CATALINA ISLAND EXPLORATION
Aboard the
TALLSHIP AMERICAN PRIDE
Teacher Preparation Package
And
Student Syllabus
CHILDRENS MARITIME FOUNDATION
LONG BEACH, CALIFORNIA
June 2012
Children’s Maritime Foundation
4676 Lakeview Avenue #211
Yorba Linda, CA 92886-9933
(714) 970-8800 office
(714) 970-8474 fax
theamericanpride@aol.com
Welcome Aboard!
Recommended for grades:
Available:
Minimum group size:
Maximum group size:
Times:
4 through 12
Year-round 7 days a week
28 students and 5 adults
50 students and 5 adults
2 to 5 Day Trips
You and your students are about to experience a unique educational journey
aboard the schooner American Pride.
Students will be engaged in many activities while aboard that require
cooperative effort, problem solving, communication and leadership. It is our
goal to help the student to develop these skills and to leave the program with
greater self-esteem and confidence. We hope to help each student restructure
their viewpoint to accept greater challenges, and to demand more of
themselves.
Students will get an exciting glimpse of life aboard the tallship American Pride, both
under sail and at anchorage at the Isthmus on Catalina Island. Under sail, the
students will participate in exciting shipboard activities such as steering the ship and
help to raise the sails. The students will also be doing many activities: fish
dissections, testing water samples, sifting through bottom samples, tide pool and
mud flat exploration, island history hike and much more.
This curriculum is designed to fit into the California Science Framework for
California Public Schools.
We look forward to having your group aboard and sharing with you a
memorable adventure.
The Crew and Staff of the American Pride.
Table of Contents
LOG BOOK .................................................. 27
NOTES ........................................................... 2
Construction .................................................... 27
CHECKLIST .................................................. 3
Recording In Their Log Book ........................ 27
TEACHER / LEADER PREPERATION...... 4
WATER STATION ...................................... 28
ACADEMIC PREPARATION ........................ 4
Temperature.................................................... 28
SAFETY ABOARD ........................................... 4
Water Chemistry ............................................ 28
CREW PREPARATION .................................. 4
Water clarity ................................................... 29
Tallship American Pride ................................ 5
Water Station Data Sheet ............................... 31
IMPORTANT INFORMATION ................... 6
TYPES OF SHORES ................................... 32
PAYMENT ......................................................... 6
Estuaries .......................................................... 32
SAFETY OFFICERS ........................................ 6
Sandy and Rocky Beaches.............................. 32
TRANSPORTATION ....................................... 6
Mudflats and Salt Marshes ............................ 32
FUNDING .......................................................... 6
Rocky Intertidal Habitat ................................ 32
NAMETAGS ...................................................... 6
Zonation ................................................................ 33
Zones of the Rocky Intertidal Coast ...................... 33
JOURNALS ....................................................... 6
TIDAL ZONE MARINE LIFE ................... 35
Medical, Health, and Photo Registration
Form ............................................................... 7
ARTHROPODS .............................................. 35
MAP ................................................................ 9
ECHINODERMS............................................ 37
SOUVENIR ORDER FORM..................... 10
MOLLUSCS .................................................... 39
GEAR LIST .................................................. 11
Plankton ....................................................... 43
STUDENT PREPARATION ....................... 12
Basic Vocabulary ......................................... 46
USEFUL VOCABULARY.............................. 12
Advanced Vocabulary .................................. 48
CLASS ENSIGN .............................................. 12
SCHOONER’S POEM ................................ 51
SAFETY OFFICER’S INTRODUCTION . 13
SUGGESTIONS .............................................. 13
CINDARIANS ................................................. 37
THE SAILOR’S ALPHABET ..................... 52
SANTA CATALINA ISLAND ..................... 14
AMERICAN PRIDE RIGGING PLAN QUIZ
....................................................................... 53
GEOLOGY AND GEOGRAPHY.................. 14
AMERICAN PRIDE RIGGING PLAN ...... 54
HISTORY ........................................................ 15
ACROSTIC POEM ...................................... 55
SPANISH ERA ................................................ 17
BUOYANCY ACTIVITY.............................. 56
PLANTS ........................................................... 20
THE COMPASS........................................... 58
ANIMALS ........................................................ 21
MAKING A MAGNET .................................. 59
TIMELINE ................................................... 22
TAKING A BEARING................................... 59
KNOTS ......................................................... 25
COMPASS CARD ........................................ 60
KNOT TYING ACTIVITY ........................... 26
HOW SAILS WORK .................................... 61
Activity-- Ping Pong Balls and Funnels...... 62
AMERICAN PRIDE QUIZ ......................... 67
Activity- Air Pressure ................................... 63
AMERICAN PRIDE QUIZ ANSWERS ..... 69
BLOCK AND TACKLE DEMONSTRATION
....................................................................... 64
SAILOR’S HARDTACK RECIPE .............. 70
GLOSSARY OF SAILING TERMS ............ 71
2
NOTES
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CHECKLIST
Upon receipt of this package…
 Arrange transportation if you have not already done so.
 Organize teaching materials relevant to the programs.
One month prior to your arrival…
 Implement mandatory pre-trip lesson plans.
 Recruit your four Safety Officers.
 Distribute medical forms to student/adult participants.
 Distribute Souvenir Order Form
One week prior to your arrival…
 Fax or Call in your Souvenir Order Form
 Go over details of program with Safety Officers.
 Collect completed medical forms.
 Confirm transportation.
 Design and make a class ensign that will be flown from the American Pride.
 Make name tags.
 Start Journals.
 Pick 4 mates and divide into crews.
One day prior to your arrival…
 Check to be sure all medical forms have been turned in.
 Go over gear list.
At arrival…
 Arrival 7:30am
 Use restrooms
 Check in with American Pride crew
 Meeting at 7:45 with the First Mate for all the safety Officers
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TEACHER / LEADER PREPERATION
This packet has been sent to help you prepare for your program aboard American Pride.
We sincerely hope you will take advantage of this information, reference material,
instructions and activities—we cannot stress enough the importance of preparing
the student for this program. The success of the program depends upon the
participants and their willingness to take this experience seriously. The program is
strenuous and tasks are hard, but through challenge comes growth. They need to
know that they are a “team” working together, and succeeding through
communication, listening and keeping a positive attitude. The American Pride crew is
always there to help each student reach his/her potential.
ACADEMIC PREPARATION
The students should have completed all the Activities suggested. It is helpful to give
the student a good overview of sailing ships and their dynamics. The students should
know why they are attending the program. Students must understand that the life of a
sailor was very hard and uncomfortable. If orders are some times given loudly or
harshly it is only an attempt to recreate life aboard a tall ship of the time AND
for their safety. If at any point you are uncomfortable with the tone of the crew
with your students please let the crew or captain know.
SAFETY ABOARD
Upon your arrival you will be informed of safety rules you will need to know. Most
dangers are readily apparent once aboard. During the entire voyage we require students
to wear sturdy, rubber-soled shoes, stay aboard the ship, stay off of and away from the
rails, stay out of the rigging, follow orders, do not run and keep decks orderly and
clean. The American Pride crew will quickly point out safety violations to an offender.
CREW PREPARATION
Your class is the “crew” and the Safety Officers are also included in those crews. Your
class should be divided into four groups, each with a student “mate” who will be in charge.
You or the group can select the mates; however, it is wise to select students who can accept
the responsibility and the pressure of leadership. The student mates are always addressed
as “Mr. _______”. Each crew group will have a different job aboard and the student mate
will relay orders to his sailors, make certain theirs tasks are done well and watch for their
safety. The mate will take orders from and be assisted by the American Pride crew, and of
course, by the all-powerful Captain. There will be four adult Safety Officers, one for each
crew.
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Tallship American Pride
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IMPORTANT INFORMATION
PAYMENT
The Institute can only accept a single check for the total amount of the program;
less the deposit you have already paid. We cannot accept multiple checks. Payment
must be brought with group or sent before group arrives.
SAFETY OFFICERS
It is necessary that four (4) Safety Officers, who will be assigned to each crew,
accompany participants. Safety Officers help keep discipline and will keep an eye
out for safety problems. Plan to recruit and involve your Safety Officers early.
Please see the enclosed Safety Officer’s Introduction.
TRANSPORTATION
Student transportation should be arranged well in advance.
1. School buses—arranged through your District Office
2. Buses—privately contracted
3. Private cars—subject to district policy
FUNDING
1.
2.
3.
4.
5.
Parents of the PTA
Student fund raisers
Community service organizations
Business and corporations
Scholarships—for information call the Institute.
NAMETAGS
We ask that each child have a nametag to be worn through out the voyage. The tag
should have only the student’s last name and crew to which he belongs. Only the Mate
should have a “Mr.” in front of their last name
JOURNALS
Please provide each student with a journal, such as a composition book, or have the
students make a journal during your classroom activities. Also, please provide pencils
for each student to write with. The children will have several opportunities to write in
their journals throughout their “voyage”.
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Medical, Health, and Photo Registration Form
PARTICIPANT’S NAME (Please print)
AGE
BIRTHDATE
/
SEX
/
Male
Female
DAY PHONE
ADDRESS (include city and zip)
(
)
–
EVENING PHONE
(
NAMES OF CUSTODIAL PARENT/GUARDIAN(s)
EMERGENCY CONTACT NAME (1)
EMERGENCY CONTACT NAME (2)
)
–
E-MAIL
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
HEALTH HISTORY: The following information must be filled in by the parent/guardian. Please complete the form in detail
so that we can be aware of your child’s needs.
PLEASE NOTE ANY HEALTH PROBLEMS YOUR CHILD MAY HAVE EXPERIENCED IN THE MONTH PRIOR TO
ATTENDING:
Has/does the participant:
YES
Ever have bleeding / clotting disorders?
Have convulsions?
Have diabetes?
Ever have chronic ear infections?
Have heart defects / hypertension?
Ever had psychiatric treatment?
Have epilepsy?
Ever had seasickness?
Ever had back problems?
Ever had joint problems?
PLEASE EXPLAIN ANY “YES” ITEMS CHECKED:
NO
YES
NO
Have asthma?
Have hay fever?
Ever had poison oak?
Ever been allergic to penicillin?
Ever been allergic to iodine?
Ever been allergic to latex?
Ever been allergic to bee stings?
Any physical impairment?
Wear contact lenses or glasses?
Other (Please list)
EXPLAIN ANY ACTIVITY RESTRICTIONS:
ANY SPECIAL NEEDS YOU WOULD LIKE YOUR CHILD’S COUNSELOR TO KNOW ABOUT:
MEDICATION Please list ALL medications (including over-the-counter or nonprescription drugs) taken routinely.
Bring enough medication to last the entire time. Keep it in the original packaging/bottle that identifies the prescribing
physician (if a prescription drug), the name of the medication, the dosage, and the frequency of administration.
This person takes NO medications on a routine basis.
This person takes medications as follows:
Med #1
Dosage:
Specific time taken each day:
Med #2
Dosage:
Specific time taken each day:
Dosage:
Specific time taken each day:
Med #3
Does the participate carry:
An Inhaler?  Yes  No
An EpiPen?  Yes  No
Non- Prescription Medications: I authorize the following medications to be administered as needed:
Tylenol
Chloraseptic
 Yes  No
 Yes  No
Benadryl
 Yes  No
Cough Drops  Yes  No
Tums
Ibuprofen
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 Yes  No
 Yes  No
Sudafed
 Yes  No
Calamine Lotion  Yes  No
Over, please
Name (last, first):_____________________________ School/Organization__________________ Date: ____________
CHILDREN’S MARITIME FOUNDATION
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PARTICIPANT’S NAME (Please print)
HEALTH QUESTIONNAIRE:
DATE OF LAST COMPLETE PHYSICAL EXAMINATION:
LIST ANY ALLERGIES (Food, Medications, other):
DIETARY RESTRICTIONS EXPLAIN:
 Vegetarian  Vegan Nut Allergy
NAME OF PHYSICIAN:
ADDRESS:
(
I eat:  Chicken  Pork Beef  Kosher
DOES PARTICIPANT
CARRY ANY MEDICAL
INSURANCE?
PHYSICIAN’S
TELEPHONE:
)
–
Yes
CARRIER:
POLICY NO:
No
WAIVER: Please review, initial and check one box in each of the following sections. When complete, please sign at the X at the
end.
A. AUTHORIZATION FOR TREATMENT:
As parent/guardian, I certify that my child is in excellent health and has no physical, mental or emotional problems which are likely to
prevent participation in strenuous physical activity. I give permission for participant to be medically treated for illness occurring or
injury sustained during such participation. I certify that I have completed the Health History and Health Questionnaire fully and
accurately, and accept full responsibility for any errors or omissions. I have read the foregoing and fully understand it.
 I agree
 I disagree
Initial: ___________
B. PHOTOGRAPH/INTERVIEW AUTHORIZATION: I agree that any photographs and videos taken by any Children’s Maritime
Foundation (CMF) personnel shall be the property of CMF, and may be used by CMF, at its discretion, for any publicity, marketing
and/or advertising purposes, and I hereby consent to and authorize such use without restriction. I also give permission for my child
 I agree
 I disagree Initial: ___________
to be interviewed about CMF by the news media.
C.WAIVER OF LIABILITY INDEMNIFICATION AND HOLD HARMLESS AGREEMENT
1.
In consideration of being allowed to participate I hereby RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE THE
CHILDREN’S MARITIME FOUNDATION, THEIR OFFICERS AND EMPLOYEES (hereinafter collectively referred to as the “RELEASEES”)
from any and all liabilities, claims, demands, actions and causes of action whatsoever arising out of or related to any loss, damage, or injury,
including death, that may be sustained by minor, or to any property belonging to me or minor, WHETHER CAUSED BY THE NEGLIGENCE
OF THE RELEASEES, or otherwise, while participating in such activity, or while in, on or upon the premises where the activity is being
conducted. However, I am not releasing the releasees from any clamis or losses arising from intentionally wrongful acts or omissions, or the
gross negligence of the releasees.
2.
I am fully aware of risks and hazards connected with the activity of CHILDREN’S MARITIME FOUNDATION, the risk of which
include but are not limited to risks associated with water activities, hiking, tide pooling, kayaking and snorkeling activities and transportation
to and from sites, and I hereby elect to voluntarily participate in said activity, and to enter the above-named premises and engage in such
activity knowing that the activity may be hazardous to participant and my property. I VOLUNTARILY ASSUME FULL RESPONSIBILITY
FOR ANY RISKS OF LOSS, PROPERTY DAMAGE OR PERSONAL INJURY, INCLUDING DEATH, that may be sustained by participant,
or any loss or damage to property owned by me, as a result of being engaged in such an activity, WHETHER CAUSED BY THE
NEGLIGENCE OF RELEASEES or otherwise. However, I am not releasing the releasees from any claims or losses arising from intentionally
wrongful acts or omissions, or the gross negligence of the releasees.
3.
I further hereby AGREE TO INDEMNIFY AND HOLD HARMLESS the RELEASEES from any loss, liability, damage or costs,
including court cost and attorney’s fees, that they may incur due to participation in said activity, WHETHER CAUSED BY NEGLIGENCE OF
RELEASEES or otherwise. However, I am not releasing the releasees from any clamis or losses arising from intentionally wrongful acts or
omissions, or the gross negligence of the releasees.
4.
It is my express intent that this Release, and Hold Harmless Agreement shall bind the members of my family and spouse, if I am
alive, and my heirs, assigns and personal representative, if I am deceased, and shall be deemed as a RELEASE, WAIVER, DISCHARGE
AND COVENANT NOT TO SUE the above-named RELEASEES. I hereby further agree that this Waiver and Liability and Hold Harmless
Agreement shall be construed in accordance with the laws of the State of California.
IN SIGNING THIS RELEASE, I ACKNOWLEDGE AND REPRESENT THAT I have read the foregoing Waiver of Liability Indemnification and
Hold Harmless Agreement, understand it and sign it voluntarily as my own free act and deed; no oral representations, statements, or
inducements, apart from the foregoing written agreement, have been made. As parent/guardian, I certify that he/she is in excellent health
and has no physical, mental or emotional problems which are likely to prevent participation in strenuous physical activity. I give permission
for participant to be medically treated for illness occurring or injury sustained during such participation and certify that he/she is covered by
medical insurance.
X
Signature of Parent / Guardian
Date
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MAP
Tallship
AMERICAN PRIDE
Rainbow Harbor, Dock #3
Long Beach, CA
From Los Angeles:
Take the 405 Freeway south to the 710 Freeway south. Follow signs to downtown
Long Beach and the Aquarium Exit. The Aquarium exit will lead to the American
Pride. Make a right on Aquarium Way and park in the parking structure. The
American Pride is located in Rainbow Harbor, Dock #3 across from the Aquarium of
the Pacific .
From Orange County:
Take the 405 Freeway north to the 710 Freeway south. Follow signs to downtown
Long Beach and the Aquarium Exit. The Aquarium exit will lead to the American
Pride. Make a right on Aquarium Way and park in the parking structure. The
American Pride is located in Rainbow Harbor, Dock #3 across from the Aquarium of
the Pacific .
Parking in the Aquarium Structure is $8 per day per vehicle with Validation.
For More Information Call:
Children's Maritime Foundation
(714) 970-8800
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SOUVENIR ORDER FORM
TALLSHIP AMERICAN PRIDE
CHILDREN’S MARITIME FOUNDATION
•T-SHIRTS High quality Hanes Beefy-T’s Sizes- Small, Medium, Large, X-Large, XX-Large
□
□
□
□
□
□
□
□
-
BURGUNDY (With
Small
WHITE (With
Medium
Large
□
□
□
□
X-Large
□
□
□
□
XX-Large
Burgundy Logo / PRE-SHRUNK ADULT SIZES ONLY)
Small
NAVY (With
□
□
□
□
White Logo/ PRE-SHRUNK ADULT SIZES ONLY)
Medium
Large
X-Large
XX-Large
White Logo / PRE-SHRUNK ADULT SIZES ONLY)
Small
NATURAL (With
Small
Medium
Large
X-Large
FRONT
XX-Large
Burgundy Logo /PRE-SHRUNK ADULT SIZES ONLY)
Medium
Large
X-Large
XX-Large
** Please enter the number of shirts in the Boxes**
TOTAL NUMBER OF SHIRTS __________ @ $15.00 each = $_____________
•LONGSLEEVE SHIRTS-
□ □ □ □ □
Small
Medium
Large
NAVY ONLY (With
White Logo / PRE-SHRUNK ADULT SIZES ONLY)
X-Large
XX-Large
TOTAL NUMBER OF SHIRTS __________ @ $18.00 each = $_____________
•ENAMEL PINS (1 1/4" Diameter)
TOTAL NUMBER OF PINS ____________ @ $5.00 each = $______________
•HATS (Beige with Burgundy Embroidered Logo) One Size Fits All
TOTAL NUMBER OF HATS ____________ @ $16.00 each = $ ________________
•COLOR POSTCARDS (A 5½” x 7” picture of the American Pride)
TOTAL NUMBER OF POSTCARDS __________ @ $0.75 each = $ _____________
•PATCHES (Embroidered Logo 3.5” iron on)
TOTAL NUMBER OF PATCHES _________@ $2.00 each = $_____________
•SWEATSHIRTS (Hooded ZIP-UP Navy Blue only with Logo on Front & Back)
□ □ □ □ □
Small
Medium
Large
X-Large
XX-Large
**Please enter the number of sweatshirts in the Boxes**
TOTAL NUMBER OF SWEATSHIRTS ___________@ $28.00 each = $___________
TOTAL AMOUNT OF YOUR ORDER $________________
You MUST Fax or mail your “GROUP” order 5 days before your arrival to the ship!
Your group order will be waiting for you at the American Pride.
If you have any questions, please call the:
Children’s Maritime Foundation
Office (714) 970-8800/ FAX (714) 970-8474
4676 Lakeview Ave. #211 • Yorba Linda, CA 92886
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GEAR LIST
Parents-please supervise your child’s packing, all to often we have children who have
forgotten items that are necessary for their comfort and enjoyment.
Things to bring:
Sleeping bag/pillow/blanket
Sleeping pad if sleeping on deck
Rain gear/poncho
Jacket (warm)
Long and short pants
Long and short sleeve shirts
Underwear
Socks
Old sweats make great sleepwear
Rubber-soled shoes extra pair
Rubber-thong shower shoes
Swimsuit/towel/soap
Hat with brim and chin tie or “keeper”
Sunglasses/Sunscreen
Personal toiletries
Sea Sick medicine (Bonine or Non-drowsy Dramamine) start the night before
Prescription Medicines (if any)
Reading material/Games/Cards etc.
Camera & Film
Snorkel/Fins/Mask/Spring Suit if you wish to bring your own
Flashlight
Day Pack with Canteen/water bottle (REQUIRED)
Log Book/ Journal (REQUIRED)
Pen/Pencil
Favorite Snacks (if you wish)
Extra Black Trash Bag for packing home
You may not bring:
Gum, hard-soled shoes, electronic games, cell phones, pagers, anything in glass,
valuables, anything Electric
Please note! We DO NOT PROVIDE BEDDING and you must bring your own.
You must bring gear aboard in a Soft Duffel or similar Bag – hard luggage is
unwelcomed and unmanageable aboard.
LABEL YOUR DUFFEL AND PERSONAL ITEMS!
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STUDENT PREPARATION
The better prepared the students are before coming to the American Pride, the more
they will gain from the program and the more enjoyable it will be. PLEASE take
advantage of the following material provided in this preparation package. You may
also wish to show a Nautical or Maritime Video to your class before the program.
Please contact us if we can be of assistance.
USEFUL VOCABULARY
In the interest of realism, the following nautical words are used aboard. The students
must know their meaning.
1. Avast: Stop
2. Aye, Aye: I understand the order and I will carry out the order “Yes”
3. Carry-on: Continue what you are doing or begin the order now. If
given a series of orders, the student will wait for the “carry-on” order
before they begin.
4. Sir: This is the Captain’s title and he alone will always be addressed
as Sir or Captain.
5. Mr.: You will use this title when speaking to one of the American
Pride’s Officers, or one of the student “mates”. Remember the
Captain is “Sir”.
Other nautical terms they might like to become acquainted with are listed in the
Glossary.
CLASS ENSIGN
Some classes make a creative and fun project out of designing and making a flag, or ensign.
We will be happy to fly the class ensign on American Pride, along with the Captain’s personal
ensign and the American flag. Hint an old white pillow cover makes a great and sturdy
flag.
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SAFETY OFFICER’S INTRODUCTION
Welcome aboard! We are happy that you will be joining us in an exciting adventure
aboard the schooner American Pride. We will integrate marine science, history,
geography, physics and ecology into this program and the students will be working
hard while they have fun. The children will be divided into crews and will experience
many “team work” activities; throughout these activities we encourage development of
problem solving skills, responsibility and self-confidence
.
As a Safety Officer, you will be an active participant in the program and you sign on as
a “green hand”. You will be part of a crew under the leadership of a student mate.
You will also be alert to any possible safety or discipline problems. Play along with the
role—always be ready to lend a hand. The children will learn best if they do the
problem solving—it is the process that is encouraged. As a “tall sailor” the children
will expect you to have the answers, but since you are a greenhand too, you will seem
not to have the answers. Your attitude influences the success of the entire
voyage. Be positive, energetic and most of all have fun!
SUGGESTIONS
1. Familiarize yourself with some basic nautical terminology—the Glossary will
help you.
2. Do not sign up for your child’s crew.
3. Be sure to check the list of things to bring.
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SANTA CATALINA ISLAND
Catalina Island, located less than 20 miles off the Southern California coast, enthralls
visitors with its clear blue water, fresh air, picturesque coastline and colorful harbors. The
uniqueness of the Island has inspired writers and movie-makers, who used it for the set of
“Hurricane”, “Mutiny on the Bounty”, “Captain Blood” and others. For other visitors,
Avalon provides fine dining, shopping and an exciting night-life where the more
adventurous individuals can hike to the pristine interior to enjoy marvelous vistas,
interesting animals and plant life and a profound peace.
GEOLOGY AND GEOGRAPHY
The Island is 21 miles long and varies in width from 7 to a mere quarter mile at Two
Harbor’s, it’s narrowest point. The coastline is 54 miles of rugged cliffs and sandy coves
with a deep undersea ledge surrounding the entire Island. Its geological history spans a
120-million-year period and there is still scientific debate as to the possibility of the Island
once being attached to the Mainland.
A collision between the Farallon plate, upon which the Island rests, and the continental
plate of North America occurred beneath the sea’s surface about 119 million years ago. A
process known as subduction caused the Farallon plate to slide beneath the Pacific Plate.
The resulting debris of basalt fragments and sediments were the beginning of the Island.
Heat and pressure caused the rocks to change structure, becoming metamorphic; sediments
became schists and formed layers with basalt fragments that pressure bent into bizarre and
tortured shapes.
Approximately 20 million years ago the Farallon plate was subducted entirely below the
North American plate. A volcanic archipelago (a group of islands) formed in the sea off
the California coast. This volcanic and hydrothermal activity, for the next 5 million years,
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covered and displaced the older metamorphic rock with new igneous (volcanic) rock and
introduced minerals such as silver, lead and zinc.
The next major geological change in the Island occurred when tectonic plate movement
changed its location from near the Mexican boarder, moving it North about 156 miles, to
it’s present location, while making a 60 degree clockwise rotation before coming to rest. At
this time the Island was also larger. Evidence of its former size can be found by the vast,
wave-cut terrace of a former shoreline now 80 feet below the sea. Other shorelines of the
distant past can be seen high on cliffs at Little Harbor Point. Thus, we can see how uplift
and other movements have shaped, and continue to shape, Catalina Island. The Island’s
violent, volcanic beginnings can still be seen in its jagged volcanic peaks, the two highest
being Black Jack (2,000 feet) and Mt. Orizaba (2,097 feet).
Today, Catalina appears much as did all of California before man covered the land with his
creations. The Island’s wild hills and steep cliffs remain little change from the way they
were when Cabrillo first saw them.
The land and climate are similar to that of the Southern California coast with cool, moist
winters and warm, dry summers; however, the influence of the sea promotes warmer
winters and cooler summers. Further, the Island’s climate is affected by its varied
topography of slopes, exposures and elevations, resulting in microclimates. It is this
diversity that makes Catalina special and gives rise to five distinct plant communities.
The surrounding sea also has a great diversity due to a mix of northern currents which are
cold and nutrient-rich with the warm southern currents. This is called a transitional zone.
Many habitats thrive in this zone, and the abundant food supply supports a varied and
dense plant and animal life. The ocean geography includes beaches, mud flats, tide pools,
exposed coast and deep water.
HISTORY
The recorded history of California begins in the 1530s with expeditions led by Spanish
conquistador Hernándo Cortés. However, people have lived in California from remote
times and anthropologists continue to learn more about these early people of California. It
is generally agreed that all of the Native Americans originally came from Asia, in several
waves of immigrations beginning 50,000 years ago and ending 10,000 years ago. These
people followed migrating herds across land and ice bridges of the Bering Straits into
present day Alaska. For nearly 50,000 years these hunters and gatherers spread throughout
North, Central and South America leaving abundant evidence of their life and culture.
Anthropologists believe that as many as 2,500 of these early Californians lived on Catalina
Island in three major settlements at Avalon, Two Harbors and Little Harbor.
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The Spanish reported the Indians were “savage, wild, dirty, disheveled, ugly, small and
timid” but anthropologists have dispelled this negative reputation. Instead, we now know
of their rich oral literature tradition, sensitivity to the environment, highly developed art of
basket making, advanced knowledge of use of local plants, such as the acorn, for food and
medicine, and their complex social organization. We now can have a view of these early
Californians from a much better balanced perspective.
California’s Indians possessed a variety of languages, in all 22 linguistic families with 135
regional dialects. These linguistic groups had names such as Diegueno, Modac, Shasta,
Chumash, Pomo and Shoshonean. The people of Catalina Island were of Shoshonean
ancestry, tracing their beginnings from the Shastonean linguistic group that migrated from
the Great Plains to Southern California about 500 BC. The Hokan-speaking tribes already
inhabiting the area were pushed North and South as the new arrivals settled their lands.
Those that settled on the Island called “Pimu” and themselves Pimugans. This culture
endured and thrived until the arrival of the Spaniards some 500 years later.
Major village sites like those that existed at Avalon, Isthmus and Little Harbor were
occupied by possibly 500 people each. There were 40 smaller villages scattered over the
Island. The people lived in rush and twig thatched homes, often domes of 60 feet in
diameter, and able to house several families. When the structures got old or full of vermin,
the owners simply burned them down and rebuilt.
The social organization revolved around the family. No group member functioned as
“chief” and all members were equal, however, the medicine men, or shaman were esteemed
for their healing powers and knowledge of medicinal plants. The groups were not warlike
and were not generally nomadic. This led to disputes over territorial boundaries that would
involve “wars” of arrow fights and rock throwing.
Everyone was expected to participate in daily tasks. Men hunted with small bows and
arrows, fished from dugout canoes or rafts made from river rushes, and dressed the hides.
Women and children gathered and prepared acorns, dug for roots, made robes and clothes,
wove beautiful, intricate baskets, hauled water and firewood and prepared meals. The dress
was simple, when any was worn; it was a simple loincloth and otter-skin apron. They ate
insects, seafood, birds, animals and many plant seeds and berries. However, the main
staple of the California Indian was the acorn, which was edible only after a series of
treatments involving leeching, boiling and pulverizing with a pestle and mortar. It was then
cooked in stews with meat and vegetables. Wild bees provided honey, which was a special
treat; so special it was often given as gifts. They also enjoyed smoking wild tobacco.
Religion was governed by the medicine man or shaman. It involved cult beliefs and ritual
ceremonies which were performed for every important event in life: birth, puberty,
marriage and death. Stories and myths were passed from generation to generation as were
songs, chants and dances. They believed in a supreme being and in immortality. Their
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main god was “Chingichnich”, and regular ceremonies were performed in open-air
enclosures. The enclosures were decorated with elaborate poles, banners and feathers; the
main ceremonial site was located near what is now Empire Landing. Offerings of food and
goods were presented to Chingichnich.
The Islanders had a trade network with the Chumash from other Channel Islands as well as
the Mainland peoples. One of the main items of trade was the olla (oy-yah) which were
pots used in cooking. The ollas from Catalina were made from soapstone, a metamorphic,
talc content rock that did not fracture when heated, a common problem with other types of
stone bowls.
Soapstone is soft, which makes it easy to carve and polish. Outcrops of this stone were
abundant on the Island, and natives using slate saws, quartz gouges, grinding stones and
polishing materials shaped it into pots and bowls.
The Pimu’s in their open, planked canoes, which were fully loaded with soapstone items,
would cross the channel and trade up and down the coast for other needed or desirable
merchandise. At the same time, trading customs, language, stories and possibly plants and
animals.
SPANISH ERA
The Spanish Era began in 1542, when the explorer and Portuguese navigator Juan
Rodriguez Cabrillo sailed up the Pacific Coast looking for lands to claim for Spain. He was
the first European to visit the island and his journal entry reads, “At daybreak on Saturday,
October 7, they anchored…at an island (Catalina) and went ashore with the ship’s boat to
see if there were people. As the boat neared land many Indians came out of the grass and
bushes, shouting, dancing and making signs to come ashore. Seeing the women fleeing,
they made signs not to be afraid. Shortly these Indians were reassured, put down their
bows and arrows, launched a fine canoe carrying eight or ten Indians, and came out to the
ships. They gave them beads and other presents with which they were well pleased. He
named the Island “San Salvador”.
The next explorer to visit the California Coast was the English Captain Francis Drake in
1577, however it is doubtful that he visited the Island. On November 24, his fleet of three
tiny vessels stopped at the Island. He claimed it for the Spanish King Philip III. The visit
occurred during the feast of St. Catherine of Alexandria, and San Salvador was renamed
Santa Catalina in her honor. When Vizcaino’s fleet sailed it would be 150 years before
there was further interest in the island.
Events on the Mainland would change the Utopian Island existence when Don Gaspar de
Portola arrived with sword and cross to occupy California. Portola was the Governor of
the Province of Baja California. He was a 46-year-old Spaniard of noble birth, who led the
overland 1769 expedition to establish Spain’s right and might in California. With the
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expedition were two priests, Junipero Serra and Juan Crespi. Father Crespi noted of the
Indians he met “all were friendly, gentle people who painted their faces and bodies with
stripes in different colors…the women wore thick bunches of strings hanging from the
waist in front, with skins of coyotes, deer and other animals covering them in back.
Hanging about their necks they wore seashells…we gave them beads and ribbons”.
At San Diego, in May of 1769, the first of what was to become a chain of twenty-one
Catholic missions was established. After a foothold was gained on the mainland, the
missionary’s zeal to save souls reached out across the channel and 1804, it was planned to
establish a mission on the island. An epidemic of measles killed hundreds of the natives
and plans to build a mission changed. Instead many of the remaining Native Americans
were transported to Mission San Gabriel where they became wards and laborers of the
mission.
Other countries had now developed an interest in the California Coast. In the mid-1700’s
Russia, England and France were awakening to the potentials of this golden Spanish
territory. In 1806, Russia acted by forming the Russian-American Fur Company, based in
Sitka, Alaska. These Russian trappers sailed south along the Pacific Coast searching for the
sea otter. The otter’s silky fur was sold for exorbitant prices in Europe and the Orient as a
growing “wealthy class’ tried to out-do each other in elaborate and expensive clothing. The
ships competed frantically among the Channel Islands for a monopoly on the feeding
ground of the otter. The killing lasted several years before the otters were nearly
exterminated and the fur ships stopped calling at Catalina.
Yankee and English merchant ships soon began to appear as well, having sailed all the way
around The Horn of South America laden with manufactured goods. They knew that the
government of New Spain did not keep the California outposts well supplied and that the Friars
and townspeople would often trade leather and tallow and even otter pelts for manufactured
items although it was against the law.
When New Spain revolted from its mother country and became Mexico in 1820, California
became a province in the new country. The Mexican government allowed trade with foreigners
but levied a tariff on all goods imported into the country. (As there was no property or income
tax at the time, this was their primary means of raising revenue for running the government.)
However, the Mexican government still did not have enough ships to patrol the California
coast.
Smugglers would put part of their cargoes ashore at Santa Catalina and then appear at the
customs port to pay duty on the remaining cargo. They would then receive permission to trade
up and down the coast--which they did, coming back to Catalina to replenish their stock with
undeclared goods. Several smugglers blatantly set up warehouses on the Island and were
admonished and fined by the Mexican authorities. The trade was still leather and tallow (and
otter skins while the supply lasted) for manufactured goods. The leather and tallow was taken
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back to the East Coast or England to be turned into manufactured goods and perhaps journey
around The Horn again. By this time, the surviving Pimungans had left the island.
The next Island Fever began in the 1830’s when George Yount, a former otter hunter, told
storied of the gold-bearing rock he had seen on Catalina. Miners booked passage on
anything that would float to get across the Channel and to the gold. Although the gold did
not exist, some silver was found, but the cost of the mining was too high to make it
profitable and mining was soon abandoned.
Catalina was still a Mexican possession, although Americans populated the island for the
most part in 1839, Thomas Robbins from Massachusetts asked Governor Pio Pico for
ownership of the Island. In 1846, with the Mexican-American war looming, Governor Pio
Pico signed the Island over to Robbins. In 1848, Catalina, Anacapa, Santa Barbara Island
and San Clemente Island were annexed to California.
During the 1860s Union Army troops were stationed on Catalina to discourage
Confederate privateers from using it as a base for piracy and spying. James Lick, founder
of Lick Observatory, paid $93,000.00 for the Island and owned it at this time. When Lick
died in 1876 the Island was sold to George Shatto for $200,000.00. He sub-divided lots
and created the town of Avalon. Due to financial problems he lost the Island and it was
purchased in 1892, for $128,740.00 by William Banning. In 1896, Banning deeded it to the
Santa Catalina Island Co. Various members of the Banning family who planned to develop
it into a pleasure resort owned the company. In 1909 the Pleasure Pier was built, but in
1915 a fire destroyed Avalon and halted all further plans. Then in 1918 the first hotel, the
St. Catherine Hotel, opened for mainlanders that were expected to visit the Island. One
visitor William Wrigley, the chewing gum magnate, who fell in love with the Island and
vowed to create a fabulous resort within a few short years. He bought a controlling interest
in the Santa Catalina Island Co. and invested millions in projects such as the Casino, Bird
Park, and utility systems. He owned the Chicago Cubs baseball team and built a baseball
field for their yearly spring training. For his wife, Ada he built a glorious white mansion
high above Avalon that is still a landmark today.
His son, Philip, continued his father’s dream when he took over 1932. Under his guidance
building continued. The Great White Steamer carried thousands of visitors to the Island
each year. They came to enjoy music and dancing under the stars at the Casino where big
name bands entertained nightly. They also came to enjoy the beaches, horseback riding,
water-sports and more importantly, game fishing. The Island had something for everyone.
The Island has also seen “military service”. During World War II, the Island was a training
area for Army, Navy, Merchant Marine and Coast Guard servicemen. Tourists were not
allowed on the Island during 1941-45. Even St. Catherine Hotel was pressed into service as
a cooking school. Unfortunately, the old hotel was demolished in 1965.
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The Island remained a sleepy, quiet destination until the 1970’s when building began—
hotels, restaurants, a ferry linking it with the Mainland, an airport and other attractions such
as glass-bottomed boats and Island tours made it the popular resort it is today.
PLANTS
The mild climate promotes a wide variety of vegetation on the Island. The plant life is
similar to that on the Mainland; however, some resident species differ slightly. Some of the
Island plants existed on the Mainland 20,000 years ago, but because a drier climate
developed on the Mainland many of the plants died out over the centuries. Of the
approximately 600 species on Catalina, 396 are native.
The plant life on Catalina is special, rare and of biological importance. More that 10
percent of the native flora is very rare, having not been recently observed or collected. It is
extremely important to protect and preserve this important resource for its beauty, its
glimpse of the past and the chance it gives us to understand how ecosystems and
evolutionary processes operate.
Of the 396 native plants, nine are endemic (found nowhere else in the world). They are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Catalina Mahogany
St. Catherine’s Lace
Catalina Manzanita
Catalina Live-Forever
Catalina Ironwood
Yerba Santa
Catalina Bedstraw
Catalina Bush Mallow
Catalina Monkey-flower
In the past, it is believed the Island had extensive stands of native trees—notably pines.
Weather changes have reduced the number, as has cutting for timber and firewood. The
Catalina Conservancy program is working to restore the native tree population.
The Native Americans knew the plants well and made use of many of them. They ate
Prickly Pear that grows on cactus and is sweet and juicy when ripe. The Catalina Cherry
tree produced cherries with little meat but a pleasant taste. Sumae or lemonade berry made
a refreshing drink. Wild sage was use then as now, for flavoring stews and meat dishes.
Other edible plants were wild cucumber, radishes, beach strawberry, tåyån berry, blackberry
and wild currant.
Other plants were used as medicinal remedies. Wild carrot and rattlesnake weed treated
snakebites. Elderberry reduced fever, as did Snake Cactus. Liniment made from white
willow relieved aches and rheumatism. Jimson weed and wild tobacco were mild narcotics
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used for pleasure and rituals. Soap plant provided a scrub brush and other parts of the
plants the soap. Also, the sea provided various marine algaes such as kelp that the Pimu
found useful.
ANIMALS
The island is criss-crossed with animal trails. Some arrived “rafting” on floating debris and
others rode on currents of wind. However they arrived, all play an important role in the
Island’s ecosystem. The most visible animals are not native to the Island but were brought
by Spaniards, miners or one of the other groups that peopled the Island. These include
goats, wild pigs, bison and deer. There are also Catalina Island Foxes, Beechey ground
squirrels, the Western Harvest mouse, deer mouse and ornate shrew. A variety of birds,
bats, lizards, snakes, Salamanders and frogs make the Island their home. Catalina Island is
the only Channel Island with a resident rattlesnake, one of the largest predators. Birds
found on the Island are numerous—close to 100 species. The Beuwick’s wren and the
Catalina Quail, which abound in the hills, are found nowhere else in world. Common birds
such as sparrows, finch’s warblers, hummingbirds and mockingbirds thrive in the
temperate climate. A number of saw-whet owls live on the Island, as do ravens and crows.
Several types of raptors soar through the skies. Bird of prey that rides wind currents while
their extremely sharp eyes watch for the movement of prey below. The Catalina raptors are
eagles, owls, falcons and hawks.
Clean Pacific Ocean water is an attractive home for the many waterfowl of the Island and
occasionally a migrating flock will stay to rest before moving on. Both the Catalina
Conservancy and the Audubon Society study and count the Island birds and keep close
watch to preserve the habitat needed by the diverse bird groups.
Fortunately, groups such as the Catalina Conservancy and the Wrigley Institute monitor the
fragile Island ecosystems very closely. Farsighted managers started programs years ago that
limited animals such as pigs, goats and bison from over-grazing and destroying precious
grasslands. Restoration projects are in effect and appear promising in replacing lost plants
and trees. The goal of these groups is to return much, or most, of the Island to its natural
state.
If this work is successful, Catalina Island, that jewel of an island, will become a living
museum, there for the enjoyment and education of generations to come.
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TIMELINE
End of the Ice Age
It is believed the earliest settlers of the land that would become California were
nomadic people from Asia, who crossed the Bering Sea when a land bridge
existed. With the end of the Ice Age, melting polar snow caps raised sea level
and closing the bridge. These nomads followed the animal food supply
south. Estimates place the population of the California “Native Americans”
as high as 275,000 when the Spanish explorers came. They lived in small
bands and practiced very little agriculture: they were hunters, gathers, and
fishermen. They gathered acorns and mesquite pods, grinding them to make
a meal. With baskets, nets and sharpened poles they fished. Some tribal
names are Pomo, Mojave, Caliente and Chumash
1542
Jaun Cabrillo, a Portuguese, who sailed for Spain sailed into San Diego.
1579
Englishman, Sir Francis Drake, Sailed into San Francisco harbor.
1770
Father “Fray” Junipero Serra founded the first of California’s 21 missions in
San Diego.
1802
West Point Military Academy established.
1814
Francis Scott Key wrote “Star Spangled Banner”.
1819
Spain ceded Florida to United States. Eli Whitney invented the
Cotton Gin.
1821
United States population is 9.6 million. Russian American Fur
Company established at Fort Ross on Mendocino Coast.
1822
Gas lighting first used on streets of Boston. Stephen Austin
founded first American settlement in Texas. Californians change
loyalty from Spain to Mexico after the Mexican Revolution and
appoint Mexican Governor.
1824
Erie Canal is completed. Fur trapper and scout Jim Bridger
discovered the Great Salt Lake.
1827
Sulfur friction matches invented by John Walker.
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1829
James Smithson founded Smithsonian Institute in Washington
D.C. First commercial railroad, the Baltimore and Ohio carried
passengers in a horse-drawn excursion train.
1830
Mission land broken up into huge “ranchos”. They produce cattle,
hides, and tallow for trade with the United States. Ships sailed up
and down the coast with goods that were then carried back to
Eastern markets.
1831
Cyrus McCormick invented mechanical reaper.
1832
First school for the blind bounded in Boston. First horse drawn
tractors in New York. New England Anti slavery Society founded
in Boston.
1833
First co-educational college opens in United States.
1835
Samuel Colt patents single-barrel pistol and rifle. P.T. Barnum
began his career as a “showman”.
1836
Davy Crockett American politician and frontiersman, was killed at
the Alamo. The Republic was proclaimed by Unites States settlers
after independence was won from Mexico.
1837
Samuel Morse exhibited first telegraph in New York. John Deere
invented steel plow.
1838
Trail of Tears claims 4,000 lives as 15,000 Cherokee are forcibly
removed from the Southeast Oklahoma Territory.
1839
Charles Goodyear invented vulcanized rubber and opened up
commercial use. Abner Doubleday, an army officer, invented
baseball.
1840
United states population is 17 million.
1842
First gummed postage stamp issued in New York.
1845
Jon Fremont arrived in California with a civilian “army”.
He overpowered the Mexican citizens at Sonoma and for the first
time flew a hand-made Bear Flag.
1847
Mexican war added the territory of California to the United States.
The Union was now a Continental empire- from sea to shinning
sea. Yerba Buena is renamed San Francisco. By the end of the year,
the city has 200 buildings and 800 inhabitants
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1848
Gold discovered a Sutter’s Mill in California and one of the
greatest migrations in the history of man begins, changing the land,
the people and the economics forever.
1849
The Gold Rush becomes a wild stampede with fortune-seekers
from not only the United States, but from around the world,
arriving by land and ship.
1850
California becomes the 31st State in the Union.
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KNOTS
Figure Eight
Bowline
Clove Hitch
Reef or Square
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KNOT TYING ACTIVITY
This activity should increase the student’s understanding of how to tie knots that used by
the sailors, and what their purpose was.
You should begin by teaching the students the four basic knots that are pictured in this
packet. To do this you will need at least 18” if rope, “line”, per student. We recommend
clothes line, because it is inexpensive.
Begin with the figure eight knot and clove hitch. Next move to the reef knot and finally,
teach them the bowline. The bowline is the hardest and will take some patience, but it is
also one of the most important knots to know in sailing.
Knots and Their Uses
Bend- A knot used in joining two ropes often of different diameters, or the
securing of a rope to an eye, ring, Becket, spar, etc. and may be easily cast off if
required. Examples: sheet or Becket bend, anchor bend.
Hitch- A knot whose constituent loops jam together in use, particularly under
strain, yet remain easily separable when the strain is removed. Examples: clove hitch
and half hitch.
Knot- Some combination of loops, mostly interlocking, used to fasten ropes
together or to objects, or to enlarge the end of a rope as in a stopper knot like the
figure eight knot. One simply cannot intertwine or tangle a piece of rope and call it
a knot. A knot must be able to be “broken”, meaning that it has a way in which it
can be easily undone when required- each knot has its own trick that must be
learned.
When the students have mastered these knots, pretend that they are depending upon their
skills as knot-tiers to get a place aboard a ship as a Marlinespike sailor. This was the term
used for a sailor who is particularly adept at tying knots.
The student must tie at least four knots in front of the First Mate and explain their uses. If
the First Mate is still not convinced of your skill and tells you the following:
“Many time a sailor is required to work aloft in the rigging at night when there is no
or very little moon, it is very dark and difficult to see. A sailor’s life can depend on
the quality of the knot he ties no matter what the conditions are. If you can tie these
knots with your eyes closed and then behind your back, the job is yours”.
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LOG BOOK
This activity will increase the student’s ability to use their senses (other than just sight) to
help enrich their experience aboard the American Pride.
Sailors on watch are responsible for the safety of the ship, the cargo and the lives on board.
It is important to keep a record of all occurrences on board in the ship’s log book. The
Oxford English Dictionary defines a log book as: 1) a book with a permanent record made
of all events occurring during a ship’s voyage. 2) a travelers diary. 3) a regularly maintained
record of progress or performance. This activity will use all three definitions of a Log book
for the students to record their preparation and expectations in anticipation of their voyage.
On board the vessel the students will then be prepared to make entries into their Log book
while they are standing watch.
Construction
You will need enough construction paper and writing paper to make a log book for each
student. Each book should have enough paper to make an entry each day for a week,
some to record events and other data during their watch, plus enough to make some
entries after their voyage aboard the American Pride. Have them design or draw on it to
make it more personal. Bring a few extras as some will forget or loose them overboard, yes
it does happen.
Recording In Their Log Book
Students are to create their own log book and record their thoughts, feelings, and
experiences in anticipation of their voyage aboard the America Pride. In making their log
entries, the students should describe things in terms of their five senses. Some questions to
consider while making log entries might be:
How will the American Pride smell?
What is it made of?
How will the ocean air feel?
What sounds does the ocean make?
How will the America Pride food taste?
How will the weather be on the ocean?
Questions
1. Why is the ship’s log so important?
2. When might a sailor be without one or more of his senses?
3. Can you think of an experience that stimulates only one of each of the senses? Two?
Three?
4. What do you imagine would be the most difficult sense to be without?
5. How are emotions and feelings part of your sensory abilities?
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WATER STATION
Temperature
As anyone who has ventured into the ocean in northern California can attest, the ocean off the
coast in northern California is cold! There are two main causes for this. First, the current along
the coast of northern California flows from the northwestern Pacific Ocean, i.e., the waters off
Alaska. This “California Current” brings cold water to our coast year-round. In contrast, the
Gulf Stream current brings warmer water northward to the east coast of the U.S. Another cause
of our cold water is a process called upwelling. Upwelling, as the name implies, is the upward
movement of cold water from the depths. It is caused primarily by the prevailing winds, which
generally blow from the northwest from mid-February until late July. For complex reasons,
these northwesterly winds cause the surface waters to move offshore, to the west. As the
surface water moves out to sea, it is replaced by cold water from lower levels. This upwelling of
cold water is very important to the organisms along our coast for several reasons. When the
cold water rises towards the surface, it brings with it nutrients from the depths. These nutrients
in the water support algae and plants that form the base of the coastal food chain. Without
them, our coast wouldn’t be nearly as rich in life. When moist air from off shore comes in
contact with the cool upwelled surface waters, fog is formed. Fog not only cools the coastal
environment, it also reduces evaporation, which helps plants and animals exposed at low tide to
survive that exposure. One of water’s characteristics is its specific heat capacity. This is an
indication of how much energy it takes to change the temperature of a sample of a substance.
Water’s specific heat capacity is exceptionally high, which means that it takes a lot of energy to
raise the temperature of a sample of water. Most other substances have much lower heat
capacities. Think, for example, about the temperature of the sand at the beach on a sunny day.
The sand is hot, while the water, upon which the sun is also shining, is cold, at least in northern
California. At night, the sand may become quite cold, while the sea water is still essentially the
same (albeit cold) temperature. Similarly, the metal pot in which you boil water gets hot much
more readily than the water itself. Because of water’s high heat capacity, organisms living in the
open ocean don’t need to deal with wide fluctuations in temperature. Tide pool organisms,
however, must be able to deal with much wider variations, from the cold of rain (or even snow)
and cold air in the winter to very warm water in the summer, especially in shallow or small
pools.
Water Chemistry
Without water, life as we know it would not exist. Water has many unusual properties, and
children can do numerous experiments to learn about this ubiquitous, but unique,
substance. One of water’s most important properties is its ability to dissolve many other
substances. It is this ability to dissolve chemicals that results in the saltiness of the seas.
Most of the salts in the sea came from the land, including the land under the oceans, and
were moved to the sea when they dissolved in water. Some come from undersea volcanoes.
When rivers and streams dissolve minute amounts of minerals from the land, they carry
those dissolved minerals (“salts”) to the sea. As water evaporates from the sea, the
minerals/salts are left behind. Over millions of years, the seas have thus accumulated their
saltiness. As the face of the earth has changed, sometimes seawater has become isolated
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from the world ocean, and as those inland seas evaporated, their salts were left behind,
resulting in salt deposits far from the ocean. What we commonly refer to as table salt is the
chemical compound sodium chloride, NaCl. To a chemist, though, the term salt applies to
many different chemicals that share certain chemical properties. Sea water contains at least
tiny (trace) amounts of all of the naturally occurring elements and hundreds of different
salts. However, 99 percent of sea salts are made up of only 6 constituents: chlorine,
sodium, sulfur/oxygen ions called sulfates, magnesium, calcium, and potassium, with
sodium and chlorine alone making up 86 percent. Those constituents are combined with
each other and other elements to form a variety of compounds, including potassium iodide,
calcium sulfate, and calcium carbonate. The measure of the amount of salt(s) dissolved in
water is called its salinity. Sea water typically has a salinity of about 35 parts per thousand,
or 3.5 percent. This means that a thousand grams of sea water (about a liter or quart) would
have about 35 grams of the various salts (about 6 teaspoons). The salinity of surface water
may be slightly higher near the equator where evaporation is more extensive and lower near
the coast where rivers bring in fresh water. Tide pool organisms must be able to survive in
a wide range of salinities. In the summer, evaporation during a low tide may increase
salinity significantly. In the winter, rain will lower the salinity. These effects are most
pronounced in small pools in the higher tide zones. Dissolved minerals, along with
nutrients brought to the surface by upwelling and brought to the seas by runoff from land;
provide fertilizer for the algae and plants in the sea. These algae and plants, especially the
microscopic diatoms, are the basis of the ocean’s food chains. Since the algae are
surrounded by water and nutrients, they don’t need specialized roots to absorb water and
nutrients, nor do they need special tissues to transport the nutrients to leaves. Algae,
therefore, are structurally different from true plants, which are called vascular plants
because they have vascular tissues to move fluids up and down.
Water clarity
Introduction: Water clarity and light penetration have significant effects on both ecology
and recreational water use. Visual water clarity and light penetration are closely related, with
both depending on the absorption and scattering of light. Suspended particles are the
dominant influence on light penetration in most natural waters. Light penetration is of
great ecological significance because of its impact on photosynthesis. Visual clarity impacts
the behavior of aquatic organisms that rely on sight to catch their prey, and also influences
human perception of water quality. Biologists have long used the Secchi disk to measure
water clarity. It is often argued that Secchi depth measurements are highly subjective, with
the implication that they are not as reliable as other instrumental measurements. In a recent
review, Davies-Colley and Smith (2001) assessed methods for measuring turbidity,
suspended sediment, and water clarity, as measured with a Secchi disk, is a true scientific
measurement that can be measured with better precision than either turbidity or suspended
sediment concentrations.
History: Carlson (1995; 1997) performed extensive research on the origins and use of the
Secchi disk. Sailors have long reported sighting of various objects as a means of
determining water clarity. Based on reports of some of these earlier observations,
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Commander Cialdi, head of the papal navy, used disks of white clay and canvas stretched
over circular iron frames to measure transparency in the Mediterranean Sea. He enlisted the
help of Fr. Peitro Angelo Secchi, an astronomer and the scientific advisor to the Pope, to
test the utility of the disks. Beginning on April 20, 1865, Secchi initiated a series of seven
experiments over a six-week period using disks of various sizes and colors, on the sunny
and shady sides of the ship, on bright and cloudy days, and at different times of the day.
The result was the selection of an all-white disk that was very similar to the modern Secchi
disk. G.C. Whipple modified the white Secchi disk by adding alternating balck and white
quadrants to improve contrast in 1899. The first recorded Secchi disk reading was probably
made in 1804, 8 years before Secchi was born, when someone on the U.S. Navy frigate
President lowered a white china plate on a log line.
Theory of Operation: The Secchi disk measures the depth of visibility in water. This
depth depends on both absorption due to dissolved substances and scattering by
suspended particles. While an all-white disk is still commonly used in oceanography, most
biologist use a disk with alternating black and white quadrants. There is a scientific basis for
this difference. The Secchi disk acts as a contrast instrument, disappearing when there is no
longer any contrast between the disk and its background. A white disk would remain visible
at the greatest depth when viewed against a completely black background. The background
color in the deep ocean, as well as in deep lakes, would be black. In contrast, light can be
reflected off the bottom in shallow lakes, or off suspended particles in turbid lakes. In these
cases, a white disk disappears sooner than would be the case if the background was black.
Application: The use of the Secchi disk to measure water clarity is an extremely valuable
tool for biologists. The Secchi disk is inexpensive, durable, easy to use, and produces
readings that are directly related to key ecological variables and human perceptions of water
quality.
Secchi Disk with line
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Water Station Data Sheet
Put in log book
Location
Temperature
Degrees
(Celsius)
Salinity
Water Clarity
Specific
Gravity
ppt
Total Length
(meters)
Rail
Height
(meters)
°C
-2 m
°C
-2 m
°C
-2 m
°C
-2 m
Length in
Water
(meters)
Temperature
Depth
(meters)
Temperature
(Celsius)
Surface
°C
m
m
m
m
m
°C
°C
°C
°C
°C
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TYPES OF SHORES
Estuaries
An estuary is formed where a river enters the ocean in such a way that there is significant
mixing of the fresh river water and the sea water. Los Angeles and Santa Ana River are
examples of estuaries.
Sandy and Rocky Beaches
Beaches are formed where waves deposit materials such as sand and gravel. Most of the
sand is brought to the coast by rivers and creeks. Beaches are constantly changing, and this
movement of the particles has a major impact on organisms living or attempting to settle
there. Sand may be brought to the beach by currents running along the shoreline. When a
rocky headland or a man-made break-water interferes with this long shore current of sand
or gravel, the water’s energy is dissipated and the sand and rock particles are dropped,
forming a beach. On the other hand, a beach may disappear if the source of its sand is
interfered with, as sometimes happens when rivers are dammed, or on the “downstream”
(down current) side of a breakwater where the sand is trapped on the “upstream” (up
current) side. Beaches also change shape due to natural causes such as winter storms.
Mudflats and Salt Marshes
If a bay is especially shallow, the water may have so little energy that it doesn’t even carry
away small particles such as mud and clay. In such cases, mud flats and salt marshes may
form. These areas are especially important because they provide very rich environments for
the breeding of many kinds of fish and birds. They are also important because they are
often found near river mouths and estuaries, where the aquatic organisms filter out many
of the pollutants carried by the rivers. Coastal marshes might be called nature’s sewage
treatment plants!
Rocky Intertidal Habitat
The term “intertidal” refers to the area between the lowest low tides and the highest high
tides. This is where tide pools form. Not all rocky shores are alike. Where the coast is
exposed to the direct affects of the oceans, the unprotected outer or open rocky shores, the
rocks often form steep shores with a narrow intertidal area. In protected bays, the coast is
often more gently sloping with an intertidal zone extending for a considerable distance
horizontally. While classes often come to visit “the tide pools,” much of the intertidal life is
found outside of the tide pools themselves. Tide pools, however, are an excellent place to
observe organisms as they go about their lives in the water. Tide pools can range in size
from inches to yards across, and from inches to several feet deep. They can be described as
pools of water that are more or less exposed at low tides, or affected by low tides.
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Zonation
One commonly used classification system for intertidal areas recognizes four tidal “zones,”
which are differentiated by their exposures during different tidal periods and affected by
wave action and the contours of the beach/coast. While different scientists may use
different systems, most divide the rocky intertidal area into four zones, with zone 4 being
the deepest. (Similarly, scientists recognize different zones as one moves up a mountain
from foothills to the alpine zone.) The presence or absence of water, its temperature, wave
action, variations in salinity (saltiness), exposure to light, and other factors determine what
organisms are able to live in each zone. In general, physical factors, especially dessication,
limit how far up the shore an organism can live. An organism’s lower limit is often
determined by predators living in the lower zone or by competition. Because a tide pool
may hold water even during a low tide, a tide pool may provide suitable habitat for
organisms that would normally be found in a lower zone. Giant green sea anemones and
hermit crabs, for example, are generally found in zones 3 and 4, but may be found in tide
pools in zone 2. Some organisms have a narrow range of tolerance for environmental
factors and are found in only one zone, while others have greater tolerance and are found
in several zones.
Zones of the Rocky Intertidal Coast
Zone 1: The Spray or Splash Zone
This area extends from the highest reach of spray and storm waves to the mean height of
the high tides. It is usually dry, and relatively few types of organisms can live here. This
zone is typically exposed to the air 75-100% of the time. Indicator organisms for Zone 1
include the rock louse, a type of small acorn barnacle called the buckshot barnacle, and
several species of limpet and periwinkle. Other organisms commonly found in Zone 1
include some larger acorn barnacles, and sometimes green algae, especially if there is a
source of fresh water.
Zone 2: The High Intertidal or Rockweed Zone
This zone includes the area from the mean high water to just below mean sea level. This
zone is exposed to the air about 35%-75% of the time. Indicator organisms for Zone 2
include the black turban snail, lined shore crab, and some genera of brown algae called
rockweeds, including Fucus, and Pelvetiopsis. Other organisms commonly found in Zone 2
include limpets and periwinkles, several kinds of crab, acorn barnacles, and green algae
such as sea lettuce.
Zone 3: The Middle Intertidal or Midlittoral Zone
This zone extends from just below mean sea level to the upper limit of the average lowest
tides, i.e., it is exposed at low tides. In a healthy intertidal area, this zone is rich both in
diversity and numbers of organisms. There is generally a dense cover of algae, which
provides food and shelter for many animals. This zone is exposed to the air about 7%-35%
of the time … at least once a day for 5-6 hours. Indicator organisms for Zone 3 include the
California mussel, often associated with the stalked barnacle and the ochre star, the brown
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alga Egregia, purple shore crab, some kinds of chitons, and some kinds of red algae. Other
organisms commonly found in Zone 3 include hermit crabs, the aggregating anemone, the
brown turban snail, acorn barnacles, sponges, polychaete worms, the bat star, and sculpins.
The sea palm (Postelsia) may be found at the lower limits of Zone 3.
Zone 4: The Lower Intertidal or Infralittoral Zone
This zone is exposed to the air only at the lowest tides, less than 9% of the time. Indicator
organisms for Zone 4 include surf grass, the brown alga Laminaria, giant green anemones,
purple and red urchins, red abalone, kelp crabs, sunflower stars, and brittle stars. Other
organisms commonly found in Zone 4 include red algae, sponges, polychaete worms, rock
crabs, hermit crabs, chitons, giant chitons, and the octopus.
Sub-tidal organisms (from beyond the low tide zone) that you are likely to encounter
include bull kelp, many bottom-dwelling invertebrates, and various fish.
Other: Many kinds of birds are likely to be seen in or near the intertidal area, including
various gulls, black oystercatchers, cormorants, and brown pelicans. Likewise, you may see
mammals such as seals, sea lions, and, occasionally, river otters if there is a river nearby.
Intertidal Zonation Diagram
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TIDAL ZONE MARINE LIFE
ARTHROPODS
Barnacles
Barnacles are actually part of the same group of animals, called
crustaceans, as crabs, lobster, and shrimp. Adult barnacles look very
different from their crustacean relatives. After birth, barnacle larvae
look just like larvae of other crustaceans; however, when a barnacle
metamorphoses, it attaches it self to a hard surface head first and
creates a cone around its body made of calcium. Its modified legs,
called cirri, filter water for plankton and detritus like little nets.
These organisms are the highest living intertidal marine species. Most species can easily spend
half of their lives out of water. Some species only need to be wetted with ocean spray making
them well adapted for life along California’s rocky, wave swept shoreline. Since these
organisms are sessile, males may become female and vice versa in some species in order to
reproduce.
Some of the species found on Catalina Island are the common Acorn Barnacle (Balanus
glandus) that would be found on rocks in the surf zone.
Red Thatched Barnacles (Tetraclita rubescens) live alone rather than in groups. They are brick
red in color with only four sides instead of the usual six, and they like to live under the ledges
of rocks.
Little Brown Barnacles (Chthamalus dalli) live on rocks in groups with up to 60,000
individuals per square yard.
The Red Striped Acorn Barnacle (Balanus pacificus) attaches it self to other marine life,
especially sand dollars. They can live to a depth of 240 feet. They are smooth in texture and
pink to purple striped in color.
Another barnacle that likes to attach to other marine life is the White-Ribbed Barnacle
(Megabalanus californicus). It is similar to the Red Striped Barnacle in that it has pink to red
stripes. These barnacles prefer to attach to crabs, kelp, mussels, and pier pilings.
Pacific Goose Barnacles (Pollicipes polymers) are found in mussel beds only when the tide is
the lowest on Catalina Island. These barnacles look different from other barnacles because
their cupped feeding appendages are on 3½-inch stalks. The stalks are edible and are eaten.
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Crabs
them.
Blue Banded Hermit Crab – (Pagurus samuelis): The
bright blue bands on their walking legs easily identify these
little hermit crabs. They also have bright red antennae. They
live in abandoned black turban and striped dog winkle shells
which is why shells should not be collected anywhere along
California’s coastline. They are strictly an outer coast species
found in the rocky high intertidal areas. Blue Banded Hermit
Crabs have compound eyes that adapt to both day and
night. These crabs feed at night on brown algae and dead
animals. Pile Perch, Sheephead, and Kelpfish love to eat
Porcelain Crabs - There are several different species of
porcelain crabs found on Catalina Island. These are flat
little crabs that easily slip under the rocks to hide, so you
won’t find them unless you look under a rock. This in the
most prolific crab in terms of overall numbers in our tide
pools. A study in Pacific Grove, California, found nearly
900 animals per square meter. They are small, up to ¾ of
an inch, with long antennae. Some rocks on Catalina
Island may have hundreds under them. They live in the
high to mid-intertidal areas of our rocky reef. Porcelain
crabs are filter feeders or feed on detritus -- decaying plant
and animal matter. This is one of many species that relies on the protection of the rocks
for its livelihood, so never leave a rock overturned after you look under it.
Striped Shore Crab - (Pachygrapsus crassipes): These green
to red or purple crabs with black stripes are active during
daylight hours. They are so well adapted to living out of
water that they spend at least half of the time that way. They
have excellent eyesight which adapts well to both day and
night. For the most part, these crabs feed on land on
diatoms and algae. Occasionally they will prey on hermit
crabs and Black Turban snails, and they’ve even been
observed capturing kelp flies with their very dexterous
claws. Seagulls, raccoons, and octopus love to prey on these
crabs. Because they are well adapted to life on land, Striped Shore Crabs will be found in
the rocks along the jetty. But be careful; these crabs may pinch when handled, so avoid
picking them up. Never place them in a container as they will die and then smell.
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Although these crabs are native to Western North America, scientists believe they may
have been introduced to the Orient in the 1890’s in merchant ships’ hulls. These hulls may
have contained the swimming planktonic form of this crab in the trapped seawater found in
them.
CINDARIANS
Solitary Green Anemone – (Amthopleura xanthogrammica): Sea
anemones are members of the phylum Cindaria that is the same
phylum as jellyfish and corals because they have stinging cells.
These organisms look like flowers with a central foot and mouth, as
well as multiple tentacles that are used to capture food ranging from
small fish to plankton to detritus. The tentacles are equipped with
specialized cells called nematocysts. Nematocysts are like mini spear
guns that can harpoon and paralyze prey allowing it to be digested
with ease. The stinging cells of local anemones are too small to penetrate human skin.
There are three ways a sea anemone can reproduce. First, they can reproduce by releasing male
and female gametes into the water column. Secondly, they can divide in half, similar to the way
a single cell divides. And thirdly, they can reproduce by budding. This involves growing a
whole new anemone on the side of their body which will eventually fall off and become a
clone of the original anemone.
Anemones have a water vascular system, which means they control their movement by either
inhaling or exhaling water. Solitary Green Anemones are common along California’s rocky
shoreline.
ECHINODERMS
Purple Sea Urchin – (Strongylocentrotus purpuratus):
These animals are completely covered with sharp, brightly
colored purple spines making them easy to recognize. Purple
Urchins are only found during the lowest tides at the farthest
edge of our reef. They need highly oxygenated water to
survive, so they are well adapted to living in the surf. In fact,
some excavate an impression in the rocks with their sharp
spines for protection from predators and strong surf. They
are able to regenerate their spines when they break off.
If you look at a Purple Urchin carefully in the water you’ll notice tube feet extending beyond
the spines. These tube feet are used to snag pieces of kelp, their favorite food.
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Purple Urchins can do damage to kelp forests when they become overpopulated. They eat all
algae in site and create an urchin barren which is an area of denuded rocks covered with Purple
Urchins. This happens because only Sea Otters, sea stars, and Sheephead feed on these
animals. Since Sea Otters are no longer found in the waters off Catalina or anywhere south of
Point
Conception,
Purple
Urchins
can
easily
overpopulate
an
area.
Sea Stars
Bat Star - (Patiria miniata): Commonly found in the intertidal
zone to depths of about 870 feet. These sea stars are also found
between Sitka, Alaska and Islas de Revillagigedo, Mexico. These
stars are not very large sea stars; in fact, their arm radius is only
four inches. They usually have five arms but they can have as few
as four or as many as nine. They can be almost any color. Bat
Stars are omnivores and scavengers, which means they will try to
eat almost anything they can get their tube feet on. Spawning
usually occurs in May and July when the males and females release their gametes into the water
column. This is where the eggs are fertilized. When the sea stars hatch, they are plankton. A
week or two after they hatch they settle to the bottom where they will spend the rest of their
lives.
Brittle Star – Brittle Stars belong to the class Ophiuroidea,
which consists of over 2,000 different species. Of those,
only 16 species frequent the California coastline. They
range from shallow water species to extremely dense
populations that live in deep water along the continental
shelf. Brittle stars are easily distinguished from other sea
stars because of their thin, segmented rays and their round
central disk. They also have the ability to lose arms when
disturbed and regenerate them quickly. However,
depending on the species, it is known that they can be
herbivorous, carnivorous, omnivorous, scavengers or even
detritus feeders. Brittle stars are often found in masses
under rocks in areas off Catalina’s reef that are usually covered with water. They are best found
on
a
minus
tide.
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Knobby Star - (Pisaster gigateus): The Knobby Star is a relatively
large sea star that can reach 24 inches across. They are found
from Vancouver Island, Canada to Baja California in depths
ranging from the intertidal zone to almost 300 feet. These sea
stars are active predators. They have been known to eat bivalves
(mussels, clams, scallops and oysters), chitons, snails, and
barnacles. When they eat, they use their extremely strong tube
feet to pull open their bivalves and expel their stomach inside the
shell of the animal, digesting the animal outside of its body.
Ochre Star- ( Pisaster ochraceus) generally known as the purple
ochre star.. Although they are called the purple ochre star, they
can be found in a variety of shades from purple to orange and
brown depending on its location and water temperatures. In more
protected waters, they are more purple in color, whereas on
exposed coasts, their colors tend to be more orange or brown.
The purple ochre star has five rays that range in length from 10 to
25cm long. When submerged beneath the water, the arms of this
sea star are flexible allowing them to move about freely, however
when exposed during low tides, the tissue is usually very stiff. The
stiffening of the tissue allows it to anchor itself to rocks or under
rock crevasses during periods of exposure to air, a mechanism that is most likely used to
protect itself from predators. The purple ochre star are carnivores and are considered to be the
principle predator of the Pacific Coast intertidal.
MOLLUSCS
Abalone - The abalone is a gastropod mollusk that lives under its
ear-like shell. Historically the three most common species of
abalone around Catalina Island were the Black, Pink and Green
Abalone. The black abalone was the most common abalone found
in the tide pools and surf areas, while the pink and green abalones
were normally found below the tidal line.
Unfortunately, abalones have suffered greatly in recent years. Due
to over harvesting, poaching and a disease that spread through the different species, their
numbers are just a fraction of what they were 25 years ago. The black abalone has taken the
biggest hit, with approximately 1% of its former population remaining. Several years ago, to
protect the remaining stocks, the California Department of Fish and Game made it illegal to
take any abalone South of San Francisco. The remaining population has been slow to recover.
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Abalones are herbivores, feasting on the many different algae types found in the area. The
different species come in different sizes with blacks being the smallest and greens being
the largest. The largest abalone along the California coast is the cold-water loving red
abalone, with some individuals growing to 10 or more inches across. Abalones are slow
growing and a full size green abalone of 7 or 8 inches might be 15 years old or more.
Abalones reproduce sexually by releasing male and female gametes into the water to meet
by chance for fertilization. The newly formed planktonic abalones eventually settle onto
something hard to live their lives. Abalones are not big travelers, often moving less than
ten feet over a period of months. There is a host of animals that prey on abalones
including crabs, lobster, octopus, starfish, cabezon, sea otter and, of course, humans. If
you are lucky enough to see an abalone in the tide pools, please always place the rock back
as you found. This will ensure others will have that chance to see it and the abalone will
have a chance to grow to maturity and reproduce to replenish the wild stocks.
known
about
their
Chama - (Chama arcane): The Chama is a type of bivalve -- a
class of mollusk with two shells -- that cements itself onto the
underside of rocks on Catalina’s reef. They live the majority of
their lives attached to these rocks, only opening their shell
enough to extend a siphon to filter out very fine food particles
from the water. They range from Oregon south to Bahia San
Juanico, Baja California. Usually these animals can be found in
small groups, but in some areas they will be so densely populated
they will literally be cemented on top of each other. Nothing is
reproductive lives other than there are two genders.
Chitons - Perhaps the most mispronounced animal in the ocean is
the chiton. It is pronounced with a hard “k” sound. Chitons are a
type of mollusk that identified by eight shell plates held together by
an outside oval of tissue called a girdle. Most chitons are light
sensitive so they’ll be found under rocks. Some species are brightly
colored while others are well camouflaged. Chitons are found
almost everywhere in the ocean – from the high intertidal zone to as
deep as 4000 meters. They are at home in cold arctic seas as well as
in the warm tropical waters near the Equator. Most chitons are vegetarians, but some are
carnivorous.
Some species found on Catalina are the California Spiny Chiton (Nuttallina californica).
California Spiny Chitons are up to two inches long with a narrow body. The body length is two
to three times the width. These chitons live in depressions in the rocks of Catalina’s reef. At
high tide they feed on a type of red algae called Corallina which often grow right on their shell
plates. Western Sea Gulls eat these chitons when the tide is low.
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The Southern Spiny Chiton (Nuttallina scalora) doesn’t retreat from sunlight and is colorful.
Body color varies from green to brown to black. They are up to an inch in length with a life
span of up to twenty or more years.
Hairy Chitons (Mopalia ciliata) are covered in soft hairs and are similar to the Mossy Chiton.
The hair makes them more tolerant of daylight; however, they feed on diatoms at night and
stay put during low tide. Their radula, which is the mouth mechanism for scraping algae off
rocks, can pick up magnetite from the rocks making their mouth magnetic.
The Mossy Chiton (Mopalia muscoa), is covered in stiff hairs making it look fuzzy. They may
be found on the topsides of rocks during low tide, especially if it is overcast. At night, they feed
on red or green algae. Other marine life may be found living on their bodies.
Limpets - There are several different species of limpets in the
Catalina area. Limpets are mollusks closely related to abalones. They
range in size from ½ inch to 3 inches with the Owl Limpet second
only to the Giant Keyhole Limpet in size. The Owl Limpet gets its
name from the muscle scar found on the inside of its shell. This scar
resembles the silhouette of a Great Horned Owl.
Limpets are herbivores that feed on algae. The shape of their shells
often helps them stay affixed to the rocks in the surf zone. At low
tide, the limpet will grip tight to the rocks and trap small amounts of water under the shell
which the animal will use until water is available again at the next tidal change.
About half of all limpets species display homing tendencies. This means that during high tide
when water is covering the animal it will range over a meter or so of rock in search of food. As
the tide recedes, the limpet will return to its original place on the rock to remain until the next
high tide.
Predators of the limpet include sea stars, crabs, octopus and man. Be careful when you’re in
the tide pools not to crush limpets by stepping on them or turning rocks on top of them.
Navanax - The navanax is a medium-sized sea slug with two
distinct color forms. One is dark, the other light. Both have
striations of blue, yellow, orange and white down the length of their
body. They can be found in sandy or muddy bodies of water where
it is calm.
This sea slug is carnivorous, feeding on other sea snails and slugs.
The navanax will follow its prey’s mucus trails for its dinner. One of
the navanax’s favorite meals is the Bubble snail. The navanax will
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often have so many inside of its soft body that when you pick it up it will feel very lumpy. This
is where its nickname “bag of marbles snail” comes from.
Although not preyed upon by too many animals, if disturbed, the navanax will extrude a bright
yellow fluid similar to the purple fluid released by the sea hare. Also like its cousin the sea hare,
each navanax will release millions of eggs every spring in a clump, similar in color and size to
spaghetti.
Sea Hares
Black Sea Hare or California Black Sea Hare – (Aplysia
vaccaria): Sea hares are large mollusks that lack an external shell,
and they get their name because their antennae resemble rabbit
ears. These sea hares are very similar to the Brown Sea Hare and
are identified by their uniform black to dark brown coloration.
The most distinguishing feature of these sea hares is their size as
they are the world’s largest gastropod weighing up to 35 pounds.
They, too, are found along the water’s edge at Catalina to a depth
of 60 feet. They feed exclusively on brown feather boa kelp so they don’t produce purple ink.
They are also hermaphrodites like Brown Sea Hares except their eggs are tangled pinkish-white
egg strings.
Brown Sea Hare or California Sea Hare – (Aplysia californica): These sea hares are reddish
brown to greenish brown with some mottling. They have two elongated flaps with an internal
shell. They begin to appear on Catalina’s rocky reef from May through the summer months
living near the water’s edge to a depth of sixty feet. These animals are active during the day
making them easy to spot in spring and summer.
Sea hares are herbivores, feeding primarily on red algae. They have a complicated digestive
system with three stomachs. Purple ink, which is their defense system, is derived from the
algae they eat. Be careful when handling, as the ink will stain clothing.
Living only for a year, these sea hares are hermaphrodites having both male and female
reproductive organs. All they have to do is locate another sea hare of the same species. They
lay up to a million eggs that look like yellowish spaghetti. The eggs hatch in 12 days. After
hatching, the larvae swim for about a month before settling on red algae. They then gorge
themselves in order to double their weight every ten days for the next three months.
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Snails
Black Turban Snail – (Tegula funebralis): The Black Turban
snail is a common snail at Catalina with a distinctive black shell
found in the upper intertidal zone. In size, its shell is about 1 to
1¼ inches or 3 centimeters in diameter. Black Turbans eat a
variety of algae, especially the microscopic film that grows on
the surface of rocks. If you examine the snail’s shell closely, you
might find a small Black Limpet, called Collisella asmi, living on
it. Tiny algae live on the Black Turban’s shell that these Black Limpets eat. During low tide,
Black Turbans will often group together and during this time the Black Limpets will move
from shell to shell. Blue-banded Hermit Crabs love to live in the abandoned Black Turban
shells so never collect shells when you visit Catalina Island or any other tide pool.
Cloudy Bubble Snail – (Bulla gouldiana): This is an abundant
snail found from Morro Bay, California south to Ecuador. Living
solely in mud and silt substrates, they are generally believed to be
herbivores though this is not well known. This is the largest
species of bubble snail off our coast reaching a maximum size of
5.5 cm and living about a year. These snails cover their shell with
their mantels so the shell will be free from other growth. Believe
it or not, it is not uncommon to find other organisms living in or
on these snails. The pea crab and the crepidula snail can be
found in the mantle cavity of the bubble snail. If you can’t find a bubble snail, they leave
distinctive tracks in the sand. Follow the tracks, and you might find the snail.
Plankton
One of the most important plants in the sunlit zone is also the smallest. Phytoplankton are
organisms that float on or near the surface of the water. Most are rounded and single-celled. All
phytoplankton use photosynthesis for their energy. The most common phytoplankton are
diatoms and dinoflagellates. Diatoms are single-celled algae. They often join together in long
chains.
Dinoflagellates are small organisms with two tails or flagella. Dinoflagellates come in all kinds of
shapes and sizes. Some have shells and some don't. Not all dinoflagellates photosynthesize.
Some wrap themselves around food and absorb it. Some dinoflagellates can make light using
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Some species of Phaeophyta or brown algae are another type of
phytoplankton. Blue-green algae or cyanobacteria are also phytoplankton,
although they are very unique. Some of them photosynthesize, but others use
nitrogen for their energy. They are nitrogen fixers. They change free
nitrogen into nitrates which are used by the cyanobacteria and by other plants
in the ocean. Phytoplankton are the base of the ocean's food web and are the
food source for zooplankton.
Zooplankton are ocean animals that don't swim at all or are very
weak swimmers, and they drift or move with ocean currents. They
can be found in the sunlit zone and in deep ocean waters.
Zooplankton range in size from tiny microbes to jellyfish, although
most zooplankton are tiny, single-celled organisms. There are two
types of zooplankton. Permanent or holoplankton will always be
zooplankton. Temporary or meroplankton are made up of the
larvae of fish, crustaceans and other marine animals. If they survive,
they will grow into nekton or free-swimming organisms.
Foraminifera are tiny single-celled, shell-covered organisms, usually
between a millimeter and a centimeter in diameter. As they grow, they add
chambers to their shells. Depending on the species, the shell may be made of
sand, calcite or organic matter. They move and catch their food with thin,
hair-like extensions called pseudopodia. When foraminifera die, their shells
sink to the ocean floor and form an ooze. It is estimated that 30 percent of
the ocean floor is made of the shells of foraminifera. Both limestone and
chalk come from foraminifera!
Radiolarians are small, round, shell-covered organisms. They make their
shells with silica. Silica is used in making glass and can be found in minerals
like quartz. They get the silica from the ocean. Radiolarians have long, sticky
tentacle-like arms called pseudopodia. They stick their pseudopodia out of
holes in their shells to catch phytoplankton as it floats by. When radiolarians
die, their shells sink to the bottom of the ocean. Over time, if enough shells
sink together, the skeletal remains can become sedimentary rock!
Ciliates have cilia or little hair-like extensions all around their
bodies that they use to move and to catch food. There are over
8000 species of ciliates, one of which is the paramecium. They
live in salt and freshwater. Some are free swimmers, others attach themselves to organisms
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or objects, and some are parasites. Only the free swimming ones are considered
zooplankton!
Sea Jellies are also zooplankton. Sea Jellies are basically big stomachs
and long tentacles! Their tentacles have stingers on them and they use
them to catch and paralyze food and carry it to their stomachs. They
move in the water by pumping their stomachs. They mostly move up
and down in the water and let the currents carry them from side to
side.
Siphonophores like the Portuguese man-of-war look like sea jellies but they are not. They are
really groups or colonies of animals. Each organism in the colony has a special
niche or role. Some form the tentacles, and some form the mouth and
stomach.
Copepods are sometimes called the insects of the sea because there are so
many of them, about 10,000 species! They can be found in fresh and salt
water. Copepods are very small, usually not more than a few millimeters
long. The largest copepod, the Pennella balaenopterae, lives on the finback
whale and can grow to be over a foot long! Copepods are crustaceans. They
have two antenna, a shell and segmented bodies. They graze on
phytoplankton and zooplankton. Copepods are the largest source of protein
in the ocean!
Krill, one of the ocean's smallest animals, is dinner for one of its largest,
whales! There are about 82 species of krill, ranging in size from less than a
quarter of an inch long to two inches long. Krill are crustaceans like
copepods. They often have bioluminescent organs. They can be found in
the sunlit zone and in the twilight zone.
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Basic Vocabulary
Adaptation: a characteristic such as a body part or behavior that helps an organism survive
Alga (pl.: algae): a type of plant-like organism (protist) that doesn’t bear seeds and does
photosynthesize. Algae include one-celled organisms such as diatoms and dinoflagellates,
multicellular fresh water algae, and marine algae sometimes called “seaweeds.”
Camouflage: coloration or shape that enables an organism to hide by blending with the
surroundings
Carnivore: an organism that mostly eats the flesh of other organisms
Current: water that flows within the ocean, sort of like a river within the ocean
Cycle: a series of events that lead back to the initial event
Decomposer: an organism that causes decay. Bacteria and fungi are examples of
decomposers.
Ecology: the study of how organisms interact with the living (biotic) and non-living
(abiotic) parts of their environment
Economy: a system of wealth and how it is used
Endangered species: a type of organism whose existence is threatened, especially by
human actions
Environment: all living and non-living things in an area
Erosion: the wearing away of something, especially of land and rocks by wind and water
Evaporation: the movement of a liquid such as water from a liquid state into a gaseous
state
Extinct: no individuals of the species are alive
Fertilizer: something which enriches the soil, promoting plant growth; generally refers to
artificial chemicals applied by people to increase crop yields
Food chain: a sequence of organisms showing which organism is eaten by which other
organism. It shows the direction of energy and matter transfer.
Food pyramid: a diagram in which the number or mass of organisms is arranged with the
top carnivore at the top and the producers at the bottom, resulting in a pyramid shape with
fewer top carnivores at the peak and many more producers at the base
Food web: an interconnected pattern of food chains. A network of organisms showing
which organisms are eaten by other organisms. It is a more realistic portrayal of what
happens in an ecosystem than a food chain.
Glacier: a body of ice that doesn’t melt away in the summer
Habitat: the place in which an organism lives
Herbivore: an organism whose food is primarily plant matter
High tide: one of the two daily periods when the ocean’s water rises on a coast, especially
the time at which the water is highest
Intertidal: the area between the high tide point and the low tide point
Kelp: a group of large brown algae
Larva (pl.: larvae): the immature form of some types of animal
Limiting factor: the thing (factor) that determines where an organism can live, e.g.: food,
water, temperature, space, salinity, oxygen, etc.
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Low tide: one of the two daily periods when the ocean’s water falls on a coast, especially
the time at which the water is lowest.
Marine: having to do with the ocean
Mean: midpoint between two extremes; average
Native: an organism or species found naturally in a place, not introduced or imported
Niche: the role of an organism in a community, its job
Nutrient: food, or materials that an organism needs to survive
Omnivore: an organism that feeds on both plants and animals
Organism: a living thing
Overpopulation: a condition in which there are more organisms in a place than it can
support
Pesticide: a chemical used to kill pests
Photosynthesis: a process in which the sun’s energy is captured in a chemical process. In
photosynthesis, carbon dioxide and water are combined to produce carbohydrates such as
sugars and starches, and oxygen as a byproduct.
Physical: non-living, the non-living (abiotic) part of an environment
Plankton: aquatic organisms suspended in the water or whose movement is not strong
enough to move against currents
Pollution: chemicals or other factors such as heat that harm the environment, or the
addition of harmful chemicals to the environment
Population: the number of a given kind of an organism in a place, or the organisms
themselves
Predator: an animal that kills and eats other animals (adj.: predatory)
Prey: an organism that is killed and eaten by a predator
Respiration: a chemical process in which oxygen is used to release energy contained in
foods such as sugars and starches, with carbon dioxide and water as waste products. (not
the same as breathing, which is a physical process of taking air in and expelling gaseous
wastes)
Runoff: water that runs off of the land, into a stream or other body of water
Salinity: the amount of salt, expressed as a percentage or parts per thousand, in a solution
Salt: minerals dissolved in water, especially sodium chloride (NaCl)
Sea level: the height of the surface of the sea, but usually refers to the average (mean)
height of the surface of the sea
Sediment: particulate matter such as clay, mud, or sand that settles out of a solution or
mixture
Sedimentation: the settling of particulate matter such as clay, mud, or sand, at the bottom
of a body of water; often includes compression to form sedimentary rocks
Species: a type of organism; an organism is able to breed only with others of the same
species
Tide: the periodic (twice a day) rise and fall of the earth’s oceans (and atmosphere) due
primarily to gravitational forces of the sun and moon
Tide pool: a pool of water left behind as the sea level falls (as the tide goes out)
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Threatened species: a type of organism that is threatened with extinction, especially due
to the actions of humans
Vertebrate: organism with a backbone or vertebral column
Zone: an area with particular characteristics, as in the splash zone along the coast
Advanced Vocabulary
Abdomen: the part of the body that contains the digestive and reproductive organs
Abiotic: non-living, as in the physical parts of an environment such as the air, water, rocks,
and light
Appendage: usually an arm, leg, or antenna of an organism; a body part extending out
from an organism
Barbules: small hooks or barbs that connect the barbs on a feather’s vane, giving it
strength and flexibility while maintaining its shape
Bioluminescence: production of light by an organism
Biomass: the amount of living matter in a sample
Biotic: living, as in the living parts of an ecosystem
Blade: the leaf like part of an alga
Carrying capacity: the number of a kind of organism that an environment can support
over a long period of time without damage to the environment
Centrifugal force: the apparent outward force resulting from the spinning of an object, or
when two objects are turning around a point in space
Cephalothorax: a body region consisting of the head and thorax
Classification: the process of organizing things systematically, especially the organization
of organisms into groups based on evolutionary relationships
Classify: see classification
Cnidocyte: a special type of cell found in certain organisms such as sea anemones, corals,
and jellyfish. Contain nematocysts.
Common name: the name of an organism other than its scientific name
Community: a group of plants and animals and other organisms living in a place and
depending on each other
Consumer: an organism that obtains its food by consuming other organisms (see
producer)
Crest (of wave): the top portion of a wave
Detritus: particles of plant and animal matter
Diatom: microscopic protist with cell wall of silica
Dinoflagellate: microscopic protist with whip-like tails (flagella) used for locomotion
Ecosystem: a community of organisms and the physical environment in which they live
Estuary: an area where a stream enters the ocean and with significant mixing of salt and
fresh water
Eutrophication: a condition in which aquatic nutrient levels increase, resulting in increased
productivity (growth of plants and protists), which results in depletion of dissolved oxygen
when the plants die
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Exoskeleton: external skeleton of an arthropod, such as the shell of a crab or hard outer
parts of an insect
Float: gas-filled bulb of some algae. The float helps keep the blades near the surfacewhere
they can have access to sun light for photosynthesis.
Genus: a group of closely related species of organisms
Gravitational: having to do with gravity
Gravity: the force which causes attraction between any two masses
Holdfast: the part of an alga that attaches it to the bottom
Indicator Organism: a type of organism that is found only in a particular habitat and is,
therefore, an indicator of the biotic and abiotic conditions there
Invasive: an adjective describing a type of organism that invades an ecosystem, especially
one that tends to take over and displace native species
Invertebrate: an organism without a vertebral column (backbone)
Littoral: along the shore
Mantle: the soft outer tissue of a mollusc, an extension of the dorsal body tissue; it secretes
the shell and usually covers the gills
Mass: an amount of matter, or the measure of the amount of matter in an object
Mean sea level: average sea level
Microhabitat: a subdivision of a major habitat. For example, the various zones of the
intertidal community could be considered subdivisions or microhabitats of the intertidal
community. Further subdivisions are possible, for example, under a rock ledge, within an
algal mass, or in a tide pool could be considered microhabitats.
Neap tide: a period of time in which the difference between high tide and low tide is at its
minimum; occurs during the first and third quarters of the moon. See Spring tide.
Nekton: organisms that are active swimmers and are able to swim against the current
Nematocyst: a special type of organelle (cell part) found in certain organisms such as sea
anemones, corals, and jellyfish. Nematocysts are used to sting and capture their prey.
Notochord: a dorsal rod-like supportive structure found in chordates (animals such as fish,
reptiles, amphibians, birds, mammals, and some “primitive” chordates)
Phloem: tissue in a true plant that brings nutrients from the leaves down to the roots
Phytoplankton: photosynthetic plankton…plant plankton
Plate: a distinct large portion of the earth’s crust
Plate tectonics: movement of the earth’s crustal plates
Producer: an organism that uses light and simple chemicals to build complex chemicals,
especially green plants and algae
Protist/Protista: one of the five kingdoms of organisms; includes the algae, diatoms, and
dinoflagellates
Radula: the scraping or rasping tongue of many molluscs; used to scrape algae or bore into
shells, etc. for feeding
Red tide: a period of time when certain dinoflagellates producing domoic acid are
especially numerous
Scavenger: an organism that feeds on dead organisms
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Scientific name: the scientifically agreed upon name of a particular species oforganism;
includes both the genus (capitalized) and the species (epithet or trivial) (not capitalized)
names, underlined or italicized; e.g.: Homo sapiens
Sedimentary (rock): rock formed by compression of small particles of clay, mud, sand, or
gravel
Silt: fine particles of soil that settle out of suspension in water
Siphon: tube used by organisms such as clams to take water in or expel wastes
Spring tide: a time when the tides are at their highest and lowest; occurs with the new and
full moons; see neap tide
Stinging cell: see nematocyst and cnidocyte
Stipe: the stem or stalk of a large alga; connects the blade(s) to the holdfast Substrate:
underlying structure or substance; that upon which something grows or lives
Subtidal: below the low tide zone (farther out to sea than the low tide zone)
Taxonomy: the science of classification. In biology, taxonomists attempt to classify
or group organisms according to their evolutionary relationships.
Terrace: relatively level area of land; may be submerged or above sea level
Test: internal skeleton or “shell” of an organism such as a sea urchin or sand dollar
Thermal pollution: heat added to an environment, especially hot water dumped into a
cold water system
Thorax: the portion of the body containing the heart and lungs; if an organism has
appendages such as legs and wings, they are usually attached to the thorax
Tidal wave: see tsunami
Tide table: booklet or chart showing times and heights of high and low tides for each day
Toxic: poisonous
Trough (of a wave): lowest part of a wave
Tsunami: wave caused by an earthquake, usually an undersea earthquake. It may travel
unnoticed while in the deep ocean and then build up to great heights in shallow water.
Upwelling: process in which water rises upward from deeper water, usually bringing
nutrients from the bottom
Vascular: circulatory, as in our heart and blood vessels are our vascular system, while
a plant’s vascular system consists of its xylem and phloem
Wave: energy moving through a medium producing a disturbance, as a sound wave.
Also refers to a ridge of water moving along the surface
Weather/weathering: wearing down of rocks by wind and water
Xylem: vascular tissue in a true plant; brings water and minerals from the roots to the
leaves
Zonation: organization of plants and animals in a community into zones or bands where
conditions for survival favor certain species
Zooplankton: animal plankton
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SCHOONER’S POEM
I am 80 yeas old and somewhat
But I give to God the praise
That they made a sailor of me
In the good old schooner days.
Then men loved ships like women
And going to sea was more
Than signing on as a deckhand
And scrubbing a cabin floor,
Or chipping rust from iron
And painting, and chipping again—
In the days of schooner sailing
The sea was the place of men.
You could spy our great ships running
White-clouded, tier on tier,
You could hear their tramping thunder
As they leaned-to racing near;
And it was “Heigh-ho and ho, my lad,”
When we were outward bound,
And we sang full many a chanty
As we walked the capstan round.
Aye, we sang full many a chanty
As we drove through wind and wet,
To the music of five oceans
That rings in memory yet.
Go, drive your dirty freighters
That fill the sky with reek—
But we — we took in skysails
High as a mountain peak...
Written by Harry Kemp
(Cassell’s Magazine 1940)
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THE SAILOR’S ALPHABET
A is the anchor that holds a bold ship,
B is the bowsprit that often does dip,
C is the capstan on which we do wind, and
D is the davits on which the jolly boat hangs.
Oh, hi derry, hey derry, ho derry down,
Give sailors their grog and there's nothing goes wrong,
So merry, so merry, so merry are we,
No matter who's laughing at sailors at sea.
E is the ensign, the red, white, and blue,
F is the fo'c'sle, holds the ship's crew,
G is for the galley where the cook hops around,
H is the hawser that seldom does strand.
I is the irons where the stuns'l boom sits,
J is the jib-boom that often does dip,
K are the keelsons of which you've told, and
L are the lanyards that always will hold.
M is the main mast, so stout and so strong,
N is the north point that never points wrong,
O are the orders of which we must be'ware, and
P are the pumps that cause sailors to swear.
Q is the quadrant, the sun for to take,
R is the riggin' that always does shake,
S is the starboard side of our bold ship, and
T are the topmasts that often do split.
U is the ugliest old Captain of all,
V are the vapours that come with the squall,
W is the windlass on which we do wind, and
X, Y, and Z, well, I can't put in rhyme!
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AMERICAN PRIDE RIGGING PLAN QUIZ
1.______________________
2.______________________
3.______________________
4.______________________
5.______________________
6.______________________
7.______________________
8.________________________
9.________________________
10._______________________
11._______________________
12._______________________
13._______________________
14._______________________
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AMERICAN PRIDE RIGGING PLAN
1. BOW
2. STERN&RUDDER
3. FOREMAST
4. MAINMAST
5.MIZZENMAST
6. BOWSPRINT
7. OUTERJIB
8. INNERJIB
9. STAYSAIL
10. FORESAIL
11. MAINSAIL
12. MIZZENSAIL
13. HULL
14. HELM
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ACROSTIC POEM
A______________________________________________
M______________________________________________
E______________________________________________
R______________________________________________
I_______________________________________________
C______________________________________________
A______________________________________________
N______________________________________________
P_______________________________________________
R______________________________________________
I_______________________________________________
D______________________________________________
E______________________________________________
By ____________________________
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BUOYANCY ACTIVITY
A body of water naturally pushes upward. That’s the water’s buoyancy. You can feel
buoyancy by pushing the palm of your hand against a water surface. An object floats or
sinks depending upon its displacement. Increasing the volume (area that an object
occupies) increases the amount of displacement. This increases the buoyancy, or ability or
float. Increasing the volume an object occupies increases its surface are, and thus increases
the friction it experiences as it moves through the water. Thus, the shape of an object in
liquid can serve two purposes. An object designed for speed must have the minimum
displacement to decrease the friction, i.e. a speed boat. Conversely, an object designed to
carry heavy weights (like the American Pride, a cargo vessel) must be designed to maximize
displacement, thus increasing buoyancy and friction.
In other words, any body of water is always striving to be level. When you place a boat in
the water, gravity pulls it down and the water has to move out of the way (becomes
displaced). The water is no longer level. So, you have two forces at work against the hull
of the boat; the pressure of the water pushing up trying to regain a level plain, and the
gravity pulling the boat down.
The hulls of boats are designed to transfer, or spread out the force of the water under it
over a larger area, thereby decreasing the force at any particular point. If the pressure of
the water pushing on the hull is greater than the force of gravity pulling it down, then the
boat floats! Why? There is no longer sufficient water displacement to counteract gravity
and the desire for water to maintain a level plain.
CHANGE IN BUOYANCY
Some water has more buoyancy than other water. Here’s how to find out. You may want
to take this one out side. It can get wet and messy.
Items needed:
1. Plasticine clay- one third sick per student ( you can purchase plasticine clay at craft
stores)
2. A dishpan full of water
3. Pennies
4. Salt
5. Sand or cornstarch
6. A large spoon
Note: You may use aluminum foil instead of Clay
Here’s what you do:
1. Give each student one-third stick of clay.
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2. Have the student’s role the clay into a ball.
3. Drop the ball into the water—IT SINKS!
C A T A L I N A
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NOW BUILD A BOAT
1. Have the students shape their own boats out of their clay. You may want to suggest
that the boats can be like a raft (flat), sailboat (curved but pointed on the bottom),
bowl (round and curved), etc.
2. Have each student place their boats into the water.
3. Using the pennies, have the students place pennies one at a time onto the boats.
Which design floats the longest? Why?
4. Carefully lift the boats out of the water, and remove the coins.
5. Pour 1-2 cups of salt into the water and stir until the salt dissolves.
6. Now see how many coins the boats can hold. Why does adding salt to the water
make the boats float better?
7. Again, carefully lift the boats out of the water. Add 1-2 cups sand or cornstarch to
the water and stir.
8. See how many coins each boat can carry before it sinks.
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THE COMPASS
This activity will help the students gain a basic understanding of magnetism. To gain an
understanding of how a compass works and how one is used:
The students will be able to:
1.
2.
3.
4.
Identify and read a compass card.
Make a simple magnetic compass.
Take a bearing with their handmade compass and a real compass in the classroom.
Understand the meaning of true North and magnetic North.
Vocabulary:
1.
2.
3.
4.
Magnetize
Compass
Magnetic North
True North
5. Bearing
6. Navigation
7. Poles
Magnetism is the measurable relation of the physical force between two objects of metal,
usually iron or an alloy of iron and other metals, of which one has been previously
magnetized. This magnetized metal is commonly referred to as a magnet. The area
around the magnet that the force can be detected is called the magnetic field.
Each magnet has separate poles where the magnetic force seems to be concentrated.
These opposing poles are termed North and South. The basic law of magnetism states
the opposites attract and like poles repel each other.
The earth has magnetic properties which distribute the poles towards the geographical
poles of the earth. The magnetic properties of the earth are distributed unevenly and as
a results the poles are not directly parallel with geographical poles, commonly called the
North and South poles (this is why there is a difference between true North and magnetic
North). The magnetic poles are called the North magnetic pole and the South magnetic
pole. These poles refer to where the concentration of magnetic force is located.
The compass is a simple device consisting of a magnet and a way of allowing the magnet
to rotate freely. The “north seeking” end of the magnet will reliably point toward the
North magnetic pole, thus allowing a direction to be established. For the purpose of
navigation, it is this direction that can be used as a constant means of finding a location.
The compass card is a non-magnetic disc to which the magnet is attached. It is round
and is marked in degrees around its circumference from which the magnet can be read.
The card rest on a pivot at is center. It is important to note that as the boat changes
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direction, the compass card does not change direction (the needle always points to
magnetic North).
MAKING A MAGNET
Here’s what you need:
Shallow clear dishes (Petri dish), water, magnet, needles, compass card, and simple
compasses to verify accuracy, corks (cut in several pieces)
Here’s what you do:
1.
2.
3.
4.
5.
6.
7.
8.
Photocopy and cut the enough compass cards for every four students.
Magnetize the needle by passing the needle over a strong magnet for 20 seconds.
Fill the dish with water and place the dish on the compass card.
Float the slice of cork on the water.
Balance the needles on the corks.
Move the compass card so the North is lined up with the needle.
Use the compass to verify the accuracy of the needle in the dish.
Pass the magnet over the dish to change the direction of the needle. What
happens? Why? Does the needle return North? Why?
TAKING A BEARING
Here’s what you need:
Student made compasses, four compasses, classroom.
Here’s what you do:
1.
2.
3.
4.
5.
Place a text book on top the teacher’s desk.
Divide the students in four groups.
Mark each of the four corners of the room, i.e., A, B, C, D.
Have one group stand at each corner (one group per corner)
Using their hand made compasses, have the student take a bearing of the text
book from their corner and write it down.
6. Now have the groups rotate counter clockwise until each group has taken a
bearing from each corner and written it down or logged it.
7. Compare the bearings from each group.
8. Now follow the same procedure using a real compass and compare the results.
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Questions:
1. Is the needle in the dish accurate enough to navigate? Why or Why not?
2. Is there room for error in navigation? Why? What factors affect taking an
accurate bearing?
3. How would you verify the accuracy of your compass
COMPASS CARD
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HOW SAILS WORK
This activity will help the students gain an understanding of air pressure and how it
relates to a sailing vessel.
The students will be able to:
1.
2.
3.
4.
5.
Understand the concept of force and air pressure.
Understand the concept of air pressure as a force
Understand the meaning of high and low air pressure and how it works.
Understand how a sail of a ship is pulled rather than pushed by the wind.
Create high and low air pressure systems.
Even though we cannot see air, it is a mass made up of molecules we can feel. Wind is
created by differences in air pressure. If the air pressure is even the air is still, if the air
pressure is uneven the air moves. Air under higher pressure moves towards or is pulled
towards air under lower pressure. The amount of difference in pressure will determine
the velocity or strength of the wind or movement of air. A sailing ship follows the same
principles of an airplane wing. The shape of the sail along with the direction the ship is
moving in relation to the wind direction determines how air pressure affects the
movement of the boat. An airplane wing is shaped to create a wind foil. This wind foil
creates a low pressure on top of the wing and high pressure on the bottom of the wing
(the air speeds up going over the curve to keep up with the air moving across the flatter
bottom half of the wing). This increase in air speed over the top of the wing is what
creates the low pressure, causing the lift which is what allows the plane to fly!
A sail on a boat follows the same principle. It is a modern sail maker’s art to cut the sail
with the proper amount of curve creating the desired wind foil shape. Old squares
rigged ships did not have efficient wind foiled sails-the sails were made to be pushed
instead of pulled by the wind. As more was learned about the concept of air pressure
and lift, it was soon realized that a sailing vessel could actually sail more efficiently and
faster being pulled by wind than being pushed by the wind. A strong aerodynamic force
is exerted in a sideways direction by the wind as shown in the illustration. The keel,
situated under the boat, prevents the boat from moving sideways by creating a lateral
resistance force. These two forces combine to create the resultant force which moves
the boat in a forward direction. The interaction of forces is what propels the boat up
wind. Thus the evolution of sail! See Figure 1
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Figure 1
Activity-- Ping Pong Balls and Funnels
Materials needed (for each group):
Ping pong or small Styrofoam ball
Large funnel
Alcohol wipes (to clean the funnel)
Procedure:
1. Explain to the students that they will now see an example of Bernoulli's Principle
in action. In the last activity they learned how moving air creates less pressure.
Here they can experience this principle up close.
2. Divide the class into groups of three to four students each.
3. Give each group a ping pong ball, a funnel, and a few alcohol wipes.
4. Instruct the students to place the ping pong ball into the funnel. One student in
each group should now blow through the hole in the bottom of the funnel to try
to blow the Ping pong ball out of the funnel. Try as they might, they shouldn't
be able to blow the ball out of the funnel.
5. Now tell the students to blow very hard over the top of the funnel. Some of
them may be able to blow hard enough to blow the ball out of the funnel. If not,
they should at least notice that the ball jumps up the side of the funnel.
6. Have the students clean off the end of the funnel and let the next person in their
group try. Continue until each student has had a chance to blow through and
over the Funnel.
Note: if the funnel is too small, and the students have strong lungs, they can usually Pop
the ball out of the funnel easily. Try this activity first and find funnels that are the
right size.
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Activity- Air Pressure
Materials needed (for each group):
Two books of equal size
One sheet of notebook paper
One drinking straw
Procedure:
1.
2.
3.
4.
Position the books 10 cm apart on the table.
Lay the sheet of paper across the space between the books.
Place the end of the straw just under the edge of the paper.
Blow s hard as you can through the straw and watch the paper flop down when
air is blown under it. Why doesn’t the paper blow away?
Before you blew in the straw, the air was pushing on all sides of the paper. As the speed
of air increases, the sideways pressure of the air decreases. Forcing a stream of fastmoving air under the paper reduces the upward pressure on the paper. The air pushing
down on the paper is greater than the air pushing up, thus the paper is sucked down.
Air Flow over a Wing
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BLOCK AND TACKLE DEMONSTRATION
Introduction
How much easier is it to lift a heavy object using a pulley system? Use this simple
broomstick pulley system to effectively demonstrate why a block and tackle pulley
system is so useful.
Science Concepts
• Pulleys • Simple machines • Mechanical advantage
Materials
2-Broom handles (or dowel rods), 1 to 11⁄29 diameter (or 3⁄49 PVC pipe), 2–3 feet long,
String or rope, strong, thin, 25 feet long, 3-Student volunteers
Safety Precautions
Please follow normal laboratory safety guidelines. Do not jerk on the rope. Pull the
rope gently with an even force.
Procedure
1. Select three student volunteers.
2. Assign two volunteers as broom-handle holders and the other as the rope puller.
3. Have the two broom-handle holders stand about 5 to 6 feet apart and extend their
arms to hold the broom handles parallel to the floor at waist level.
4. Securely tie one end of the rope to the middle of one of the broom handles.
5. Wrap the rope around the middle of the other broom handle (see Figure 1) and
give the free end to the rope puller. The rope puller should stand behind, and
slightly to the side of one of the holders, so that the rope will be pulled
perpendicular to the length of the broom handles. The free end of the rope
should go under the arms of the broom-handle holder so that the rope is pulled
parallel to the ground as well. See Figure 2.
6. Have the two broom handle holders try as hard as they can to prevent the broom
handles from coming together as the rope puller pulls on the rope. Can the single
rope puller draw the two broom handle holders together? What is the mechanical
advantage of this pulley system?
7. Repeat steps 5 and 6 several times. For each new trial wrap the rope around the
broom handles a different number of times (see Figure 1). How much more
difficult is it for the holders with each new trial? How much easier is it for the
puller? What is the mechanical advantage of the puller as a new loop is added to
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the pulley system? How close are the broom handle holders drawn together
compared to the amount of rope pulled by the rope puller during each new trial?
Figure 1
Figure 2
Figure 3
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Tip
• To enhance the effect of mechanical advantage use two “strong” volunteers to
hold the broom handles and a “weak” volunteer to pull the rope.
Discussion
Pulleys are used extensively when heavy objects need to be lifted, especially in cranes
in shipping and construction areas. Pulleys are one of six types of simple machines
used to easily change the direction and/or the magnitude of an applied force. (The
lever and fulcrum, inclined plane, wheel and axle, wedge, and screw are the five
other types of simple machines.) How does a pulley decrease the amount of force
necessary to lift an object? The advantage of a pulley is its ability to change the
number of “ropes” lifting an object. This gives a lifter a greater mechanical
advantage. Mechanical advantage is a ratio of the output force compared to the input
force. The greater the mechanical advantage is for a system, the greater the output
force is compared to the input force. The greater the mechanical advantage, the
easier it is to do the work. For a block and tackle pulley system, the mechanical
advantage is determined by the number of support ropes that are lifting the object
(see Figure 3). Therefore, the more times the rope is wrapped around the broom
handles, the greater the mechanical advantage is for the puller. However, a pulley
does not give something for nothing. A block and tackle pulley system gives a high
mechanical advantage, but the sacrifice is that the applied force must be carried over
a longer distance compared to the distance the lifted object actually moves. Ideally,
due to the conservation of energy, the work in must be equal to the work out. Work
is defined as a force times a distance. Therefore, even though a pulley (or any simple
machine) makes it easier to lift a heavy object, the total amount of work necessary to
lift the object will be equal. A smaller force will be used over a larger distance in
order to lift a heavy object a short distance.
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AMERICAN PRIDE QUIZ
Matching: Choose the best definition for the following terms.
Aloft
Amidships
Anchor
Belay
Blight
Binnacle
Bitter End
Block
Captain
Fathom
Forecastle
Head
Poop
Port
Reeve
Sheave
Slack Away
Spar
Tackle
Thwart
Yard
_______________ 1. Wood or metal case for sheaves.
_______________ 2. In the rigging, above the deck.
_______________ 3. Six feet, a measurement of length.
_______________ 4. Figure eight tied around the top and bottom of a pin.
_______________ 5. Horizontal poles that hold sails.
_______________ 6. Line rigged through and around pulleys to increase the effect of
pull.
_______________ 7. The very end of a piece of rope.
_______________ 8. First in command on any vessel.
_______________ 9. Iron device to hold ship in place by digging into bottom
_______________ 10. Raised part of deck in the bow or the crew’s quarters.
_______________ 11. The left side of a vessel.
_______________ 12. Any support for sails or rigging (a mast, yard, boom, etc.)
_______________ 13. The ship’s toilet.
_______________ 14. Seat in a boat, for the rowers to sit on.
_______________ 15. The highest deck at the stern.
_______________ 16. The middle of the ship.
_______________ 17. A bend or loop in a rope.
_______________ 18. Housing for the ship’s compass.
_______________ 19. To let out line without losing control of the line.
_______________ 20. The grooved pulley wheel in a block.
_______________ 21. To pass a line through a hole, as in a block
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Fill in the Blank: Choose the word that best completes each sentence.
Aft
Avast
Aye, Aye
Bilge
Carry on
Doctor
Ensign
First Mate
Galley
Greenhand
Hatch
Line
Salt
Sir
Starboard
Stow
22. Everyone meet over on the ____________________side of the boat, or the right
side.
23. When the __________________, the one right below the captain, gave me an
order I knew I better do what he said.
24. Go ___________________ your gear in its proper place below deck.
25. The watchman walked to the _______________, or the rear of the boat.
26. The lowest internal part of the hull is where the ________________water collects.
27. Every morning we raised our _________________ up with the America flag.
28. Only the Captain is called ____________ on board ship.
29. After receiving the command, the sailor replied, “________________”, and went
to work.
30. When the Captain said “_________________” we knew that he had finished
giving us an order and it was then time to do it.
31. The _______________________ called out and said it was dinner time.
32. “__________________” mate, its time to stop what you are doing.
33. We could smell dinner being cooked down in the ________________.
34. We knew the new sailor was a ____________________ because he was
inexperienced aboard the vessel.
35. Open up the ___________________ and climb down.
36. The ____________________ showed his experience by how he handled the
rigging.
37. Hold on to that __________________ and hoist the sail up.
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AMERICAN PRIDE QUIZ ANSWERS
1. Block
2. Aloft
3. Fathom
4. Belay
5. Yard
6. Tackle
7. Bitter End
8. Captain
9. Anchor
10. Forecastle
11. Port
12. Spar
13. Head
14. Thwart
15. poop
16. Amidships
17. Bight
18. Binnacle
19. Slack Away
20. Sheave
21. Reeve
22. Starboard
23. First Mate
24. Stow
25. Aft
26. Bilge
27. Ensign
28. Sir
29. Aye, Aye
30. Carry On
31. Doctor or Cookie
32. Avast
33. Galley
34. Greenhand
35. Hatch
36. Salt
37. Line
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SAILOR’S HARDTACK RECIPE
Ingredients:
4 cups flour (preferable whole wheat)
2 teaspoons salt
2 cups of water
Pre-heat oven to 375 degrees F.
Makes about 10 pieces
Mix the flour and salt together in a bowl. Add just enough water (no more than the
2 cups), and mixing with the hands, produce a mixture that will stick together but won’t
stick to the hands, rolling pin or pan Roll the dough out, shaping it roughly in a
rectangle. Cut the dough into squares about 3 x 3 inches and ½ inch thick.
After cutting the squares, press a pattern of four rows of four holes each into each
square, using a nail or other such object. Do not punch through the dough. The
appearance you want is similar to that of a modern saltine cracker. Turn each square
over and do the same thing to the other side.
Place squares on an ungreased cookie sheet and place in the oven to bake for 30
minutes. Turn each piece over and bake for another 30 minutes. The crackers should
be slightly brown on both sides.
The fresh crackers are easily broken but as they dry, they harden and assume the
consistency of fired brick!
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GLOSSARY OF SAILING TERMS
Abaft - Toward the rear (stern) of the boat. Behind.
Abeam - At right angles to the keel of the boat, but not on the boat.
Aboard - On or within the boat.
Above Deck - On the deck (not over it - see ALOFT)
Abreast - Side by side; by the side of.
Adrift - Loose, not on moorings or towline.
Aft - Toward the stern of the boat.
Aground - Touching or fast to the bottom.
Ahead - In a forward direction.
Alee - Away from the direction of the wind. Opposite of windward.
Aloft - Above the deck of the boat.
Amidships - In or toward the center of the boat.
Anchorage - A place suitable for anchoring in relation to the wind, seas and bottom.
Astern - In back of the boat, opposite of ahead.
Athwartships - At right angles to the centerline of the boat; rowboat seats are generally
athwart ships.
Aweigh - The position of anchor as it is raised clear of the bottom.
Avast- Command meaning "stop what you're doing".
Baggywrinkle - Clumps of frayed rope that protect the sails from chafing against the
lines.
Ballast Weight - usually metal, placed low in a boat to provide stability.
Batten Down - Secure hatches and loose objects both within the hull and on deck.
Beam - The greatest width of the boat.
Bearing - The direction of an object expressed either as a true bearing as shown on the
chart, or as a bearing relative to the heading of the boat.
Belay- To temporarily secure a line to a cleat, or as a command "disregard the last
order"
Below - Beneath the deck.
Bight - The part of the rope or line, between the end and the standing part, on which a
knot is formed.
Bilge - A rounding of the hull along the length of the boat where the bottom meets the
side.
Binnacle - A support for the compass, raising it to a convenient position.
Bitter End - The last part of a rope or chain. The inboard end of the anchor rode.
Boat - A fairly indefinite term. A waterborne vehicle smaller than a ship. One definition
is a small craft carried aboard a ship. A submarine
Boat Hook - A short shaft with a fitting at one end shaped to facilitate use in putting a
line over a piling, recovering an object dropped overboard, or in pushing or fending off.
Bobstay - Wire Stay underneath the bowsprit; helps to counteract the upward pull
exerted by the forestay.
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Doctor – Also know as the cook
Boom - free swinging spar attached to the foot of the sail with forward end pivoting on
the mast.
Bow - The forward part of a boat.
Bowline - Knot used to form a temporary loop in a line
Bowsprit - A short spar extending forward from the bow. Normally used to anchor the
forestay.
Brightwork - Varnished woodwork and/or polished metal.
Bulkhead - An interior partition commonly used to stiffen the hull. May be watertight.
Bulwark - A vertical extension above deck level designed to keep water out of and
sailors in the boat
Bunk - Sleeping Berth
Cabin - A compartment for passengers or crew.
Cap - A piece of trim, usually wood, used to cover and often decorate a portion of the
boat, i.e., caprail.
Capsize - To turn over.
Cast Off - To let go.
Chafing Gear - Tubing or cloth wrapping used to protect a line from chafing on a
rough surface.
Chain plate - The fitting used to attach stays to the hull.
Chart - A map for use by navigators.
Chock - A fitting through which anchor or mooring lines are led. Usually U-shaped to
reduce chafe.
Cleat - A fitting to which lines are made fast. The classic cleat to which lines are belayed
is approximately anvil-shaped.
Clove Hitch - A knot for temporarily fastening a line to a spar or piling.
Coach Roof - Also trunk. The cabin roof, raised above the deck to provide headroom
in the cabin.
Coaming - A vertical extension above the deck to prevent water from entering the
cockpit. May be broadened to provide a base for winches.
Coil - To lay a line down in circular turns.
Companionway - The main entrance to the cabin, usually including the steps down
into the cabin.
Course - The direction in which a boat is steered.
Current - The horizontal movement of water.
Davits - Small cranes used to raise or lower small boats and light items from deck to
water level.
Dead Ahead - Directly ahead.
Dead Astern - Directly aft.
Deck - A permanent covering over a compartment, hull or any part thereof.
Dinghy - A small open boat. A dinghy is often used as a tender for a larger craft.
Displacement - The weight of water displaced by a floating vessel, thus, a boat's
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weight.
Ditty Bag - Small bag used for carrying and stowing small personal items or kits
Dock - A protected water area in which vessels are moored. The term is often used to
denote a pier or a wharf.
Draft - The depth of water a boat draws.
Ebb - A receding current.
Fathom - Six feet.
Fender - A cushion, placed between boats, or between a boat and a pier, to prevent
damage.
Fid - Tool used by riggers in splicing line
Figure Eight Knot - A knot in the form of a figure eight, placed in the end of a line to
prevent the line from passing through a grommet or a block.
Fo'c'sle- An abbreviation of forecastle. Refers to that portion of the cabin which is
farthest forward. In square-riggers often used as quarters for the crew.
Fore And Aft - In a line parallel to the keel.
Forepeak - The compartment farthest forward in the bow of the boat. Often used for
anchor or sail stowage. In larger ships the crews quarters
Forestay - Wire, sometimes rod, support for the mast, running from the bowsprit or
foredeck to a point at or near the top of the mast.
Forward - Toward the bow of the boat.
Fouled - Any piece of equipment that is jammed or entangled, or dirtied.
Frames - Ribs that form the shape of the hull
Gaff - a free swinging spar attached to the top edge of a sail
Galley - The kitchen area of a boat.
Gangway - The area of a ship's side where people board and disembark.
Grab Rails - Hand-hold fittings mounted on cabin tops and sides for personal safety
when moving around the boat.
Halyards - lines used to haul up or lower the sails and the wooden spars (boom and
gaff) that hold the sails in place. Lines used to hoist or lower flags.
Hatch - an opening in the deck for entering below.
Head - Marine toilet.
Heading - The direction in which a vessel's bow points at any given time.
Headsails - Any sail forward of the foremast.
Headway - Forward motion of boat opposite to sternway
Helm - The wheel or tiller controlling the rudder.
Helmsman - Sailor who steers the boat.
Hitch - A knot used to secure a rope to another object or to another rope, or to form a
loop or a noose in a rope.
Hold - A compartment below deck in a vessel, used solely for carrying cargo.
Hull - The main body of a vessel.
Inboard - More toward the center of a vessel; inside; an engine fitted inside a boat.
Jacobs Ladder - A rope ladder, lowered from the deck, as when pilots or passengers
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come aboard.
Jetty - A structure, usually masonry, projecting out from the shore; a jetty may protect a
harbor entrance.
Jettison - To throw overboard.
Jib - A triangular foresail in front of the foremast.
Keel -the timber at the very bottom of the hull to which frames are attached.
Knot - A measure of speed equal to one nautical mile (6076 feet) per hour.
Knot - A fastening made by interweaving rope to form a stopper, to enclose or bind an
object, to form a loop or a noose, to tie a small rope to an object, or to tie the ends of
two small ropes together.
Latitude - The distance north or south of the equator measured and expressed in
degrees.
Lazy Jack - Light lines from the topping lift to the boom, forming a cradle into which
the mainsail may be lowered.
Lee - The side sheltered from the wind.
Leeward - The direction away from the wind. Opposite of Windward.
Leeway - The sideways movement of the boat caused by either wind or current.
Lines - Rope or cordage used for various purposes aboard a boat.
Log - A record of courses or operation. Also, a device to measure speed.
Longitude - The distance in degrees east or west of the meridian at
Mainmast - the tallest mast of the ship; on a schooner, the mast furthest aft.
Mainsail - The lowest square sail on the mainmast.
Marline - A light twine size line which has been tarred.
Mast - Main vertical spar used to support sails and their running rigging and in turn is
supported by standing rigging
Mechanical advantage (or purchase) - A mechanical method of increasing an applied
force. Disregarding the effects of friction, if a force of 100 pounds applied to a tackle is
magnified to a force of 400 pounds, the purchase or mechanical advantage is said to be
four to one, or 4: 1.
Midship - Approximately in the location equally distant from the bow and stern.
Mizzen - A fore and aft sail flown on the mizzenmast.
Mooring - An arrangement for securing a boat to a mooring buoy or a pier.
Nautical Mile - One minute of latitude; approximately 6076 feet - about 1/8 longer
than the statute mile of 5280 feet.
Navigation - The art and science of conducting a boat safely from one point to
another.
Oar - Device used to propel small boats by rowing
Outhaul - Usually a line or tackle, an outhaul is used to pull the clew of the mainsail
towards the end of the boom, thus tightening the foot of the sail.
Overboard - Over the side or out of the boat.
Pier - A loading platform extending at an angle from the shore.
Planking - wood boards that cover the frames outside the hull.
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Port - The left side of a boat looking forward. A harbor.
Quarter - The sides of a boat aft of amidships.
Rake - The fore or aft angle of the mast. Can be deliberately induced (by adjustment of
the standing rigging) to flatten sails, balance steering, etc. Normally slightly aft.
Reef points - A horizontal line of light lines on a sail which may be tied to the boom,
reducing the area of the sail during heavy winds.
Rigging: - the lines that hold up the masts and move the sails (standing and running
rigging).
Rode - The anchor line and/or chain.
Rope - In general, cordage as it is purchased at the store. When it comes aboard a vessel
and is put to use it becomes line.
Rudder - A vertical plate or board for steering a boat.
Run - To allow a line to feed freely.
Running rigging -The adjustable portion of the rigging, used to control sails and
equipment.
Running Lights - Lights required to be shown on boats underway between sundown
and sunup.
Sail - a piece of cloth that catches or directs the wind and so powers a vessel.
Sailing Rig - the equipment used to sail a bost, including sails, booms and gaffs, lines
and blocks.
Schooner - Sailing ships with at least 2 masts (foremast and mainmast) with the
mainmast being the taller. Word derives from the term “schoon/scoon” meaning to
move smoothly and quickly. ( a 3-masted vessel is called a “tern”).
Screw - A boat’s propeller.
Scupper - Drain in cockpit, coaming, or toe-rail allowing water to drain out and
overboard. When in toe rail, properly known as “freeing port”
Seamanship - All the arts and skills of boat handling, ranging from maintenance and
repairs to piloting, sail handling, marlinespike work, and rigging.
Sea Room - A safe distance from the shore or other hazards.
Seaworthy - A boat or a boat’s gear able to meet the usual sea conditions.
Secure - To make fast.
Set - Direction toward which the current is flowing.
Sheets-Lines used to control the position of a sail.
Shrouds-Lateral supports for the mast, usually of wire or metal rod.
Ship - A larger vessel usually thought of as being used for ocean travel. A vessel able to
carry a “boat” onboard.
Slack - Not fastened; loose. Also, to loosen.
Sounding - A measurement of the depth of water.
Spring Line - A pivot line used in docking, undocking, or to prevent the boat from
moving forward or astern while made fast to a dock.
Squall - A sudden, violent wind often accompanied by rain.
Square Knot - A knot used to join two lines of similar size. Also called a reef knot.
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C A T A L I N A
I S L A N D
E X P L O R A T I O N
Standing Part - That part of a line which is made fast. The main part of a line as
distinguished from the bight and the end.
Standing rigging - Permanent rigging used to support the spars.
Starboard - The right side of a boat when looking forward.
Stay - a line or wire from the mast to the bow or stern of a ship, for support of the mast
(fore, back, running,
and triadic stays).
Staysail - A sail that is set on a stay, and not on a yard or a mast.
Stem - the timber at the very front of the bow.
Stern Line - A docking line leading from the stern.
Stow - To put an item in its proper place.
Sweat And Tail - Sweat is the act of hauling a halyard to raise a sail or spar done by pulling
all slack outward and then downward. Tail is controlling, coiling, and securing the running
end of the halyard.
Tack - On a triangular sail, the bottom forward corner. Also, to turn the bow of the boat
through the wind so the wind exerts pressure on the opposite side of the
sail.
Thwart – Seat in a boat, for the rowers to sit on.
Tide - The periodic rise and fall of water level in the oceans.
Topping lift - A line or wire rope used to support the boom when a boat is anchored or
moored.
Topsides - The sides of a vessel between the waterline and the deck; sometimes referring to
onto or above the deck.
Transom - The flat, or sometimes curved terminating structure of the hull at the stern of a
boat.
Trim - Fore and aft balance of a boat.
Underway - Vessel in motion, not moored or aground
V bottom - A hull with the bottom section in the shape of a “V”.
Wake - Moving waves, track or path that a boat leaves behind it, when moving across the
waters.
Waterline - A line painted on a hull which shows the point to which a boat sinks when it is
properly trimmed.
Way - Movement of a vessel through the water such as headway, sternway or leeway.
Wheel - device used for steering a boat.
Widow-maker - a term for the bowsprit (many sailors lost their lives falling off the bowsprit
while tending sails).
Windward - Toward the direction from which the wind is coming.
Yard – is a horizontal spar on a mast from which square sails are set made from wood.
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