Our Father’s Design through
Marine Biology
Student Materials Notebook
This notebook contains sixty-four links to web-based YouTube and RWT1 video lesson
content. Additionally, almost 400 pages of excellent supplement materials are provided.
Also included are over 500 links to extended course materials. Finally, sixteen module
tests and five exams reviews are integrated for student content assessment. This
product is designed to be used with the Apologia Exploring Creation with Marine Biology
(ECMB) textbook and its Solutions Manual.
The notebook is licensed to you, the enrolled student. You may not use it for other students in
your family unit or outside your family. You are paying tuition to use this notebook. The
notebook is yours to keep. You may not share its contents. Your brothers and sisters are not
covered under your family license, nor are your friends, co-op group, classmates, etc. Every
person using the materials needs to pay the required tuition. The items in the notebook are
copyrighted and may not be distributed to or reproduced for those not covered under your
license. By payment of your tuition, you acknowledge that Red Wagon Tutorials owns all rights,
titles, and interests in and to all video lectures and course materials - all of which are protected
by copyright laws and shall not be resold, shared, copied, recorded, or reproduced by any means
for any purpose.
Our Father’s Design through Marine Biology:
Student Materials Notebook
By Steven M. Rosenoff
We would like to acknowledge the inspiration of Dr. Jay L. Wile in the production
of this product. As my former employer and longtime friend, his encouragement
and mentorship helped make this publication possible. Although he did not
directly contribute to this work, nor has he received any financial reward from it,
we feel that his influence in our lives is worthy of mention and that he deserves our
upmost respect as a co-laborer in Christ.
Table of Contents
Our Father’s Design through Marine Biology:
Student Materials Notebook
Published by
Red Wagon Tutorials, Inc.
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Lacey, WA. 98516
www.redwagontutorials.com
Copyright © 2013 Red Wagon Tutorials, Inc. All rights reserved
Manufactured in the United States of America
First Printing 2013
ISBN: 978-1-4675-6489-2
Printed by Red Wagon Tutorials, Inc., Lacey WA.
Our Father’s Design through Marine Biology:
Student Materials Notebook
Table of Contents
Assignment Supplement ..............................................................................................................7
Course Schedule........................................................................................................................ 21
Parent Agreement ...................................................................................................................... 31
Module 1................................................................................................................................... 35
Lesson 1: ............................................................................................................................... 35
Answers & Links:.............................................................................................................. 39
Lesson 2: ............................................................................................................................... 45
Answers & Links:.............................................................................................................. 47
Formal Report Example: ....................................................................................................... 53
Module 1 Test Review: ......................................................................................................... 57
Tests & Exams: ......................................................................................................................... 59
Module 1 Test: ...................................................................................................................... 59
Test & Exam Answers............................................................................................................... 65
Module 1 Test: ...................................................................................................................... 65
Table of Contents
Start
RED WAGON TUTORIALS
Assignment Supplement
A. Steps for Success
These are the steps taken by successful students last year for completing the required Module
work. Please note: these are the steps I am suggesting you take also!
As per stated policy, any assignment submitted is assumed to be supervised and proctored by the
student's parent.
First Week:
1. Read the assigned reading indicated in your syllabus, including labs, before coming to class.
2. Answer the On Your Own questions when you come to them. (These are not turned in. They
are for your benefit.
3. The answers are at the end of your Module.)
4. Attend Class: ask questions about reading assignment and labs. Participate, listen and learn.
5. Perform the labs included in the week’s reading. Write the required informal lab report for
each lab completed. Place them in your notebook for safe keeping.
Second Week:
1. Read the assigned second reading, including labs, before coming to class.
2. Answer the On Your Own questions when you come to them. (Again, do not turn these in.)
3. Attend Class: ask questions about reading assignment and labs. Participate, listen, and learn.
4. Perform labs included in the week’s reading. Write the required informal lab reports. (If you
are doing the optional microscope experiments these should be completed also.)
5. Answer the Study Guide questions at the end of the module. (This is an open book
assignment. I have provided you an example of a completed assignment below.)
6. Parents use your Solutions Manual to correct your student’s Study Guide answers.
7. Have the student correct any error they may have made in the Study Guide assignment.
Third Week:
1. Overlap week. You will need to begin the next Module in your book during this week.
Follow the steps above.
2. Ask questions in class about your Study Guide grade. I will give you a review for your
Module Test during class this week. If you miss class this week, you will need to listen to the
class recording for Test prep assistance.
3. Take the online Module Test by the date indicated in your syllabus. This assignment is closed
book and closed notes. The Module Test will be forwarded to me automatically once you click
on “Finished” on the Student Portal site.
4. Parents MUST sign the bottom of the test and be present during the testing session.
Fourth Week:
1. Ask questions in class about your Module Test grade and your finished experiment report.
2. Continue on with next Module work.
B. Assignment Guidelines
1. Formal Experiment Reports MUST BE TYPED (MS Word 2010, New Times Roman, 12
font, black print on a white background, 1” margins) AND SPELL CHECKED before the report
is forwarded to me as an e-mail attachment: the e-mail address for submission is
ccr101@comcast.net. The subject line of the e-mail MUST read Marine Biology Draft Report
for a draft paper and Marine Biology Final Report for a final product. There is one formal report
required per quarter.
2. Formal Experiment Report assignment requirements are outlined in detail in your 2013-2014
Assignment Supplement. Remember, I expect marine biology students to have had two years
prior practice writing experiment reports. I do allow revisions of the experiment report and will
tell your student how to improve their assignment before resubmission. If you plan to use graphs
or other graphics as part of your report Observations section, YOU MUST E-MAIL these to me
as an e-mail attachment in MS Word 2010 format, Rich Text Format, Adobe format, or as a
whiteboard presentation. As stated in the 2013-2014 Assignment Supplement, when seeking help
from someone or quoting facts from a book, internet source, or other media, you must include
them in your bibliography in the required format.
3. Module Tests are taken online through the Student Portal site:
http://www.redwagontutorials.com/php/. Module Test assignments ARE CLOSED BOOK AND
CLOSED NOTES assignments. As per stated policy, any assignment submitted is assumed to be
supervised and proctored by the student's parent. A parent’s digit signature is required on the
bottom of the Test and Exam. I have has a zero tolerance policy toward cheating or
plagiarism. Vocabulary words for the Module (e.g. those found in question #1 of the Study
Guide) MUST BE SPELLED CORRECTLY if used to answer a test question. USING SPELL
CHECK DURING A TEST IS NOT ALLOWED.
4. All Test assignments, except your semester exams, must be completed within 60 minutes of
logging onto the Student Portal site. Semester exams must be completed within 90 minutes.
After 60 or 90 minutes, depending on the assignment, the Student Portal WILL DISCONNECT
YOU AND NOT FORWARD your assignment, which could result in a zero being given on an
assignment.
5. Upon submission of any assignment through the Student Portal, the Portal site will forward a
copy to my e-mail address and forward a receipt copy to your e-mail address of record on the
site. IT IS YOUR RESPONSIBILITY TO OBTAIN A RECEIPT FROM THE PORTAL
COMPUTER AND TO MAINTAIN THE CORRECT E-MAIL ADDRESS on the Portal
computer. The assignment receipt is your proof that the assignment was submitted on time and
in good order. I will ask to see the receipt copy for any assignment when there is a question
about the timely submission of the assignment: NO RECEIPT COPY MEANS NO CREDIT
GIVEN.
6. Students must be disciplined enough to submit required work on time. As per stated policy,
I will deduct 10% per day from the score received on the assignment on all late work, including
the Parent Notebook Report, unless the lateness results from personal illness, family emergency,
or computer problem of a non-reoccurring nature. In these instances, I will grant full points. A
schedule for the course, providing due dates for all assignments for the entire year, has been
forwarded to you. If you are leaving on vacation or some other personal choice holiday, please
adjust your study schedule to submit the assigned work before leaving. I will always accept an
assignment early. I am available during my office hours to help you complete assignments
before the due date, when and if necessary, during the school year.
7. All class assignments are due by 6:00 PM, Eastern Time, on the date indicated in the
Schedule I have posted online. The Student Portal Science time stamp on your work is the final
authority on whether something is submitted on time or not. NOTE: 6:01 PM, Eastern Time,
starts a new day, and I will subtract 10% if your work arrives at or after that time.
8. Students should keep hard printed copies of all their work (labs, study guides, tests, etc.), not
just computer saved work. Doing so will allow the student to keep a good portfolio of their class
assignments should they be asked to demonstrate their work at some later date. Please note, I do
not maintain copies of a student's work beyond the end of the school year. I will maintain a copy
of a student's final semester grades for seven years beyond the end of our class together.
C. Study Guide Assignment
The following is an example of the completed Study Guide assignment. (You do not have to
word process this assignment. I highly suggest your student write the answers in complete
sentences as complete sentence structure will be required on the Test or Exam.)
As per stated policy, any assignment submitted is assumed to be supervised and proctored by the
student's parent.
Mr. Biology Bugs
Biology
Module 1 Study Guide
Answers to #1
a. Metabolism is the process by which a living organism takes energy from its surroundings and
uses it to sustain itself, develop, and grow.
b. Photosynthesis is the process by which a plant uses the energy of sunlight and certain
chemicals to produce its own food. Oxygen is often a by-product of photosynthesis.
c. Herbivores are organisms that eat plants exclusively.
d. Carnivores are organisms that eat only organisms other than plants.
e. Omnivores are organisms that eat both plants and other organisms.
f. Producers are organisms that produce their own food.
g. Consumers are organisms that eat living producers and/or other consumers for food.
h. Decomposer are organisms that breaks down the dead remains of other organisms.
i. Autotrophs are organisms that are able to make their own food.
j. Heterotrophs are organisms that depend on other organisms for food.
k. Receptors are special structures or chemicals that allow living organisms to sense the
conditions of their surroundings.
l. Asexual reproduction is reproduction accomplished by a single organism.
m. Sexual reproduction is reproduction that requires two organisms, a male and a female.
n. Inheritance is the process by which physical and biological characteristics are transmitted from
the parent (or parents) to the offspring.
o. A mutation is an abrupt and marked difference between offspring and parent.
p. An hypothesis is an educated guess that attempts to explain an observation or answer a
question.
q. A theory is hypothesis that has been tested with a significant amount of data.
r. A scientific Law is a theory that has been tested by and is consistent with generations of data.
s. Microorganism is a living creature that is too small to see with the naked eye.
t. Abiogenesis is the theory that, long ago, very simple life forms spontaneously appeared
through random chemical reactions.
u. A prokaryotic cell is a cell that has no distinct, membrane-bound organelles.
v. A eukaryotic cell is a cell with distinct, membrane-bound organelles.
w. Species are a unit of one or more populations of individuals that can reproduce under normal
conditions, produce fertile offspring, and are reproductively isolated from other such units.
x. Binomial nomenclature is naming an organism with its genus and species name.
y. Taxonomy is the science of classifying organisms.
2. The four criteria for life: (1) All life forms contain deoxyribonucleic acid, which is called
DNA. (2) All life forms have a method by which they extract energy from the surroundings and
convert it into energy that sustains them. (3) All life forms can sense changes in their
surroundings and respond to those changes. (4) All life forms reproduce.
3. The carnivore is a heterotroph and a consumer. Carnivores do not eat plants.
4. If a living organism's tentacles were cut off in an accident, it would not be able to survive long
because it no longer has the ability to sense and respond to changes in its surrounding
environment. Its receptors (tentacles) were destroyed and therefore no longer able to sense the
conditions of the environment.
5. The parent and off springs will reproduce sexually.
6. The statement is wrong because science cannot prove anything. The best science can say is
that all known data support a given statement.
7. The scientific method represents the best conclusions that science has to offer, but they are
nevertheless not completely reliable. The scientific method cannot be proven and is limited. The
scientific method starts out with a person making observations. Observation allows the scientist
to collect data. Once enough data has been collected, the scientist forms a hypothesis to explain
those observations or to answer a question. The person (often with the help of others) then
designs experiments to test the hypothesis. After the hypothesis has been tested by a significant
amount of data and is consistent with all of it, then it becomes theory. After more testing with
generations of data, the theory could become a scientific law.
8. The story of spontaneous generation illustrates the limitations of science because it proves that
scientific laws are not 100% reliable. Because it is impossible to fully test a scientific law, and
because laws are tested by experiments that might be flawed, scientific laws are not necessarily
true. All 1900 years of executing the scientific method resulted in a law that was clearly wrong.
Thus, putting too much faith in scientific laws and theories will end up getting you in trouble,
because many of the laws and theories in science today will eventually be shown to be wrong.
9. A wise person should place his/her faith in the Bible because it is %100 reliable and infallible.
10. The theory of abiogenesis is another example of the idea of spontaneous generation.
Abiogenesis is a theory that states that life sprang from non-living chemicals eons. If you look at
the track record of spontaneous generation throughout the course of human history, it is safe to
conclude that at some point, the version of spontaneous generation known as abiogenesis will
also be shown to be quite wrong. We now know that this law is wrong.
11. The classification groups in order are: Kingdom, Phylum, Class, Order, Family, Genus, and
Species.
12. This organism belongs to the kingdom Animalia.
13. This organism belongs to kingdom Monera.
14. 1. macroscopic, proceed to key 3
3. heterotrophic, proceed to key 5
5. decomposer, kingdom Fungi
D. Informal Laboratory Report Format
The experiments in this course are designed to be done as you are reading the text. I recommend
that you keep a notebook of these experiments. This notebook serves two purposes. First, as you
write about the experiment in the notebook, you will be forced to think through all of the
concepts that were explored in the experiment. This will help you cement them into your mind.
Second, certain colleges might actually ask for some evidence that you did, indeed, have a
laboratory component to your biology course. The notebook will not only provide such evidence
but will also show the college administrator the quality of your biology instruction. I recommend
that you perform the experiments in the following way:

When you get to an experiment, read through it in its entirety. This will allow you to gain a
quick understanding of what you are to do.
 Once you have read the experiment, start a new page in your laboratory notebook. The first
page should be used to write down all of the data taken during the experiment. What do I mean
by “data”? Any observations or measurements you make during the experiment are considered
data. Thus, if you see an organism during an experiment, you need to either describe it or draw it.
If you measure the length of something during the experiment, that is part of the experiment's
data and should be written down. In addition, any data analysis that you are asked to do as a part
of the experiment should be done on this page.
 When you have finished the experiment and any necessary analysis, write a brief report in
your notebook, right after the page where the data and calculations were written. The report
should be a brief discussion of what was done and what was learned. You should not write a
step-by-step procedure. Instead, write a brief summary that will allow someone who has never
read the text to understand what you did and what you learned.
PLEASE OBSERVE COMMON SENSE SAFETY PRECAUTIONS! The experiments in this
course are no more dangerous than most normal, household activity. Remember, however, that
the vast majority of accidents do happen in the home. Chemicals used in the experiments should
never be ingested; hot beakers and flames should be regarded with care; and all experiments
should be performed while wearing eye protection such as safety glasses or goggles.
E. Formal Laboratory Report Format
Standard six-step, typewritten formal laboratory write-up should include the following: (You do
not have to follow this format for your penciled, handwritten, laboratory notebook. There is
information on how to prepare an informal lab notebook report included above.) You are
required to produce one formal report per quarter.
Name
Date
Title of the Experiment
A. Purpose
You must tell what the experiment is about and what area it will test. Background on the area is
expected. (In other words, provide details about what is being experimented on.) You must use
your textbook and two outside resources preparing your report background. You must also
include a statement of what the experiment hope to show and why this topic is of interest. You
must also include a hypothesis statement in the standard “If, then” format for scientific research
work. First person pronouns are not used in scientific writing.
B. Equipment
Provide a complete list of equipment necessary to conduct the experiment. Equipment should be
listed in a 1, 2, 3, 4, 5, etc., fashion down the page.
C. Procedure
Provide a complete list of the procedure used. Procedure should be written in a cookbook
fashion and be numbered 1, 2, 3, 4, 5, etc., fashion down the page.
D. Observations
Provide a detailed, objective report of observations -- what was seen, heard, felt, tasted, smelled - when the experiment was performed. Charts and graphs which provide detail are encouraged,
but these do not take the place of the narrative observations.
E. Conclusions
Provide analysis of the experiment: try to explain what was seen, heard, felt, tasted, or smelled
while the experiment was happening. Be sure to provide ways that the experiment could be
improved if the experiment was done again and any ideas for further research the experiment
might have generated. Note: there are ALWAYS ways to improve how an experiment is done
and ideas further research generated.
F. Bibliography
If you seek help from someone or quote facts from a book, internet source, or other media you
should include them in bibliography in using the format I provide. You are required to research
two outside resources other than your textbook and use them in the background of your report.
Additionally, you must cite your textbook and me as a “class source” or “personal interview” on
every lab report.
The completed Word 2010 document of the formal experiment report should be printed and
saved to your student’s notebook. The completed and spell-checked Experiment Report is then
forwarded to me as an e-mailed attachment. An example of a completed Marine Biology
experiment follows. Please note -- I expect you as incoming marine biology students to be able
to produce a quality lab report similar to the one below:
Miss. AF
10/28/12
Unicellular Algae
A. Purpose:
The purpose of this experiment is to examine the features of a specific member of Kingdom
Protista, the dinoflagellate. Its name comes from "dino", which means two, and "flagellate",
which has to do with having flagella. As the name implies, then, it has two flagella, one
encompassing its middle and the other attached to its end like a tail. At first glance, the
dinoflagellate looks simple, but actually, it is a complex creature and has several intricate
features that will be observed in the experiment.
Dinoflagellates are phytoplankton. They "are unicellular protists which exhibit a great diversity
of form" (Introduction). Their one cell has a cellulose cell wall that it uses as a protective
covering for itself. Many dinoflagellates can use photosynthesis to make their own food which
makes them plant-like. Interestingly enough, however, many of them also can engulf food
particles, making them animal-like. Additionally, some dinoflagellates have an eye-spot that is
sensitive to light, and it can guide them to light sources.
In terms of reproduction, dinoflagellates use an asexual method called cell division to
reproduce. The cell divides into two daughter cells, each of which then constructs a new
dinoflagellate. Mass amounts of this kind of reproduction can create a bloom or red tide where
many of the dinoflagellates congregate together, turning the water red, brown, or green. Red
tides are dangerous because of the toxins emitted by certain types of
dinoflagellates. Interestingly enough, "About 75-80% of toxic phytoplankton species are
dinoflagellates" (Dinoflagellates). These toxins kill marine life, and they can even affect people
through the sea food that they consume.
Also, some dinoflagellates can light up. A procedure called bioluminescence allows them
glow. These creatures are very adept at surviving since they are microscopic. They get
everything they need (food, water, and waste removal) from their surrounding environment, the
water. If that was not amazing enough, the dinoflagellates also have certain structures on their
bodies that help them remain near the surface so they can do photosynthesis.
This experiment hopes to show how intricate and amazing the dinoflagellates are. At first
glance, the dinoflagellates may appear boring since they are just a single-celled
organism. However, they have many interesting features. Thus, through this experiment,
students should clearly see dinoflagellates' incredible design.
This experiment is of interest because it helps students understand that there is an incredible
amount of design, even in the smallest organisms. Evolution would teach that the earth and all
its creatures came into being on accident. However, by simply observing the dinoflagellates and
their amazing complexity, students can easily see that Someone had to create them in order for
them to be that complex. Therefore, this experiment is important and interesting.
Hypothesis: If the dinoflagellates are observed, then at least one dinoflagellate with an eyespot
will be seen.
B. Equipment:
1. Microscope
2. Prepared slide of diatoms (This slide was included in the kit for the first year biology
course. If the student does not have that kit, the slide can be ordered individually from Nature's
Workshop Plus.)
3. Prepared slide of dinoflagellates
C. Procedure:
1. Observe the prepared slide of diatoms on all three magnifications. Notice that there are many
different types.
2. Make a sketch of a few diatoms and note the tiny perforations and spines on the
frustules. Tiny circular spots inside the frustules may be seen. These are oil spots. Diatoms
store excess food in the form of oil, so when an oil spot is seen, this is stored food.
3. Now observe the prepared slide of dinoflagellates on all three magnifications.
4. On the highest magnification, try to use the fine focus and observe a transverse groove like a
"belt" as drawn in Figure 3.4. This is where the transverse flagellum is located.
5. Make a sketch of what is seen.
6. Clean the microscope lenses with lens paper and put everything away.
D. Observations:
1. The diatoms slide was viewed at 40x magnification. Many different types of diatoms were
seen. They all had different colors, shapes, and size.
2. A pink diatom was centered on. Magnification was increased to 100x. At this magnification,
the diatom was slightly bigger and more features were visible. There were a few small dark
spots on the diatom as well.
3. Magnification was increased to 400x. At this magnification, the dark spots were clearly
visible within the diatom. Some tiny spines on the frustules were visible too.
4. A sketch was made.
5. The slide of dinoflagellates was placed on the microscope stand. Magnification was placed at
40x.
6. At 40x magnification, not much was seen other than the dinoflagellates themselves. Two of
them had a pinkish color, and the other two had a green color. All of them looked slightly oblong
in shape.
7. Magnification was increased to 100x, and more structures were visible. It was noticed that
two of the dinoflagellates had small flagella at the end of them.
8. Magnification was increased again to 400x. At this magnification, the transverse flagellum
was clearly visible on each dinoflagellate. Only two of the dinoflagellates had a second
flagellum, however.
9. A sketch was made.
10. Everything was put away.
E. Conclusions:
When the diatom was observed, dark spots were seen inside it. It was remembered that diatoms
can engulf their food, so it was assumed that this must be what the dark spots were. This was
confirmed by the textbook. When the dinoflagellates were observed, only two of them had
flagella. It was then concluded that the other two must either have extremely tiny flagella, or the
flagella were damaged when the dinoflagellates were preserved.
Additionally, no eye spots were seen when the dinoflagellates were observed. The
dinoflagellates were scanned several times in an attempt to find one. However, no irregular
spots were seen. Thus, the hypothesis made at the beginning of this experiment is incorrect.
A way to improve this experiment would be to clean the microscope before performing the
experiment. Cleaning the microscope can be accomplished with lens paper. A gentle circular
motion with the lens paper across the ocular and objective should be sufficient to clean the glass.
By doing this, a more accurate view of the organisms will be obtained.
An idea of further research would be to collect a drop of ocean water, stain it, and place it on a
slide. The best stain for dinoflagellates is Safranin-O, which can be obtained through Nature’s
Workshop Plus. Diatoms can be stained with iodine liquid, which can be obtained at the drug
store. The sample could be scanned for diatoms and dinoflagellates, and the two samples of each
(the ones from this experiment, and the one collected) could be compared.
F. Bibliography:
Hoppernrath, Mona and Juan F. Saldarriaga. "Dinoflagellates." September 16, 2008. October 26,
2009.
Domain: http://tolweb.org
Document: Dinoflagellates/2445
Rosenoff, Steven. Class Lecture. October 9, 2009.
Seligson, Sherri. Exploring Creation with Marine Biology. Apologia Educational Ministries,
Inc. 2005
Waggoner, Ben. "Introduction to the Dinoflagellata." October 26, 2009.
Domain: www.ucmp.berkeley.edu
Document: /protista/dinoflagellata.html
An example of lab report grading criteria follows:
A. Purpose (10 points possible) (10 points earned)
You must include the following five paragraphs (minimum) and present them in this sequence:
Para 1 - What the experiment is about: the objective
Para 2 - Background information on the experiment from your textbook and two other
sources. You may need more than one paragraph here, which is okay
Para 3 - What the experiment hopes to show
Para 4 - Why this topic is of interest to science
Para 5 - A hypothesis statement in the proper "If, then" format
SUPERIOR (I will include comments in all capitals here. Please note: I am not shouting at
your student! I am simply trying to set my comments apart from the template information.
Remember: no personal pronouns can be used in your lab report!)
B. Equipment (5 points possible) (5 points earned)
You may copy/paste this from the online textbook, but you must make the following changes to
the textbook list:
1. Provide a complete list of equipment necessary to conduct the experiment. If you substituted
or changed anything, please list it here also.
2. Equipment should be listed in a 1, 2, 3, 4, 5, etc., fashion down the page; not in the A, B, C,
D, etc., fashion used in your textbook.
PERFECT.
C. Procedure (5 points possible) (5 points earned)
You may copy/paste this from the online textbook, but you must make the following changes to
the textbook list:
1. Provide a complete list of the procedure used. If you change any, be sure to note it.
2. Procedures should be written in a cookbook fashion
3. Procedures must be numbered 1, 2, 3, 4, 5, etc., down the page, use a, b, c, d, etc. for subitems
PERFECT.
D. Observations (10 points possible) (10 points earned)
1. Provide a detailed, objective report of observations -- what you saw, heard, felt, tasted,
smelled, etc -- when the experiment was performed. (Charts and graphs which provide detail are
encouraged. These MUST be e-mailed as an attachment to me as stated in your assignment
guidelines.) A numbered list of observations works well here: a well-detailed list may be as
many as 10 observations or more long. You can also provide me with a narrative of your
observations in paragraph form if you desire.
GREAT JOB.
E. Conclusions (10 points possible) (10 points earned)
You must include:
1. An analysis of the data
2. Ways to improve the experiment
3. Ideas the experiment generated for further research
OUTSTANDING.
F. Bibliography (10 points possible) (10 points earned)
You must include the following four citations in alphabetical order:
Cit 1 - A reference for me as a class lecture or interview note in proper format as given in
examples
Cit 2 - A reference for your textbook in proper format as given in examples
Cit 3 - A reference for your first outside resource
Cit 4 - A reference for your second outside resource
WONDERFUL BIBLIOGRAPHY
ASSIGNMENT GRADE:
50/50
100% Excellent.
As per stated policy, any assignment submitted is assumed to be supervised and proctored by the
student's parent.
F. Laboratory Notebook Requirements
Students should keep hard printed copies of all their work (labs, study guides, tests, etc.), not just
computer saved work. I would divide the notebook into sixteen sections, one for each Module of
the Seligson’s text. Doing so will allow the student to keep a good portfolio of their class
assignments should they be asked to demonstrate their work at some later date. Please note, I do
not maintain copies of a student's work beyond the end of the school year. I will maintain a copy
of a student's final semester grades for seven years beyond the end of our class together. Please
note that some of the experiments require long periods of time or special conditions to complete.
As I do not set the lab schedule in your home school, you will need to look ahead and adjust your
lab time accordingly. I require a Parent Notebook Report to be submitted each semester which
states how many of the required experiments have been completed by your student. The student
should have the following completed and in his or her notebook for each semester listed:
First Semester:
Experiment 1.1
Experiment 1.2
Experiment 1.3
Experiment 1.4
Experiment 1.5
Experiment 2.1
Experiment 2.2
Experiment 2.3 – Formal Report Required
Experiment 3.1
Experiment 3.2
Experiment 4.1
Experiment 4.2
Experiment 5.1
Experiment 5.2
Experiment 5.3
Experiment 6.1
Experiment 6.2
Experiment 7.1 – Formal Report Required
Experiment 8.1
Second Semester:
Experiment 9.1
Experiment 9.2
Experiment 10.1
Experiment 11.1 – Formal Report Required
Experiment 12.1
Experiment 13.1
Experiment 13.2
Experiment 14.1 – Formal Report Required
Experiment 14.2
Experiment 15.1
No assigned lab work due for Module 16.
G. Module Tests and Exams
Module Tests and Semester Exams are taken on-line through the Student Portal site. Module
Tests and Semester Exams ARE CLOSED BOOK AND CLOSED NOTES assignments. As per
stated policy, any assignment submitted is assumed to be supervised and proctored by the
student's parent A parent’s digit signature is required at the bottom of the Test or Exam. I have
has a zero tolerance policy toward cheating or plagiarism. Vocabulary words for the Module
(e.g. those found in question #1 of the Study Guide) MUST BE SPELLED CORRECTLY if
used to answer a test or an exam question. USING SPELL CHECK DURING A TEST IS NOT
ALLOWED.
All Module Test assignments contain approximately 30 questions and must be completed within
60 minutes of logging onto the Student Portal site. Semester exams contain 100 questions and
must be completed within 90 minutes. After 60 or 90 minutes, depending on the assignment,
Student Portal WILL DISCONNECT YOU AND NOT FORWARD your assignment,
which could result in a zero being given on an assignment. Please time yourself during your
Module Test or Semester exam to ensure completion within the time limit.
Table of Contents
Start
RED WAGON TUTORIALS
Course Schedule
Welcome to Marine Biology class. I am excited about the new school year for two reasons: (1)
our class will be live-feed Internet. Unlike some Internet courses that require you to send in
assignments, which I would score then return, you and I will be communicating directly with
each other on at least a weekly basis. This arrangement gives us greater opportunity to interact
and learn from each other because we will be together for ninety minutes each week; (2) our
curriculum will be challenging and exhilarating. Sixteen major topics will be covered during the
course of this year. These units are all outlined in the following schedule and in the book
Exploring Creation with Marine Biology 1st Edition, by Sherri Seligson, which will also be our
classroom text. As a former medical and industrial research scientist, you can be certain I will
bring a depth of knowledge to the topics we will study together. I am eager to share my
experience with you in a tutorial capacity.
This document in conjunction with stated requirements, the Assignment Supplement handout, and
the Parent Agreement handout outline and detail the requirements for the Marine Biology
Course.
Schedule:
FIRST SEMESTER
Module 1: The Oceans of Our Planet
Class discussions: Week of 9-9, Week of 9-16
For the first class meeting (Week of 9-9), you need to have read up to and including the section
called "Experiment 1.3: The Effect of Salinity and Temperature on the Density of Water."
For the second class meeting (Week of 9-16), you need to have finished reading Module 1.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
(All required experiments in the textbook are to be completed as they are encountered.
Experiment reports are to be handwritten in the informal format provided at the front of your
textbook, completed on notebook paper, and kept in a 3-ring binder. I will ask each parent at the
end of each semester for a count of the number of experiments completed during the semester.
Failure to complete the all the required experiments may keep your student from continuing on
into the next semester of science.)
Assignments Due:
Module Study Guide:
Due by 9-23
Required Experiments: Due by 9-30: Experiment 1.1, Experiment 1.2, Experiment 1.3,
Experiment 1.4, and Experiment 1.5 informal reports in notebook
Online Module Test:
Due by 9-30
Module 2: Life in the Sea
Class discussions: Week of 9-23, Week of 9-30
For the first class meeting (Week of 9-23), you need to have read up to and including the section
called "The Challenge of Life in the Sea."
For the second class meeting (Week of 9-30), you need to have finished reading Module 2.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 2.3 Draft Report
Assignments Due
Module Study Guide:
Due by 10-7
Required Experiments: Due by 10-14: Experiment 2.1 and Experiment 2.2 informal reports in
notebook and Experiment 2.3 Draft Report to Mr.R
Online Module Test:
Due by 10-14
Module 3: The First Four Kingdoms
Class discussions: Week of 10-7, Week of 10-14
For the first class meeting (Week of 10-7), you need to have read up to and including the section
called "Marine Protozoans."
For the second class meeting (Week of 10-14), you need to have finished reading Module 3.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 2.3 Corrected Report
Assignments Due:
Module Study Guide:
Due by 10-21
Required Experiments: Due by 10-28: Experiment 3.1 and Experiment 3.2 informal report in
notebook and Experiment 2.3 Corrected Report to Mr.R
Online Module Test:
Due by 10-28
Module 4: Marine Invertebrates I
Class discussions: Week of 10-21, Week of 10-28
For the first class meeting (Week of 10-21), you need to have read up to and including the
section called "Class Anthozoa."
For the second class meeting (Week of 10-28), you need to have finished reading Module 4.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiments:
notebook
Online Module Test:
Due by 11-4
Due by 11-11: Experiment 4.1 and Experiment 4.2 informal reports in
Due by 11-11
Module 5: Marine Invertebrates II
Class discussions: Week of 11-4, Week of 11-11
For the first class meeting (Week of 11-4), you need to have read up to and including the section
called "Experiment 5.2: Crustacean Larvae."
For the second class meeting (Week of 11-11), you need to have finished reading Module 5.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Due by 11-18
Required Experiments: Due by 12-2: Experiment 5.1, Experiment 5.2, and Experiment 5.3
informal reports in notebook
Online Module Test:
Due by 12-2
Module 6: Marine Vertebrates I
Class discussions: Week of 11-18, Thanksgiving Break: 11/23 thru 12/1, Week of 12-2
For the first class meeting (Week of 11-18), you need to have read up to and including the
section called "Feeding and Digestion."
For the second class meeting (Week of 12-2), you need to have finished reading Module 6.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiments:
Online Module Test:
Due by 12-9
Due 12-16: Experiment 6.1 and 6.2 informal reports in notebook
Due by Due 12-16
Module 7: Marine Vertebrates II
Class discussions: Week of 12-9, Week of 12-16, Christmas Break: 12/21/2013 thru 1/5/2014
For the first class meeting (Week of 12-9), you need to have read up to and including the section
called "Order Cetacea."
For the second class meeting (Week of 12-16), you need to have finished reading Module 7.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 7.1 Draft Report
Assignments Due:
Module Study Guide:
Required Experiment:
Online Module Test:
Due by 1-6
Due by 1-13: Experiment 7.1 Draft Report to Mr.R
Due by 1-13
Module 8: Marine Ecology
Class discussions: Week of 1-6, Week of 1-13
For the first class meeting (Week of 1-6), you need to have read up to and including the section
called "Trophic Relationships."
For the second class meeting (Week of 1-13), you need to have completed Module 8.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 7.1 Corrected Report
Assignments Due:
Module Study Guide:
Due by 1-20
Required Experiments: Due by 1-27: Experiment 7.1 Corrected Report to Mr.R and
Experiment 8.1 informal report in notebook
First Semester Exam:
Due by 1-27 (Online: Exam will cover Modules 1 thru 8 information)
Parent Notebook Report -- Due 01/24/2014
SECOND SEMESTER
Module 9: The Intertidal Zone
Class discussions: Week of 1-20, Week of 1-27
For the first class meeting (Week of 1-20), you need to have read up to and including the section
called "The Upper Intertidal Zone."
For the second class meeting (Week of 1-27), you need to have finished reading Module 9.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiments:
notebook
Online Module Test:
Due by 2-3
Due by 2-10: Experiment 9.1 and Experiment 9.2 informal reports in
Due by 2-10
Module 10: Estuary Communities
Class discussions: Week of 2-3, Week of 2-10, Winter Break: 2/15 thru 2/23
For the first class meeting (Week of 2-3), you need to have read up to and including the section
called "Estuarine Communities."
For the second class meeting (Week of 2-10), you need to have finished reading Module 10.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiment:
Online Module Test:
Due by 2-24
Due by 3-3: Experiment 10.1 informal report in notebook
Due by 3-3
Module 11: Coral Reefs
Class discussions: Week of 2-24, Week of 3-3
For the first class meeting (Week of 2-24), you need to have read up to and including the section
called "Experiment 11.1: Examining Coral."
For the second class meeting (Week of 3-3), you need to have finished reading Module 11.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 11.1 Draft Report
Assignments Due:
Module Study Guide:
Required Experiment:
Due by 3-10
Due by 3-17: Experiment 11.1 Draft Report to Mr.R
Module 12: Continental Shelf Communities
Class discussions: Week of 3-10, Week of 3-17
For the first class meeting (Week of 3-10), you need to have read up to and including the section
called "Vegetated Soft-Bottom Environments."
For the second class meeting (Week of 3-17), you need to have finished reading Module 12.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 11.1 Corrected Report
Assignments Due:
Module Study Guide:
Due by 3-24
Required Experiments: Due by 3-31: Experiment 11.1 Corrected Report to Mr.R and
Experiment 12.1 informal report in notebook
Online Module Test:
Due by 3-31
Module 13: The Epipelagic Zone
Class discussions: Week of 3-24, Week of 3-31, Spring Break: 4/5 thru 4/13
For the first class meeting (Week of 3-24), you need to have read up to and including the section
called "Staying Afloat in the Epipelagic."
For the second class meeting (Week of 3-31), you need to have finished reading Module 13.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiments:
in notebook
Online Module Test:
Due by 4-14
Due by 4-21: Experiment 13.1 and Experiment 13.2 informal reports
Due by 4-21
Module 14: The Deep Ocean
Class discussions: Week of 4-14, Week of 4-21
For the first class meeting (Week of 4-14), you need to have read up to and including the section
called "The Bioluminescence of Plankton.”
For the second class meeting (Week of 4-21), you need to have finished reading Module 14.
Formal Experiment report to be turned in to Mr. Rosenoff:
Experiment 14.1 Draft Report
Assignments Due:
Module Study Guide:
Due by 4-28
Required Experiments: Due by 5-5: Experiment 14.1 Draft Report to Mr.R and Experiment
14.2 informal report in notebook
Online Module Test:
Due by 5-5
Module 15: Ocean Resources
Class discussions: Week of 4-28, Week of 5-5
For the first class meeting (Week of 4-28), you need to have read up to and including the section
called "Managing Populations"
For the second class meeting (Week of 5-5), you need to have finished Module reading 15.
Experiment report to be turned in to Mr. Rosenoff:
Experiment 14.1 Corrected Report
Assignments Due:
Module Study Guide:
Due by 5-12
Required Experiments: Due by 5-19: Experiment 14.1 Corrected Report to Mr.R and
Experiment 15.1 informal report in notebook
Online Module Test:
Due by 5-19
Parent Notebook Report -- Due 05/23/2014
Module 16: Effects of Humans on the Sea
Class discussions: Week of 5-12, Week of 5-19
For the first class meeting (Week of 5-12), you need to have read up to and including the section
called "DDT.”
For the second class meeting (Week of 5-19), you need to have finished reading Module 16.
Formal Experiment report to be turned in to Mr. Rosenoff:
None
Assignments Due:
Module Study Guide:
Required Experiments:
Due by 5-26
None
Final Exam:
Review: During class week of 5-19
Second Semester Exam: Due by 5-30 (Exam will cover Module 9 thru 16 information)
Please note that 5-30 is the LAST POSSIBLE DAY to turn in assignments for the 2013-2014
school year. I will close my grade book at 6:01 PM, Eastern, and finalize grades. Please do not
be late with your final assignments.
To you, the parent, I promise that I will make every effort possible to keep in close contact with
you; however, in order to do that, I need to be able to find you! Please keep the school and me
advised of a daytime phone number where you can be reached, and provide me with an e-mail
account address to which only you have access. I do not make evening or weekend phone calls
or answer or send e-mails on the weekends. (My family needs my time during these hours.)
Therefore, it is imperative that I be able to contact you during daylight hours. If you have any
questions or concerns, please feel free to contact me at 360-347-1799 during my school year
office hours, which are 3:00 – 6:00 PM, Eastern Time, Monday, Wednesday, or Friday or e-mail
me at rwt1@comcast.net.
God Bless your efforts this year and always,
Steve Rosenoff
Marine Biology Instructor
Cleo’s Classroom
Table of Contents
Start
RED WAGON TUTORIALS
Parent Agreement
Thank you for your interest in this Cleo’s Classroom Marine Biology class. I am excited about
the new school year for two reasons: (1) our class will be live-feed Internet. Unlike some
Internet courses which require you to send in assignments which I grade and then return, you and
I will be communicating directly with each other on at least a weekly basis. This arrangement
gives us greater opportunity to interact and learn from each other because we will be together for
ninety minutes each week; (2) our curriculum will be challenging and exhilarating. Sixteen
major topics will be covered during the course of this year. These units are all outlined in the
book Exploring Creation with Marine Biology, 1st Edition, by Sherri Seligson, which will also
be our classroom text. As a former medical and industrial research scientist, you can be certain I
will bring a depth of knowledge to the topics we will study together. I am eager to share my
experience with you in an educational capacity.
In order to start out with a firm understanding of my expectations for this class, I would ask that
you please review the following requirements with your student:
1. Students entering marine biology should be concurrently enrolled in or have completed
Algebra I prior to the start of the academic year. (Success in biology at this level and math
ability goes hand-in-hand, according to research.)
2. Incoming marine biology students should have mastered the introductory concepts covered in
a pre-college biology course, including basic laboratory procedures and experiment report
writing. (Please see Exploring Creation with Biology, 2nd Edition, by Dr. Jay Wile, for
guidance as to basic curriculum covered in these courses.)
3. Students are expected to have a basic understanding of document citation and have the ability
to produce a two to three page laboratory experiment report following a standardized
documentation style I will provide.
4. Students or their parents should have basic computer literacy, including knowledge of how to
download files, load web pages, open and create e-mail attachments in Word 2010 format, and
how to copy from a Word 2010 document and paste to a website template. (These are not skills I
teach in class.)
5. The text we will be using for our course, as stated earlier, is Exploring Creation with Marine
Biology, 1st Edition, by Sherri Seligson. You are also required to purchase the textbook
Solutions Manual. The textbook and manual or a complete CD-ROM version of the text and
other support materials are available through CBD, http://www.christianbook.com/. The text is
divided into 16 modules. Unless otherwise noted in the Marine Biology Course Schedule, (1) a
parent-graded module study guide; (2) a paper and ink informal report (following an informal
format I will provide) for each module experiment; and (3) an instructor-graded online module
test MUST be completed for each module. Each student will also produce a formal lab report
each quarter following a formal report format that I will provide. There will also be an
instructor-graded semester exam given at the end of 1 st and 2nd semesters. I will also require that
the student maintain a penciled lab notebook of all lab experiment work completed: I will post a
list of the required experiments to be completed for each semester. Remember - in general, these
assignments MUST BE COMPLETED BY THE DUE DATES LISTED in the course schedule
which I will post online.
6. Students must complete the module test and the semester exam ONLINE on the course
website. Parents MUST post their parent notebook report on the Student Portal site also.
Completing this assignment submission process provides the student/parent with a receipt for the
assignment which is time stamped and gives me a computer-stored copy to look back on. There
is a link for posting each one of these assignments available on the Student Portal site. Students
will forward their formal experiment report as a Microsoft Word 2010 document. Please note: I
require that you word process (using MS Word 2010, Times New Roman, 12 font, 1” margins)
and spell check the formal experiment report prior to its being sent as an e-mailed attachment. I
will provide you with a Steps to Success handout (in your Assignment Supplement) which will
detail the best method to accomplish all this assignment work.
7. Laboratory work is an important endeavor in your child’s overall grade and education and
should be completed to continue on to chemistry. A microscope is required for this course.
Please, be sure to be diligent in completing ALL the lab assignments indicated in the Schedule I
will post. Laboratory supplies for this course are obtained from common household and pantry
items, hunting and gathering activities, by purchasing a set of dissection specimens through a
commercial source, and by purchasing a microscope and microscope slide set specified in the
Laboratory Equipment section at the front the Wile's text. I will require a parent notebook report
be submitted each semester stating the total number of experiments completed per number
required. This report will amount to one third of your student’s laboratory grade. Please do not
be late.
(Those of you living and working overseas have special need regarding completion of laboratory
work. Please feel free to contact me on an individual basis so that I can help with any concerns
you may have.)
8. Students should be disciplined enough to submit required work on time. As per stated policy,
I will deduct 10% per day from the score received on the assignment on all late work (including
the parent notebook report), unless the lateness results from personal illness, family
emergency, or computer problem of a non-reoccurring nature. In these instances, I will grant full
points. A schedule for the course, providing due dates for all assignments for the entire year,
will be posted before the start of the academic year. (If you are leaving on vacation or some
other personal choice holiday, please adjust your study schedule to submit the assigned work
before leaving. I will always accept an assignment early. I am available during my office hours
to help you complete assignments before the due date, when and if necessary, during the school
year.)
All class assignments are due by 6:00 PM, Eastern Time, on the date indicated in the Schedule I
will post. (The Student Portal time stamp on your work is the final authority on whether
something is submitted on time or not.) NOTE: 6:01 PM, Eastern Time, starts a new day and I
will subtract 10% if your work arrives at or after that time.
9. In order to begin class immediately, students are expected to be signed on to their computers
at the class start time with materials ready. Technology is often a fickle thing. Many students
have to log in several times to get a decent connection. Try to log into class five minutes early to
avoid being late. (This also provides the student time to chat with classmates prior to the start of
our session.) Those students who are habitually tardy for no valid reason will be referred to the
school administrator.
(Those of you living and working overseas have special problems regarding absences and
tardiness. Please feel free to contact me on an individual basis so that I can help with your
needs.)
10. Students are expected to come to class prepared every day, which means all assigned reading,
exercises, and labs have been completed.
The following rules and procedures have been established to create an environment conducive to
learning:
a.
b.
c.
d.
Be Prepared -- have assignments finished prior to class.
Be Prompt -- turn in all work on the date it is due.
Be Respectful -- to yourself, other students, and your tutor.
Be Involved -- daily participation is required.
Those students who follow the rules stated above will receive positive reinforcement through the
use of participation points. These points will be given, at my discretion, to students who are
organized, complete work on time and to the best of their ability, and have behaved in an
appropriate manner.
11. Daily participation in class is also required. Students are expected to ask questions,
participate in discussions, and generate and share ideas. Often participation is the deciding factor
when figuring grades (an ‘A’ vs. an ‘A-’ or perhaps a ‘D’ vs. an ‘F’). You need to do more than
show up to class and complete your assignments to succeed -- you need to be an active
participant in your education.
(Please note: I cannot and will not, in good conscience, pass a student who does not participate in
his or her education.)
12. The following grade scale will be used for the course:
A
AB+
B
B-
93 - 100%
90 - 92%
87 - 89%
83 - 86%
80 - 82%
C+
C
CD+
D
77 - 79%
73 - 76%
70 - 72%
67 - 69%
60 - 66%
F 59% and below
The two, typewritten, formal, laboratory write-up (one required each quarter) and the parent
notebook report detailing completion of all required experiment work comprise 25% of the
student’s semester grade, seven module tests each semester make up an additional 50% of the
student’s grade, and the end of semester exam comprises 25% of the total score for each
semester.
A perpetual grade report for each semester for every student is available on the password
protected course web site for viewing at anytime during the school year.
If you have further questions regarding course requirements, my e-mail address is
rwt1@comcast.net. Please feel free to contact me on Monday, Wednesday, or Friday afternoons
between 3:00 PM – 6:00 PM, Eastern Time. My phone number is 360-347-1799.
Looking forward to seeing you in September.
God Bless,
Steve Rosenoff
Marine Biology Instructor
Cleo’s Classroom
Table of Contents
Start
Module 1
Lesson 1:
Reading Assignment: ECMB, pp. 1 - 19
Lesson Link: MModule01-1
Lesson Starts: 22:55
The Oceans of Our Planet, Part 1
1. How many large ocean basins are there in the world? ______________
2. The 4 large ocean basins of the world are the ______________ Ocean, the ______________
Ocean, the ______________ Ocean, and the ______________ Ocean.
3. The part of the earth's crust that is covered with ocean is made up of ______________ crust.
4. The oceanic crust is composed mainly of ______________, which is relatively dense
solidified lava.
5. The ______________ crust is the part of the earth's crust that is not covered with ocean.
6. The continental crust is composed mainly of ______________, which is less dense than the
crust under the ocean.
7. The crusts float on the earth's ______________.
8. The slow-flowing material that makes up the mantle is called ______________ rock because it
sometimes behaves like liquid and sometimes behaves like solid.
9. Scientists hypothesize that all the continents of the world were once part of a large supercontinent called ______________.
10. The plates of the earth's crust are believed to have drifted to their present locations via a
process known as plate ______________. The movement of the continents to their present
locations is also known as continental ______________.
11. The two types of geological structures where two plates meet are (1) a ____________________ ridge system and (2) a ______________ system.
12. In a mid-ocean ridge system, two plates move away from each other via the process called
_______________ _______________.
13. In a trench system, two plates move towards each other, one dipping down into the mantle.
This process is called ______________.
14. The geologic activity most commonly found around ______________ systems is in the form
of earthquakes.
15. The geologic activity most often found around trench systems is in the form of
______________.
16. Oceanic crust formation mostly occurs in the ______________ Ocean where there is a large
mid-ocean ridge. Oceanic crust is destroyed mostly in the ______________ Ocean where there
are more numerous deep ocean trenches.
17. The gently sloped shallow section of the edge of a continent is called the ______________
shelf. This location is where most ocean life is found.
18. The shelf break is located at the point where the slope of the bottom begins to become
______________.
19. True or False: The continental slope is found in Sun Valley, Idaho and is a favorite winter
skiing slope. ______________
20. The ______________ plain is the deepest region of the seafloor.
21. The major property of water that keeps its molecules together is ______________ bonding.
This creates a flexible “skin” at the water's surface called ______________ tension.
22. Water naturally exists on earth in three phases:
(a) ______________ – in the form of ice or snow
(b) ______________ – in the form of water
(c) ______________ – in the form of water vapor.
23. When water freezes it becomes _________ __________, allowing solid water to float on
liquid water.
24. Water has a high ______________ heat; therefore, it does not change temperature very
quickly despite drastic air temperature changes.
25. True or False: Water is often called the universal solvent because it can dissolve more
substances than most other liquids. ______________
26. Seawater consists of pure water with materials dissolved in it. The solids in seawater come
from the ______________ of rocks and ______________ vents.
27. ___________________ is a measure of the total amount of salt dissolved in a solvent.
28. ______________ will result in greater salinity of the water left behind.
Table of Contents
Start
Answers & Links:
Lesson 1:
The Oceans of Our Planet, Part 1
http://redwagontutorials.com/HandoutsM/Module01/1stOverhead01.htm
http://redwagontutorials.com/HandoutsM/Module01/2ndOverhead.htm
http://redwagontutorials.com/HandoutsM/Module01/3rdOverhead.htm
http://www.redwagontutorials.com/php/
http://redwagontutorials.com/HandoutsM/Module01/MModule1SG.htm
http://redwagontutorials.com/SampleInformalReport.htm
http://redwagontutorials.com/FormLabM.htm
http://www.freenaturepictures.com/pictures/wave-breaking-on-rocks-4.html
1. How many large ocean basins are there in the world?
There are four large ocean basins are there in the world?
http://www.waterencyclopedia.com/Mi-Oc/Ocean-Basins.html
2. Who can name one of these four basins?
The 4 large ocean basins of the world are the Arctic Ocean, the Indian Ocean, the Atlantic
Ocean, and the Pacific Ocean.
http://www.enchantedlearning.com/subjects/ocean/index.shtml
3. The part of the earth’s crust that is covered with ocean is called what?
The part of the earth’s crust that is covered with ocean is made up of oceanic crust.
4. The oceanic crust is composed mainly of ______, which is relatively dense solidified lava.
The oceanic crust is composed mainly of basalt, which is relatively dense solidified lava.
http://en.wikipedia.org/wiki/Basalt
5. The part of the earth’s crust that is not covered with ocean is called what?
The continental crust is the part of the earth’s crust that is not covered with ocean. It is
composed mainly of granite, which is less dense than the crust under the ocean.
6. The continental crust is composed mainly of _______, which is less dense than the crust
under the ocean.
The continental crust is composed mainly of granite, which is less dense than the crust under the
ocean.
http://en.wikipedia.org/wiki/Granite
7. The crusts float on the earth’s ________.
The crusts float on the earth’s mantle.
http://en.wikipedia.org/wiki/Mantle_(geology)
8. The slow-flowing material that makes up the mantle is called what, because it sometimes
behaves like a liquid and sometimes behaves like a solid?
The slow-flowing material that makes up the mantle is called plastic rock because it sometimes
behaves like liquid and sometimes behaves like solid.
9. Scientists hypothesize that all the continents of the world were once part of a large supercontinent called what?
Scientists hypothesize that all the continents of the world were once part of a large supercontinent called Pangaea.
http://pubs.usgs.gov/gip/dynamic/historical.html
10. Plate tectonics can explain what about the present locations of the continents?
The plates of the earth’s crust are believed to have drifted to their present locations via a process
known as plate tectonics. The movement of the continents to their present is also known as
continental drift.
11. Name the two types of geological structures where two plates meet.
The two types of geological structures where two plates meet are (1) a mid-ocean ridge system
and (2) a trench system.
http://www.coastnopp.org/visualization_modules/physical_chemical/basin_coastal_morphology/principal_feature
s/deep_ocean/basins.html
12. In a mid-ocean ridge system, two plates move away from each other via the process called
_______________ _______________.
In a mid-ocean ridge system, two plates move away from each other via the process called
seafloor spreading.
http://www.pmel.noaa.gov/vents/nemo/explorer/concepts/spreading.html
13. In a trench system, two plates move towards each other, one dipping down into the mantle.
This process is called what?
In a trench system, two plates move towards each other, one dipping down into the mantle. This
process is called subduction.
http://www.platetectonics.com/book/page_12.asp
14. Earthquakes are found most commonly around what kind of geological system?
The geologic activity most commonly found around ridge systems is in the form of earthquakes.
http://earthquake.usgs.gov/regional/neic/
http://earthquake.usgs.gov/learning/index.php
15. The geologic activity most often found around trench systems is in the form of what?
The geologic activity most often found around trench systems is in the form of volcanoes.
http://www.volcanoes.com/
16. Oceanic crust formation mostly occurs where? Oceanic crust is destroyed mostly where?
Oceanic crust formation mostly occurs in the Atlantic Ocean where there is a large mid-ocean
ridge. Oceanic crust is destroyed mostly in the Pacific Ocean where there are more numerous
deep ocean trenches.
17. The gently sloped shallow section of the edge of a continent is called the what?
http://en.wikipedia.org/wiki/Oceanic_basin
The gently sloped shallow section of the edge of a continent is called the continental shelf. This
location is where most ocean life is found.
18. The shelf break is located where?
The shelf break is located at the point where the slope of the bottom begins to become steeper.
19. True or False: The continental slope is found in Sun Valley, Idaho and is a favorite winter
skiing slope.
False: The continental slope is steeper section of a continental edge. It reaches down to a gently
sloping area at the base called the continental rise, where debris and sediment collect in the
ocean.
20. What is the abyssal plain?
The abyssal plain is the deepest region of the seafloor.
21. The major property of water that keeps its molecules together is what?
The major property of water that keeps its molecules together is hydrogen bonding. This creates
a flexible “skin” at the water’s surface called surface tension.
http://www.elmhurst.edu/~chm/vchembook/161Ahydrogenbond.html
http://en.wikipedia.org/wiki/Surface_tension
22. Water naturally exists on earth in three phases. What are they and give me an example?
Water naturally exists on earth in three phases: solid – in the form of ice or snow, liquid – in the
form of water, and gas – in the form of water vapor.
http://www.its.caltech.edu/~atomic/snowcrystals/photos/photos.htm
23. When water freezes it becomes _________ __________, allowing solid water to float on
liquid water.
When water freezes it becomes less dense, allowing solid water to float on liquid water.
24. Water does not change temperature very quickly despite drastic air temperature changes.
Waters non-changeability is due to what property?
Water has a high specific heat; therefore, it does not change temperature very quickly despite
drastic air temperature changes.
http://ga.water.usgs.gov/edu/waterproperties.html
25. True or False: Water is often called the universal solvent because it can dissolve more
substances than most other liquids.
True. Water is often called the universal solvent because it can dissolve more substances than
most other liquids.
26. Seawater consists of pure water with materials dissolved in it. The solids in seawater come
from what two sources?
The solids in seawater come from the weathering of rocks and hydrothermal vents.
http://www.americansouthwest.net/utah/monument_valley/photographs.html
http://www.divediscover.whoi.edu/vents/vent-infomod.html#
Seawater consists of pure water with materials dissolved in it. The solids come from the
weathering of rocks on land, carried to the ocean by rivers. They also come from the mantle area
of the earth, released through deep openings called hydrothermal vents.
27. ___________________ is a measure of the total amount of salt dissolved in a solvent.
Salinity is a measure of the total amount of salt dissolved in a solvent.
http://www.windows.ucar.edu/tour/link=/earth/Water/salinity.html
28. Evaporation will result in greater or lesser salinity of the water left behind?
Evaporation will result in greater salinity of the water left behind.
http://www.mos.org/oceans/planet/index.html
Table of Contents
Start
Lesson 2:
Reading Assignment: ECMB, pp. 19 - 28
Lesson Link: MModule01-2
Lesson Starts: 18:30
The Oceans of Our Planet, Part 2
1. The major property of water that keeps its molecules together is ______________ bonding.
This creates a flexible “skin” at the water's surface called ______________ tension.
2. Water naturally exists on earth in three phases:
(a) ______________ – in the form of ice or snow
(b) ______________ – in the form of water
(c) ______________ – in the form of water vapor.
3. When water freezes it becomes _________ __________, allowing solid water to float on
liquid water.
4. Water has a high ______________ heat; therefore, it does not change temperature very
quickly despite drastic air temperature changes.
5. True or False: Water is often called the universal solvent because it can dissolve more
substances than most other liquids. ______________
6. The solids in seawater come from the ______________ of rocks and ______________vents.
7. ___________________ is a measure of the total amount of salt dissolved in a solvent.
8. ______________ will result in greater or lesser salinity of the water left behind?
9. The ocean is blue because _______________ of blue light can penetrate much deeper than
those of the other colors
10. The blue color of the ocean is also enhanced by the reflection of the blue ______________
on the surface.
11. ______________ in the ocean increases dramatically with depth
12. For every ____________ meters of depth, another atmosphere of pressure is added.
13. T or F: Winds in our atmosphere result from temperature differences caused by heat from the
sun. ______________
14. Winds do not move in straight lines because of the ______________ effect
15. The major currents of the open ocean are driven by the wind. The circular patterns that result
are called _______________.
16. T or F: Gyres move counterclockwise in the Northern Hemisphere and clockwise in the
Southern Hemisphere. ______________
17. Waves do not actually transport water, but they carry ______________ across the water's
surface.
18. ______________ ranges are their largest during the full moon and the new moon. This is
because of the gravitational pull of the aligned sun and moon. Scientists call this a spring
______________.
19. The smallest tidal range is when the moon and sun are at right angles to each other (during
quarter moons). This is called a _______________ tide.
20. T or F: Cool winter temperatures cause the water temperature of the surface layer of the
ocean to become colder, resulting in a denser portion of water. ______________
21. As this portion begins to sink, it displaces the same amount of water in a deeper layer. This
process is called ______________.
22. The surface layer of the ocean is thin and well-mixed, being exposed to _____________ and
_____________.
23. A ______________ separates the warm and cold regions of the ocean and is considered a
transitional zone between them.
Table of Contents
Start
Answers & Links:
Lesson 2:
The Oceans of Our Planet, Part 2
http://redwagontutorials.com/HandoutsM/Module01/1stOverhead02.htm
http://redwagontutorials.com/HandoutsM/Module01/2ndOverhead.htm
http://redwagontutorials.com/HandoutsM/Module01/3rdOverhead.htm
http://www.redwagontutorials.com/php/
http://redwagontutorials.com/HandoutsM/Module01/MModule1SG.htm
http://redwagontutorials.com/SampleInformalReport.htm
http://redwagontutorials.com/FormLabM.htm
1. The major property of water that keeps its molecules together is what?
The major property of water that keeps its molecules together is hydrogen bonding. This creates
a flexible “skin” at the water’s surface called surface tension.
http://www.elmhurst.edu/~chm/vchembook/161Ahydrogenbond.html
http://en.wikipedia.org/wiki/Surface_tension
2. Water naturally exists on earth in three phases. What are they and give me an example?
Water naturally exists on earth in three phases: solid – in the form of ice or snow, liquid – in the
form of water, and gas – in the form of water vapor.
http://www.its.caltech.edu/~atomic/snowcrystals/photos/photos.htm
3. When water freezes it becomes _________ __________, allowing solid water to float on
liquid water.
When water freezes it becomes less dense, allowing solid water to float on liquid water.
http://www.nyu.edu/pages/mathmol/modules/water/info_wat.html
4. Water does not change temperature very quickly despite drastic air temperature changes.
Waters non-changeability is due to what property?
Water has a high specific heat; therefore, it does not change temperature very quickly despite
drastic air temperature changes.
http://ga.water.usgs.gov/edu/waterproperties.html
5. True or False: Water is often called the universal solvent because it can dissolve more
substances than most other liquids.
True. Water is often called the universal solvent because it can dissolve more substances than
most other liquids.
http://en.wikipedia.org/wiki/Water_(molecule)#Water_as_a_solvent
6. Seawater consists of pure water with materials dissolved in it. The solids in seawater come
from what two sources?
The solids in seawater come from the weathering of rocks and hydrothermal vents.
Seawater consists of pure water with materials dissolved in it. The solids come from the
weathering of rocks on land, carried to the ocean by rivers. They also come from the mantle area
of the earth, released through deep openings called hydrothermal vents.
http://www.americansouthwest.net/utah/monument_valley/photographs.html
http://www.divediscover.whoi.edu/vents/vent-infomod.html#
7. ___________________ is a measure of the total amount of salt dissolved in a solvent.
Salinity is a measure of the total amount of salt dissolved in a solvent.
http://www.windows.ucar.edu/tour/link=/earth/Water/salinity.html
8. Evaporation will result in greater or lesser salinity of the water left behind?
Evaporation will result in greater salinity of the water left behind.
http://www.mos.org/oceans/planet/index.html
9. The ocean is blue because _______________ of blue light can penetrate much deeper than
those of the other colors
The ocean is blue because wavelengths of blue light can penetrate much deeper than those of the
other colors
http://imagine.gsfc.nasa.gov/docs/science/know_l2/emspectrum.html
10. The blue color of the ocean is also enhanced by the reflection of what on the ocean’s
surface?
The blue color of the ocean is also enhanced by the reflection of the blue sky on the surface.
http://realcolorwheel.com/sky1.htm
11. What increases dramatically in the ocean with depth?
Pressure in the ocean increases dramatically with depth
http://ocean.si.edu/ocean-science/deep-ocean-exploration
12. For every ____________ meters of depth, another atmosphere of pressure is added.
For every 10 meters of depth, another atmosphere of pressure is added
http://www.onr.navy.mil/Focus/ocean/water/pressure1.htm
13. T or F: Winds in our atmosphere result from temperature differences caused by heat from
the sun.
True: Winds in our atmosphere do result from temperature differences caused by heat from the
sun.
http://manati.orbit.nesdis.noaa.gov/cgi-bin/qscat_day-1.pl
http://manati.orbit.nesdis.noaa.gov/quikscat/
14. Winds do not move in straight lines because of what?
Winds do not move in straight lines because of the Coriolis effect
http://en.wikipedia.org/wiki/Coriolis_effect
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/crls.rxml
15. The major currents of the open ocean are driven by the wind. The circular patterns that
result are called _______________.
The major currents of the open ocean are driven by the wind. The circular patterns that result are
called gyres.
http://oceanservice.noaa.gov/education/kits/currents/05currents3.html
16. T or F: Gyres move counterclockwise in the Northern Hemisphere and clockwise in the
Southern Hemisphere.
False: Gyres move clockwise in the Northern Hemisphere and counterclockwise in the Southern
Hemisphere.
http://earth.usc.edu/~stott/Catalina/Oceans.html
17. Waves do not actually transport water, but they carry what across the water’s surface?
Waves do not actually transport water, but they carry energy across the water’s surface.
http://ocsenergy.anl.gov/guide/wave/index.cfm
http://www.physicsclassroom.com/Class/waves/u10l2c.cfm
18. Tidal ranges are their largest during which stages of the moon?
Tidal ranges are their largest during the full moon and the new moon. This is because of the
gravitational pull of the aligned sun and moon. Scientists call this a spring tide.
http://en.wikipedia.org/wiki/Tide
19. The smallest tidal range is when the moon and sun are at right angles to each other (during
quarter moons). This is called a _______________ tide.
The smallest tidal range is when the moon and sun are at right angles to each other (during
quarter moons). This is called a neap tide.
http://home.hiwaay.net/~krcool/Astro/moon/moontides/
20. T or F: Cool winter temperatures cause the water temperature of the surface layer of the
ocean to become colder, resulting in a denser portion of water.
True: Cool winter temperatures cause the water temperature of the surface layer of the ocean to
become colder, resulting in a denser portion of water.
http://alex.state.al.us/uploads/23942/thermocline.gif
21. As surface layer begins to sink due to its increased density, it displaces the same amount of
water in a deeper layer. This process is called what?
As this portion begins to sink, it displaces the same amount of water in a deeper layer. This
process is called overturn.
http://www.divediscover.whoi.edu/circulation/index.html
22. The surface layer of the ocean is thin and well-mixed, being exposed to _____________ and
_____________.
The surface layer of the ocean is thin and well-mixed, being exposed to wind and currents.
It is generally warmer in temperature than the rest of the water column. The deep layer is
uniformly cold and much thicker than the surface layer.
23. The transitional zone between the warm surface layer and the colder deeper layers of the
ocean is called what?
A thermocline separates the warm and cold regions of the ocean and is considered a transitional
zone between them.
http://en.wikipedia.org/wiki/Thermocline
Table of Contents
Start
Formal Report Example:
Miss. AF
10/28/12
Unicellular Algae
A. Purpose:
The purpose of this experiment is to examine the features of a specific member of Kingdom
Protista, the dinoflagellate. Its name comes from "dino", which means two, and "flagellate",
which has to do with having flagella. As the name implies, then, it has two flagella, one
encompassing its middle and the other attached to its end like a tail. At first glance, the
dinoflagellate looks simple, but actually, it is a complex creature and has several intricate
features that will be observed in the experiment.
Dinoflagellates are phytoplankton. They "are unicellular protists which exhibit a great diversity
of form" (Introduction). Their one cell has a cellulose cell wall that it uses as a protective
covering for itself. Many dinoflagellates can use photosynthesis to make their own food which
makes them plant-like. Interestingly enough, however, many of them also can engulf food
particles, making them animal-like. Additionally, some dinoflagellates have an eye-spot that is
sensitive to light, and it can guide them to light sources.
In terms of reproduction, dinoflagellates use an asexual method called cell division to
reproduce. The cell divides into two daughter cells, each of which then constructs a new
dinoflagellate. Mass amounts of this kind of reproduction can create a bloom or red tide where
many of the dinoflagellates congregate together, turning the water red, brown, or green. Red
tides are dangerous because of the toxins emitted by certain types of
dinoflagellates. Interestingly enough, "About 75-80% of toxic phytoplankton species are
dinoflagellates" (Dinoflagellates). These toxins kill marine life, and they can even affect people
through the sea food that they consume.
Also, some dinoflagellates can light up. A procedure called bioluminescence allows them
glow. These creatures are very adept at surviving since they are microscopic. They get
everything they need (food, water, and waste removal) from their surrounding environment, the
water. If that was not amazing enough, the dinoflagellates also have certain structures on their
bodies that help them remain near the surface so they can do photosynthesis.
This experiment hopes to show how intricate and amazing the dinoflagellates are. At first
glance, the dinoflagellates may appear boring since they are just a single-celled
organism. However, they have many interesting features. Thus, through this experiment,
students should clearly see dinoflagellates' incredible design.
This experiment is of interest because it helps students understand that there is an incredible
amount of design, even in the smallest organisms. Evolution would teach that the earth and all
its creatures came into being on accident. However, by simply observing the dinoflagellates and
their amazing complexity, students can easily see that Someone had to create them in order for
them to be that complex. Therefore, this experiment is important and interesting.
Hypothesis: If the dinoflagellates are observed, then at least one dinoflagellate with an eyespot
will be seen.
B. Equipment:
1. Microscope
2. Prepared slide of diatoms (This slide was included in the kit for the first year biology
course. If the student does not have that kit, the slide can be ordered individually from Nature's
Workshop Plus.)
3. Prepared slide of dinoflagellates
C. Procedure:
1. Observe the prepared slide of diatoms on all three magnifications. Notice that there are many
different types.
2. Make a sketch of a few diatoms and note the tiny perforations and spines on the
frustules. Tiny circular spots inside the frustules may be seen. These are oil spots. Diatoms
store excess food in the form of oil, so when an oil spot is seen, this is stored food.
3. Now observe the prepared slide of dinoflagellates on all three magnifications.
4. On the highest magnification, try to use the fine focus and observe a transverse groove like a
"belt" as drawn in Figure 3.4. This is where the transverse flagellum is located.
5. Make a sketch of what is seen.
6. Clean the microscope lenses with lens paper and put everything away.
D. Observations:
1. The diatoms slide was viewed at 40x magnification. Many different types of diatoms were
seen. They all had different colors, shapes, and size.
2. A pink diatom was centered on. Magnification was increased to 100x. At this magnification,
the diatom was slightly bigger and more features were visible. There were a few small dark
spots on the diatom as well.
3. Magnification was increased to 400x. At this magnification, the dark spots were clearly
visible within the diatom. Some tiny spines on the frustules were visible too.
4. A sketch was made.
5. The slide of dinoflagellates was placed on the microscope stand. Magnification was placed at
40x.
6. At 40x magnification, not much was seen other than the dinoflagellates themselves. Two of
them had a pinkish color, and the other two had a green color. All of them looked slightly oblong
in shape.
7. Magnification was increased to 100x, and more structures were visible. It was noticed that
two of the dinoflagellates had small flagella at the end of them.
8. Magnification was increased again to 400x. At this magnification, the transverse flagellum
was clearly visible on each dinoflagellate. Only two of the dinoflagellates had a second
flagellum, however.
9. A sketch was made.
10. Everything was put away.
E. Conclusions:
When the diatom was observed, dark spots were seen inside it. It was remembered that diatoms
can engulf their food, so it was assumed that this must be what the dark spots were. This was
confirmed by the textbook. When the dinoflagellates were observed, only two of them had
flagella. It was then concluded that the other two must either have extremely tiny flagella, or the
flagella were damaged when the dinoflagellates were preserved.
Additionally, no eye spots were seen when the dinoflagellates were observed. The
dinoflagellates were scanned several times in an attempt to find one. However, no irregular
spots were seen. Thus, the hypothesis made at the beginning of this experiment is incorrect.
A way to improve this experiment would be to clean the microscope before performing the
experiment. Cleaning the microscope can be accomplished with lens paper. A gentle circular
motion with the lens paper across the ocular and objective should be sufficient to clean the glass.
By doing this, a more accurate view of the organisms will be obtained.
An idea of further research would be to collect a drop of ocean water, stain it, and place it on a
slide. The best stain for dinoflagellates is Safranin-O, which can be obtained through Nature’s
Workshop Plus. Diatoms can be stained with iodine liquid, which can be obtained at the drug
store. The sample could be scanned for diatoms and dinoflagellates, and the two samples of each
(the ones from this experiment, and the one collected) could be compared.
F. Bibliography:
Hoppernrath, Mona and Juan F. Saldarriaga. "Dinoflagellates." September 16, 2008.
Domain: http://tolweb.org
Document: Dinoflagellates/2445
Rosenoff, Steven. Class Lecture. October 9, 2012.
Seligson, Sherri. Exploring Creation with Marine Biology. Apologia Educational Ministries,
Inc. 2005
Waggoner, Ben. "Introduction to the Dinoflagellata." October 26, 2009.
Domain: www.ucmp.berkeley.edu
Document: /protista/dinoflagellata.html
Table of Contents
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Module 1 Test Review:
10 – Matching
15 – Multiple Choice
5 – Essay
30 – Total (50 Points)
Questions are taken from Study Guide question, OYO question, Lecture Notes, and the Practice
Tests in your Solutions Manual.
60 minutes to take the Test. It is closed book and closed notes. Parents do need to initial the
bottom of the Test. Example questions follow:
A. Matching - Match the term with its definition: 1 point each
A. Coriolis effect
B. Gyres
C. Salinity
1. The total amount of salt dissolved in a solvent
B. Multiple Choice - Select the best possible answer for the following: 1 point
each
2. The portion of the earth’s crust that primarily contains basalt, is relatively dense, and is about
5 kilometers thick is called what?
a. Oceanic crust
b. Continental crust
c. Pacific rim
d. Mid-ocean plate
C. Essay - Answer the following in one or two complete paragraphs: 5 points
each
3. Geologically speaking, what are the differences between the crust of the “oceans” and the
crust of the “continents”?
Module 1 Test
Table of Contents
Start
Tests & Exams:
Module 1 Test:
60 minute time limit. Test is closed-book and closed-notes.
A. Matching - Match the term with its definition: 1 point each
A.
B.
C.
D.
E.
Plate tectonics
Continental rise
Subduction
Coriolis effect
Gyres
F.
G.
H.
I.
J.
Salinity
Seafloor spreading
Specific heat
Spring tide
Neap tide
_____ 1. The process that creates new sea floor as an area moves away from the mid-ocean
ridges
_____ 2. A process involving the movement of large plates on the earth’s mantle
_____ 3. The amount of energy required to raise the temperature of one gram of a substance by
1.00 ° C
_____ 4. Large, mostly circular systems of surface currents driven by the wind
_____ 5. A time of largest tidal range due to the gravitational pull of the aligned sun and moon
_____ 6. The gently sloping area at the base of the continental slope
_____ 7. A time of smallest tidal range due to the moon and sun being located at right angles to
each other
_____ 8. The total amount of salt dissolved in a solvent
_____ 9. The downward movement of one plate into the earth’s mantle when two plates collide
_____ 10. The way in which the rotation of the earth bends the path of winds and resulting sea
currents
B. Multiple Choice - Select the best possible answer for the following: 1 point
each
11. The portion of the earth’s crust that primarily contains basalt, is relatively dense, and is
about 5 kilometers thick is called what?
a.
b.
c.
d.
Oceanic crust
Continental crust
Pacific rim
Mid-ocean plate
12. Which one of the following is not one of the world’s oceans?
a.
b.
c.
d.
Pacific
Atlantic
Indian
Antarctic
13. Earthquakes are often caused when two what move relative to one another?
a.
b.
c.
d.
ridges
dams
plates
saucers
14. Subduction tends to form what?
a.
b.
c.
d.
peaks
valleys
mountains
trenches
15. Water’s temperature does not change quickly due to what property?
a.
b.
c.
d.
salinity factors
low vapor pressure
high specific heat
hydrogen bonding
16. What is the term for the continuous chain of underwater volcanic mountains which
encompasses the earth?
a.
b.
c.
d.
Pacific range
Mid-ocean ridge
Atlantic plate
Indian fault
17. The ocean is blue because the what of blue light can penetrate much deeper than those of
other colors?
a.
b.
c.
d.
wavelength
wave frequency
wave amplitude
electromagnetic spectrum
18. Tidal ranges are largest during which stage of the moon?
a.
b.
c.
d.
1st quarter noon
cresent moon
3rd quarter moon
full moon
19. The smallest ocean basin in the world is what?
a.
b.
c.
d.
Pacific
Atlantic
Indian
Arctic
20. The steeper section of a continental edge, extending seaward from the continental shelf is
called what?
a.
b.
c.
d.
Continental rise
Continental slope
Subduction zone
Mid-ocean ridge
21. What property of water keeps its molecules together?
a.
b.
c.
d.
low boiling point
electronegativity
hydrogen bonding
low vapor pressure
22. Most marine life is found where?
a.
b.
c.
d.
Continental shelf
Continental slope
Mid-ocean ridge
San Andreas fault
23. Winds do not move in a straight line because of the what produced by the rotation of the
earth which bends the path of the winds?
a. Coriolis effect
b. Electromagnetic effect
c. Solar flare effect
d. Subduction effect
24. The gyres of the Northern Hemisphere tend to follow in what direction?
a.
b.
c.
d.
Counterclockwise
Clockwise
West to East
South to North
25. The gently sloped, shallow section of the edge of a continent, extending from the shore to
the point where the slope gets steeper is termed what?
a.
b.
c.
d.
Continental slope
Continental shelf
Pacific rim
Continental drift
C. Essay - Answer the following in one or two complete paragraphs: 5 points
each
26. A fisherman was deep-sea fishing and pulled up a large bottom-dwelling grouper he had
hooked. He was able to bring the fish up to the surface very quickly, but was surprised to see
that the fish appeared extremely bloated (puffed up) and did not survive the stress of coming to
the surface. What happened? Explain your answer.
27. What will happen to the water near the ocean surface if a portion of the surface layer
experiences excess evaporation? What will happen if that portion experiences a large drop in
temperature? Explain your answer.
28. Ocean crust is constantly being destroyed and reformed. Considering the four large ocean
basins in the world, which ocean has the most oceanic crust formation? Which has the most
oceanic crust destruction? Why is this so?
29. Describe the two major layers of the deep ocean and the feature that separates them.
30. Geologically speaking, what are the differences between the crust of the “oceans” and the
crust of the “continents”?
_____ points earned / 50 points total x 100 = _____ %
Answer Key
Table of Contents
Start
Test & Exam Answers
Module 1 Test:
A. Matching: 1 point each
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
G
A
H
E
I
B
J
F
C
D
B. Multiple Choice: 1 point each
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
a
d
c
d
c
b
a
d
d
b
c
a
a
b
b
C. Essay: 5 points each
26. Since the grouper lived at the bottom of the ocean, its body was acclimated to the extra
pressure of water above its habitat. When it was brought to the surface very quickly, the gases in
its body experienced much less pressure so they expanded, resulting in its bloated look, and
caused it to die.
27. Evaporation will result in greater salinity of the water left behind. This water will then
become denser and could begin to sink to a lower level in the ocean. A drop in temperature will
do the same thing, because colder water is denser than warmer water.
28. New oceanic crust is formed at the ocean ridges, where plates are moving apart. The
Altantic Ocean has the large mid-ocean ridge, so oceanic crust formation mostly occurs in the
Atlantic Ocean. Oceanic crust is destroyed at the trenches, where subduction occurs. Problem
#5 in your Study Guide tells you that this occurs in the Pacific Ocean, so oceanic crust
destruction occurs mostly in the Pacific Ocean.
29. The surface layer is a well-mixed layer exposed to wind and currents and is generally
warmer in temperature. The deep layer is uniformly cold and much thicker than the surface
layer. The thermocline separates them and is a transitional zone between them.
30. The differences between these types of crust are in the chemical and physical composition of
the rocks. Whether or not they are covered by water is irrelevant. Oceanic crust contains basalt
and is denser and thinner than continental crust, which contains granite, is less dense, and is
thicker.
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