AICE Marine Science AS
2015-16 Syllabus
Instructor: Mrs. Soomar
Stephanie.Soomar@stlucieschools.org
Treasure Coast High School
(772) 807-4300
Room 1-231
***WEBSITE: http://soomartchs.weebly.com
Course Description:
This course is designed to provide an overview of Marine Science and study the different
aspects of the marine environment including its physical, chemical and biological processes.
The purpose is to aid students in exploratory experiences, laboratory investigations and reallife applications.
Textbook: Marine Biology: Function, Biodiversity, Ecology (Jeffrey S. Levinton 2014)
Please do not take textbooks out of the room without checking one out with the teacher.
Other Recommended Textbooks:
 Elements of Marine Ecology (Dipper, F and Tait, R V)
 Pollution (Clark, R)
 Marine Ecology (Kaiser, M, etc.)
 Introduction to Marine Ecology (Barnes, R S K and Hughes, R N)
 Invitation to Oceanography (Pinet, P R)
 Biological Oceanography: An Introduction (Lalli, C M and Parsons, T R)
 Marine Biology: An Ecological Approach: International Edition (Nybakken, J W and Bertness, M
D)
Recommended Websites:
 National Oceanic and Atmospheric Administration: www.noaa.gov/
 Monterey Bay Aquarium Research Institute: www.mbari.org/about/
 Western Indian Ocean Marine Science Association: www.wiomsa.org/
 International Coral Reef Action Network: www.icran.org/
 ProjectNet for schools: www.aims.gov.au/pages/research/project-net/apnet-alpha.html
 Sea Grant Ocean Sciences Education Center: www.vims.edu/bridge/
 FAO: www.fao.org/fi/default.asp
 Environmental News Service: www.ens-newswire.com/index.asp
 The Coleman and Koenig Research Laboratory: www.bio.fsu.edu/coleman_lab
 The Reef Environmental Education Foundation: www.reef.org/
 Union of Concerned Scientists: www.ucsusa.org/
 WWF: www.panda.org/about_wwf/what_we_do/marine/index.cfm
 Fishbase: www.fishbase.org
 U.S. Geological Survey: www.usgs.gov/
 Reefbase: www.reefbase.org/
Course Goals:
Demonstrate, understand & describe characteristics of marine environment.
Course Topics:
1. Scientific Method
2. Marine ecosystems and biodiversity
3. Energetics of marine ecosystems
4. Nutrient cycles in marine ecosystems
5. Coral reefs and lagoons
6. The ocean floor and the coast
7. Physical and chemical oceanography
Course Requirements:
The following is the link to view the entire AICE Marine Science syllabus from the Cambridge website:
http://www.cie.org.uk/images/164582-2016-syllabus.pdf. Below are the learning outcomes for each
unit which is what you will be required to know.
1. Scientific Method
Content
The relationship between hypothesis, experiment and theory in science.
Uncertainty in experimental results.
Learning outcomes
Candidates should be able to:
(a) describe how scientific method involves interplay between observations and the formation, testing and
evaluation of hypotheses
(b) design experiments to test a given hypothesis, in which variables are controlled and quantitative results are
collected
(c) interpret experimental data to determine whether they support or refute the hypothesis being tested
(d) formulate a hypothesis on the basis of experimental data
(e) explain how inherent variations and limitations in the measurement of experimental data lead to uncertainty
in the results
(f) demonstrate an understanding that a hypothesis that is consistently supported by experimental testing and
observation can become a theory
(g) explain the meaning of the term theory with reference to examples from the Subject Content
(h) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
2. Marine ecosystems and biodiversity
Content
The relationships between organisms within ecosystems.
Predator-prey relationships.
The connection between environment, biodiversity and ecological niches
Learning outcomes
Candidates should be able to:
(a) explain the meaning of the terms ecosystem, habitat, population, community, species, biodiversity, ecological
niche
(b) describe each of the following types of interrelationship within a marine ecosystem:
• mutualism, with examples including coral and zooxanthellae, cleaner fish and grouper,
chemosynthetic bacteria and tube worms
• parasitism, with examples including tuna and nematodes
(c) explain the meanings of the terms producer, consumer, predator, prey and trophic level in the context of food
chains and food webs
(d) explain how populations of predator and prey may be interrelated
(e) describe shoaling and explain why shoaling may be a successful strategy for feeding, reproduction and
predator avoidance, with reference to tuna and sardines
(f) explain the meaning of the term succession and describe examples, including the tube worms Tevnia and Riftia
(g) understand why extreme and unstable environments tend to have relatively low biodiversity, giving examples
including coral reefs (stable and not extreme), sand on a reef slope (unstable) and hydrothermal vents
(extreme)
(h) give examples of organisms that occupy specialized and general ecological niches, including coral-eating
butterfly fish and tuna
(i) explain why habitats with high biodiversity tend to contain narrow ecological niches
(j) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
3. Energetics of marine ecosystems
Content
Photosynthesis and chemosynthesis as means of energy capture.
Productivity and energy flow along food chains.
Learning outcomes
Candidates should be able to:
(a) explain that photosynthesis captures the energy of sunlight and makes the energy available to the food chain
(b) explain that chemosynthesis captures the chemical energy of dissolved minerals, and that chemosynthetic
bacteria at hydrothermal vents make energy available to the food chain
(c) explain the meaning of the term productivity, and how high productivity may influence the food chain
(d) calculate and explain the energy losses along food chains due to respiration and wastage
(e) calculate and account for the efficiency of energy transfer between trophic levels
(f) represent food chains as pyramids of energy, numbers and biomass
(g) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
4. Nutrient cycles in marine environments
Content
Inputs and outputs to the reservoir of dissolved nutrients.
The biological uses of nutrients.
Nutrient availability and productivity.
Learning outcomes
Candidates should be able to:
(a) demonstrate an understanding that there is a reservoir of nutrients dissolved in the surface layer of the ocean
(b) explain the processes by which the reservoir of dissolved nutrients is replenished, including upwelling, runoff
from the land and dissolving of atmospheric gases
(c) demonstrate an understanding that the reservoir of dissolved nutrients is depleted by uptake into organisms
in food chains
(d) explain how productivity may be limited by the availability of dissolved nutrients
(e) demonstrate an understanding that the nutrients taken up by organisms in food chains may sink to the sea
floor in faeces or after death, may be incorporated into coral reefs, or may be removed by harvesting
(f) show that each of the nutrient cycles listed below can be summarized as shown in Figure 1, and state the
biological use of each nutrient:
• nitrogen, which is used to make proteins
• carbon, which is used to make all organic materials
• magnesium, which is used to make chlorophyll
• calcium, which is used to make bones, corals and shells
• phosphorus, which is used to make DNA and bone
atmosphere and land
harvesting
dissolving and runoff
reservoir of dissolved
nutrients in the surface layer
of the sea
uptake
upwelling
Sea bed
Food chains
sinking and
incorporation into
reefs
Figure 1
(g) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
5. Coral reefs and lagoons
Content
The Darwin-Dana-Daly theory of atoll formation.
The protective role of reefs, and the causes and effects of reef erosion.
Reconstructing the history of reefs.
Learning outcomes
Candidates should be able to:
(a) demonstrate an understanding of the Darwin-Dana-Daly theory of atoll formation, and the evidence
supporting the theory
(b) relate the Darwin-Dana-Daly theory to the physiology of coral
(c) discuss the role of reefs in dissipating the energy of waves, and in providing protection for shores and
anchorages
(d) discuss the factors that can lead to a transition from reef growth to reef erosion
(e) discuss the impact of reef erosion, and the use of artificial reefs, on the protection of shores and anchorages
(f) describe the methods used for reconstructing the history of reefs, including drilling, geomorphologic analysis
and carbon dating
(g) explain how these methods may be used to investigate the effect of sea level changes on coral reefs
(h) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
6. The ocean floor and the coast
Content
Tectonic processes and the ocean basin.
The littoral zone.
Learning outcomes
Candidates should be able to:
(a) describe the theory of plate tectonics, and the evidence supporting the theory
(b) relate tectonic processes to the production of ocean trenches, mid-ocean ridges, hydrothermal vents, abyssal
plains, volcanoes, earthquakes and tsunamis
(c) explain why the water coming from hydrothermal vents is under pressure, hot and rich in minerals
(d) explain how isostasy may produce shallow seas within or at the edge of continents
(e) demonstrate an understanding of the processes of erosion and sedimentation that give rise to the morphology
of the littoral zone, including rocky shores, sandy shores, muddy shores, estuaries and deltas
(f) demonstrate an understanding of how environmental factors influence the formation of ecological
communities in the littoral zone, including mangrove, sandy shore and rocky shore
(g) use the knowledge and understanding gained in this section in new situations, or to solve related problems.
7. Physical and chemical oceanography
Content
Factors affecting the chemical composition of seawater.
Layering and mixing in the oceans.
The tides.
Ocean currents.
El Niño, monsoon winds and tropical cyclones.
Learning outcomes
Candidates should be able to:
(a) demonstrate an understanding of the effects of volcanic activity, runoff and atmospheric dissolution on the
chemical composition of sea water
(b) outline the effects of evaporation and precipitation on salinity
(c) describe how temperature and salinity gradients form in water columns to produce ocean layers (including the
surface layer, thermocline and deep ocean), and how subsequent mixing of these layers may occur
(d) demonstrate an understanding of the physical and biological reasons for the variability of the concentration of
dissolved oxygen
(e) describe how tides are produced, and how the alignment of Moon and Sun, coastal geomorphology, wind, air
pressure and size of water body affect the tidal range
(f) explain how wind, temperature, density, the Coriolis effect and the shape of the sea bed produce ocean
currents and upwelling
(g) discuss the causes and effects of El Niño events in the Pacific Ocean
(h) explain the seasonal differences in temperature between the Asian continent and the Indian Ocean, and
explain how these differences give rise to the patterns of monsoon winds
(i) discuss the factors required for a region of low pressure to develop into a tropical cyclone, and explain the role
of evaporation, condensation and latent heat in tropical cyclones
(j) recall that tropical cyclones are also known as hurricanes and typhoons, and discuss their impact on coastal
communities
(k) use the knowledge and understanding gained in this section in new situations, or to solve related problems
Supplies:
1 ½ or 2” 3-ring binder
Dividers
Ruled notebook paper
Pen or pencil
Highlighters
Post-Its
Grading Scale:
90-100
A :)
80-89
B
70-79
C
60-69
D
50-59
F :(
Grading Policy
Tests/Quizzes
60%
Labs/Projects
20%
Classwork/HW
20%
_________________________
Total
100%
GUIDELINES TO SUCCESS
Take Responsibility
Come to class with ALL necessary materials
Remain in class the first & last 10 minutes of class
Comply with Bell Schedule
Be in your scheduled class before bell
Start the bell ringer
Have Respect
Comply with adult directions
Show Titan Pride
Use appropriate language
Maintain school dress code at all times
ASSIGNMENTS & HOMEWORK
Your work should be neat, legible and handed in on time. Your assignments can be found on the
large white assignment board on the side of the classroom and also the website. Your planners can
be utilized to copy the large assignment board in the classroom for the assignments for the week.
Homework is ON TIME if in appropriate box and turned in BEFORE or AT the tardy bell. If tardy or you
forget, the most you may receive is 59%. The assignment is worth 59% if in box before the next day’s
tardy bell. If not, a zero will result. ZEROS cannot be made up.
If a lab is missed, the lab will count as a “no count,” which means that it will not count toward or
against your grade.
MAKEUP WORK
School policy will be followed for makeup work. If you have an unexcused absence the highest
grade you will be able to receive is a 59%. Make-up for a missed test or quiz will NOT be held during
regular class time unless under special circumstances. All missed tests or quizzes must be taken either
before or after school or during your lunch period. No more than two calendar weeks will be allowed
to make up any of these assignments.
To get your makeup work, look at the website. You can also receive your make-up in the specified
area in the classroom or get any papers from the instructor at the end of the class period. Makeup
work must be handed in within the allotted time frame. (refer to the Student Handbook for the
makeup work policy)
NOTEBOOKS/NOTEBOOK CHECK
You will keep a class notebook, which will encompass all assignments completed with your scores
present. This is so the student/parent can monitor their work and grades throughout the year. There
will be a minimum of one notebook check per grading period. YOU MUST MAINTAIN YOUR
NOTEBOOK ACCORDING TO MY GUIDELINES AND DIRECTIONS THAT WILL BE GIVEN ON THE DAY WE SET
UP OUR NOTEBOOKS. THIS WILL BE WORTH A TEST GRADE.
EXTRA CREDIT
Extra credit will not be given in this class, but there are incentives to help if you need it. I will print
progress reports every three weeks with a spot for parents’ signature. If you show your parents and
have them sign it, then you can receive 5% to any assignment other than tests. I also have in place
the opportunity to earn what I call “Soomar Bucks.”
SOOMAR BUCKS
Soomar bucks are earned by the following ways:
 Getting a good grade on a test, quiz, or lab
 Bringing in homework
 Follow the guidelines in the classroom
 Being kind to peers/Performing an act of kind
 Using appropriate language in the classroom
You will then be able to spend those at the Soomar store that includes additional opportunities for
extra credit on homework, classwork, quizzes, labs, and tests.
CODE OF CONDUCT (10 Commandments)
All students are expected to adhere to rules set forth in the St. Lucie County district
handbook and the Treasure Coast High School handbook. In addition, the following policies
apply in the classroom.
1. Be prepared when the bell rings. Bring the supplies you need for class.
2. Remain in their seat at all times. You are to raise your hand and wait to be called on to
get out of your seat or go anywhere outside of the classroom.
3. Bathroom Breaks are limited. You will need to sign out and in when you use them.
4. Respect self, others, and property. Do not take anything off my desk without
permission.
5. Profanity will not be tolerated.
6. The lab equipment is off-limits and should not be used unless instructed by the teacher.
The teacher storage is off-limits as well.
7. No Electronics (cell phones) are to be used unless otherwise specified by the teacher.
i. Cell phone policy:
1. 1st take-out – warning to put away
2. 2nd take-out – phone is taken from teacher (School policy will be
enforced in which the phone is picked up by a dean)
8. Follow dress code
9. No food or drink EVER except bottled water.
10. If you have any questions/concerns or you need make-up, address them at an
appropriate time such as after class, during lunch, or after school.
ACADEMIC HONESTY PLAN
Willful or deliberate unauthorized use of the work of another person for academic purposes, or
inappropriate use of notes, or other material in the completion of an academic assignment or test is
not permitted. In addition to disciplinary responses, the granting of credit for this assignment may be
considered null and void. (That’s code for “you will get a zero”)During testing, I will provide you with a
cheat sheet preventer that you will use to cover your paper.
CONSEQUENCES
1.
2.
3.
4.
5.
First offense: Verbal warning
Second offense: Verbal warning
Third offense: Send out of class / Time out (Possible referral depends on severity)
Fourth offense: Referral / Call Home to parents
Fifth offense: Dean Pick-up or Involvement / Referral
By signing this, you and your parent(s) agree that all of the above information has been read and
understood. As a student, you plan to follow guidelines, procedures, and the code of conduct as
written here in order to be successful in this class.
Student’s name: ____________________________ Student’s signature: ________________________________
Parent’s name: _____________________________ Parent’s signature: _________________________________
Parent’s contact #: _______________________
“Attitude is a little thing that makes a BIG difference”
Hope you have a successful year!!