Oceanography, GEOL 211
Special Section for IDLS majors
Spring 2006
Dr. Kristen St. John
Memorial Hall 7100D
540-568-6675
stjohnke@jmu.edu
Class Meets: Memorial Hall Room 7370, Tuesday and Thursday 2-3:15 pm
Office hours: By appointment, or I am usually available during the following times –
Monday
10-12
Tuesday
10-12
Wednesday
10-12
Thursday
10-12
3:15-4
Course Description:
Discover how the disciplines of geology, chemistry, physics and biology are integrated in the study of the oceans.
Through a blend of lecture, in class activities, homework, and field experiences learn about the tectonic evolution of
the ocean basins, physiography of the sea floor, heat capacity of the oceans
and influence on maritime climates, waves, tides, influence of winds on
surface currents, upwelling, relationships between sea level change and
climate and tectonic changes, influence of temperature and salinity and
density and deep water circulation, coastal geology, marine ecosystems,
controls on marine sedimentation, microfossils and ancient oceans, and
marine resources.
Hands-on and computer-simulated activities and a sea and shore-based
field experience at the Virginia Institute of Marine Sciences Field Station on
the Eastern Shore will provide you with effective strategies, self-collected
samples and datasets, and the scientific foundation to teach oceanography
concepts even in landlocked classrooms. Concepts addressed in this course
are related to Virginia's Standards of Learning for Earth Science (ES 1, 2, 3, 4b, 7ade, 8bc, 10a, 11, 13d) and Grade
6 Science (Sci 6.1, 6.3, 6.4g, 6.5, 6.7, 6.8h, 6.9). Photo source: http://virginiaearthscience.info/
Overriding Design Themes:

Integration of ocean science disciplines (geology, chemistry, physics, and biology)

Integration of a variety of inquiry-based learning strategies

Integration of VIMS field experience with classroom experience

Integration of math and technology in ocean science data collection and analysis
Overriding Course Objective:
After successfully completing this course, pre-service teachers who actively participate and take
responsibility for their learning will be able to confidently and competently teach oceanography
concepts by drawing from their personal experiences studying the oceans and by using effective
instructional strategies and resources, including real world samples and datasets. Students will gain a
fundamental understanding of the world’s oceans and the interrelationships among aspects of physical,
chemical, biological, and geological oceanography.
Embedded Learning Goals:

Content learning goals – for pre-service teachers to learn the oceanography content identified in the
specific Earth Science Standards of Learning 1, 2, 3, 4b, 7ade, 8bc, 10a, 11, 13d and the related Curriculum
Framework (see http://www.pen.k12.va.us/VDOE/Instruction/Science/sciCF.html, and the 10 Essential
Knowledge and Skills (EKS) for oceanography from p. 15-16 of Earth Science Standards of Learning
Sample Scope and Sequence, http://www.pen.k12.va.us/VDOE/Instruction/solscope/esss.doc). Specific
content will include:
1.
Tectonic processes responsible for the formation and evolution of the ocean basins, and the
resulting physiographic features of the sea floor [EKS 7-9];
2. General patterns of temperature and salinity, and their influence on density; the role of density in
deepwater circulation [EKS 1, 6c];
3. The constant ratio between major dissolved components and total salinity [EKS 1];
4. Role of CO2 as a source of C for primary productivity and as a pH buffer, and the ocean’s role in
storing C; Oxygen as a byproduct of primary productivity [EKS 1,10];
5. Role of wind and Ekman transport in generating surface currents, and the role of surface ocean
circulation in moderating earth’s heat budget [EKS 6bc];
6. Development of waves and tides, and their effect on shorelines [EKS 3, 6b];
7. Relationship between ice caps and sea level change, and the resultant changes in shoreline
position [EKS 4];
8. Character of near shore marine ecosystems, including estuaries, using the Chesapeake Bay and
Virginia Eastern Shore as examples [EKS 5];
9. Influence of upwelling in nutrient distribution and primary production [EKS 6a] ;
10. Multi-component nature of marine sediments, with each component subject to its own distribution
and abundance filters [EKS 1];
11. Ocean stewardship: marine resources in crisis and their management [EKS 2]
12. How geological, chemical, physical, and biological processes are interconnected in the world’s
oceans

Pedagogy learning goals – for pre-service teachers to identify inquiry-based learning strategies
appropriate for oceanography content and aligned with National Science Education Standards A, B, and E
(see http://www.nap.edu/readingroom/books/nses/html/)

Technology learning goals – for pre-service teachers to identify technology tools appropriate for
oceanography content and integrate technology with content instruction.
Textbooks:
1.
2.
Leckie and Yuretich, Investigating the Ocean, 3rd edition (required). Bring to class daily.
Sverdrup et al., An Introduction to the World’s Oceans, 8th edition. (recommended)
Field trip:
Virginia Institute of Marine Sciences, Eastern Shore Lab, Wachapreague, VA, March 31-April 2. This is a required
field trip. It is a synthesis cap stone experience for your learning and is essential for one of your assignment:
Synthesis of Theory and Practice I. Specific information regarding the field trip will be handed out and discussed in
class later in the semester. In brief, we will drive to Wacheapreague, Virginia on the Eastern Shore and stay at the
Virginia Institute of Marine Sciences dorm facility. We will go on shore-based and shipboard field trips to collect data
and make measurements. While this course does not have a lab fee, there will be a field trip fee of ~$30. This covers
part of the cost of the dorm, boat, van transportation, and food expenses for 3 days (two nights).
On the field trip you will be responsible for collecting the minimum following data from the estuary and the coastal
ocean
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
latitude and longitude (GPS coordinates)
surface current direction & estimated speed
water depth
base of photic zone
dissolved oxygen profile data
temperature profile data
Salinity profile data
pH profile data
nutrient data
description of planktonic life
description of nektonic life
description of benthic life
sea floor sediment grain size
sea floor sediment composition
Assessment:
Assessment Focus
Method of Assessment
When Assessed
Grade Percent
Oceanography Content
Knowledge
In-Class Activities &
Field Investigations
Short answer, multiple choice,
true/false in class tests.
Exercises in Leckie and Yuretich
text, and instructor developed
activities.
Virtual Field Guide & Report. This
can be done as a virtual report using
Power Point, as a web site, or as a
hard copy report. Report will include
a visual and written description and
explanation of the scientific
observations made at the field trip
data collection sites. Teachers must
compare and contrast the sites and
explain why values or properties
collected at these sites are similar or
different. In addition teachers will
infer, based on their acquired
knowledge of the oceans, how and
why the same set of data collected at
a deep marine site (36˚ N 60˚ W)
would be similar or different.
Examples of student work are
available to model after.
Annotated Lesson Plan/Activity Set.
You’ve taken education classes and
you’ve taken content classes – but
how do you put them together when
you are the classroom teacher
yourself? To help you build that
bridge you are to find and post to
Blackboard 4 lesson plans or
activities, each related to
oceanography content topics. While
you are not being asked to recreate
the wheel and develop original
lesson plans/activities, you are
required to annotate those that you
select. The annotation should be ~1page and include a summary of the
activity and content addressed
reference to the relevant national or
state standards of learning, and your
reasoning for why you anticipate the
selected lesson plan will be
particularly effective in teaching
earth science content to the age
group you expect to teach in the
future. One of the lesson plans must
include real world data sets. One of
the less plans must include some
form of technology (e.g. GIS, online
activity, use of excel, digital images,
etc.).
Mid term and end of
term
Periodically
throughout term
20% each (40%
total)
20%
Collect digital
images and data on
field trip, which will
be made available
to all immediate
after field trip, as will
a map. Field Guide
& Report due last
day of class: April
27, 2006.
20%
Annotated Lesson
Plans/Activities are
to be submitted
electronically and
posted to the course
Blackboard site.
The due dates for
these are: Jan. 26,
Feb. 23, Mar. 21,
and Apr. 13.
20%
Synthesis of Theory and
Practice I: Integration of
content knowledge with
field experience and
technology
Synthesis of Theory and
Practice II: Integration of
content knowledge,
inquiry learning, real
world data sets, and
technology*
*Special note for students not intending to pursue education careers: You have an
option of completing Synthesis of Theory and Practice II as described above and focusing on undergraduate
audiences OR you may substitute the following assignment:
Writing Abstracts
It is especially important for all scientists to know how to write an abstract. Writing an abstract essentially requires
that you distill information from a journal article (or your research) into a short summary. Your assignment is to write
abstract for 2 oceanographic articles that I will provide. Abstract drafts are due Feb 23, and Mar 21. The final
versions of each of these abstracts are due Apr 13. You will loose 5 pts from your Abstract grade if a first draft is not
turned in by the due date.
Writing abstracts is not easy. You should consider that abstracts, like all summaries, cover the main points of a piece
of writing. Unlike executive summaries written for non-specialist audiences, abstracts use the same level of technical
language and expertise found in the article itself. And unlike general summaries, which can be adapted in many ways
to meet various readers' and writers' needs, abstracts are typically about 250 words and follow set patterns. Abstracts
typically serve five main goals:
1.
2.
3.
4.
5.
Help readers decide if they should read an entire article
Help readers and researchers remember key findings on a topic
Help readers understand a text by acting as a pre-reading outline of key points
Index articles for quick recovery and cross-referencing
Allow supervisors to review technical work without becoming bogged down in details
See: http://writing.colostate.edu/guides/documents/abstract/ for more information on how to write a good abstract.
Special note for geology majors: It is department policy that geology majors attend department
seminars given by invited speakers. There will be ~4 seminars this semester, and these will generally take place at 4
pm on Thursdays. Dates to be announced. For attending these seminars you can receive credit in this course. To do
so you will have to write 1 page summaries of the presentations and turn these in the following class period.
Collectively these reflective summaries will count either as 2 lesson plans OR as 1 abstract in the assessment
options above.
Tentative Class Schedule*
*subject to modification
Date
Topic
Relevant SOLs
Other
ES1bce, ES2, ES3, ES8c,
ES11d; Sci 6.1.
Bring shoebox to class
Tu 1/10 Class Introduction
Th 1/12 Basin Physiography
Tu 1/17 Basin Physiography
Dynamic Planet CD
Th 1/19 No formal class meeting: continue with Dynamic Planet CD activity
Tu 1/24 Formation and Evolution of Ocean Basins
Th 1/26 Formation and Evolution of Ocean Basins
Tu 1/31 Physics & Chemistry of Sea Water
Th 2/2
Physics & Chemistry of Sea Water
Tu 2/7
Physics & Chemistry of Sea Water
Th 2/9
Surface Ocean Circulation
ES1, ES2, ES3ad, ES11abc;
Sci 6.1, 6.4g, 6.5, 6.7eg
Differential Heating Act.
NOAA Estuaries Act.
ES1c, ES3ab, ES11ac, ES13d;
Sci 6.1, 6.3abc, 6.5
overlay & Coriolis demos
Tu 2/14 No class: JMU assessment day
Th 2/16 Surface Ocean Circulation
Tu 2/21 Surface Ocean Circ: Tsunamis, Monsoons
Tsnumi Visl. Mtns to
Monsoons CD
Th 2/23 Exam 1
Tu 2/28 Deep Water Circulation
Th 3/2
Deep Ocean Circulation
Tu 3/7
No class: Spring break
Th 3/9
No class: Spring break
Tu 3/14 Waves and Coasts
Th 3/16 Waves and Coasts
Thermohaline Circ Act.
Begin keeping track of phases of moon.
ES1ac, ES4b, ES8b, ES11abce;
Sci 6.1, 6.3abc, 6.5, 6.8h
163 video
Beaches Moving
Date
Topic
Relevant SOLs
Tu 3/21 Sea Level Change
Other
Aurora Act.
Th 3/23 No class: GSA meeting
Tu 3/28 Tides
Wach. tides act.
Spr-Neap Tide demo
Th 3/30 Tides
NOAA Act
Fri 3/31-Sun 4/2: FIELD TRIP
ES1, ES2, ES3, ES4b, ES7, ES9f,
ES13a; Sci 6.1, 6.3, 6.5, 6.7, 6.8h, 6.9.
Tu 4/4
Life in the Sea: General Controls
ES1b,ES11ab; Sci 6.1, 6.7eg
Th 4/6
Classification of Marine Organisms
Tu 4/11 No formal class meeting: go to evening lecture at 6:30 pm: visiting scholar Dr. Lee Kump on Fossil Fuel
Burning and the Fate of Coral Reefs; 5 pts extra credit for Exam 2 if write reflection statement on lecture
(due 4/13)
Th 4/13 Marine Productivity
ES1bc, ES2, ES3, ES7ade, ES11be;
Sci 6.1, 6.5, 6.7eg, 6.9a
Tu 4/18 Marine Productivity
Th 4/20 Marine Sediments
ES1be, ES2, ES8b, ES10a,
ES11ac; Sci 6.1, 6.5
Irminger Basin Act.
Tu 4/25 Marine Sediments
Th 4/27 Marine Sediments, evaluation forms
Final exam: Thursday May 4, 1:30-3:30 pm
Field Guide & Report Due