Grade:
11-12
Subject:
Marine Science
Topic:
Storm Surge
Effects of a Strom Surge
Chris Smith
October 2010
Coastal Carolina University
NSF GK-12 Program
http://kingfish.coastal.edu/GK-12
Summary:
The purpose of this lesson is to demonstrate the effects of storm surge on low lying coastal areas.
Performance Objectives:
1. Investigate the effects of hurricane storm surge on low-lying areas
2. Determine the distance inland that the storm surge will reach
3. Simulate the destructive force of a hurricane
Materials (per group):

Long plastic container (under the bed storage containers work well)

Pitcher

Sand

Water

Sponges

Various materials to construct houses (Monopoly houses work great)

Tiny animals, cars, and/or people

Energy source (ex: blocks of wood, bottles, fans, etc.)

Erasable markers

Paper towels for clean up
Source:
 This lesson was adapted from The Surge of the Storm by Margret Olsen and Katie Greganti.
Observations: KEY
1. Data Table:
Type of disturbance
Normal Waves
Mild Storm
Storm Surge
Distance felt inland
1-2 in
3-4 in
4 + in
2. Describe what happened in your model when you created normal waves.
Some sand should erode but the development should remain.
3.
Which area of your model received the most affect from the waves? Explain why this
happened.
The dunes should receive the most affect because they are buffered against the waves
4. Describe what happened in your model when you created mild waves.
More erosion of the dunes should occur. Water should flood the marsh.
5. Which area of your model received the most affect from the waves?
The dunes should receive the most affect because they are buffered against the waves
6.
Explain how dunes and marshes protect the mainland from effect of storms.
The marsh and dunes act as a buffer against large waves and winds.
7. Described what happened in the model when you created the hurricane storm surge.
Explain what happened inland and up the river.
Flooding of the uplands and marshes occurred as well as complete erosion of the dunes. The river
overflowed and flooded surrounding areas.
8. Was any area of your model “safe” from the storm surge during your “hurricane”?
Explain your answer.
The top corners were “safe” because they didn’t experience the full force of the storm surge
9. If an evacuation had been ordered, how far should the people travel from the shore in
order to be out of harms’ way? Support your answer using ideas from the model.
The farther inland you go the less damage the storm surge will produce.
10. What recommendations would you make to a developer who is interested in building on
coastal properties?
It is important that they build behind some kind of buffer (dunes/marsh) but nothing will completely
stop the storm surge.
11. Describe how the effects of a storm surge can impact the lives of the people living along the
coast and the economy.
The storm surge will completely destroy peoples’ homes a property. In Myrtle Beach the economy is
based on tourism and the economy will crash when hotels are destroyed.
http://kingfish.coastal.edu/GK-12
http://www.nsfgk12.org
Aquaculture/Mariculture Worksheet
Name:______KEY___________________
Date:_____________________
Block:____________
Directions: Questions 1-16 will follow the powerpoint presentation given by David Cline from
Auburn University.
Introduction Slide
1. _____________Aquaculture/Mariculture_________is the reproduction and growth of aquatic
organisms in controlled environments.
2. How many species are being grown via aquaculture globally?
About 300
Aquaculture Systems
3. List the 4 types of aquaculture systems that are in use today.
Ponds, Cages, Raceways, Recirculating systems
Fish Survival Basics
4. What are the 4 requirements for aquacultured organisms to survive?
Food, Water, Oxygen, Waste Removal
Oxygen Levels in the Water
5. During the day, ______Algae/Plants________ oxygenates the water in the aquaculture systems,
but creates carbon dioxide during the night.
Daily Oxygen Levels
6. Sketch the graph of the daily oxygen levels in aquaculture ponds (include x and y axis lables).
Dissolved
Oxygen
Time of day
Diffusion
7. Oxygen is also put in to the water through water-air contact, this is called __ Diffusion____.
8. What are aerators or diffusers used for?
Aerators or diffusers place oxygen into the water during the night time or during warm days.
Fish Waste - Ammonia
9. Low concentrations of _____Ammonia____ in the water can stress fish.
Cages
10. ____Cages___ (system type) allows for easy harvesting of organisms but can cause increased
mortality due to disease or predators.
11. Small cages are about ___1____m3 while larger cages can be up to ____100___ m3.
Sea Cages
12. With sea cages, farmers have little control over the ____Environment_______.
Oxygen in Cages/Waste in Cages
13. The replenishment of oxygen and removal of waste depends on the flow of __Water______
through the mesh cages.
Raceways
14. The amount of fish that can be produced in a raceway is limited by the ____quality/quantity of
water________.
Recirculating
15. _____Recirculating___________ systems are just large or small aquariums.
RAS – filters
16. Mechanical and biological filters remove ___waste__________ from the recirculating systems.
Directions: The answers to the following questions can be found in the interview with Al Stokes,
the lead marine biologist at the Waddell Mariculture Center.
17. The Waddell Mariculture Center is located in ______Bluffton,SC____________.
18. How many Red Drum are released into the wild each year? ____3 Million________
19. Last year, ____60,000_________(hint: number) Cobia were released into the wild for a seafood
study?
20. What is the reason for releasing the drum into the coastal waters?
Enhancement of natural populations that were overfished and to enhance the recreational fishing for red
drum
21. What other projects are taking place at the mariculture center?
Growth of shrimp in green houses, and growth of bait shrimp.