the flow of the surface waters in the world’s oceans.

You have access to the monthly track of drifter buoys in all of the oceans.

How will the distribution of drifters influence the accuracy of our ability to trace ocean currents _______________________________________?

(not directly mentioned on WWW site – think about this one - post any questions on

Course Discussion Board under expedition questions) 2. Tracking the Ocean Surface Currents with Drifters

Use the data from the drifters to make a drawing with arrows showing the motion of the drifters and therefore the surface currents (draw at least eight of the arrows, but uniformly distributed through the ocean in this region)

These arrows represent the movement of the drifter buoys. Yes, there is a pattern but it is difficult to see without some additional analysis (which you will see in the subsequent maps called "Annual Mean Velocity Estimates"). You will work your way from the collection of the data, to the data analysis and finally to the interpretation. Ultimately it is not an "easy" process to directly measure the flow of the surface water -- it takes a large amount of data collected over long periods of time with a very large number of instruments. So over the course of the next few web pages, students first examine the movement of the drifters, then try to make sense out of these data (and find that is it very difficult), then see the analysis and a more refined picture of the water movement, and finally a "cartoon" diagram of the movements that does not show the fascinating details of the ocean circulation


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3. Tracking Buoys in The Pacific

Make a drawing of the arrows showing the motion of the drifters in the North Pacific (yes, the arrows are on the small-side, but, draw at least eight of the arrows, uniformly distributed through the ocean in this region)

Where on the map have the buoys drifted the farthest distance over this month of observations _________________________________? (look for longest arrows) These are the regions of the fastest currents.


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Tracking the Ocean Surface Currents in the Equatorial Pacific - Make your drawing (draw at least eight of the arrows, but uniformly distributed through the region)

Tracking the Ocean Surface Currents in the South Pacific - Make your drawing (draw at least eight of the arrows, but uniformly distributed through the region)


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4. Tracking the Ocean Surface Currents in the North Atlantic - Make your drawing (draw at eight the arrows, but uniformly distributed through the ocean in this region)

Where on the map have the buoys drifted the farthest distance over the past month

in the northern Atlantic Ocean _____________________? (once again, look for longest arrows – these are the regions of the fastest currents).

Make your drawing of ten arrows in southern Atlantic Ocean


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5. Tracking the Ocean Surface Currents in the Indian Ocean - Make your drawing

(draw eight of the arrows, but uniformly distributed through the ocean in this region)

In order to make sense out of these data, we need to do a simple routine of data

analysis during which we will determine average (mean) velocity (speed and direction) of the buoys over a year.


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6. Compare your diagrams in the previous questions with the diagrams of Annual Mean Current Velocity in the Pacific Ocean as shown on the expedition web page

The arrows on the WWW page represent averages of the surface currents over several years and do not include the important variations and complications shown in the buoy trajectories (variance in statistics jargon) due to ocean eddy currents, which are irregular circular currents many 10's to 100's kilometers in diameter - Modify your diagrams if your wish to show the average direction of flow.

Draw in the surface circulation in the Pacific Ocean on the map below

7. Tracking the Ocean Surface Currents - Now add the average surface currents in the

Atlantic Ocean to the map above - compile a few vectors in each ocean basin to show the flow (Use maps in parts of expedition.) Vectors are arrows that show the direction of movement plus the length of the arrows is proportional to the speed of motion – the longer the arrow – the faster the motion.

8. Tracking the Ocean Surface Currents - Now add the average surface currents in the

Indian Ocean to the map above - compile a few vectors in each ocean basin to show the flow (Use maps in parts of expedition.)


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9. Major Ocean Surface Currents

Your work on the preceding web pages illustrates two points:

(1) scientific measurements need to collected over a long period of time in order to see patterns and,

(2) there is a tremendous amount of variation in the flow of the water that is not captured in simplified diagrams such as shown on this web page. Ultimately it is not an "easy" process to directly measure the flow of the surface water -- it takes a large amount of data collected over long periods of time with a very large number of instruments. Even then, there needs to be simple methods to average the data (determine statistical mean) which leave out some of the most fascinating questions, such as how do the ocean currents change over time and in different parts of the ocean. Let’s now examine the oversimplified view of the surface currents as shown on the

diagram on the web page

On the map below draw the arrows and label the names of the major surface currents.

The big circular currents are called ________________?

In what direction do the large, central gyres flow in the northern hemisphere? _________________________________ (clockwise or counterclockwise)


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In what direction do the large, central gyres flow in the southern hemisphere?________________________ (clockwise or counterclockwise) In what direction do the gyres flow near the equator (i.e. the north and south equatorial currents)? ______________________________ Which surface current encircles the entire globe and therefore affects every ocean? ______________________________________

10. The Equatorial Counter Currents In what direction do the counter currents along the equator flow in relation to the central gyres? __________________________

11. Western and Eastern Boundary Currents

Remember we discussed the speed of currents in previous questions…now we will use this information. You should see that the fastest currents are in a similar location in each ocean basin. – on the western boundary of ocean or eastern boundary.

Complete the table below: For example:

Peru Current Eastern Slow Cold

You have now used one of the fundamental steps in scientific method of deriving the surface circulation of the global ocean -– tracking buoys.


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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am here to help you learn the material. Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 18 Drifters – Any Questions?” Discussion area in Desire2Learn In order to receive credit for completing this expedition,

Go to Desire2Learn Mail and send “Bye Don” • “End Expedition 18” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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General Oceanography Name_________________ Geology 105 Expedition #19 The Ocean – Climate Regulator Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: Establish the link between ocean circulation and climate First we will examine the boundary currents, both the western and eastern, since examples of each impacts the climate of the United States, as well as many other nations in the world. Second, we will look at coastal upwelling and its influence on climate and the marine ecosystem. 1. Introduction - Ocean and Climate

Why is the ocean used to forecast the long-range weather? ___________

_______________________________________ ______________________________________________________________________________

How might global warming affect the ocean and climate? ____________

_____________________________________________________________________________________________________________________

2. Western Boundary Currents and Climate

Western boundary currents carry _______________ (temperature) water

and flow at a relatively _______________ speed.


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How might the western boundary currents, such as the Gulf Stream or Kuroshio, influence coastal climate?

____________________________________________________________________________________________________________________________________________________________________

3. Western Boundary Currents and Storms (Hurricanes and Typhoons)

How are hurricanes related to western boundary currents in the ocean?

____________________________________________________________________________________________________________________________________________________________________

4. Eastern Boundary Currents and Climate - How might the eastern boundary currents, such as the Peru current or California current, influence coastal climate?

____________________________________________________________________________________________________________________________________________________________________

Eastern boundary currents carry _______________ (temperature) water

and flow at a relatively _______________ speed.


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5. The California Current - And It's Not Some Trendy Bistro! --Jim Bettinger Draw an arrow on the map below showing the flow direction of the California current

What effect does this current have on climate along northern and central

California? __________________________________ _____________________________________________________________________________________________________________________

6. Current Marine Conditions - let's examine the today's conditions at several buoys

(floats) with instruments - Complete by the table below - Note that station 46059 is in the open ocean whereas the other stations are closer to the coast. If station 46059 is not yet operational, then go into “sea temperature” listed below “Climatic summary table” line and determine the average sea temperature for this month from the graph (mid-point on red line). Do the same thing for air temperature, and put these under 46059 in the table below.

Real-Time Observation 46026 46012 46042

46059

1) Latitude 2) Longitude 3) Location Description 4) Air temperature 5) Water temperature


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On the map above, draw a pattern of your choice in the regions of the coldest surface water

7. Acquiring Data on the Wind

By means of arrows, show the prevailing wind direction off California during the spring and summer


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8. Making a Model – Let’s examine the wind and surface water flow in the coastal ocean

Make two diagrams (depth view and top view) showing the direction of water motion in the Ekman layer below the wind.

9. Why is the water at the coast so cold along California?

We now have the two pieces of puzzle………..think eastern boundary currents first and then cold, rising water

Give two reasons for the cold sea surface temperature off central and northern California

a.______________________________________ _______________________________________ b.______________________________________ _______________________________________

Put arrows on the drawing below to show the combination of the south-flowing California current and coastal upwelling, in addition to the prevailing wind direction along the California coast in the spring and summer

Land

Ocean

Coast

North


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10. Other Aspects of Upwelling How do the ocean conditions set up by the eastern boundary currents encourage

upwelling?

________________________________________________________________________________________________________________________________________________________________

What other regions of the ocean exhibit upwelling?

__________________________________________________________________________________

11. Monterey Bay National Marine Sanctuary

Let’s move to the south into the neighboring Monterey Bay National Marine Sanctuary. How does upwelling set the framework for the marine ecosystem along California?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Upwelling and Regional Climate

How does upwelling influence the climate along the coastline of northern and central California, especially during the spring and summer months?

____________________________________________________________________________________________________________________________________________________________________


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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am here to help you learn the material. Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 19 Ocean – Climate Regulator – Any Questions?” Discussion area in Desire2Learn In order to receive credit for completing this expedition,

Go to Desire2Learn Mail and send “Bye Don” • “End Expedition 19” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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General Oceanography Name_________________ Geology 105 Expedition #20 Where the Water Goes Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 2-4 points; a 5 point deduction will be assessed if more than five answers are left blank). Objective: Establish the link between deep ocean circulation and climate The global conveyor belt, a combination of deep (thermohaline) circulation and surface, wind-driven circulation that transports heat through the oceans causing major climatic effects on a time-scale of decades, centuries and millennia. 1. Combining Surface Circulation with Deep Circulation - the Global Conveyor Belt

What is the driving force behind circulation of the deep waters? _________________________________________________ What is one technique use to track the deep currents?

______________________________________________________________________________

2. Influence of the Conveyor Belt

How does the deep circulation influence life on our planet?

_____________________________________________________________________________________________________________________

3. Tracking Deep Ocean Current – Let’s Deploy Argo Floats

Describe three ways that you will use to track the flow of deep water (thermohaline) circulation

a.___________________________________________________________________________________________________________________


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b,___________________________________________________________________________________________________________________ c.____________________________________________________________________________________________________________________

4. Let’s Ride the Global Conveyor Belt Using the methods described on the previous problem, let’s track the deep water

movement. What property is being used as a tracer in this example?

__________________________________________________


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Use your research during the rest of the expedition to draw the global ocean conveyor on the map below with different colored pencils; use orange or red

arrows for the direction of the warm surface currents (orange or red) and blue or purple arrows for the cold, salty deep currents

Global Map


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Why does the ocean have a high salinity in the North Atlantic?

______________________________________________________________________________ Draw on the global map, the flow of the Gulf Stream into the north Atlantic and into the Norwegian-Greenland Sea and also the flow of high salinity water out of the Mediterranean Sea.

5. Mischief in the Norwegian-Greenland Sea

How might the sinking of North Atlantic Deep Water (NADW) in the Norwegian-

Greenland Sea influence the global climate? __________________

___________________________________________________________________________________________________________________________________________________________________________________________________ Make a diagram of the flow of "warm, salty" water into the North Atlantic and the sinking of cold, salty, oxygen-rich water in the Norwegian-Greenland Sea

Seafloor

Equator Greenland Sea Surface

0 meters

Water Depth

4000 meters

Seafloor


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If the ice mass in Greenland continues to melt (see audio clip), how might this influence the salinity of the ocean water in the Norwegian-Greenland Sea, and how might this influence the ability of surface water to sink, and thereby the global

conveyor belt? ________________________________

_____________________________________________________________________________________________________________________

6. Into the South Atlantic - remember to show the flow of water into the south

Atlantic on the global map from both the north and south Use the diagram below to show how oxygen-rich deep water is provided to the south Atlantic? Label the NADW and AABW water masses.

7. Into the Indian Ocean - remember to show the flow of deep water into the Indian

Ocean on the global map

What happens to the deep water flow of the conveyor belt in the Indian Ocean?

_______________________________________

Equator Greenland Antarctica 0 meters Water Depth 4000 meters

Sea Surface

Seafloor Surface

900 0 0 90 0

Latitude


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8. Into the South Pacific - remember to continue your diagram on the global map Describe what happens to the flow of the conveyor belt in the Pacific Ocean.

___________________________________________________________________________________________________________________________________________________________________________________________________

9. Into the North Pacific - remember to continue your diagram on the global map

Where does the global conveyor belt go after mixing with intermediate and shallow water in the north Pacific?

____________________________________________________________________________________________________________________________________________________________

10. Through the Philippines and Indonesia and into the Indian Ocean - continue on your

global page (I studied this portion of the conveyor as a portion of my doctoral work)

11. Across the Indian Ocean - continue your global map

How do surface currents (see your surface circulation map in the previous expedition) assist in the westward flow of the conveyor belt in the Indian Ocean?

___________________________________________________________________________________________________________________________


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12. Back into the Atlantic Ocean - continue your global map

How does the water of the conveyor belt make its way back into the north Atlantic

Ocean? _____________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________

13. As we gain more knowledge, simple models often become more complex.

Explain how recent work is leading to a modification of ideas on the southward flow of deep water in the north Atlantic.

____________________________________________________________________________________________________________________________________________________________________

14. Ignoring the Science and Misinterpreting Scientific Results

Explain how recent work has been misinterpreted for political means, rather than science.

____________________________________________________________________________________________________________________________________________________________________

15. Let’s Join Dr. Ruth Curry in a Simple Experiment on Climate Change and the Ocean

What does this experiment say about the role of sea ice and the ocean in climate change?

_____________________________________________________________________________________________________________________


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______________________________________________________________________________

16. Rising Sea Level – The Waters are Rising?

Take notes

___________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________


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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the "Exped. 20 – Where the Water Goes - Any Questions" in the Desire2Learn Discussion area.



• “End Expedition 20” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



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Exam #2 Review Sheet Covering Material on Expeditions 13 through 20 See Greensheet for Availability Period of Exam

The web pages for expeditions 13-20 will be removed from course web site when exam opens. Answer keys are NOT provided for these expeditions, consequently you should post your questions in the appropriate discussion board. The exam will probably consist of between 15-20 multiple-choice questions and one or two essay questions. Once students begin exam, they will have 105 minutes to complete by it. Please contact instructor if you wish to reschedule time of the exam or if you have registered with the Learning Disability Resource Center on campus and require modifications to the format of the exam. Although exam is open book and open notes, you should study as if it was a closed book, closed note exam given in a classroom. Students typically say that the exams are hard and cover quite a bit of material – so be prepared to take exam. YOU WILL NOT HAVE ENOUGH TIME TO LOOK THROUGH YOUR WORKSHEETS FOR EVERY PROBLEM - in fact if you need to look at your notes for even half of the problems, then you will not finish exam and lose valuable points Looking back over the years, here is a general distribution of the scores:

1. about 25% of the students earn a score of 90% or higher, 2. about 30% of the students earn score of 80-89% of the total points, 3. about 20% of the students earn between 70-79% of the points, 4. about 15% of the students earn between 60-69% of the points 5. about 10% of the students earn less than 59% of the points (not passing)

These percentages were true even in my classroom sections of the course. Here are some helpful hints: 1. First finish all expeditions at least two days before exam is scheduled.

• You should make a sheet with any equations and how they are used in various types of problems – the equations ARE NOT given on the exam.


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• You should make sure that your notes and worksheets are well organized and easy to read, perhaps with tabs marking expedition numbers.

2. Beginning two days or nights before exam, you should spend 5 hours, possibly

more, reviewing your completed expedition worksheets, reading assignments, and additional notes in order to identify any uncertainties in your notes or knowledge. You can then post any questions that address these problems in the appropriate Desire2Learn discussion, so they can be answered by your fellow students or by me.

3. Next, the day or night before exam, you should spend another 5-6 hours,

minimum of 1 hour per expedition, committing the material to memory just as if this was a “closed notes, closed book, classroom-style exam.

You SHOULD NOT RELY ON THE WORKSHEETS for answering the questions on the exam, because your will run out of time and not finish exam. Your expedition worksheets provide the best means of studying for exam. Anything in worksheets is eligible for exam questions. In addition to the material in expeditions, you should be able to discuss this material in the context of the three required learning outcomes for this course (see expedition 1 for these outcomes). Only broad concepts may be asked about material in reading assignments in Mapping the Deep – do not be concerned about the detailed information in the textbook. I have set up a special discussion board, “Exam #2 Review – Any Questions” in which you may post any review questions about the exam During or after exam, you may not discuss exam with other students! You MAY NOT USE OUTSIDE WEBSITES DURING EXAM – I WANT YOUR

THOUGHTS, NOT THOSE OF ANOTHER WEBSITE.


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General Oceanography - Geology 105 Final Exam Instructions

See Greensheet for Date and Time of Final Exam

Throughout the class, you have participated in several critical steps in the scientific method and have joined a number of virtual scientific expeditions. The purpose of the final exam is to engage students in the process of the scientific thinking as practiced by contemporary ocean scientists. As defined by Undergraduate Studies at SJSU Area R courses “will help students become integrated thinkers who can see connections between and among a variety of concepts and ideas. An educated person will be able to apply concepts and foundations learned in one area to other areas as part of a lifelong learning process. These courses will help students to live and work intelligently, responsibly, and cooperatively in a multicultural society and to develop abilities to address complex issues and problems using disciplined analytic skills and creative techniques.” In particular, this exam is designed to meet the goals stated above by addressing the three required learning outcomes in the SJSU Studies Earth & Environment (Area R) category. Students should be able to (1) demonstrate an understanding the methods and limits of scientific investigation; (2) distinguish between science and pseudoscience and (3) apply a scientific approach to answer questions about the earth and environment. I. Final Exam Scenario – Read Closely The Don Reed Trust for Ocean Science is giving out a total of $10 million in awards to support scientific research of the ocean and coastlines. The average level of funding per award is usually between $150,000 and $1,500,000, spread over three years. All investigators, that means you, proposing to conduct studies must be the lead scientists on the project and be fully responsible for supervising the effort. You are the scientist in the project! On the final examination students will be asked to combine: (1) the scientific knowledge gained from this class, (2) their personal imagination, critical thinking skills, and insight about the methods of ocean science, (3) ability to communicate in a well-organized discussion (clarity of thought), (4) a respect for accurate scientific data, and (5) a sharp focus on developing a means of answering a very specific scientific question or hypothesis pertaining to a research project of their own design. II. Final Exam Format The final exam will consist of two essay questions, each with specific word limits, both minimum and maximum. Student will spend between 1.5 and 2.5 hours completing the final. Working less than 1.5 hours will likely produce answers that lack the depth of knowledge and


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detailed analysis that are required to fully and clearly address the questions. The exam will end at 2.5 hours.

The questions will be broad and open-ended, so students will have some flexibility in the subject matter from the class that they address, however, the answers need to be as precise and detailed as possible. Students will be required to focus their discussion and not provide a rambling discourse on general ideas or misconceptions. In preparing for exam, students should review the topics in the class that they believe are the most interesting and about which many questions remain to be addressed by oceanographers. Students should also focus on topics that they understand the best. The exam is about using critical thinking skills to discuss thought-provoking ideas that can be addressed by ocean science. III. A Plan for a Scientific Study of the Ocean The final will be about applying a scientific approach to a question on the ocean, which is the third required learning outcome of all Area R classes at SJSU. After formulating a hypothesis or research question, scientists need to develop a detailed plan of action or study plan, which often includes:

• who will be involved in study, • where the data will be collected (specific locations – stations); • when will the study take place, • what type of data will be collected and why, • how the data will be collected, • how often data will be collected, and • how one type of acquired data relates to another type of acquired data

in addressing the specific scientific question or hypothesis. The scheme for data collection is directed towards providing potential information on the main scientific objectives of the proposed study, and be logical, well conceived, and justifiable.


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IV. Devising a Study Plan - Some of the questions you need to answer

1. What is needed to conduct your study? "What do we need to know?"

a. What type of data will you need to address your question or hypothesis? b. What resources are required to acquire these data? (Don’t worry about

specifics) c. Where will you conduct study? d. How will you organize your experiment or study? e. Will you require a control group? f. How long will it take to collect and analyze data?

V. Recap and Summary You will be asked two essay questions on the final about your question or hypothesis that you will provide in the required discussion associated with expedition 22. As I have mentioned in the video clips, on the exam you will be a professional oceanographer proposing to lead a scientific study that will contribute to our understanding about this question or hypothesis. Therefore, you will need to address the “What, Who, How, When, and Why” of your hypothesis/question and the scientific approach you will present to address your hypothesis/question. These will be broad questions, but will require detailed answers to illustrate the depth of your knowledge on your chosen subject as well as your ability to apply a scientific approach to answer questions about the Earth and environment, which is the third required learning outcome in this class. You must also keep your answers realistic in order to demonstrate an understanding of the methods and limits of scientific investigation, another required learning outcome in this class. Students will likely need the full 2 hours and 15 minutes to Complete by the exam as the exam may require as much as 900 words of writing in all. Students will be given specific word length expectations, both minimum and maximum, on each question. Answers that are too brief or lack a precise approach or clear focus will receive point deductions. The final exam is only a small part of the 1000 points in the class, so it has only a small effect on your overall grade, unless you are on a borderline between letter grades or put in either a truly stellar or very poor performance.


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A small percentage of the exam score, approximately 20 points, will be assigned to writing quality as required of all Area R classes. Obviously, I need to be somewhat flexible on this aspect of grading Complete by to the time constraints of an exam format, but I do need to understand your answer in order to assess your ability to communicate in writing. The remainder of grade, about 80 points, will be assessed on your ability to describe various aspects of the way you propose to address your selected question or hypothesis through a scientific study, in the context of the required learning outcomes in this course. You can use any sources of information that you wish to either prepare for exam or address the questions on exam, including outside websites, however, you may not plagiarize from the works of others, including websites, or use materials provided by students in previous sections of this class. Of course, you cannot copy and paste text from outside web sites into your answer as this is clearly plagiarism -- I want to review your writing, not that of another website. Essay answers in final will be automatically submitted to www.turnitin.com through Desire2Learn for an originality check. All scientific studies build upon the work of previous studies, so you may need to present the ideas of other scientists, however, you do not need to cite references in exam as there is simply not enough time. Let me repeat (and I apologize for the repetition), you cannot copy material directly from other sources and paste text into exam without substantially rewriting it in your own words - your answer should reflect your words, not those of the others. If you have any questions, please keep in touch.


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General Oceanography Name_____________________ Geology 105 Expedition 21 – Your Top Ten - What Do You Want to Study for the Final Exam? This Desire2Learn Discussion Posting is worth 20 points! (15 for content, 5 for writing quality). We will use this expedition to prepare for the final exam in which you will be the research oceanographer. 1. Your first task is to review the information about the final exam (video and instructions

in last section of this workbook). 2. The first step in science is to decide on the types of problems that you, as a scientist

find the most interesting, and wish to study.

Let's do a David Letterman's Top Ten but on what you would like to study! What are the top ten things that you would study if you were an oceanographer? Put some thought into this exercise because if you are interested in one or more of these topics, then you will likely done a good job on the final. Make sure that each topic in your list is directly tied to the scientific investigation of the ocean (and can only be addressed through a study carried out by an oceanographer). Each topic listing must consist of a single, well-written, and complete sentence at least 10 words long (not just a phrase or term, but not more than a single sentence). 1. ________________________________________________

2. _________________________________________________

3. ________________________________________________

4. _________________________________________________ 5. ________________________________________________

6. _________________________________________________

7. ________________________________________________

8. _________________________________________________ 9. ________________________________________________

10. _________________________________________________


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Post your list on the Desire2Learn Discussion “Exped. 21 – Top Ten” …examine the ideas of other students as well. You may also post any general questions about the Final Exam in “Final Exam – General Questions Discussion.” You should review your list and those of the other students, then move on to developing your ideas for a proposed research project into a clear and focused question or hypothesis to study, which you will refine and improve in the next expedition.


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Geology 105 - General Oceanography Expedition 22 Scientific Question - What Do You Want to Study? - Defining a Question or Hypothesis 1. Objectives and Introduction 2. What Do You Want to Study? 3. You Can Improve on Past Work. 4. Testing Science 5. Identifying a Question or Formulating a Hypothesis

What is interesting and important about your oceanographic topic and why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What do you think remains to be learned?

____________________________________________________________________________________________________________________________________________________________________

Keep it simple with a tight focus on a scientific question or hypothesis that addresses some aspect of the ocean Use the Worksheet on the next page to develop ideas for a Question or Hypothesis (idea that can be tested) that addresses this problem and which can be answered with additional scientific investigation.


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Worksheet for Designing a Question or Hypothesis 1. Make observations or gather information to formulate your idea (i.e. gather

information) and Develop Ideas on What We Do Not Know About Topic (from Reading or Experience)

2. Focus on Solving a Problem (Addressing What We Do Not Know!)

3. Identify a Problem - something that you do not understand and want to know more about……… (Main Objective of Today’s Work)

4. Start Simple!!! Reduce the Problem to the Basic Idea

a. Reductionism & Simplification - Make assumptions in order to simplify modeling

b. Divide Problem into Smaller, Easy to Address Parts c. Develop Order through Rational Thinking - Use Vertical or Linear

Thinking - Go From One Point to Another Point - Each with increasing sophistication,

d. Use Thought Experiments – Think About Possibilities e. Outline Possible Scenarios - How would you test these ideas?

5. List what is known. Start a list of the information obtained in your search for

references. (You may want a column of things people think they know, but are not sure!)

6. Develop a problem statement, question or hypothesis. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what you are trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

7. Develop a hypothesis or question. Write it below!

What is your scientific question?

_________________________________________

a. Ask yourself the following questions:

Is the hypothesis testable? Can the question be answered? Can data be acquired to address this question?

Is your question specifically tied to some aspect of the ocean (and does it say so in question)?


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This discussion is worth 20 Points! (15 points for content, 5 points for writing quality) Post in the Desire2Learn Discussion “Exped. 22 – Your Question/Hypothesis,” a paragraph, approximately 75-100 words-long, outlining your proposed idea to study, which includes the well-focused, precise question or hypothesis to be tested. Do not exceed 100 words! Postings over 100 words and under 50 words will receive an automatic 2 point deduction. Make it as precise as possible and directly related to some aspect of the ocean. Grading criteria will include: Is question scientific? Is it directly related to some aspect of the ocean? Can answer be obtained with a single scientific study? Is question realistic? (Can it be studied?) Does the question have a sharp focus? Does question show insight gained from the class? Is question well-written? Is question clear and easy to understand?

8. Designing a Study

After defining your question or hypothesis to study, let’s move on to designing a project that can provide new, previously unknown, knowledge on your question by considering the following: • Keep it simple and easy to communicate but provide sufficient detail so I know

what you propose to do. • What types of data need to be acquired to address your question or hypothesis? • What is necessary to acquire these data? • Are these data appropriate for the test and is it possible to collect such data? • Will you be able find an answer to your question if these data are acquired?

Please complete the worksheet beginning on the following page as part of this expedition

and your preparation for the final.


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Worksheet - Project Design

I. Project Title:_____________________________________________

II. What is needed - What do we need to know to address your question or hypothesis?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. Where will you conduct the study?

_____________________________________________________________________________________________________________________

IV. What types of data will you need to acquire to test hypothesis or address your

question?

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________


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What exactly are you planning to measure? Be precise and clear

____________________________________________________________________________________________________________________________________________________________

How will you acquire the data for this study?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When and where do you plan to make measurements?

What resources are required to acquire these data? (Don’t worry about specifics)? Who and what type of equipment will be necessary to collect the data?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How much time will be necessary for the data acquisition?


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V. How will you analyze the data acquired in this study (How will you try to make sense of the data, for example, what types of trends might you examine in the data)?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Remember to develop a detailed plan for obtaining the data, collecting the samples, or making the measurements or observations –- the more detailed the study plan, the better. Then determine how you propose to analyze the data to obtain a conclusion. This is the most important part of a scientific investigation. VI. Will the results of this study contribute to the growth of knowledge on this topic?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

Is your study plan scientifically appropriate and does it follow the instructions given in this workbook, the expeditions 21 and 22, and the final exam? Can it be done? Is it realistic?

_________________________________________________________________________________________________________________________________ Is your proposed research important? What is its significance?

_________________________________________________________________________________________________________________________________

Documents

GEOL105 Workbook f12 v1 - oceansjsu.comoceansjsu.com/105d/workbook_f12/GEOL105_Workbook_f12_v1.pdf · global society, and human impacts on the oceans, through web-based exercises,