Learning Objectives

EARTH SCIENCE 1130

INTRODUCTION TO OCEANOGRAPHY

UNIT 1

OCEANOGRAPHY – A DIVERSE SCIENCE RICH IN HISTORY

The World Ocean

1. Describe the World Ocean in terms of the proportion of the world’s water, proportion of earth’s surface area and average depth.

2. List and describe the components of the hydrologic cycle model. Explain how the components are interrelated.

Application & Discussion:

3. Given what you understand about the hydrologic cycle, how is the role of the world ocean important to residents of the Chicago metropolitan area?

Marine Sciences & Careers

1. List and describe the sub disciplines of oceanography in terms of area of study, qualifications and relative employment opportunities.


2. Which marine sciences may produce information you might use daily? In your chosen area of study or career? Explain.

History of Marine Sciences & Current Trends

1. Chronologically order the historic contributions of the early voyagers, the voyagers of the Middle Ages, Age of Discovery and the 20 th century.

2. List the key contributions to the marine sciences and voyaging technology made by:



Phoenician, Greek, Chinese and Polynesian voyagers



The voyages of the HMS Challenger , the Meteor the Trieste and the Glomar Challenger



Captain James Cook, Matthew Maury, Magellan, Prince Henry the Navigator, Cousteau and Gagnan

By Diana M. Strode

College of DuPage

Use by permission only



UNIT 1

OCEANOGRAPHY – A DIVERSE SCIENCE RICH IN HISTORY

History of Marine Sciences & Current Trends (cont.)

3. Describe the Jason-1, Aqua, IDOP & JGOFS projects.


4. What other vessel (non-marine) carried the name Challenger? Why do you think this name was chosen for this modern vessel?

5. How do you think the contributions of these people/groups impact current events/needs?






UNIT 2

Origins

Hypothesis of the Origin of Earth & the Solar System

1. Describe the solar nebula hypothesis.

2. List 3 pieces of evidence supporting the solar nebula hypothesis.


3. How does understanding the possible origins of the solar system apply to studies of the world ocean?

Hypotheses of the Origin of the World Ocean

1. List two possible sources of water on our planet.

2. Describe the hypotheses of the origin of ocean basins.

Hypotheses of the World Ocean’s Role in the Origins of Life

1. Describe biosynthesis, chemosynthesis and photosynthesis.

2. Describe hydrothermal vents and cold seeps. Why are these features significant to the hypotheses of the beginning of life?

3. List at least 3 pieces of evidence that suggest that life began within the world ocean.






UNIT 3

GEOLOGIC STRUCTURES & PROCESSES

Continental Margins & Ocean Basins

1. List and describe each of the topographic features found on a continental margin.

2. Differentiate between passive and active margins in terms of tectonics and physical characteristics of the continental shelf, slope and rise.

3. Describe turbidity currents and their significance in forming continental margin features.

4. List and describe features common to the floor of the ocean basin.

Bathymetry

1. Describe how depths to the seafloor are determined.

2. Construct a bathymetric chart using soundings and isobaths. Use the charts to identify key topographic features of the continental margins and ocean floor.


3. What other technologies do you know that employ sound to view unseen places?

Earth’s Structure & Plate Tectonics

1.

Name and describe each of earth’s internal layers.

2. List evidence used to support Alfred Wegener’s Continental Drift hypothesis.

3. Explain why Wegener’s hypothesis was controversial and discounted by scientists in the U.S.

4. List and describe the evidence that led to the Theory of Plate Tectonics.






UNIT 3

GEOLOGIC STRUCTURES & PROCESSES

Earth’s Structure & Plate Tectonics (cont.)

5. Describe the geological processes and ocean basin floor, continental margin and landform features associated with each plate boundary type – divergent, convergent (oceanic-oceanic; oceanic-continental; continentalcontinental) and transform.


6. Which societies of the world would benefit most from an understanding of plate tectonics? Explain.

Sediments

1. List and describe the 4 types of marine sediments and explain the origins of each.

2. Describe the distribution and generalized rates of deposition of terrigenous, biogenous and hydrogenous sediments. Identify the sediments most likely present at the continental shelf, continental slope and rise, abyssal plain, ridges and near islands.

3. Compare and contrast siliceous and calcareous oozes.

4. Define the calcium carbonate compensation depth (CCD) and explain how it impacts the deposition of marine sediments.

5.

Explain how marine sediments provide clues to our planet’s history.

6. Relate sea floor spreading rates to sediment thickness. Use sea floor spreading rates and sediment accumulation rates to determine age and thickness.


7. List those sediments of economic importance and describe their commercial uses. Which are important in the production of the products/foods you may use?






UNIT 4

PHYSICAL PROPERTIES OF SEAWATER

Special Properties of Water

1. List and describe the special properties of water.

2. Distinguish between sensible heat and latent heat.

3. Describe the heat capacity of water in terms of thermal inertia and the thermostatic effects on the World Ocean and climate.


4. Which of these properties do you encounter each day? Under what circumstances?

Salinity

1. Define salinity and describe how it is measured.

2. How does the definition of salinity differ from your prior understanding of the “salty sea”?

3. List the major anions and cations in seawater and their sources.

4. Describe the factors influencing salinity and the latitudinal variability in surface salinity.

Dissolved Gases

1. List the sources of and describe the significance of dissolved nitrogen, dissolved oxygen and dissolved carbon dioxide.

2. Distinguish between conservative and non-conservative constituents.

3. Describe the distribution of the 3 key dissolved gases with depth.

4. Explain how the ocean serves as a “carbon sink”.






UNIT 4


Dissolved Gases (cont.)

5. How does this carbon process relate to you as you drive your car to campus or to work?

6. Know the average pH of seawater.

7. Describe the relative abundance of bicarbonate/carbonate and carbonic acid with depth and these constituents relate to dissolved carbon dioxide.

8. What effect does the distribution of bicarbonate/carbonate have on the pH of seawater?


9. What role do plate tectonic processes play in the carbon sink process?

10. How does the carbon sink process relate to you as you drive your car to campus or to work?

Density Stratification of the Ocean

1. Explain the relationship between temperature, density and salinity.

2. Diagram and describe the layered density structure of the world ocean; include the general patterns of temperature and salinity associated with the layers.

3. Identify the key factor responsible for generating the density layers.

4. Describe how the density layers vary with latitude and season. What roles do sea surface temperature and surface salinities play in this variation?


5. If you were to travel directly east to the Atlantic Ocean, what pattern of density layers would you expect to find? Why? Would expect any temporal variation? Why?






UNIT 4


Light & Sound

1. Rank the following wave lengths of electromagnetic radiation in order from shortest to longest: ultraviolet x-ray visible microwave gamma-ray infrared radio

2. Which wavelengths of electromagnetic radiation do you encounter daily?

Under what circumstances?

3. List and describe the factors influencing the penetration of light in seawater. Which of these would also apply to the local swimming pool?

4. Distinguish between the photic and aphotic zone in terms of light, biomass, photosynthesis and temperature.

5. Know the component terms in the acronym ‘sonar’.

6. Differentiate between active and passive sonar.

7. List and describe the physical factors that influence the velocity of sound in seawater.

8. Distinguish between mysticeti and odontoceti in terms of the creature’s physical traits and employment of sound.

9. How are the uses of sound by whales similar to human uses of sound?

10. Describe the deep scattering zone and SOFAR layers in terms of cause and significance.






UNIT 5

SEA & SKY: INTERACTIONS BETWEEN ATMOSPHERE & THE OCEAN

Earth

– Sun Relationships

1. Describe how the amount of solar radiation received at earth’s surface varies between the equator and poles. Explain why this pattern occurs.

2. Name and describe the factor that causes seasons.

3. Describe the solstice and equinox in terms of the angles of solar radiation, inclination relative to the sun and season.

4. Relate the angle of solar energy receipt to the patterns of sea surface temperature (SST). Also relate the angles of solar energy receipt to the patterns of light distribution with increasing depth that you learned in the previous unit.

Atmospheric Heating

1.

Describe how the earth’s atmosphere is heated by the greenhouse effect.

2. List the reasons land and water heat/cool differentially and describe the resulting effect upon air temperature and air pressure.


3. Which of these factors influence air temperatures on campus? How are these factors similar or different from those influencing air temperatures over the ocean at your latitude?

Atmospheric Circulation

1. Describe the pressure gradient force and how it affects air circulation.

2. Describe the Coriolis Effect and how it influences the flow of wind.

3.

List and describe the locations of earth’s convection circulation cells.






UNIT 5


Atmospheric Circulation (cont.)

4. Locate and describe each of the global wind belts in terms of latitudinal position, relation to convection cells and generalized temperature and precipitation conditions.

Weather Patterns – Monsoon & Tropical Cyclones

1. Describe the monsoon in terms of seasonal weather conditions, ITCZ migration and differential heating of land and water.

2. List and describe the optimal conditions and season for tropical cyclone development.

3. List and describe the 3 stages of development of tropical cyclones.

4. Describe the structure and energy source powering the tropical cyclones

(hurricanes).

5. Describe the factors used to rank tropical cyclones on the Saffir Simpson scale and the primary causes of damage/casualties.


6. How does understanding these weather patterns benefit global societies?

How can you personally benefit from understanding these patterns?

Surface Currents

1. Name the source of energy that generates surface currents and list the factors that influence current direction.

2. Describe the mechanisms by which surface current direction, velocity and discharge are measured.

3. Define a geostrophic current.






UNIT 5


Surface Currents (cont.)

4. Name and locate the 5 great ocean gyres and the Westwind Drift. Name the component currents of the North Atlantic and North Pacific gyres.

5. Describe Ekman transport.

6. Contrast western and eastern boundary currents.

7. Describe the climatic effects of the Gulf Stream and California currents.

Vertical Currents – Upwelling & Downwelling

1. Describe upwelling and downwelling in terms of the factors generating these vertical currents, nutrients, dissolved gases, mixing and climate.

2. Differentiate between coastal and equatorial upwelling.

El Nino – La Nina

1. Describe ENSO.

2. List and describe the factors that cause an El Nino event.

3. List and describe the factors that cause a La Nina event.

4. Describe the consequences of ENSO and El Nino on North and South

America and upon the hurricane seasons of the N. Atlantic and N. Pacific.

5. Describe the frequency and duration of ENSO/La Nina and how these appear to be changing in recent decades?


6. Which world societies would benefit most from a better understanding of

ENSO and its cycles? Why?






UNIT 5


Thermohaline Circulation

1. Describe thermohaline circulation in terms of the physical factors that generate this vertical circulation, its pattern within the world ocean and its role in energy transfer world wide.

2. Describe how global warming might affect the Great Ocean Conveyor in the North Atlantic and the climate change that might occur as a result.

3. What is “abrupt climate change”?

4. Describe how seafloor sediments are used as proxy data for determining paleoclimates.


5. How might the nations bordering the North Atlantic benefit from a better delineation of the Great Ocean Conveyor, the factors influencing it and its role in the climate of this region? How would the Chicago Metro area benefit?






UNIT 6

SURF & TURF: THE POWER OF WATER

Waves

– Physical Characteristics & Classification

1. List and describe the disturbing forces that can generate waves.

2. List and describe the restoring forces that may influence waves.

3. Distinguish between forced and free waves.

4. Distinguish between deep and shallow water waves in terms of water depth and celerity.

Wind Waves

1. Describe how wind waves are generated and move into the open ocean.

2. List and describe the factors influencing the formation of fully develop sea and the size of a wave.

3. Relate wave generation and the concept of a fully developed sea to tropical cyclones. How might these concepts apply to Lake Michigan?

4. Distinguish between constructive and destructive interference.

Waves Approaching Shore

1. Describe the process of refraction, reflection and diffraction.

2. Explain why waves break as they approach shore in terms of celerity, wave height, wave length and steepness ratio.

Coastal Erosion & Deposition

1. List and describe the coastal features associated with wave erosion, wave deposition. Recognize these on maps and/or diagrams.

2. Describe a beach in terms of its composition and dynamic equilibrium.

3. Label and describe the features of a typical beach profile.






UNIT 6


Coastal Erosion & Deposition (cont.)

4. Compare and contrast high and low energy beaches.

5. Explain the cause and consequences of littoral drift.


6. List and describe the processes used to minimize beach erosion and their consequences. These techniques are not limited to protecting beaches along coastlines. In what other water environments might these erosion mitigation processes be employed?

Seiche & Tsunami

1. Describe a seiche in terms of disturbing force, restoring force, propagation influence and depth.

2. Describe a tsunami in terms of disturbing force, restoring force, propagation influence and depth.

3. Describe how tsunami waves change as they approach shore. Explain and describe the effects a tsunami may have on a beach profile.

4. Compare and contrast seiches, wind waves, storm surge and tsunamis in terms of wave celerity, wave height, wave length and damage potential.

Tides

1. Explain how gravity and inertia interact as a tractive force to create a tide under Newton’s Dynamic Equilibrium Theory. Recognize in a sketch which tidal

2. Explain spring and neap tides in terms of gravitational attraction and earth- sun-moon alignments. Indicate the monthly frequency of these alignments, describe their effects on tidal range and identify them on tide charts.






UNIT 6


Tides (cont.)

3. Describe the effects of perigee/apogee and perihelion/aphelion on tidal range.

4. Describe how tidal range varies with distance from the amphidromic point.

Recognize these patterns on an amphidromic system chart.

5. Describe diurnal, semidiurnal and mixed tides. Identify these patterns on tide charts.

6. Explain the interrelationships between neap/spring tides and dynamic equilibrium tides (e.g. diurnal, semidiurnal and mixed tides.) Identify these interrelationships on tide charts.

7. Describe tidal bores (i.e., tidal waves), ebb and flood currents and maelstroms.


8. Why are tide charts and their predictions important to coastal societies and industries? What concerns may arise in coastal regions when tides interact with storm surge, storm waves, seiche or a tsunami?

8. Does Lake Michigan experience tides? Why or why not?






UNIT 7

MARINE COMMUNITIES

Marine Environment Classifications

1. List and describe the marine classification zones by light in terms of wave length penetration, photosynthesis and bioproductivity.

2. List the physical adaptations common to pelagic animals in the disphotic and aphotic zones.

3. Discuss the role of bioluminescence in the deep ocean communities.

4. Describe the pelagic ocean zones in terms of depth, proximity to shore, photosynthesis, bioluminescence, bioproductivity, key physical factors and limiting factors.

5. Describe the benthic zones in terms of depth, proximity to shore, photosynthesis, chemosynthesis, bioproductivity, key physical factors and limiting factors.

Contrast: Polar & Tropical Ocean

1. Describe the light, temperature, salinity and nutrient conditions for the tropical ocean. Indicate the key limiting factor for these marine communities.

2. Describe the coral reef environment in terms of key organisms, bioproductivity, optimum physical factors and key limiting factors.

3. Describe the 3 types of coral reefs. How is the formation of these reefs related to plate tectonics?

4. Describe the light, temperature, salinity and nutrient conditions for the polar oceans. Indicate the key limiting factor for these basins.

5. Contrast the bioproductivity of the tropical and polar oceans. Include the physical factors that control the bioproductivity of these basins.






UNIT 7

MARINE COMMUNITIES

Contrast: Polar & Tropical Ocean (cont.)

6. Compare and contrast the northern and southern polar oceans in terms of the extent of winter ice cover, temperature, density, accessibility, upwelling and nutrient availability.


7. Why might the characteristics and overall health of tropical and polar oceans be important to the residents of the Chicago Metro area?

Societal Impacts to Marine Environments

1. List the physical factors influencing distribution and health of marine organisms.

2. Define a limiting factor and provide examples.

3. List the primary marine pollutants in order of importance.

4. Describe the sources of key pollutants and key habitats at risk.

5. Describe the significance of estuaries/salt marshes and the key threats to the health of these environments.

6. Describe an introduced species in terms of key sources and potential impacts.

7. Describe the Minimata incident.

8. Describe the 3 zones established in the 1982 UN Draft Convention on the

Law of the Sea. Compare this to the U.S. EEZ policy.




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