Global Studies 1B Workbook Submission Sheet Spring 2011 1B... · Global Studies 1B Workbook...

Global Studies 1B, Spring 2011 of 227

Global Studies 1B Workbook Submission Sheet Spring 2011

(ver.2 - 1/27/11)

Student Name (print clearly): ___________________ Workbook is Due in Duncan Hall 222 or

by Mail to Geology Department Office (Duncan 321) On or Before Tues. May 24 by 5:00 PM

Workbook Submission Sheet In the Space Below, Provide a Self-Assessment on the Quality of Your Workbook:

_________________________________________________________________________________________________________________________________ Course Workbook Description (100 points possible) – More Instructions on Next Page Fill out this page prior to submitting Workbook to instructor Objective: Allow students to synthesize the full body of work in the class and provide instructor with review of online work to better assess student’s ability to meet learning outcomes in course. Date Delivered to Duncan Hall 222 (“BAESI Office”) ______________ or Date sent via overnight mail _____________ (Must arrive on or before Tues. May 24 by 5:00 PM) – If you send it by mail, you must email shipping confirmation information, so that I can track shipment. Course Workbook Gradesheet – Give Yourself an Evaluation Did you fully complete each of the following Expeditions? In the spaces below, mark a Yes with a “Y”, No with an “N” or Partially Completed with a “P” Were all questions answered? Were all diagrams completed? Exped. 2 ____ Exped. 10 ____ Exped. 18 ____ Exped. 3 ____ Exped. 11 ____ Exped. 19 ____ Exped. 4 ____ Exped. 12 ____ Exped. 20 ____ Exped. 5 ____ Exped. 13 ____ Exped. 21 ____ Exped. 6 ____ Exped. 14 ____ Exped. 22 ____ Exped. 7 ____ Exped. 15 ____ Exped. 23 ____ Exped. 8 ____ Exped. 16 ____ Exped. 24 ____ Exped. 9 ____ Exped. 17 ____ Exped. 25 ____


Examples of Point Deductions _____5-10 point deduction for (late) submission after due date and time. _____5 point deduction for not completing Worksheet Submission sheet (previous page),

including not filling in your name _____10 point deduction per missing expedition (see required list above) _____5 point deduction per expedition for more than two to five skipped questions _____5-9 point deduction per expedition for more than five skipped questions Course Workbook Instructions – Drop off at SJSU or Send By Overnight Mail Workbook must be placed through drop slot in door of Duncan Hall 222 (BAESI Office) by Tues. May 24 by 5:00 PM. DO NOT SLIP WORKBOOK UNDER MY OFFICE DOOR. If you did not purchase workbook from A.S. Print Shop, then have a large clip or rubber band holding the stack of expedition worksheets together. Do NOT USE A NOTEBOOK!

Students may also submit by mail, but it must arrive by Tues. May 24 by 5:00 PM

Overnight Mailing address:

Don Reed

Dept. of Geology San Jose State University

1 Washington Square San Jose, CA 95192-0102

Phone: (408-924-5050)


Table of Contents Page

Course Workbook Submission Description …………...………………………………………………….…..… 1 Table of Contents ………………………………………………………………………………………………………………… 3 Greensheet ..……………………………………..…………………….………………………………………..………………..….. 5 SAN JOSE STATE UNIVERSITY - ACADEMIC INTEGRITY POLICY ………………... 15 Topic Area 1 - Marine Resources and International Policy Expedition 1 – Introduction to Global Ocean ……….........……………………………..............................…... 21 Expedition 2 – Marine Resources and the Law of the Sea……………….........………………………………... 29 Expedition 3 – Global Ocean Geography …………………………………………………………...……............……...…. 37 Expedition 4 – Case Study: Mapping the Arctic: ……………………………….………...........…………………..… 53 Expedition 5 – High Seas Governance and Global Marine Policy ..(Required Discussion)... 63 Topic Area 2 – Societal Hazards Beneath the Sea Expedition 6 - Commotion Beneath the Ocean ………….………………………………………….….….. 65 Expedition 7 – Plate Boundaries Beneath the Sea …….…………………………………………...….. 77 Expedition 8- Whole Lotta Shakin Goin' On …….……….…………………………….……………....... 85 Expedition 9 – Tsunami – Past, Present, and Future ………………………………………..……..…. 95 Expedition 10 – NanTroSEIZE in 3-D ..(Required Discussion)..................................... 105 Topic Area 3 - Marine Ecosystems Expedition 11 - The Briny Deep ……..………………………………….……………………...……………...….. 115 Expedition 12 – Supporting the Marine Ecosystem …………….………………………..……….…… 165 Expedition 13 – Diving into the Mid-Water …………...…………………………………………...…..…. 179 Expedition 14 - Dive and Discover …………………………………………….……….……………..………..... 139 Expedition 15 – Greening of the Ocean (Required Discussion) …………………….….….… 157 Topic Area 4 - Global State of Marine Fisheries Expedition 16 – Status of Marine Fisheries …………………………………………………….…….…... 163 Expedition 17 – Stock Assessment and Fisheries Science.....…………….………...………..… 171 Expedition 18 – Fisheries Management ………………………………………………………...…..……...…. 175 Expedition 19 – What to Do? …...............………………………………………………………...…………...…. 181 Expedition 20 – The Fishing Game ... (Required Discussion)......................................... 185 Topic Area 5 - Ocean and Global Climate Change Expedition 21 - Global Circulation ………………………………….……………………….…………..….…….. 195 Expedition 22 – Tracking Drifter Buoys ……..……..…………………………………….….…….……….. 199 Expedition 23 – Ocean – The Climate Engine …..……………………………………..….….…………… 209 Expedition 24 - Where the Water Goes …………………….….………………………………….…….….. 217 Expedition 25 – Course Summary …(Required Discussion) …………………………....…….….. 227


GLOBAL STUDIES 1B – Science Emphasis GLST 1B/METR 1B – Section 1

Spring 2011 San José State University

Greensheet – (Ver. 2 – 1/26/11) Instructors: Don Reed (yes, I am a doctor, Ph.D., and full professor, but just call

me "Don")

Office Location: 305 Duncan Hall

Telephone: (408)-924-5036 (not the best way to reach me, use Desire2Learn Mail) Voicemail will be checked Mon., Wed. and Thurs. - once a day

Video Conference Skype (dreed100) or Video iChat by request; Elluminate

Email: Use Mail within Desire2Learn for all communication, as it is the best way to reach instructor. All email to the instructor in Desire2Learn will be answered within 24 hours of being received, Monday through Thursday. Email sent on Friday may not be answered until Monday afternoon.

Office Hours at SJSU: M 1:30-2:30 or by appointment

Online Office Hours: W 11:00-12:30, R 11-12:30 or by appointment

Course Website: https://sjsu.desire2learn.com/

Prerequisites: Students must have access to a computer with speakers/headphones and a high-speed connection to the Internet (DSL, Cable or T1).

Course Website and Use of Desire2Learn The course web site in Desire2Learn (https://sjsu.desire2learn.com/) will open on Thursday, January 27 at 2 PM. Students can learn how to access Desire2Learn at http://www.sjsu.edu/ecampus/students/ Once in Desire2Learn the course will be listed as: SP11 GLST-METR-1B Intro to Global Studies Section 01 - 2112_011147_01 Desire2Learn will be used for accessing weekly assignments, called expeditions, electronic discussions, email, submitting graded assignments, and taking quizzes.


Course Description Presents scientific ways for understanding global phenomena and for developing policy to achieve positive outcomes of globalization. Interdisciplinary approaches require new analytical models. Visiting professors may collaborate with instructor. Interdisciplinary approaches as well as analytical models will be used to understand marine environmental issues and their impacts on global civilization. The course will be divided into five topic units, each representing a contemporary challenge, both in terms of the acquisition of scientific knowledge and its application to a global environmental issue, these are:

• Topic Area 1 - Marine Resources and International Policy • Topic Area 2 – Societal Hazards Beneath the Sea • Topic Area 3 - Global Marine Ecosystems • Topic Area 4 - Global State of Marine Fisheries • Topic Area 5 - Ocean and Global Climate Change

Course Goals and Student Learning Objectives Upon successful completion of this course, students will be able to:

1) analyze scientific evidence to demonstrate an understanding of the physical, chemical and biological processes that drive the ocean, and therefore the earth system, on a global scale, and humankind's relationship to them,

2) manage empirical information, write syntheses, and compose a written paper about the global ocean based on scientific evidence,

3) apply the methods of science to problems impacting the global ocean and humankind,

4) explain through discussion (electronic) how the interconnectedness of human societies and the marine environment is present at local, regional, and global scales, and

5) explain through research that addressing global ocean problems requires analyses of data using the methods of science.

Course Workbook and Reading Assignments

A course workbook, also known as a course reader, is to be purchased at A.S. Print Shop next to SJSU Student Union for approximately $17, beginning on Tues. morning Feb .1 (I will let you know if it is available earlier) The workbook contains worksheets, which constitute an outline for taking notes on the online materials that will be crucial in preparing for quizzes and other course assignments. Required reading assignments will be posted online at the beginning of each topic unit.


Other equipment / material requirements

Colored Pencils (necessary for completely diagrams in expedition worksheets Calculator (necessary for online work and exams)

Nature of Weekly Work and Responsibilities of Students Students in the class will play an active role in their learning through the timely, but self-paced, completion of online virtual expeditions in which students take on the role of a research oceanographer studying global issues. Students are also required to participate in electronic discussions, often problem-based and issue-oriented, with other students on issues based on reading assignments. Students will participate in two virtual expeditions each week, similar to attending two class meetings each week. The expeditions, which replace classroom lectures, are web-based exercises that come in two forms. One form is a self-paced tutorial, composed of text, graphics, animations, and short segments of newscasts in streaming audio/video. Students work their way through an expedition by viewing the pages and writing answers to questions in the course worksheet and taking notes. The answers to questions in the course workbook serve as the notes from which to prepare for exams, discussion, essays and other assessments of learning. Students are strongly advised to post any questions or thoughts on a particular expedition in the associated “Any Questions” discussion on the Desire2Learn site. The weekly expeditions go online each Tuesday at 1:30 PM and are, with few exceptions, to be completed by the following Friday or Tuesday by 1 PM. At the end of many expeditions, students are required to confirm their completion of the work either through an email to the instructor, called the “Bye Don email” or their participation in a required electronic discussion. More importantly, this confirmation of the completed work provides a valuable opportunity to ask questions about the material in the expedition and for the instructor to provide information on upcoming assignments.

It is virtually impossible to estimate the amount of time required for individual students to complete the weekly assignments because everyone works at their own pace, which varies greatly from student to student in an online environment. Students learn at different rates and the rate of has little or no relationship to the quality of learning. Indeed “slow” learners comprehend just as much, if not more, than “fast” learners. Please consider that a three-unit course during an academic semester meets for a total 37.5 hours, plus the 2 hours and 15 minutes for the final exam or nearly 40 hours of “class time.” An online course requires at least the same amount of time, if not more, since the work involves a larger amount of reading and writing than the equivalent classroom lecture format. Students can, however, complete the work at their convenience each week.

Students should anticipate spending 2.5-3 hours per week, sometimes more, completing the expeditions, which does not include the time for the assigned readings, writing assignments, including discussions, or preparing for quizzes. Please consider the extra time as “homework” just as you would have in classroom sections.


In summary, students should use the standard university guidelines that for each hour of “in-class” requires another 1.5 to 2 hours of outside class time to complete reading assignments and prepare assignments.

Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the current deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy Grades in the class are based on combination of assignments, listed individually below, resulting in a total of 1000 points. No extra credit is available in the class.

Online Expeditions (0 points, but see Course Workbook section below)

Self-paced, online tutorials, called expeditions, take the place of classroom lectures. Students take on the role of practicing oceanographers in a series of virtual oceanographic research activities.

Students should answer all of the questions on each expedition worksheet (honest, but incorrect, attempts are not marked down). The completed worksheets are turned in all at once as part of the course workbook after the quiz for the last topic unit in the class – they are not turned in each week. A deduction of 5 points will be assessed for each expedition that was not attempted in course workbook. More than two skipped questions in an expedition will result in a penalty deduction of 5 points on course workbook as well.

Electronic Discussion Boards (300 points – 30% of course grade)

Students will participate in five required discussions at the Desire2Learn site, consisting of an initial posting, approximately 150-250 words long (about 11-20 sentences) and reply to another student with a posting of approximately 50-75 words (about 4 to 5 sentences). The initial posting and subsequent reply to at least one other student must be separate postings. Personal insight and accurate knowledge, gained from the associated reading assignments, and the quality of writing to communicate this knowledge to other students in the class are the important grading criteria for the initial posting in discussion. Discussions are worth 60 points each; 50 points will be assessed for content knowledge (what you say), including accuracy, and 10 points for ability to communicate, including writing quality, i.e. grammar and composition (how you say it).

Grading criteria for the discussions will be based on the following rubric: 60-54 points = excellent work; well-written, insightful, and provides discussion

beyond requirements of assignment


53-48 points = very good work; meets requirements of assignment by repeating what is provided in book; may have a few errors in understanding or writing quality, possibly a few awkward sentence constructions

47-42 points = Good to fair work; a number problems in writing style or comprehension of associated assigned reading, but meets criteria of assignment, may need better organization of thoughts, and overall work needs to improve

41-36 points = Poor Work, little or no analysis, poor quality writing; does not show insight from reading assignment; no reply,

35-0 points = not university-level work, does not follow requirements of assignment or use material from reading assignment as supporting evidence, poor writing quality

Not replying to the posting of another student will result in a 5 point penalty. Initial postings of less than 150 words will receive a 5 to 15 point penalty, depending brevity of posting Exceeding 350 words in posting may result in a 5 point penalty.

The requirements for discussions associated with final are somewhat different, so students should consult the web site and appropriate section in course workbook for more details.

Due Dates and Late Policy on All Assignments The due dates for each and every assignment, quiz, and exam is given in Course Schedule section of this greensheet. It is the responsibility of each student to follow the course schedule. The following deductions will be assessed for all work submitted after the due dates given in course schedule: 0-4 hours late – 5% deduction 4-24 hours after deadline – 10% deduction 25-48 hours after deadline – 20% deduction Late submissions will not accepted if more than 48 hours after deadline

Topic Area Online Quizzes - 120 points each – 600 points - 60% of course grade)

Student will complete an “open book/open notes” online quiz following each topic unit, lasting approximately 50 minutes each. Students may take quiz anytime within a 24-hour period, but must complete quiz in one sitting (no logging out and back in). All expeditions will be removed from the course web site at the beginning of the quiz period. Students must work alone during quiz and use only their own work to answer the questions. Students may not use information from outside web sites, for example, Wikipedia, during quiz or information from students in previous classes. Any violation of these instructions will result in a failing grade on quiz (0 points) and considered a violation of the SJSU Policy on Academic Integrity. Quizzes may consist of approximately 15-20 multiple choice questions or an essay question that will examine the ability of students to integrate course work into the key learning outcomes.


Students may request a change in the date and time of a quiz for personal circumstances, such as other exams on same day, computer/internet access issues, work schedule conflict, family obligations, and personal illness. All such requests must be emailed or called in to instructor before the start of the quiz period. Students who do not take quiz within scheduled period and who do not contact the instructor in advance of quiz will be assessed a late penalty of 10 points for each 24-hour period after scheduled end of exam.

Course Workbook (100 points – 10% of course grade)

Students will complete expedition worksheets in the course workbook, which will be submitted for evaluation at end of the class. Failure to submit course workbook by due date will result in an incomplete (I) grade in the class. A deduction of 5 points will be assessed for each expedition that was not attempted in course workbook. More than two skipped questions in an expedition will result in a penalty deduction of 5 points on course workbook as well.


Course Grade (1000 points)

The course grade will be based on a combination of online discussions, a written essay, topic area quizzes for a combined total of 1000 points. Keep track of scores on required assignments to determine your grade at anytime during course.

Assignment Score (possible) Quiz Topic Area #1 ______ (120)

Discussion #1 _______ (60)

Quiz Topic Area #2 ______ (120)

Discussion #2 _______ (60)

Quiz Topic Area #3 ______ (120) Discussion #3 _______ (60) Quiz Topic Area #4 ______ (120) Discussion #4 _______ (60) Quiz Topic Area #5 ______ (120)

Discussion #5 _______ (60) Course Workbook ______ (100) Total Points at end of course ______ (1000)

Letter grades are not assigned individual assignments, but can be estimated using the percentage of points awarded out of the total points on all graded assignments using the scale below:

100-92% A 79.9-78% C+ 61.9-60% D- 91.9-90% A- 77.9-72% C Below 60% F 89.9-88% B+ 71.9-70% C- 87.9-82% B 69.9-68% D+ 81.9-80% B- 67.9-62% D

At the end of the course, letter grades will be based on the following scale:

1000-915 = A 814-795 = B- 694-675 = D+ 914-895 = A- 794-775 = C+ 674-615 = D 894-875 = B+ 774-715 = C 614-595 = D- 874-815 = B 714-695 = C- 594 or less =F


University Policies Academic Integrity

Students should know that the University’s Academic Integrity Policy is available at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. As in any university work, students can use ideas and concepts from web sites or hardcopy materials, if the source is properly cited. Instances of academic dishonesty will not be tolerated in this class. Cheating on exams or plagiarism (presenting the work of another as your own, such as using outside web sites for information during exam, or the use of another person’s ideas in writing assignments without giving proper credit) will result in a “0” grade, plus additional point penalties, generally negative point deductions of the magnitude of specific assignment and sanctions by the University. For this class, all assignments, including electronic discussions, are to be completed by the individual student unless otherwise specified. Students who provide information about quizzes, or material for writing assignments, to other students will also be subject to the penalties described above. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors. Quizzes and exams are assignments to be completed alone; evidence of collaborating with another person while taking the quiz or essay will result in an “F” in the class and submission of Academic Integrity Violation Report to the university.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability.

Desire2Learn Resources For students experiencing technical problems with Desire2Learn (eg. unable to log in, need password re-set, etc.), please contact San Jose State University's Information Technology Support Services (ITSS) at 408-924-2377, or email at [email protected] ITSS is located on the first floor of the Academic Success Center in Clark Hall, if students wish to speak with someone in-person.

Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at http:/www.sjsu.edu/larc/.


SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. These specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.

Course Schedule

The course schedule is subject to change with fair notice through email messages in Desire2Learn or a posting on course website. Each expedition needs to be completed by the due date listed in course schedule on next page, usually the following Friday and Tuesday by 1 PM.


Week Expedition Topics, Assignments and Due Dates/Times

1 1/26-1/30 Expedition 1 - Introduction to the Global Ocean: Complete by Tues. Feb. 1 at 1 PM

2 1/31-2/6

Topic Area 1 - Marine Resources and International Policy Expedition 2 Marine Resources and the Law of the Sea: Complete by Fri. Feb. 4 at 1 PM Expedition 3 Global Ocean Geography: Complete by Tues. Feb. 8 at 1 PM

3 2/7-2/13

Expedition 4 Case Study: Mapping the Arctic: Complete by Fri. Feb 11 at 1 PM Expedition 5 Global Marine Governance and Policy (Discussion #1): Complete by Tues. Feb 15 at 1 PM

4 2/14-2/20

Quiz #1 – Topic Area #1 – Open Tues. Feb. 15 at 2 PM to Wed. Feb. 16 at 2 PM Topic Area 2 – Societal Hazards Beneath the Sea Expedition 6 Commotion Beneath the Ocean: Complete by Tues. Feb. 22 at 1 PM

5 2/21-2/27

Expedition 7 Boundaries Beneath the Sea: Complete by Fri. Feb. 25 at 1 PM Expedition 8 Whole Lotta Shakin’ Goin’ On: Complete by Tues. Mar. 1 at 1 PM

6 2/28-3/6

Expedition 9 Tsunami: Complete by Fri, Mar. 4 at 1 PM Expedition 10 NanTroSEIZE in 3-D (Discussion #2): Complete by Tue. Mar. 8 at 1 PM

7 3/7-3/13

Quiz #2 – Topic Area #2 – Open Tues. Mar. 8 at 2 PM to Wed. Mar. 9 at 2 PM Topic Area 3 - Marine Ecosystems Expedition 11 The Briny Deep: Complete by Tues. Mar. 15 at 1 PM

8 3/14-3/20

Expedition 12 Supporting the Marine Ecosystem: Complete by Fri. Mar. 18 at 1 PM Expedition 13 Diving into the Mid-Water: Complete by Tues. Mar. 22 at 1 PM

9 3/21-3/27

Expedition 14 Dive and Discover: Complete by Fri. Mar. 25 at 1 PM Expedition 15 Greening of the Ocean (Discussion #3); Complete by Tues. Apr. 5 at 1 PM

10 4/4-4/10

Quiz #3 – Topic Area #3 – Open Tues. Apr. 5 at 2 PM to Wed. Apr. 6 at 2 PM Topic Area 4 - Global State of Marine Fisheries Expedition 16 Status of Marine Fisheries: Complete by Tues. Apr. 12 at 1 PM

11 4/11-4/17

Expedition 17 Fish Stock Assessment: Complete by Fri. Apr. 15 at 1 PM Expedition 18 Fish Stock Management: Complete by Tues. Apr. 19 at 1 PM

12 4/18-4/24

Expedition 19 What to Do?: Complete by Fri. Apr. 22 at 1 PM Expedition 20 The Fishing Game (Discussion #4) - Complete by Tues. Apr. 26 at 1 PM

13 4/25-5/1

Quiz #4 - Topic Area #4 – Open Tues. Apr. 26 at 2 PM to Wed. Apr. 27 at 2 PM Topic Area 5 - Ocean and Global Climate Change Expedition 21 Global Circulation: Complete by Tues. May 3 at 1 PM

14 5/2-5/8

Expedition 22 Tracking Drifter Buoys: Complete by Fri. May 6 at 1 PM Expedition 23 Ocean – The Climate Engine - Complete by Fri. May 13 by 1 PM

15 5/9-5/15 Expedition 24 Where the Water Goes (Discussion #5) - Complete by Tues. May 17 by 1 PM

16 5/16-5/22

Expedition 25 Course Summary - Complete by Tues. May 17 by Midnight Quiz #5: Thurs. May. 19 at 5:15 PM to Fri. May. 20 at 5:15 PM


SAN JOSE STATE UNIVERSITY ACADEMIC INTEGRITY POLICY

The University emphasizes responsible citizenship and an awareness of ethical choices inherent in human development. Academic honesty and fairness foster ethical standards for all those who depend upon the integrity of the university, its courses, and its degrees. University degrees are compromised and the public is defrauded if faculty members or students knowingly or unwittingly allow dishonest acts to be rewarded academically. This policy sets the standards for such integrity and shall be used to inform students, faculty and staff of the university’s Academic Integrity Policy. STUDENT ROLE The San José State University Academic Integrity Policy requires that each student: 1. Know the rules that preserve academic integrity and abide by them at all times. This

includes learning and abiding by rules associated with specific classes, exams and course assignments.

2. Know the consequences of violating the Academic Integrity Policy. 3. Know the appeal rights, and the procedures to be followed in the event of an appeal. 4. Foster academic integrity among peers.

FACULTY MEMBER ROLE

The San José State University Academic Integrity Policy requires that each faculty member: 1. Provide a clear and concise course syllabus that apprises students of the Academic

Integrity Policy and the ethical standards and supporting procedures required in a course.

2. Make every reasonable effort to foster honest academic conduct. Specifically,

examinations should be appropriately proctored or monitored to prevent students from copying, using non-cited resources, or exchanging information. Examinations and answers to examination questions should be kept private. Efforts should be made to give unique and varied assignments.

3. Take action against a student in accordance with this policy when supporting evidence

indicates that the student has violated the Academic Integrity Policy.

4. Comply with the rules and standards of the Academic Integrity Policy.


OFFICE OF STUDENT CONDUCT & ETHICAL DEVELOPMENT ROLE The San José State University Academic Integrity Policy requires that the Student Conduct Administrator: 1. Comply with and enforce the Student Conduct Code

(http://sa.sjsu.edu/student_conduct) which includes the Academic Integrity Policy. 2. Adjudicate student conduct cases and assign administrative sanctions to students who

have violated the Student Conduct Code. 3. Serve as a resource for faculty, staff and students on matters of academic integrity

and this policy. 4. Ensure dissemination of the policy to the campus community when changes are made to

the policy or procedures. 1.0 DEFINITIONS OF ACADEMIC DISHONESTY 1.1 CHEATING San José State University defines cheating as the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating includes: 1.1.1. Copying, in part or in whole, from another’s test or other evaluation instrument

including homework assignments, worksheets, lab reports, essays, summaries, quizzes, etc.;

1.1.2. Submitting work previously graded in another course without prior approval by

the course instructor or by departmental policy; 1.1.3. Submitting work simultaneously presented in two courses without prior approval

by both course instructors or by the department policies of both departments;

1.1.4. Using or consulting sources, tools or materials prohibited by the instructor prior

to, or during an examination; 1.1.5. Altering or interfering with the grading process; 1.1.6. Sitting for an examination by a surrogate, or as a surrogate; 1.1.7. Any other act committed by a student in the course of their academic work that

defrauds or misrepresents, including aiding others in any of the actions defined above.


1.2 PLAGIARISM San José State University defines plagiarism as the act of representing the work of another as one's own without giving appropriate credit, regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism includes: 1.2.1 Knowingly or unknowingly incorporating the ideas, words, sentences,

paragraphs, or parts of, or the specific substance of another's work, without giving appropriate credit, and representing the product as one's own work;

1.2.2 Representing another’s artistic/scholarly works such as musical

compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works as one's own.

2.0 NOTIFICATION OF STANDARDS OF DETECTING PLAGIARISM San José State University or its faculty may subscribe to or use plagiarism detection services.

Any plagiarism detection service with which San José State University contracts shall ensure the anonymity of all submitted work to third parties.

Except for the stated purpose of storing submitted work in databases solely for the intended purpose of detecting plagiarism, any plagiarism detection service with which San José State University contracts shall, to the fullest extent possible, agree to assure that ownership rights of all submitted work shall remain with the work's author and not with the plagiarism detection service. 3.0 EVALUATION AND REPORTING When a faculty member suspects a violation of the Academic Integrity Policy and is in possession of evidence to substantiate that violation it is the faculty member’s responsibility to take the following steps: 3.1 Confront the situation discretely. That is, faculty members shall not discuss

specific charges of cheating, plagiarism, or any other violations involving specific individuals in the classroom before other members of the class.

3.2 Communicate with the student concerning the alleged infraction; arrange for a

conference to present documentation. In this conference, the student should be advised of the allegation and made aware of the supporting evidence and the probable consequences.[1] Faculty members should make their best effort to meet with the student in person, but if that is not feasible then they can


communicate in writing. 3.3 Inform the student of the sanctions to be recommended in accordance with

Section 4.0 if the faculty member still believes that a violation of the Academic Integrity Policy has occurred.

3.4 Report the alleged infraction and the action taken to the Office of Student

Conduct & Ethical Development on the reporting form for violations to the Academic Integrity Policy. A copy of the supporting documentation must be attached to the reporting form.

3.5 The instructor may impose the recommended penalty and make the report

called for in section 3.4 without a conference when a student fails to attend a scheduled conference to discuss the alleged dishonesty, or when the apparent dishonesty is detected only near the end of the semester and the faculty member makes a good-faith, albeit unsuccessful, effort to contact the student. In either case, the student's right to appeal is preserved.

4.0 SANCTIONS There shall be two major classifications of sanctions that may be imposed for violations of this policy: Academic and Administrative. Academic sanctions are actions related to the coursework or grades determined by the faculty member. Administrative sanctions are actions that address a student's status on campus and are determined by the Office of Student Conduct & Ethical Development. Academic sanctions and Administrative sanctions may be imposed simultaneously. 4.1 ACADEMIC SANCTIONS Faculty members are responsible for determining academic sanctions. Faculty members may find it helpful to consult with their department chair, senior faculty members, or the Conduct Administrator in consideration of appropriate academic sanctions. Such sanctions shall be proportional to the offense against the Academic Integrity Policy. Usually a form of "grade modification" will be employed. Before sanctions can be employed, the faculty member must have verified the instance(s) of academic dishonesty by personal observation or documentation. Academic dishonesty cases that occur in the classroom shall be handled by the faculty member. After action has been taken by the faculty member, the faculty member must Complete by a form that identifies the student who was found responsible, the general nature of the offense, the action taken, and must make a recommendation as to whether or not additional action should be considered by the Office of Student Conduct and Ethical Development.


Recommended sanctions include: 4.1.1 Oral reprimand. 4.1.2 Failure on the evaluation instrument. 4.1.3 Reduction in course grade. 4.1.4 Failure in the course. 4.1.5 Referral for additional administrative sanctions. Faculty discretion Incidents involving the careless or inept handling of quoted material that fall short of the definitions of cheating or plagiarism as defined in Items 1.1 and 1.2 of this policy may be dealt with at the discretion of the faculty member concerned. The faculty member also has the discretion and obligation to determine whether specific acts by a student fall under the description in 1.1.7. 4.2 ADMINISTRATIVE SANCTIONS As stipulated in the California Administrative Code, Section 41301, cheating or plagiarism in connection with an academic program may warrant expulsion, suspension, probation or a lesser sanction. Administrative action involving academic dishonesty at San José State University is the responsibility of the Office of Student Conduct & Ethical Development. The Office of Student Conduct & Ethical Development will respond to: · Referrals from the faculty; · Violations of the Academic Integrity Policy; · Repeat violations as brought to attention by the faculty or through the centralized

reports filed in the Office of Student Conduct & Ethical Development. The Office of Student Conduct & Ethical Development will notify faculty members when action has been taken. The Office of Student Conduct & Ethical Development shall maintain a record of students who have been reported for violating the Academic Integrity Policy. 5.0 PROTECTION OF RIGHTS Nothing in this policy is intended to deny students appropriate Complete by process, including the right to be informed of the charges, the nature of the evidence supporting the charges, and to have a meeting with the faculty member, the Office of Student Conduct & Ethical Development or other decision-makers. At any such meeting statements and evidence on behalf of the student may be submitted. This policy is not intended to deny the right to appeal any decision through appropriate university channels,


When an administrative sanction is being considered, Executive Order 970, Student Disciplinary Procedures for the California State University, stipulates that a student is entitled to a hearing to determine whether violations of conduct or conduct-related regulations have occurred. 6.0 THREATS Threats against any member of the faculty as a consequence of implementing this policy on academic integrity will be cause for disciplinary action under Section 41301, Title 5, California Code of Regulations, and may also result in civil and criminal action. 7.0 DISSEMINATION OF INFORMATION 7.1 The Academic Integrity policy shall be published in the Schedule of Classes each

semester and in the University Catalog. Copies of this policy shall also be held in every department office and in the Office of Student Conduct & Ethical Development.

7.2 Dissemination of this information shall be the responsibility of the Office of

Student Conduct & Ethical Development. Information is available at http://sa.sjsu.edu/student_conduct/

7.3 The Office of Student Conduct & Ethical Development shall submit a statistical

report on the number and type of infractions and their eventual disposition to the Academic Senate annually.

7.4 Colleges and Departments are encouraged to periodically discuss this policy at

faculty meetings, including discussion of strategies for ensuring academic integrity among students.

7.5 Department chairs and Program directors should ensure that new faculty members receive a copy of this policy and a verbal explanation at the time they are given their first class assignment.


Intro to Global Studies (Science Emphasis) Name______________________ Global Studies 1B Expedition 1 – Introduction to the Global Ocean This expedition should take about 90 minutes to complete. The purpose of the expedition worksheets is to provide an outline to assist students in taking clear, well-organized notes -- "neatness" of your answers is not critical, however, both you and the instructor should be able to read them! Read the following important instructions:

• The online expeditions take the place of in-class lectures, so take abundant notes and make clear diagrams, beyond merely answering the questions. Use this worksheet to take additional notes along the page margins. You will use the worksheets to prepare for quizzes at the end of each topic area, which are open book and open notes. The worksheets are for your benefit, not mine! Students who skip questions or do the bare minimum on the expeditions, often do poorly on the quizzes because they cannot recall their work or synthesize concepts between different expeditions.

• You must answer each and every question on every expedition -- points will

NOT be deducted for incorrect answers, only for incomplete work and missing answers.

• The expeditions will be removed from the course web site during the

availability period for each topic area quiz.

• Students will need to download and install the free version of Quicktime Player (for either Windows or Mac OS X) in order to watch video and audio clips on each page of the expeditions, which should load automatically at the top of each webpage.

• In each expedition you will work your way down the webpage….clicking on the

link next to the pointing hand icon to access additional resources on individual webpages or to move forward to the next page of the expedition. Do NOT use the menu on the left side of the web page during your first pass through the

Yes, I understand that not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank).

_____________________________ (your signature) SIGN!!!


expedition as this menu is meant to be used to jump anywhere in the expedition if you wish to later resume after taking a short break.

• On the last page of each expedition, students will be directed to confirm that

they have completed the expedition in one of two ways:

1. by sending a “Bye Don” email to the instructor with the appropriate “completion word” or

2. by posting in a required discussion in Desire2Learn,

it will always be one or the other, not both. Students need to only follow the instruction on the last page of the expedition.

• Keep the expedition worksheets each week -- turn in all worksheets in the

course workbook near end of the class. Let’s begin………….. 1. Introduction to the Course and the Instructor – Take any notes you wish

2. Expedition Objectives

• introduce the general objectives and the requirements in the course, • review the format of the class and each expedition, • provide a background of the importance of the ocean to society. • Post in Desire2Learn Discussion


3. Required Learning Outcomes – Your Knowledge After Completing This Class

1.

2.

3.

4.

5. 4. Principal Topic Areas & Course Assignments

Write down the principal topic areas to be studied in this class: 1. 2. 3. 4. 5.

Write down the principal assignments and due dates in this class:

Graded Assignments Followed by Due Date

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.


5. Advice of Past Students

Read this closely in order to understand the self-discipline that is required to do well in this class.

6. Studying the Sea

Who studies the sea?

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ I bet that you only thought of marine biologists -- but they are only a few of the many scientists who are doing research on the sea.

7. Ocean Broadcast of the Week

What is the main point of this story and its relevance to being an educated global citizen?

____________________________________________________________________________________________________________________________________________________________

8. Image of the Day from the Woods Hole Oceanographic Institution (WHOI)

Describe the Ocean Image of the Day for the 2010 or 2009 date of your birthday.


9. Global Marine Geography – Download and Install Google Ocean and Search in Wikipedia

Download and install Google Ocean, then open it. Use the search function of Google Ocean (or Google Maps) to locate and write the name of each feature on the map on the following page and search in Wikipedia to write one fact about this feature in the space provided after the name in the following list.

Pacific Ocean ________________________________

Atlantic Ocean ________________________________

Indian Ocean ________________________________

Arctic Ocean ________________________________

Southern Ocean ________________________________

Caribbean Sea ________________________________

Gulf of Mexico ________________________________

Labrador Sea ________________________________ Norwegian Sea ________________________________

North Sea ________________________________

Greenland Sea ________________________________

Mediterranean Sea _____________________________

Black Sea ________________________________

Red Sea ________________________________

Gulf of Aden ________________________________

Arabian Sea ________________________________

Persian Gulf ________________________________

Gulf of Oman ________________________________

Bay of Bengal ________________________________

South China Sea ________________________________

Philippine Sea ________________________________

Sea of Japan ________________________________

Bering Sea ________________________________


Gulf of Alaska ________________________________

Chukchi Sea ________________________________

Beaufort Sea ________________________________

Scotia Sea _________________________________


10. Meaning of the Sea Listen to the excerpt from President Kennedy's speech.

How did Kennedy use salinity (salt content of the sea) as a metaphor to highlight the importance of the oceans to humans?

______________________________________________________________________________ _______________________________________

What is your most important thought or memory about the ocean?

___________________________________________________________________________________________________________________________________________________________________________________________________

Return to Desire2Learn (“D2L”) (https://sjsu.desire2learn.com/) Go into the Desire2Learn discussion area, “Exped. 1 – Your Ocean Thought or Memory” and use approximately 60-100 words (4-6 sentences) to:

a. Introduce yourself to your classmates b. Share with them the general location where you live (give the general region

and not anything specific) c. Post your most important thought or memory on the ocean and read some of

those of your fellow students. Relax, this is not a graded posting. Post any questions you have on the expedition in the Desire2Learn Discussion under “Exped 1 – Educated Citizen – Any Questions?” Check your Email in Desire2Learn (see menu at top of D2L course webpage) to see if there are any messages for you. Save this worksheet, indeed save all expedition worksheets as they will be turned in as part of the Course Workbook after the final in the class.


Intro to Global Studies (Science Emphasis) Name______________________ Global Studies 1B Expedition 2 – Marine Resources and the Law of the Sea This expedition should take about 90 minutes to complete. 1. Introduction

Expedition Objectives

• Provide a background of the importance of the ocean to society. • Consider the many resources of the ocean • Introduce the concept of “Tragedy of the Commons” • Identify areas of global and regional conflict over these resources • Introduce the concept of stewardship • Identify U.S. and international office involved in establishing ocean policy

Add any additional comments you wish in the space below

2. The Ocean as a Resource

What is a resource?

_____________________________________________

_____________________________________________________________________________________________________________________

3. The Ocean as a Resource - Oxygen

Fact about the Sea - Where and how is the majority of oxygen produced on this planet? (It is estimated that 70% of our oxygen is produced this way)

____________________________________




4. The Ocean as a Resource – Water Fact about the Sea - What volume of the earth's living space lies within the ocean?

_______________________________________ 5. The Ocean as a Resource – Climate

Fact about the Sea – How is the ocean related to global climate and the weather?

_______________________________________ 6. The Ocean as a Resource – Energy

Fact about the Sea - What are some ways that energy for the global economy is derived from the ocean?

_______________________________________ 7. The Ocean as a Resource – Food

Fact about the Sea - How much protein is harvested from the seas each year?

_______________________________________ 8. The Ocean as a Resource – Health

Fact about the Sea - How is the ocean used to develop new drugs to improve human health?

_______________________________________ 9. The Ocean as a Resource – Commerce and Transportation

_______________________________________ 10. The Ocean as a Resource – National Security

_______________________________________

11. The Ocean as a Resource – The Dump Fact about the Sea - How is the ocean used to dispose of trash?

_______________________________________


12. The Ocean as a Resource – Have We Missed Anything? Your Turn

Think a bit and list your ideas on other types of marine resources (those not mentioned on the web page):

1. ______________________________________

2. ______________________________________

3. ______________________________________

13. Access and Ownership of Global Resources of the Ocean

What is the exclusive economic zone and why is it important to you as a U.S. citizen?

____________________________________________________________________________________________________________________________________________________________

14. Global Conflict Over Exclusive Economic Zones

List some potential conflicts over rights to claim the sea and the underlying seafloor?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


15. United Nations Convention on the Law of the Sea

What is the objective of the UNCLOS?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are some of the major provisions of the UNCLOS? (summarize each briefly)

1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 6. _____________________________________ 7. _____________________________________ 8. _____________________________________ 9. _____________________________________ 10. ____________________________________ 11. ____________________________________ 12. ____________________________________ 13. ____________________________________ 14. ____________________________________ 15. ____________________________________ 16. ____________________________________ 17. ____________________________________ 18. ____________________________________


16. The U.S View on UNCLOS

What is the view of the Pew Charitable Trust on signing the UNCLOS?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the view of the U.S. Navy on signing the UNCLOS?

___________________________________________________________________________________________________________________________________________________________________________________________________

What was the view of the Bush administration (George W.) on signing the UNCLOS?

___________________________________________________________________________________________________________________________________________________________________________________________________

What is the view of the Obama administration on signing the UNCLOS?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


What is the view of former U.S. Attorney General Ed Meese and past U.S. ambassador to the United Nations John Bolton, on signing the UNCLOS?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17. U.S. Ocean Policy Update

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Post any questions that you have on the material in the “Exped. 2 – Marine Resources and the Law of the Sea – Any Questions?” discussion area. An answer key is provided for this expedition since the material is covered on Exam #1

In order to receive credit for completing this expedition and have access to answer key, Go to Desire2Learn Email and send “Bye Don”

• “End Expedition 2” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your

name in body of e-mail message


Intro to Global Studies (Science Emphasis) Name______________________ Global Studies 1B Expedition #3 - Global Ocean Geography This expedition should take about 1 hour and 50 minutes to complete – it is a long one. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). 1. Introduction

Expedition Objectives: Students will: • learn about the seafloor in the global ocean, which covers the majority of the

Earth's surface, • understand the methods used to study the seafloor and its features, • identify the seafloor features in the major ocean basins Why is it important to know about the shape of the seafloor?

____________________________________________________________________________________________________________________________________________________________________

1. A Voyage Across the Atlantic and Pacific Oceans – What Lies Beneath the Ocean?

You will now participate in a virtual voyage across the north Atlantic Ocean during which you will generate profile of the seafloor between New Your and Lisbon in order to learn about the seafloor using sound waves. Pack your bags and head for New York harbor.

On the drawing of the Earth’s surface below, draw in the locations of the seafloor profiles between New York (NY) and southern Spain (EU), and a second profile location between Tokyo (JP) and San Francisco (CA).


2. Preparation for Departure - Reviewing Previous Work

Let’s board our research vessel in New York Harbor, which is the R/V Marcus Langseth, operated by the Lamont-Doherty Earth Observatory of Columbia University. Next stow your gear in your stateroom and meet in the ship’s scientific laboratory to review our upcoming view with the chief scientist and review the results of previous scientific studies in the area. What is the objective of our upcoming study?

___________________________________________________________________________________________________________________________


When conducting a scientific study, it is always necessary to review the results of previous studies in order to identify the important questions to address in your study. Science is not about duplicating efforts, but instead building upon the work of previous studies. Here is a reduced version of the Tharp and Heezen map discussed in “Mapping the Deep” reading assignment. As discussed in your book, the map is beautiful and was a major achievement for its time (40 years ago), but suffered from a lack of data and the resulting “imagination” that was required to “connect the dots” between data points.


4. Mapping the Seafloor from Space – Reviewing Data

Image courtesy of National Geophysical Data Center

In addition to studying previous work, scientists also need to examine data that may prove to be complementary to their study. Here is a one version of the Smith and Sandwell map discussed in “Mapping the Deep” – the data used to make this map were “top secret” for many years before being released to scientific community in the 1990’s. These data can be used to identify the some of the major features in the ocean basins.

Draw a picture showing the basis of the technique known as satellite altimetry.


(a) What feature of the earth’s surface is measured directly by satellite altimetry?

________________________________ (b) What other feature of the earth’s surface is calculated from the measurement

in part (a)? ________________________________ (c) What physical force (on this earth) causes the sea surface to change shape

according to the shape of the seafloor? __________________

(d) By means of a ratio, compare the amount of sea surface deflection caused by a change in the depth of the seafloor?

______________________

5. The Equipment in Our Study - Painting a Picture of the Seafloor

Draw a picture showing the use of sound waves to produce images of the seafloor


6. Measuring the Water Depth to the Seafloor – Two-Way Traveltime

What is meant by the term "two-way traveltime"? _______________

_______________________________________ What is the two-way traveltime to the seafloor directly below the

"S" in the "Seafloor" label (at arrow)? _______________(include units)

7. Relating Traveltime to Distance

What is the equation to calculate the velocity of an object? (write it down)

_______________________________________ What is the round-trip distance between tennis racquets (measure it yourself)?

______________ How many seconds does it take for the tennis ball to make one round-trip (use a

watch to measure time)? _________________________ What is the average speed of the tennis ball in this animation (calculate it from info

in above questions)? __________ 8. Sound in Water

What is the speed (velocity) of sound in water? __________________


9. Determining the Water Depth Using a series of algebraic steps and substitutions – convert the velocity equation (in problem 7) into the equation for calculating the water depth from an echo-profiling record (rearrange terms and plug-in "1500 meters/second" for V -- also remember that this is the distance down and back).

________________________________________ ________________________________________ ________________________________________ ________________________________________ What is the two-way travel-time for an echo to traverse a path from ship to water depth of 3000m and back to the ship?

________________________________________ Make sure that you know how to calculate water depths from echo profiler data -- it will be on exam!

10. Multi-beam Sonar and Side-scan Sonar – Complementary Tools

What is multi-beam sonar (as used in our previous expedition)? __________

______________________________________________________________________________ So far we have discussed mapping the seafloor with satellite altimetry, echo profiling and multi-beam sonar – here is a fourth method, side-scan sonar

How does side-scan sonar differ from multibeam sonar? ____________

_______________________________________ _______________________________________

Side-scan sonar is a technique often used to find the wreckage of airplanes or sunken ships on the seafloor.


11. Let’s Begin Our Expedition Across the Atlantic We will only need to use multibeam sonar in this expedition and only the center beam (vertical, straight down and back beam) to make our traverse. We will archive the rest of the data for potential use in future studies. We will travel a distance of more than 3,300 miles across the Atlantic Ocean or 5600 kilometers over a period of 13 days to accomplish this survey. Here is an image of the seafloor profile collected by our voyage. Notice the extreme vertical exaggeration (stretching of the vertical scale and compressing the horizontal scale). You will now analyze this profile in order to find information about specific features by clicking on the appropriate label on the seafloor profile.

Take special note of the range of water depths of each feature (if provided) and how the feature is formed

nearshore __________________________________ ______________________________________________________________________________ continental shelf _______________________________ _____________________________________________________________________________________________________________________

Click over here for Nearshore


shelf break _________________________________ _____________________________________________________________________________________________________________________

continental slope _______________________________ _____________________________________________________________________________________________________________________

continental rise _______________________________ _____________________________________________________________________________________________________________________

abyssal plain _________________________________ _____________________________________________________________________________________________________________________

abyssal hills _________________________________ _______________________________________

seamount __________________________________ _______________________________________

mid-ocean ridge _______________________________ _____________________________________________________________________________________________________________________


rift valley __________________________________ _____________________________________________________________________________________________________________________

transform __________________________________ _____________________________________________________________________________________________________________________

fracture zone ________________________________ _____________________________________________________________________________________________________________________ Draw a picture showing the relationship between orientations of the rift valley, transforms, and fracture zones


12. On to the Pacific Ocean – Leg 2 of Our Voyage – A Crossing of the Pacific Ocean - Creating a Seafloor Profile

We will now depart the ship in Lisbon and fly to San Francisco to board the R/V Melville of the Scripps Institution of Oceanography. You can rest in San Jose for a day before returning to sea for our traverse across the Pacific to Tokyo. This distance between San Francisco and Tokyo is 5200 miles or 8700 kilometers and will take 19 days to complete on the R/V Melville. As you can see, the Pacific is a much larger ocean than the Atlantic and will take longer to cross on an oceanographic ship.

What are the Hawaiian Islands? ________________________ ______________________________________________________________________________ What is a trench (also called a deep-sea trench)? _______________________________________ ______________________________________________________________________________


13. Differences between the Atlantic and Pacific Seafloor

Now that we have completed both transects, let’s do some science.

Describe how the profile of the seafloor in the North Atlantic is different from that in the North Pacific …….you should be able to draw these seafloor profiles if asked.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


14. The Atlantic Ocean Basin – Let’s Apply What You Have Learned

Use a colored pencil or pen to locate and label each of the following features on the diagram below:

a. nearshore b. continental shelf c. shelf break d. continental slope e. abyssal plain f. a seamount or two, g. mid-ocean ridge h. transform


15. The Pacific Ocean Basin – Let’s Apply What You Have Learned

Use a colored pencil or pen to locate and label each of the following features on the diagram below:

a. nearshore b. continental shelf c. shelf break d. continental slope e. abyssal plain f. a seamount or two g. fracture zone h. trench


1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post any questions that you have on the material in the “Exped. 3 - Global Ocean Geography – Any Questions?” discussion area.

In order to receive credit for completing this expedition: Go to Desire2Learn Email and send “Bye Don”

• “End Expedition 3” in Subject Line. (VERY IMPORTANT) • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



Intro to Global Studies (Science Emphasis) Name______________________ Global Studies 1B Expedition #4 – Case Study: Mapping the Arctic This expedition should take about 1 hour and 50 minutes to complete. It is a long one, but the extra time will be compensated by having a few shorter expeditions later in the course. Remember to take notes as the questions in this worksheet only provide an outline! 3. Introduction - Welcome To Our Expedition in the Arctic!

Expedition Objectives

Students will: • experience life on an oceanographic ship during a seafloor mapping survey of the

Arctic Ocean. • learn the scientific methods that are used to produce images of the seafloor and

the features that cover it • begin to interpret the meaning of these features. • understand the application of ocean science to international issues, such as the

implications of climate, national territorial rights as defined by the UNCLOS, and marine resources

Many techniques are used to study the seafloor; sometimes images of the seafloor are created other time the seafloor is sampled directly, however each technique has its strong and weak points, both together they are used to map the seafloor.

What are the primary objectives of this survey (space on next page too):

(1)____________________________________________________________________________________________________________________




(2)____________________________________________________________________________________________________________________ (3)____________________________________________________________________________________________________________________

(4)____________________________________________________________________________________________________________________

2. The Idea - What was the Inspiration for this Study?

___________________________________________________________________________________________________________________________ Why might it be important to study the edge of the continental margin in this region?

__________________________________________________________________________________

3. Meet the U.S. Scientists

Who will be leading this study?

(1)_____________________________________________________________________________ (2)_____________________________________________________________________________ (3)_____________________________________________________________________________

(4)____________________________________________________________________________________________________________________


4. Traveling to Meet the Ship

Where are we joining the ship? ________________________ What is the name of the research vessel on which we will conduct our work?

______________________________

Who owns and operates this vessel? ______________________ Which nations are involved in this research?

5. Tour of the Ship

What do you think of your stateroom, the galley and the science lab (not quite Princess or Carnival Cruise lines)?

________________________________________ 6. Viewing the Equipment

What type of sonar system will you be using on this voyage? ___________ Draw a picture illustrating the operation principles of the sonar system used in your research .

Describe how this system works. ____________________________________________________________________________________________________________________________________________________________________


7. Departing the Dock

Are you ready to go to sea?

_______________________________________ Where will begin our work? Which bodies of water and geographic features will we cross on our way to the study area?

________________________________________________________________________________________________________________________________________________________________________________________________________

8. The Scientific Meeting What is the Exclusive Economic Zone of Arctic Continental Margin

________________________________________________________________________________________________________________________________________________________________

What is the extended continental shelf?

________________________________________________________________________________________________________________________________________________________________

How will we be studying the extended continental shelf?

___________________________________________________________________________________________________________________________


What will be your duties on the voyage?

________________________________________________________________________________________________________________________________________________________________________________________________________

9. Navigating to the Survey

Where is our survey located (make a map and describe the location of the survey)?

_____________________________________________________________________________________________________________________________________________________________________________________________________________ How will we determine our location at any minute of the voyage?

___________________________________________________________________________________________________________________________


10. Beginning the Survey What is the plan for collecting the survey?

____________________________________________________________________________________________________________________________________________________________________

11. First Swath of Data

What property of the sonar energy do we measure in multi-beam sonar, which is then used to make our image of the bay floor?

________________________________________________________________________________________________________________________________________________________________________________________________________

12. Back and Forth and Back and Forth - Building the Mosaic

How is the image of the bay floor converted from a signal swatch of data to a mosaic showing the entire survey area?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

13. Visualizing the Sea Floor – Processing the Data Describe each of the following types of maps that can be produced during your analysis using the multi-beam sonar data (make sure that you click on the links in the table to see an example of each type of map)

How is GPS navigation used in creating the seafloor image?

_____________________________________________________________________________________________________________________


Contour Map

_____________________________________________________________________________________________________________________

(Shaded) relief map

_____________________________________________________________________________________________________________________

Color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________

Oblique perspective of color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________ Multiple oblique perspective views of color coded bathymetry and shaded relief map

_____________________________________________________________________________________________________________________

14. Seafloor Imaging – Research Objective #1


15. Sub-seafloor Imaging – Sediment Layers – Research Objective #2 16. Seafloor Sediment & Water Sampling – Research Objective #3 17. Future Studies

How would you go about testing some of our interpretations of the seafloor features of the extended continental shelf? What other types of data do you want to collect and where?

________________________________________________________________________________________________________________________________________________________________________________________________________


18. Scientific Meeting at End of the Cruise Was the cruise successful?

________________________________________________________________________________ How will these data be used in the future?

________________________________________________________________________________________________________________________

19. Departing the Ship

Thank you for participating in our mapping voyage on the bay. Here are some of the learning outcomes that I hope that you have obtained over the past 90 minutes: a. Planning and operation of an oceanographic research vessel. b. Use of real-time oceanographic data on the WWW c. An initial understanding of GPS navigation d. Several methods of seafloor imaging and visualization e. Interpreting scientific data in two and three dimensions f. Formulating new scientific hypotheses based on your interpretations of the data g. A new appreciation for the use of scientific research in global studies.


1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome - show some insight

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Post any questions that you have on the material in the “Exped. 4 – Mapping the Arctic – Any Questions?” discussion area.

In order to receive credit for completing this expedition and have access to answer key, Go to Desire2Learn Email and send “Bye Don”




Intro to Global Studies (Science Emphasis) Name__________________ Global Studies 1B Expedition 5 – High Seas Governance and Global Marine Policy You may need to download a new, more extensive version of this expedition worksheet from the first webpage of this expedition. A required discussion (Discussion #1) will accompany this expeditions – see information at end of this expedition.


Intro to Global Studies (Science Emphasis) Name__________________ Global Studies 1B Expedition 6 - Commotion Beneath the Ocean This expedition should take about 1 hour and 40 minutes to complete, but the next expedition is much shorter. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Remember to use the worksheet to take notes just as if you were listening to a lecture! Many of the figures in this worksheet and the online expedition are derived from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. (http://pubs.usgs.gov/publications/text/dynamic.html)

Plate tectonics was a revolution in the earth sciences, which was launched by oceanographers. In this class we will use tectonics to examine:

• the formation and recycling of the seafloor and oceanic lithosphere, • formation of trenches, volcanic islands • motions of the seafloor • marine hazards, such as the locations of earthquakes and volcanoes

1. Introduction

Is the Earth a dynamic planet? _______ (yes or no)

Why or why not? __________________

______________________________

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey.


2. The Theory of Plate Tectonics

What is continental drift? ________________________

_____________________________________________________________________________________________________________________

What is the name of the supercontinent? __________________ When did the continents last form a large, single continent? (circle the correct answer): a. 18,000 years ago b. 180,000 years ago c. 1,800,000 years ago d. 18,000,000 years ago e. before 180,000,000 years ago The breakup of Pangea resulted in the formation of the modern ocean basins as continental masses drifted apart, allowing seawater to flow between the land masses.

3. Formation of the Modern Ocean Basins

As the continents drift apart, new crust is formed beneath the sea to fill the space. The shorelines of which of the following pairs of continents can be easily seen to match up across an ocean (circle the correct answer): a. Australia and South America b. North America and Asia c. South America and Africa d. Eurasian and Antarctica

4. Evidence of Continental Fit

Evidence were used to support the hypothesis of the fit of the continents into Pangea • Some fossils match across oceans when continents are realigned with past

positions • Some rock types match across oceans when continents are realigned with past

positions • The distribution of ancient swamps and sedimentary deposits formed by ancient

glaciers align in proper places when continents are realigned into their past positions, just like pieces of a jigsaw puzzle.


See diagram below



5. Earth's Interior

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. List the layers within the Earth

_______________ _________________ _______________ _________________ Draw the boundaries between the layers within earth at the true scale on the arrow at the left, starting at the surface of the earth (0 kilometers) at the top and the center of the earth at the bottom (6370 kilometers). Include the thickness of the ocean layer.

Crust 0-50 km thick

0 (zero kilometers)

6370 kilometers (center of Earth)


6. Earth’s Magnetic Field

The magnetic field is generated by the electrical currents in the liquid outer core. -- You should know the direction and orientation of the lines of force of the Earth's magnetic field • Make a sketch of the Earth and surrounding lines of force of the magnetic

field (it is nearly a Dipole Field, similar to that of a bar magnet). These lines of force point outward from the southern pole (S) (+ pole), are nearly parallel to Earth's surface at the equator and point in, towards the interior of the Earth, at the northern (N) (-) pole.

Question -- The lines of force of the earth’s magnetic field: (circle correct answer)

a. point towards the north pole and are nearly parallel to the lines of longitude b. point towards the south pole and are nearly parallel to the lines of longitude c. point towards the North America and are nearly parallel to the lines of

latitude d. show no organized behavior or direction

7. Earth as a Heat Engine

What is convection? _____________________________________________________________________________________________________________________

How does convection cause the movement of material within the Earth?

_____________________________________________________________________________________________________________________

Earth

N

S


Which layers in the Earth are involved in convection?

____________________ _____________________ Draw a picture of convection within the earth 8. Mapping the Mid-Ocean Ridge System

From National Geophysical Data Center http://www.ngdc.noaa.gov/mgg/image/2minrelief.html

Using a red pencil trace in the locations of the mid-ocean ridges

on the diagram above


Below is a profile of the seafloor across the Atlantic Ocean – draw an arrow showing the location of the Mid-Atlantic Ridge?

9. On a Mid-Ocean Ridge - Know how the mid-ocean ridge system encircles the globe and

the locations of mid-Atlantic Ridge and East Pacific Rise

Figure on preceding page from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey.

Know locations of mid-ocean ridges !!!!!!!


What are the mid-ocean ridges (circle the correct answer)? a. nonvolcanic mountains b. isolated mountains on the seafloor c. long chains of volcanoes that extend from one ocean basin to the next

Rift valley marking divergent plate boundary at mid-ocean ridge

10. Seafloor Spreading - Understand this concept! It will be on exam!

Make a simple, but very clear diagram illustrating the seafloor spreading

hypothesis

Include the motions of mantle convection in the diagram above. A portion of the earth’s mantle is in slow, constant motion, called convection, because:

a. the rocks are radioactive b. temperature of the crust alters the mantle c. temperature affects the density of the rocks, causing warm rocks to

be less dense with respect to cold rocks which are relatively more dense

d. temperature affects the density of the rocks, causing warm rocks to be more dense and cold rocks to be less dense

e. higher density rocks rise whereas lower density rocks sink Know about the formation of Earth's crust and its movement away from mid-ocean

ridges with time.


What is meant by the term “marine magnetic anomalies” or sometimes called

seafloor magnetic stripes? __________________________ _____________________________________________________________________________________________________________________

11. Reading the History in the Magnetic Patterns

Draw two pictures, one of the Earth’s magnetic field as it is today (so-called normal polarity) and other showing a reversed field (or reversed polarity)

12. Reading the Magnetic Patterns

How are the marine magnetic patterns used as scientific evidence of seafloor

spreading?________________________________________________________________________ ______________________________________________________________________________


13. The Plates

List and Know Names of at least 9 of the Major Plates

1. _____________ 2. _____________

3. _____________ 4. _____________

5. _____________ 6. _____________

7. _____________ 8. _____________

9. _____________

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. 14. More on the Plates

What is the lithosphere? __________________________

______________________________________________________________________________

What is the asthenosphere? _________________________ ______________________________________________________________________________


Draw a picture showing a plate composed of the rigid lithosphere floating on the hot, mobile asthenosphere.

1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post any questions on this expedition under “Exped 6 – Commotion – Any Questions?” in Desire2Learn Discussions

In order to receive credit for completing this expedition and gain access to the answer key,

Go to Desire2Learn Email and send “Bye Don”




Intro to Global Studies (Science Emphasis) Name__________________ Global Studies 1B Expedition 7 – Plate Boundaries Beneath the Sea This expedition should take about 1 hour to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank).

Many of the figures in this worksheet and the online expedition are derived from "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. (http://pubs.usgs.gov/publications/text/dynamic.html)

Remember to use the worksheet to take notes just as if you were listening to a lecture! 1. Introduction - Plate Boundaries

What are the three types of plate boundaries?

1. __________________ 2. __________________

3. ___________________ Draw a picture showing the plate motion at each type of boundary.



This diagram illustrates how the seafloor is created at a divergent plate boundary by

seafloor spreading and recycled by subduction at convergent plate boundaries 2. Divergent Boundaries

As the plates spread apart, hot portions of the mantle rise up beneath mid-ocean ridges - The divergent plate boundary at a mid-ocean ridge is often called a spreading center (where plates spread apart)

List the characteristics of a divergent plate boundary

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You must know how the sea floor, oceanic crust and oceanic lithosphere are formed.


3. Convergent Plate Boundaries

Subduction is the process of recycling of the seafloor and oceanic lithosphere as the latter sinks back into the earth at deep-sea trenches.

From "This Dynamic Earth" by Jacqueline Kious and Robert Tilling of the U.S. Geological Survey. Why does the lithosphere sink back into the earth at trenchs, which form the surface trace of subduction zones? (think about this one)

a. lithosphere is always lighter than the asthenosphere b. the mantle is filled with gas

c. as the lithosphere moves away from the heat of the rift valley, it gets older and loses heat, ultimately giving it a higher density than the portion of the mantle which composes the asthenosphere

d. because warm lithosphere has a higher density than the portion of the mantle which composes the asthenosphere

Where an oceanic plate meets a continental Plate at a convergent plate boundary, the oceanic plate (when old) descends back into the earth’s mantle due its high density (related to rock chemistry and temperature)



Where ocean lithosphere subducts beneath a continental lithosphere, a volcanic arc is built on the overriding continental plate - For example, Mount St. Helens, an active volcano in the Pacific Northwest, lies within a volcanic arc extending from Washington, through Oregon and into northern California.

True or False There are no active volcanoes associated with a volcanic arc in

California. ____________________

Oceanic lithosphere can also subduct beneath oceanic lithosphere.


Oceanic Plate and Oceanic Plate - the older, colder plate sinks beneath the younger, warmer plate forming an island arc. U.S. scientists played a pivotal role in predicting the major eruption at Mount Pinatubo in the Philippines thereby saving many lives and preventing damage to U.S. equipment.


What two features are formed on the seafloor by subduction? _________ ___________

Watch the recent eruption of one of these volcanoes in the southwest Pacific.

4. Transform Plate Boundaries

Note that the orientation of a transform plate boundary is parallel to motion between the plates

Transforms form staircase-like steps in divergent plate boundaries at the mid-ocean ridges (such as shown at the Juan de Fuca and East Pacific Rise in the diagram on the next page)

Draw a picture of a transform boundary where it offsets a mid-ocean ridge

Understand direction of plate movement across transform plate boundary Transform faults are very important to the people of California, since we live along the San Andreas fault system - our very own transform. This transform exerts a fundamental control on the shape of our coastline and life in California! You should understand that it runs along much of the length of coastal California from a divergent plate boundary in the Gulf of California in the south to Cape Mendocino in the north, which we will study in one of subsequent expeditions.


Draw the outline of the state of California on the map!

Notice the position of Mendocino Fracture Zone, the Juan de Fuca Ridge and the subduction zone marking the convergent plate boundary (more on this in a subsequent expedition)

Very Important!


You should now about the plates on the surface of the Earth, their movements and the types of plate boundaries. You also know how the plates under the ocean are formed and recycled back into the Earth.


5. Time to Review – Sometimes Scientists Need to Sit at Their desk and Review the Evidence


From the last two expeditions, you learned each of the following points about the Earth:

• The earth is a dynamic planet • Several lines of evidence suggest that the modern continents were once part of a

super-continent, Pangaea, more 180,000,000 years ago • After WWII, seafloor mapping by oceanographers showed the existence of a global

network of mid-ocean ridges • Later work showed that the ridges were formed by long chains of active undersea

volcanoes, literally thousands of them -- forming a continuous feature on the seafloor from one ocean basin to the next

• Harry Hess proposed the concept of seafloor spreading that suggested that the Earth's crust under the oceans, and the uppermost part of its mantle, which together compose the lithosphere, was formed at the mid-ocean ridges by volcanism and that this layer spreads laterally away from the ridge on each side, thereby forming the seafloor

• Oceanographers next recognized an amazing, striped pattern of magnetism within the rocks (crust) below the seafloor in all of the ocean basins

• These magnetic patterns were mirror-images across the line of volcanism within the rift valleys of the mid-ocean ridges

• At the same time, scientists, working on land, showed that the directions of Earth's magnetic field had a history of flipping back and forth, i.e. the north magnetic pole became the south magnetic pole and vice versa (only the magnetic poles reversed position -- NOT the rotational or geographic poles!)

• Vine and Matthews took the record of magnetic reversals identified in volcanic rocks on land and matched it to the pattern of marine magnetic properties (striped


pattern) - which supported Hess' seafloor spreading hypothesis -- it therefore appeared that the oceanic lithosphere should be older with greater distance from the center of the mid-ocean ridge where it first formed

• By matching the reversal history to the magnetic patterns under the sea, and assuming seafloor spreading, the age of a particular piece of oceanic lithosphere could be determined

• The rigid, strong surface layer of the Earth is composed of the lithosphere (between 80 and 300 kilometers-thick), which includes the crust and the uppermost part of the mantle

• The lithosphere forms the tectonic plates that ride over top the hot, mobile asthenosphere, which moves by convection (mantle convection) due to the great amount of heat stored within the Earth

• The boundaries between the moving plates include three varieties, depending on the plate motion, divergent, convergent and transform

• Plates move away from divergent plate boundaries, allowing molten rock to rise to fill the gap between the plates -- the cooling of the molten rock forms the lithosphere (plate) beneath the ocean.

• The rate of plate motion away from the divergent plate boundary can be determined by using the age of the oceanic lithosphere, from the marine magnetic anomalies, and the distance between the divergent plate boundary and the location of the marine magnetic anomaly

• Plates move towards convergent plate boundaries, allowing one of the plates to sink back into the Earth by a process called subduction -- thus the lithosphere beneath the ocean, known as oceanic lithosphere, is recycled

• The process of subduction also produces deep-sea trenches, which mark the deepest areas in the ocean, and highly explosive volcanoes that form volcanic arcs on continents and island arcs in the ocean along convergent plate boundaries (we will study the undersea earthquakes next week)

• The third type of plate boundary is the transform, where one plate slides horizontally by the other plate (motion is parallel to the plate boundary). Lithosphere is neither created or recycled, but is instead conserved Examples of transforms include the offsets (steps) in mid-ocean ridges and the San Andreas fault along California

Post any questions you have about the contents of this expedition in the “Exped 7 – Plate Boundaries – Any Questions?” in the Desire2Learn Discussion






Intro to Global Studies (Science Emphasis) Name___________________ Global Studies 1B Expedition 8 - Whole Lotta Shakin' Goin' On Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank).

Objectives: Learn about the global distribution of earthquakes and volcanoes in both space and time, which is central to our understanding of plate tectonics, the formation of the seafloor, movement of the lithospheric plates, and interactions at the boundaries between plates. The movement of the seafloor, caused by underwater earthquakes poses significant threat to communities along coastal California.

Information The images of epicenters in this expedition were derived with the computer program SEISMIC/Eruption (version 1.2). The author of the program, Alan Jones (http://www.geol.binghamton.edu/faculty/jones/), provides this software for free -- it is pretty cool.

Important terms and concepts for you to understand for mid-term exam are underlined and contained in the questions and maps.

1. Introduction

The screens that follow will show the distribution of the surface locations of earthquakes, or epicenters. We will see that most of these earthquakes are located under the sea or along the coasts -- corresponding to the location of plate boundaries.

Earthquakes occur within the Earth down to a depth of 670 kilometers, in other words in the crust or upper mantle…. in fact, only in the lithosphere. The diagram below shows how the location of the earthquakes within the earth is projected upwards, towards the Earth surface, to determine the location of the epicenter.

Earthquake

Epicenter


2. Global Distribution

A map of the world's topography will be displayed on the screen.

• Take note of the symbols for the various sizes of earthquakes (along left margin of graphic -- larger magnitude - larger dot size),

• The depths of earthquakes, below the surface of the Earth, are given by the color of the dot ,

• Locations of volcanoes are shown by triangles

• The large number of earthquakes, more than 50,000 since 1960 with magnitudes greater than 5, and volcanoes are testaments to the dynamic nature of the Earth

Are the earthquakes distributed randomly about the earth's surface or do they

occur in specific regions?

____________________________________ Earthquakes can only occur in "strong rock" where stresses (forces) can build up to the point to cause the material to fracture, thereby sending seismic waves through the Earth…..and strong rock only is found in the rigid lithosphere…deeper in the Earth the temperatures are too high allowing the rocks to flow rather than fracture.

3. Earthquakes and Plate Boundaries You now see the boundaries between the major plates of lithosphere that compose the outer rigid shell of the earth. The plates are composed of the crust and the upper 50 kilometers or so of the mantle. This outer shell is on average between 80 to 100 kilometers thick beneath the oceans, but is much thinner at the mid-ocean ridge where the oceanic lithosphere and sea floor of the abyssal plains are created by sea floor spreading. The lithosphere under the continents (continental lithosphere) is much thicker than under the oceans, reaching a thickness of 125 kilometers to 200 kilometers, although its base is poorly defined by seismological analyses beneath many continents.

How does the distribution of earthquake epicenters compare to the locations of the boundaries between the plates?

_______________________________________


Why is this the case? ____________________________________________________

_____________________________________________________________________________________________________________________

The distribution of many mountain ranges, both on land and offshore, follows the distribution of modern and ancient plate boundaries. Clearly the plate boundaries mark sites of plate deformation and upheaval.

In a previous expedition you located nine of the plates, such as the North American, South American, Eurasian, African, Pacific, Indian-Australian, and Antarctic. These are only a few of the major plates in this picture.

4. The Pacific Ring of Fire

So many earthquakes -- they are everywhere around Pacific Rim Draw a rough sketch of the distribution of the epicenters around the Pacific

and label the continents on your sketch. Include the location of seamount chain which extends northwest from the Hawaiian Islands, and bends to the north; this string of volcanoes (active on the Big Island and inactive elsewhere) is the Hawaiian-Emperor seamount chain. Draw in location of Tokyo and San Francisco on map.

Where are the largest magnitude earthquakes located? (Use size of dots)

______________________________________

North America

Hawaii

Emperor Seamounts

Asia

Australia

New Zealand

South America

Japan


The locations of deep earthquakes in the western and northern Pacific, down to as deep as 670 kilometers within the Earth, lie along the western edge of the Pacific Plate -- from Russia southward to New Zealand. The depth of these earthquakes, combined with the rapid northwest movement of the Pacific plate (remember problems at end of the expedition on plate motions) provide evidence that the plate is being pulled to the northwest by slabs of lithosphere that sink down subduction zones in the western Pacific. Oceanic lithosphere, because of its high density when it gets old and cold, sinks back into the mantle at subduction zones along convergent plate boundaries. Thus the Pacific plate is created at mid-ocean ridges along its eastern margin at the East Pacific Rise and Juan de Fuca Ridge, travels to the northwest and ultimately is recycled into the Earth by subduction along its western and northern boundaries. For the subduction process to take place how must the density of the

lithosphere compare to the density of the asthenosphere?

____________________

How might the density of the oceanic lithosphere change with age? ______ _______________________________________

(Hint: consider the effect of temperature on density - remember it floats on the asthenosphere when it is hot and young)

How deep are the deepest earthquakes around the Pacific? _____________

5. The Ring of Fire and Convergent Plate Boundaries

The distribution of earthquakes and volcanoes around the Pacific Rim is known as the Ring of Fire and outlines the region of some of the largest earthquakes ever recorded. This ring of earthquakes coincides with a ring of active, explosive volcanoes (triangles), such as Mount Pinatubo (and many others) in the Philippines, the volcanoes in Japan and Alaska, Mount St. Helens, Mount Shasta, and Mount Lassen in the northwest U.S. (including California), and the volcanoes located throughout Mexico, Central and South America.

Mt. Shasta in Northern California

Also, take note of the shallow earthquakes along the East Pacific Rise (the mid-ocean ridge in the eastern Pacific).


6. Earthquakes Below the Atlantic Ocean The boundary in the middle of the Atlantic Ocean separates the North American and Eurasian plates and lies along an underwater volcanic mountain range called the Mid-Atlantic Ridge. This boundary is composed of north-south oriented divergent boundary segments, which are sites where oceanic lithosphere is created by seafloor spreading, and east-west-trending transform segments marking regions where the plates slide by one another. Transform plate boundaries in ocean basins extend laterally into fracture zones, which are not fault zones, but instead mark the boundaries between oceanic crust and lithosphere of different ages within the same lithospheric plate. Describe three ways that the earthquakes beneath the Atlantic Ocean differ

from that shown beneath the Pacific Ocean?

1. ___________________________________ 2. ___________________________________

3. ___________________________________ Why are the earthquakes shallow in the middle of the Atlantic and what does this information say about the thickness of the lithosphere at mid-ocean ridges? (remember that earthquakes only occur in the rigid lithosphere)

_____________________________________________________________________________________________________________________ Why are there few earthquakes along the margins of eastern North American or western European continents?

______________________________________________________________________________


7. Earthquakes and Plate Boundaries Beneath the Atlantic Ocean

Examine the sketch below looking down on two divergent plate boundary segments that are connected by a single east-west trending transform fault.

You are looking down on the seafloor. Note the fracture zones that extend away from the ends of the transform faults. Put arrows on your diagram showing the direction of plate motion (remember that plates move parallel to transform faults and away from divergent plate boundaries).

Find the X on the north side of the fracture zone on the right side of the diagram

and the Y directly across from the X, on the other side of the fracture zone

Which letter lies on the older oceanic crust? __________ Which letter lies on the colder oceanic crust? __________ Which letter lies on oceanic crust of greater density? ___________ Which letter lies at a greater water depth along the sea floor? __________ (Hint: Remember the equation from a previous expedition, D=2500 + 350 T1/2) Why are there few, if any, earthquakes located along the fracture zones in the Atlantic?

______________________________________________________________________________

Divergent

Divergent

Transform

African Plate

Fracture Zone

South American Plate

Fracture Zone

X

Y


8. The Great Alaskan (1964 Good Friday) Earthquake

The large magnitude event (9.2) was the largest earthquake recorded in the U.S. during this century, and occurred on Good Friday in 1964. Note the location of the plate boundary, which marks the Aleutian Trench and the gray triangles marking the volcanic arc -- What type of plate boundary is located here? __________________

9. A Vertical Slice through a Convergent Plate Boundary

Here you see a vertical slice through the Aleutian subduction zone.

Here you see a vertical slice through the top 200 kilometers of the Earth's surface in Cook Inlet oriented with southeast on the right and northwest on the left. The axes on this plot are in kilometers. Make a drawing of the earthquake distribution with an outline of the subducting Pacific Plate and the overriding North American plate. -100 -50 0 50 +100 Notice the distribution of earthquakes with depth. The dipping region of earthquakes shown here is called the Wadati-Benioff Zone or just Benioff Zone. These earthquakes show the oceanic lithosphere of the Pacific plate sinking back into the asthenosphere by the subduction process. The shallow earthquakes in the upper right corner are located near the Aleutian Trench, which marks the boundary between the North American and Pacific plates along the sea floor. This type of plate boundary is known as a convergent plate boundary.


10. Ooooh....Ah!!!! 3-D Look

Now you can see the geometry of the subducting oceanic lithosphere of the Pacific plate in 3-dimensions.

11. California Earthquakes and Plate Boundaries

Here we see the distribution of earthquake epicenters along California. The locations of earthquakes along the coast of central and northern California mark the San Andreas fault system, which is a transform plate boundary between the Pacific and North American plates along California between San Diego and San Francisco.

What type of plate boundary lies beneath the ocean only a few miles to the west of San Francisco? ____________________________________________________

12. Mendocino -- Three Plates in Contact

The high concentration of earthquakes at Cape Mendocino marks the boundary between three plates, the North American plate to the east, Gorda (partially enclosed by the yellow line) lying to the west of Oregon, Washington and northern California, and the Pacific plate to the west of California. The Gorda plate is considered by some people to be the southern part of the Juan de Fuca plate (mentioned in “Commotion beneath the Ocean” expedition). The intersection of three plates occurs at a point known as a triple junction. Draw on the diagram on the next page the location of the triple junction, each plate boundary, and the names of the plates (see.

Pacific Ocean

California

Oregon

Washington

Top of Map on WWW Site

Cape Mendocino Bottom of Map on WWW Site

SF Bay Area


Notice that there are many earthquakes within the Gorda Plate -- is this deformation

consistent with our discussion of rigid plates in plate tectonics?

_________________________________

Label the types of plate boundaries on the map

Are there many earthquakes along the eastern boundary of the Gorda Plate?

______________________________

What type of plate boundary lies here?

_____________________________ 13. Could It Happen Here?

What two observations are surprising about the distribution of earthquakes along the plate boundary that is closest to the coasts of Oregon and Washington?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Read News Article on WWW page - Read “Gigantic Quake Dated to 1700: Japanese scientists pinpoint day and hour too” List each piece of evidence in support of this hypothesis:

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________


14. Are You Prepared for Another 1906? How have you prepared for the next major earthquake in bay area? ____________________________________________________________________________________________________________________________________________________________________

15. Haiti Earthquake – Take Notes on the significance of this earthquake

1. ___________________________________ 2. ___________________________________

3. ___________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Any Questions in “Exped. 8 Shakin – Any Questions” Desire2Learn Discussion In order to receive credit for completing this expedition and gain access to the answer key,

Go to Desire2Learn Email and send “Bye Don” • “End Expedition 8” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



Intro to Global Studies (Science Emphasis) Name___________________ Global Studies 1B Expedition 9 – Tsunamis – Past, Present, and Future?

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank).

Objectives: Learn about the past tsunamis and the potential for a major tsunami along coastal California. The images of earthquake epicenters in this expedition were derived with the computer program SEISMIC/Eruption (version 1.2). The author of the program, Alan Jones (http://www.geol.binghamton.edu/faculty/jones/), provides this software for free -- it is pretty cool. 1. Introduction – What is the objective of this expedition?

______________________________________ _______________________________________

2. 1964 Great Alaska Tsunami

Let’s first re-examine a portion of what we learned in the previous expedition. Question 1: In addition to the death and destruction caused in Alaska, this earthquake resulted in the deaths of 12 people as far away as Crescent City in northern California. How? __________________________________ Examine the tsunami generation animation in the upper right-hand corner of the page in great detail – Make 3 observations based on the animation

1. ______________________________________ _______________________________________

2. _____________________________________ _______________________________________

3. _____________________________________ _______________________________________


A tsunami (seismic sea wave) is generated by movement of the seafloor – this wave travels at frightening speeds. The wavelength (distance between two successive crests) of a tsunami wave is many hundreds of kilometers and can therefore be modeled as a "shallow water" wave.

The approximate speed (S) of a "shallow water" wave is given by the square root of the product of the gravitational acceleration (g), and the water depth (d):

S = (g x D)1/2 where g = 9.8 meters per second2

What is an average water depth of the abyssal plain for the Pacific Ocean?

_________________ meters (see previous expedition “Map of the World” – for depth of the abyssal plain)

Next, calculate the average speed of a tsunami traveling between Alaska and San Francisco? (Leave your calculation in meters per second)

If we were to convert your answer to miles per hour -- it would be over 500 miles per hour as fast as a 747 Jet airliner traveling between San Francisco and Tokyo Japan. Assume that the distance between the epicenter of the 1964 Alaskan earthquake and San Francisco is approximately 2000 miles, how long after the earthquake did it take for the tsunami to strike San Francisco?


The largest earthquake measured this century killed several thousand people in Chile in 1960, 61 people in Hilo, Hawaii, 16 hours later, and more than 200 in Japan less than 24 hours after the earthquake. Tsunamis have killed tens of thousands of people in the past 100 years and more than 20,000 people in Lisbon alone as a result of a 17th century earthquake and tsunami. Later in this expedition, you will learn about the tragic Indian Ocean tsunami in 2004.

Examine the tsunami runup animation in great detail – Make 3 observations based on the animation

1. _____________________________________ _______________________________________

2. _____________________________________ _______________________________________

3. _____________________________________ _______________________________________


3. The Tragic 2004 Indian Ocean Earthquake and Tsunami

Listen closely to the scientific description of the movement of the seafloor and characteristics of the tsunami – record three key points in National Public Radio's Undersea Fault-Line Rupture Spawned Huge Tsunami

1._____________________________________________________________________________2._____________________________________________________________________________3.______________________________________ _______________________________________

View the animation of the tsunami in the Indian Ocean produced by Steve Ward at UCSC. The run up heights are elevations reached by tsunami, for example Banda Aceh, near the epicenter, the wave reached elevations of 12 meters high or 40 feet high; recent observations at Banda Aceh suggest that it was much, much higher!)

List two observations based on this animation:

1. _____________________________________ _______________________________________

2. _____________________________________ _______________________________________

Next examine the propagation of the tsunami through all of the world’s oceans (created by Vasily Titov from NOAA) Make 3 observations based on this animation:

1. _____________________________________ _______________________________________

2. _____________________________________ _______________________________________

3. _____________________________________ _______________________________________


4. Studying Tsunamis

Watch Tsunami Alerts from the PBS News Hour to learn about how scientists are studying tsunamis (you can begin reading the transcript while waiting for the video segment to download – it takes a while – be patient)

Describe how scientists are studying tsunamis:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Detecting Tsunamis at Sea Examine the animation - Use the space below to add to your answer about “How are scientists studying tsunamis?” on the previous problem.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


6. Let’s Return to Our Discussion on Mendocino Triple Junction and the “Hidden Fury”

Posed the Cascadia Subduction Zone We observe a convergent plate boundary along northern California, Oregon, and Washington without major earthquakes (at least recently). Make a hypothesis about the potential for a major tsunami in the region. _____________________________________________________________________________________________________________________________

7. Unearthing Proof of 1700 Great Earthquake and Tsunami

Listen to the story in Unearthing Proof of a Tsunami, which presents an update of the research discussed in the newspaper article and placed this research in light of the tragedy of the recent Indian Ocean tsunami – this segment may contain additional pieces of evidence to add to your list in the previous question.

What is the evidence for a tsunami exposed in the river bank?

__________________________________________________________________________________ How does leaf provide evidence of tsunami?

__________________________________________________________________________________ How does the black region in mud provide evidence of tsunami?

__________________________________________________________________________________

What is the scientific proof of a 1700 Tsunami along the Cascadia subduction zone?

____________________________________________________________________________________________________________________________________________________________________ _________________________________________


Would you be concerned about these observations if you were a resident of Seattle or Portland or Ocean Beach (San Francisco)? Why or why not?

___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________

8. Tsunami in 1700 Animation

View an animation of a model of the 1700 great earthquake off the Pacific Northwest.

What are you learning about tsunamis from this animation?

___________________________________________________________________________________________________________________________

9. 2006 Indian Ocean Earthquake and Tsunami

What happened in 2006 near the region of the 2004 tsunami? ___________________________________________________________________________________________________________________________

What type of plate boundary is located in this region?

_________________________________________ What is the status of the proposed tsunami warning system in the Indian Ocean?

___________________________________________________________________________________________________________________________


10. Samoan Tsunami and Earthquake – Take some notes

___________________________________________________________________________________________________________________________

11. 2010 Chile Earthquake and Tsunami

Describe the conditions and processes that caused this earthquake and subsequent tsunami

__________________________________________________________________________________

___________________________________________________________________________________________________________________________ How was this tsunami tracked across the ocean basin?

___________________________________________________________________________________________________________________________ 1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome - show some insight

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


In order to receive credit for completing this expedition, and gain access to the answer key,

Go to Desire2Learn Email and send “Bye Don” • “End Expedition 9” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



Intro to Global Studies (Science Emphasis) Name___________________ Global Studies 1B Expedition 10 – NanTroSEIZE in 3-D

This expedition should take about 2 hours to complete Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). This web-based lab will take you on a journey to the Nankai Trough to create a 3-D image of the region of the major convergent plate boundary fault zone with a history of large earthquakes, called the seismogenic zone, off Japan in preparation for Integrated Ocean Drilling. Imaging an Active Plate Boundary Fault 1. Introduction:

What are the learning objectives of this expedition? 2. The Question?

What is the NanTroSEIZE program?

Which countries are joining in this research program?

What is the scientific question(s) to be addressed by NanTroSEIZE?


3. Funding How is this research program being funded?

4. Nankai Tough - Study Area

Where is this study taking place and why in this location? 5. Scientific Background

Describe the seafloor features and plate boundaries in the region of your study.

Make a map of the plate boundaries.


Besides earthquakes, what other geohazards threaten this region? 6. The Seismogenic Zone

What is the seismogenic zone and why is it important to study? 7. Meet the U.S. Scientists

What will be done during this survey? 8. The Journey

Describe your journey to meet the ship. 9. Ship Tour

What do think of your new home? 10. Leaving Port

Wave goodbye to land for the next four weeks.


11. Seismic Reflection Method Describe the seismic reflection method and make a drawing of this method, including the movement of the seismic energy in box below.

What is produced by the seismic reflection method and how is it used to understand the geology beneath the world’s oceans?

12. Seismic Source Arrays

How is the acoustic signal produced?


13. Multichannel Seismic Streamers

How is the acoustic energy recorded? Also make a simple diagram of the configuration of the seismic source array and the seismic streamer.

14. 3-D Seismic Acquisition

What is meant by 3-D seismic acquisition and how is it different from 2-D seismic acquisition (or simply towing one seismic streamer behind the ship?

15. Life at Sea

How is life at sea?


16. Back in the Lab What is carried out in the science lab?

17. Departing the Ship

How did you depart the ship? 18. Seismic Data Processing

What is seismic data processing?

What is the outcome of seismic data processing? 19. The 3-D Seismic Volume

What is meant by a 3-D seismic volume or cube?


20. Seismic Interpretation What is meant by seismic interpretation and how is it undertaken?

What features are identified and interpreted on this pre-NanTroSEIZE 2-D seismic profile on this page?

21. Your Turn at Interpretation

List the features to be identified and interpreted on the seismic profile on the following two pages.

Complete your seismic interpretation on the next page using colored pencils, Seismic profile is also available in digital format, if you wish make your drawing interpretation with your computer.


22. Comparing Interpretations Compare your interpretation to the one shown on the webpage, feature by feature from the list of features on the webpage. You may want to highlight any areas or features where they do not agree. Explain any discrepancies and defend your interpretation in the space below, if you wish.

23. Publication of Research

Describe how scientists present the results of their research.


24. IODP NanTroSEIZE Phase I Drilling How did your work set the framework for a decade-long drilling program of this fault zone?

What is the objective and current status of this drilling program?

Thanks for joining the expedition! Post any questions on the material in the “Exped. 10 - NanTroSEIZE in 3-D – Any Questions?” discussion area. A required discussion based on your research will accompany this expedition.


Global Studies 1B Name______________________ Expedition 11 - The Briny Deep Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank).

1. Introduction

Objective: To Learn about the Chemical and Physical Properties of the Ocean and their Role in Governing Oceanic Processes

2. Measuring Properties of Seawater

What are three of the fundamental properties of seawater?

a. ________________________ b. _________________________ c. _________________________ Describe two methods of measuring these properties (temperature, salinity and density) measured?

______________________________________________________________________________

______________________________________________________________________________ How much dissolved salt is contained in 1000 grams of seawater (Hint Remember seawater is 96.5% water & 3.5% dissolved salt)?

______________________________________


3. What Do You Mean about Ions of Salt Dissolved in Seawater? Make a diagram of the Sodium (Na+) and Chloride (Cl-) ions that are dissolved in seawater

4. What is the Source of the Salt?

What are the sources of the dissolved salt in seawater?

1. _____________________________________ 2. _____________________________________

3. _____________________________________

Why do dissolved salts become concentrated in the sea?__________________

_____________________________________________________________________________________________________________________


5. Salinity and its Variability What is salinity? _______________________________________

In order of decreasing abundance, list the 7 most abundant constituents of the dissolved salt in seawater and their concentrations in parts per mil (o/oo or parts per thousand)?

Ion Name Chemical Symbol Concentration in Seawater 1. 2. 3. 4. 5. 6. 7.

How many grams of dissolved salt are contained in 2000 grams of seawater with a

salinity of 35o/oo? ______________________________ 6. Salinity and Precipitation Based on the graph on the WWW page, where would you

expect to find regions of high salinity in the ocean? _________________

Draw the curve of the salinity of the ocean's surface water versus latitude (put in the numbers on the axes!!!!)

800N 400N 00 400S 800S Latitude

0/00 salinity

0/00 Salinity


7. Salinity Summary

Draw a picture of the movement of air and moisture around the intertropical convergence zone

If the oceans' salinity is increased by evaporation, how would the salinity be affected by the freezing of ice from seawater, or so-called sea ice?

_______________________________________

How would the salinity change as a result of rainfall, runoff, or the melting of ice?

____________________________________________________ 8. Calculating Salinity

Why can salinity be determined from measuring only the concentration of the chloride ion in seawater? (think about a mixing ocean) _____________________________

__________________________________________________________________________________ Write the equation for calculating salinity______________________________ The concentration of the Cl- ion is 19.2632 in a sample of seawater, what is the salinity?

___________________________________________________________________________________________________________________________

Equator


9. Ocean Temperature

The map shows this week’s sea surface temperature around the world. A temperature scale in degrees Fahrenheit is given at the bottom of the image. Click on map only if you want to see larger image (but be patient)

Based on the distribution of the sea surface temperature, what is the source of heat

in the surface of the world's oceans? ______________________ 10. Intensity of Solar Radiation

Describe, in general terms, the distribution of heat in the ocean's surface waters?

____________________________________________________________________________________________________________________________________________________________ Based on the map of solar radiation, where would you expect to find the highest temperature waters in the ocean? _______________________________

Complete the diagram by extending the arrows, in perfectly straight lines, to the surface of the earth.

Solar Radiation

If you extend the arrows in straight lines to the right, so that each touches the surface of the Earth, you should notice that the spacing between the arrows as measured along the surface of the Earth (or solar radiation) varies as a function of latitude. From this diagram, why is solar radiation per kilometer2 highest at the equator and least in the polar regions? (Hint: it is not related to distance from Sun)

_______________________________________ ______________________________________________________________________________

Earth

Equator


11. Variations in the Properties of Sea Water

What is the range in temperature in the world’s oceans (least to most)? ____________________________________________________

What is the range in salinity in the world’s oceans? ___________________ What is the temperature of 75% of the world's oceans? Yes, it is very COLD! ____________________________________________________ Why should most of the ocean be so cold, when much of the ocean, at least at the surface, is warm? _________________________________________

_________________________________________________________________________________________________________________________ (think water depth and light penetration)

12. Light Penetration in the Ocean - How far? How far does light penetrate into the ocean? _________________________

How does this observation affect the distribution of temperature in the ocean?

_______________________________________ How does this observation affect the distribution of life in the ocean? _______

_____________________________________________________________________________________________________________________

Why doesn't light penetrate far into the ocean?

______________________________________________________________________________

13. Temperature in the Ocean What is the temperature of the water below 1000 meters? _______________


Why is the vast majority of the ocean dark and cold? ___________________

____________________________________________________________________________________________________________________________________________________________

14. Thermocline and Halocline - Temperature and Salinity in the Ocean What is the thermocline? ________________________________________ What is the halocline? __________________________________________ What is the pycnocline? _________________________________________ 15. Density of Sea Water

Write the equation for calculating sigma-t____________________________

How does the density of seawater vary changing temperature? ____________

_______________________________________ How does the density of seawater vary with changing salinity? ________________

_______________________________________

16. An Ocean of Layers - Make a diagram showing the sea surface and sea floor, the location of the mixed layer, thermocline, and the deep water (include a water depth scale on the left edge of your drawing.


Where is the mixed layer and what are its properties?

______________________________________________________________________________ Where is the thermocline and what are its properties?

______________________________________________________________________________ Where is the pycnocline and what are its properties?

______________________________________________________________________________

Where is the Deep Water and what are its properties?

______________________________________________________________________________

17. Measuring Ocean Temperature Change Over Time

How is Stanley Levitus analyzing ocean temperature changes over time?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am here to help you learn the material.

Remember that answer keys are not provided after Topic Area #2 Quiz, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 11 – Briny Deep – Any Questions?” in the Desire2Learn Discussions

In order to receive credit for completing this expedition, Go to Desire2Learn Email and send “Bye Don”




Global Studies 1B Name___________________ Expedition 12 – Supporting the Marine Ecosystem This expedition should take about 1 hour and 30 minutes to complete Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objective: To examine the conditions leading to the abundance and distribution of life

in the sea. 1. Introduction - Photosynthesis

What is the primary chemical reaction that leads to life, as we know it, on this planet whether on land or in the sea?

__________________________________________________________________________________ What is the biochemical process that allows organisms to use the energy that is bound in carbohydrates produced by the chemical reaction mentioned above?

__________________________________________________________________________________ What is the main group of organisms that carry out photosynthesis in the ocean and in doing so, generating nearly 70% of the oxygen for our atmosphere?

_________________________________________ List several of the critical roles of phytoplankton in enhancing life on our planet

__________________________________________________________________________________ __________________________________________________________________________________

2. Phytoplankton

In this expedition, we will focus our attention on photosynthetic communities that derive their energy, either directly or indirectly, from solar radiation. What is the range of water depths where you might expect to find phytoplankton in the

global ocean? __________________________________


How is the energy, gathered by these organisms, made available to organisms in the

deep sea? ____________________________________ _________________________________________

3. How is Carbon Stored in the Sea

Carbon stored in organisms, called organic carbon, is the chemical basis for life on this planet -- all organisms contain carbon. This carbon is derived form inorganic carbon, carbon contained in CO2 . Organic carbon is contained in many forms in the ocean, only a small percentage of which is contained in organisms in the surface waters. List of the forms and relative amounts of organic carbon in each form in the ocean. Form of Organic Matter Relative Abundance (%) in the Ocean

___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ Most people mistakenly believe that most organic carbon in the sea is tied up in organisms that they can see, however, this represent the tiniest fraction of the total carbon…..the vast majority is found in the forms that cannot be seen by the naked eye.


4. The Carbon Cycle and Carbon Pump

Make a simple diagram (simpler than the one on the WWW page) showing the flow of carbon between the land, atmosphere, sea and seafloor. What role do phytoplankton play in the flow of CO2 on our planet?

_________________________________________ _________________________________________

5. Conditions for Life in the Sea

What conditions are needed for life in the sea? ___________ ___________ ___________ ______________ Of these conditions, which one places a limit on the amount of life in the sea?

_________________________________

6. Limiting Nutrients (biolimiting nutrients)

How are nutrients recycled in the sea? ___________________________

__________________________________________________________________________________

Atmosphere

Ocean

Land

Seafloor


The table below shows the results of a collection of water bottle samples from different water depths in south Atlantic Ocean just off Brazil (Latitude 0.5o N, Longitude 37.5o W), somewhat like you collected on the bay voyage. The samples were taken to the shipboard laboratory and analyzed for the variation in nitrogen (in the form of nitrate - NO3), phosphorous (in the form of phosphate - PO4) and temperature.

Z Water Depth

Nitrate NO3

PhosphatePO4

Temperature

meters micromolar micromolar Celsius_scale 0 0.5347 0.2114 27.2889

50 0.6835 0.2717 26.8648 100 3.7872 0.6638 21.7973 150 10.9978 1.05 15.2152 200 15.7383 1.2276 12.8115 300 20.7088 1.7133 10.681 400 24.7634 2.0062 8.6871 600 33.0768 2.266 5.9297 800 33.3437 2.4429 4.7832

1000 31.4146 2.3459 4.4832 1200 26.9704 2.0174 4.4811 1400 23.7875 1.6837 4.3354 2000 18.3479 1.4823 3.5165 2500 18.0755 1.3423 3.0205 3000 16.0197 1.3006 2.7 3500 16.2994 1.2757 2.4705 4000 20.8376 1.5326 2.1561

Plot the variation in each of these properties on the graphs on the next page. DO THESE PLOTS ACCURATELY!!!! PLOTS WILL BE DEDUCTED FOR SLOPPY, INACCURATE PLOTS! Make sure that your temperature plot is correct…..I will check this closely.


Turn page clockwise by 90o in order to plot data -- note water depth scale 4. Distribution of Nutrients

Label the following water masses: surface water, thermocline/pycnocline and deep water on each plot above (Nitrate, Phosphate and Temperature). Do you see a relationship between the water masses as reflected in the temperature and the concentration of nutrients? ____________________________________


Why are these nutrients low in the surface waters? __________________

______________________________________________________________________________ Why are these nutrients considered biolimiting nutrients?

____________________________________________________________________________________________________________________________________________________________ Why are these nutrients high in the deep waters? ________________________

____________________________________________________________________________________________________________________________________________________________ Explain the concept of limiting (or bio-limiting) nutrients

_______________________________________

____________________________________________________________________________________________________________________________________________________________


7. Nutrient Distribution

Next discuss the distribution of nutrients with water depth, as in your previous graphs, to concentration of oxygen in seawater with water depth as shown in the graph below:

___________________________________________________________________________________________________________________________________________________________________________________________________ Label the regions of surface water layer, thermocline, and deep water on the graph below


8. Distribution of Life in the Sea

What is primary productivity? __________________________

___________________________________________________________________________________________________________________________ How is the distribution of amounts of primary productivity measured in the sea surface across all of the world's oceans?

_________________________________________ ___________________________________________________________________________________________________________________________

Use HHH's for regions of high productivity and LLL's to outline regions of very low productivity in the global oceans on the map below.

What are the primary controls on the distribution of marine life in the oceans?

____________________________________________________________________________________________________________________________________________________________________


How does the circulation of ocean water impact this distribution of marine life?

____________________________________________________________________________________________________________________________________________________________________


9. The Marine Food Web – From Primary Producers to Top Level Predators

Draw a marine food web (you may want to turn paper on side to draw the food web)


What is meant by an “ecosystem?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________

10. Can Corals Survive In A Warming World? What are the threats to coral reefs?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________

After listening to the radio segment, make sure that you review the photos in Photo Gallery: Coral Life Of The Netherlands Antilles Describe the relationship between corals, which is an animal, and zooxanthallae algae, which are tiny plants?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________


11. Outlook for Oceans Bleak as Sea 'Deserts' Grow

What does study conclude about the distribution of productive areas in the ocean?

__________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________



______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Remember that answer keys are not provided after Topic Area #2 Quiz, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 12 - Ecosystems – Any Questions?” in the Desire2Learn Discussions

In order to receive credit for completing this expedition,





Global Studies 1B Name_____________________ Expedition 13 – Diving into the Mid-Water (of a Submarine Canyon) This expedition should take about 1 hour and 15 minutes to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objective: To observe life in the mid-water environment of the submarine canyon. 1. Introduction

What will you be doing in this expedition?

___________________________________________________________________________________________________________________________

2. Join a dive in the mid-water region of the Monterey submarine canyon

Examine the fantastic forms of jellies…look closely at pictures of organisms and think about the reading assignment in Mapping the Deep…aren’t these organisms even more bizarre than what you may have believed from reading.


3. Meet Deep Rover

Describe Deep Rover and Our “Mother Ship?”

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Meet the Chief Scientist

Who is the Chief Scientist?

____________________________________________________________________________________________________________________________________________________________________

5. Let’s Prepare to Dive – What are the preparations for the dive?

____________________________________________________________________________________________________________________________________________________________________

6. Let’s Launch!

How deep will “Robey” descend on this Dive? _____________________


Will Robey be examining the surface (mixed) layer, the mid-water, or the deep water in this dive?

_________________________________________

7. Deep Rover is in the Water!

Look at the sequence of pictures on the next few web pages

Describe the changing environmental conditions as Deep Rover descends from the surface waters to a depth of 300 meters in the submarine canyon. How does the penetration of sunlight, water temperature and pressure very from the surface to a water depth of 300 meters .

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. The Lights Go On! It is Snowing Underwater! What do you see suspended in the water, known as marine snow? Describe the particles.

___________________________________________________________________________________________________________________________

9. Organisms in the Mid-Water Describe the jellyfish

___________________________________________________________________________________________________________________________


Describe the amphipod

__________________________________________________________________________________ Describe the siphonophore colony

__________________________________________________________________________________ Describe the pelagic red crabs, known as galatheid crabs floating in the mid-water.

__________________________________________________________________________________

10. The Predators of the Mid-Water

Describe the squid

__________________________________________________________________________________ Describe the flying snails (heterpods, which are similar to pteropods described in your book)

__________________________________________________________________________________ Describe the lantern fish

__________________________________________________________________________________ Describe the ctenophore (also called comb jellies)

__________________________________________________________________________________

11. Let’s Go Back to the Surface

12. Back on Board


13. Life in the Deep

Combine your observations in this dive with the News Interview, and your assigned reading in the book, Mapping the Deep, to describe your thoughts on these organisms.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. Amazing Jellies from KQED Quest – Take any notes that you wish

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I am here to help you learn the material, please ask questions.

Remember that answer keys are not provided after Topic Area #2 Quiz, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 13 – Mid-Water – Any Questions? ” Discussion in Desire2Learn



• “End Expedition 13” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your name

in body of e-mail message


Global Studies 1B Name___________________ Expedition 14 – Dive and Discover Life in an Underwater Volcano This expedition should take about 2 hours to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objectives: In this expedition, we will examine an incredible marine ecosystem, which was

unknown 25 years ago. The discovery changed our understanding of life on this planet and elsewhere in the solar system.

This expedition is synthesized from the great resources available at:

• the Dive and Discover web site (http://www.divediscover.whoi.edu) • NOAA/PMEL’s OceanExplorer Site - Submarine Ring of Fire 2002 - Explorer Ridge

(http://oceanexplorer.noaa.gov/explorations/02fire/welcome.html) • NeMO (New Millenium Observatory Site) site at

(http://www.pmel.noaa.gov/vents/nemo/) 1. Introduction - Welcome to Our Dive into an Underwater Volcano

Examine the video and photographs of these amazing creatures living in hot springs in underwater volcanoes! We will venture inside an active, underwater volcano along a mid-ocean ridge, the Juan de Fuca Ridge off Oregon and Washington, to view bizarre organisms that were discovered by accident during a dive with the submersible Alvin in 1977. Indeed a geologist looking for underwater hot springs, discovered what may be one of the most important biologic discoveries of the century that is turning upside down our view of life on this planet and elsewhere in our solar system. This community of organisms thrives in what would be considered, by all other organisms, a hostile, inhospitable and extreme environment. The temperatures encountered by these organisms vary from 0 to 400oC with incredible pressures, completely dark except for an occasional low-level glow from flows of lava, toxic waters beyond belief (hydrogen sulfide), volcanic eruptions and earthquakes....to name just a few environmental conditions. Yet life survives, even thrives....possibly for several hundreds of millions of years (fossils of these organisms have been found in Russia that are 400 million years old).


2. The Setting – Plate Tectonics and Seafloor Spreading - Earth’s Oceanic Crust

How is the seafloor and the Earth’s crust constantly forming at the bottom of the sea, along a volcanic mountain range, called the mid-ocean ridge?

_____________________________________________________________________________________________________________________

3. Let’s Begin Our Research Expedition!

Let’s board the ship and steam towards the survey site located off Washington. We have already generated a map of the seafloor using a multibeam sonar system attached to the bottom of our ship (similar to your earlier work in the San Francisco Bay). Let’s next create a detailed map of a small portion of the mid-ocean ridge off Oregon and Washington consisting of the Juan de Fuca Ridge and the Explorer Ridge.

We will first use an Autonomous Benthic Explorer, more commonly known as ABE, which is the first underwater robotic vehicle of its kind. ABE was designed and built at the Woods Hole Oceanographic Institution (WHOI) in the mid 1990’s. ABE weights approximately 1200 pounds and is a little over 2 meters long. ABE's top cruising speed is 2 knots.” (from NOAA’s OceanExplorer site).


Where will you study the vents?

________________________________________________________________________________ Describe how you acquired the data to find the underwater volcanoes? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How Do We Find Individual, Active Volcanoes Along the Mid-Ocean Ridge?

Once we have collected the seafloor mapping data with ABE, let’s produce animations of “flying over” the seafloor. Use these animations to identify the seafloor volcanoes, above which we will begin studying the overlying waters to see if these are sites of active hot springs.

Describe how you used visualization methods to examine the seafloor in the vicinity of the mid-ocean ridge to locate potential regions of hydrothermal vents? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


5. How Do We Locate Hot Springs Within the Underwater Volcano?

Next let’s use water bottles to collect water samples, deep in the ocean, over top the mid-ocean ridge, and an instrument known as a CTD (conductivity-temperature-depth), which will allows us to study the properties of the seafloor to see if there is evidence of temperature anomalies or suspended particles that may indicate the presence of plumes associated with hydrothermal activity (hot springs) in this region.

Describe how you sampled the seawater to study the hot plumes of fluids coming from the vents? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Where are the Best Places to Dive with the Submersible ALVIN or with ROPOS?

Describe how you examined the properties of the seawater to study the hot plumes of fluids coming from the vents? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Let’s Begin the Next Phase of Our Study:

What vehicle will you use to study the vents?

__________________________________________________________________________________


8. Preparing to Dive

How far below the sea surface will ROPS descend before reaching the seafloor?

______________________ 9. Hell Vent

What is this feature called? ______________________

How is this feature formed? ___________________________ __________________________________________________________________________________

10. Measuring the Vent Temperature

How hot can the water temperature reach coming from a vent? _______________ 11. On to Inferno Vent 12. Flame Illusion

Why does not the seawater boil if it is more than 350oC at the vents?

___________________________________________________________________________________________________________________________


13. What is the “Plumbing” of the Vents? What is the Source of the Vent Fluids?

How is the chimney built around a hydrothermal vent (go through the numbers on diagram above)?

1. _________________________________________

2. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. _________________________________________

___________________________________________________________________________________________________________________________

4. _________________________________________

____________________________________________________________________________________________________________________________________________________________________


14. Sampling the Vent Fluids

What is different at this vent than previous observation at a black smaker?

___________________________________________________________________________________________________________________________

15. Vent Ecosystem - Click on each part of the diagram to learn about the vent ecosystem

Tubeworms Describe the relationship between the tubeworms (Riftia sp.) and the bacteria?

_____________________________________________________________________________________________________________________


Describe the Microbes (Bacteria) What is the significance of the microbes (bacteria) in this ecosystem?

____________________________________________________________________________________________________________________________________________________________ Describe the Mussels & Clams

____________________________________________________________________________________________________________________________________________________________ How are the clams like mussels and tubeworms (with respect to the bacteria)? ________________________________________________________________________________________________________________________ Describe the crabs and what is their role in this ecosystem? ________________________________________________________________________________________________________________________ Describe the Zoarcid fish and what is their role in this ecosystem?

________________________________________________________________________________________________________________________


16. Other Heat-Tolerant Worms

Are tubeworms the only worms at hydrothermal vents?

________________________________________________________________________________

17. Return to the Surface

18. History of First Discovery with Diving with Bob Ballard

What are the dangers of diving near vents?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

19. A Scientific Revolution - A Changed View of “life”

Sometimes you get what is not expected! Honestly, discovery is not as planned as written in most textbooks (luckily our book is superb in giving a real picture of ocean science) How did the discovery of hydrothermal vents change how ocean scientists’ view life on the seafloor, deep below the sea surface?

____________________________________________________________________________________________________________________________________________________________________


Photosynthesis and Chemosynthesis - Go through the numbered diagrams What is meant by chemosynthesis and how is this process different from photosynthesis?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What role does hydrogen sulfide (H2S) play in providing energy to the chemosynthetic bacteria?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. Symbiosis

What is meant by a “symbiotic” relationship between the worm and the bacteria (and how do both organisms benefit)?

___________________________________________________________________________________________________________________________________________________________________________________________________


How do tubeworms get their energy to survive?

____________________________________________________________________________________________________________________________________________________________

What is the significance of Archaea?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

21. Into the Future

So what is left to be learned?

___________________________________________________________________________________________________________________________________________________________________________________________________

22. Life in Extreme Environments Why is it important to study life in extreme environments?

____________________________________________________________________________________________________________________________________________________________


23. Extraterrestrial Life?

Why are vents important to study?

____________________________________________________________________________________________________________________________________________________________________

What are the implications of vent studies for life elsewhere in the universe?

____________________________________________________________________________________________________________________________________________________________________


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Post any questions under the “Exped 14 Dive and Discover – Any Questions?” in Desire2Learn Discussions


Go to Desire2Learn Email and send “Bye Don” • “End Expedition 14” in Subject Line. (VERY IMPORTANT) • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



Global Studies 1B Name_____________________ Expedition 15 - Greening of the Ocean – The Invisible Garden This expedition should take about 1 hour and 30 minutes to complete. Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). 1. Introduction – What are the objectives of this expedition?

_________________________________________________________________

________________________________________________________________________________________________________________________

2. Dead Zones What is the dead zone in the Gulf of Mexico?

_________________________________________________________________________________________________________________________________ What is the cause of the dead zone in the Gulf of Mexico?

_________________________________________________________________________________________________________________________________ 3. Harmful Algal Blooms (HABs – do not call them “red tides”) What are HABs? Are they toxic?

____________________________________________________________________________________________________________________________________________________________________________


4. Carbon Dioxide (CO2) – Burial at Sea

Why are scientists considering the burial of carbon dioxide in the deep ocean?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Ocean Acidification

Besides the greenhouse effect, how does CO2 buildup in atmosphere affect the chemistry of the ocean?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

6. The History of an Idea

What is John Martin’s hypothesis of ice ages?

_____________________________________________________________________________________________________________________________________________________________________________________________________________


What is a likely limiting factor of primary production in high nitrate, low chlorophyll (HNLC) waters, such as the Southern Ocean?

__________________________________________________________________________________

What role does a trace metal, such as iron, play in the concept of limiting nutrients?

____________________________________________________________________________________________________________________________________________________________________

7. An Expedition to Study Iron Fertilization – Let’s Join SOFeX Where are we going and why?

____________________________________________________________________________________________________________________________________________________________________________ 8. Time to Depart What did you do in this phase of the study?

_________________________________________________________________________________________________________________________________ 9. On The Way to Do the Experiment What did you do in this phase of the study?

_________________________________________________________________________________________________________________________________


10. Preparing the Iron Mixture What did you do in this phase of the study?

_________________________________________________________________________________________________________________________________ 11. Fertilizing the Ocean What did you do in this phase of the study?

_________________________________________________________________________________________________________________________________ 12. Sampling the Ocean After Fertilization What did you do in this phase of the study?

_________________________________________________________________________________________________________________________________ 13. Work in the Ship’s Lab - The Phytoplankton What was done in this phase of the study?

_________________________________________________________________________________________________________________________________ 14. Tracking the Patch with the MODIS satellite and Drifters What was done in this phase of the study?

_________________________________________________________________________________________________________________________________


15. Trapping the Sinking Particles What was done in this phase of the study?

_________________________________________________________________________________________________________________________________ 16. The Results What were the results of the study?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 17. Human Response to Global Warming - Is it too late?

__________________________________________________________________________________________________________________________________________________________________________________________________________________


18. The Discussion Fertilization the Ocean - you must post your thoughts and reply to the posting of another student on this one.

Go into the Desire2Learn Discussion group - “Exped. 15 – Greening of the Ocean”

The initial posting should be approximately 325-375 words long (about 17-20 sentences). Postings less than 325 words will receive a 5 to 25 point deduction, depending brevity of posting. Exceeding 375 words in posting may result in a 5 point penalty.

You will be graded on the quality of your writing and the content of the posting. Remember that you are required to reply to at least one other member in your group. The required reply to the posting of another student should be approximately 50-75 words long (about 4 to 5 sentences). The original posting AND subsequent reply MUST BE SEPARATE POSTINGS in the discussion.

Also, remember to write in your own words – do not plagiarize by copying text from other web sites!

I am here to help you learn the material. Remember that answer keys are not provided after Topic Area #2 Quiz, please do a self-assessment of your learning in this expedition and post any questions that you may have in discussion area for this expedition.


Global Studies 1B Name______________________ Expedition #16 – Status of (Global) Marine Fisheries – The History You will need to move quickly through this material and your answers to the questions will capture the essence of each news segment.

Objective: Students will gain an awareness of a crisis in one of the ocean’s most valuable resources, marine fisheries. It is a complex issue without a simple solution.

• Focus your attention on concepts, relative importance and implications, not trivia!

• Make sure that you listen and watch the streaming webcasts -- some segments are only audio, whereas other segments are video.

• Be patient if net congestion occurs during streaming audio/video -- it will return in a

few minutes.

• Download “Oceans of Trouble” reading assignment (from Readings section of web site)

1. Introduction - (5 minute-long video)

What is the objective of this expedition?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

2. Empty Nets I (6 minute-long video) – a historical perspective from 1999




What did scientists warn about Pacific coast fisheries in the late 1990’s?

_______________________________________

___________________________________________________________________________________________________________________________ How are modern fishing techniques masking this problem?

____________________________________________________________________________________________________________________________________________________________________ How does long line fishing technique cause problems for the marine ecosystem?

___________________________________________________________________________________________________________________________ What is the role of the big ships and their large nets, so-called factory trawlers, in the decline of some marine fisheries?

___________________________________________________________________________________________________________________________ Bottom-trawling, or just trawling, is a technique where large nets and gear are dragged along the bottom to catch bottom-dwelling fish (like the cod on the east coast as we will learn in chap. 12 of textbook) -- often the boats are called draggers or trawlers. What problems may trawling cause besides catching enormous quantities of fish?

_________________________________________ __________________________________________________________________________________ What is the case of the Orange Roughy and what is the implication of this case for

developing new marine fisheries?_________________________

What is meant by the term "serial depletion"?


___________________________________________________________________________________________________________________________ By citing specific numbers, how has the annual catch in California changed over the past few decades?

____________________________________________________________________________________________________________________________________________________________________

3. Some of the Same Issues as in Pacific, but now 2009, and along Coastal Tunisia (15 minutes)

Where is Tunisia? ____________________________________ What conditions, known as “habitat” supply the needs to the fish in the area?

_______________________________________ _______________________________________ _______________________________________ _______________________________________ How is the fish catch changing in the region?

_______________________________________ _______________________________________ What are the key factors that are believed to contribute to the decline in fish stock in the region?

_______________________________________ _______________________________________ _______________________________________

How do we know that the ocean in this region is changing?

_______________________________________ _______________________________________ _______________________________________


How is this affecting the local economy and population of the region?

_______________________________________ _______________________________________ _______________________________________ _______________________________________ What are the key steps being taken to address the conditions leading to the fish decline in the region?

1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. _____________________________________ ____________________________________ How is climate change impacting fish stocks in the region?

_______________________________________ _______________________________________ _______________________________________

4. Tragedy of the Commons

From 1950 to 1990, there was a fivefold increase in the world annual fish catch. Roughly 70 percent of the planet’s marine stocks are fully or over exploited, according to the Monterey Bay Aquarium’s Seafood Watch program. An increasing demand for fish coupled with environmentally damaging fishing practices and a lack of regulation set the stage for what is known as the “tragedy of the commons.”


5. Technology and the Declining Stock (8 minute-long audio)

How have storage technology and shipping methods contributed to overfishing of some fish species?

___________________________________________________________________________________________________________________________ How has detection technology on the fishing boats (ships) influenced the ability to find fish?

____________________________________________________________________________________________________________________________________________________________________ What role do satellites and large nets play in overfishing?

__________________________________________________________________________________ How has the economics of technology played into the need to fish this way?

____________________________________________________________________________________________________________________________________________________________________ What is happening to the size of fish and "exotic" nature of fish in the markets changed?

_________________________________________________________________________________________________________________________________

Is it all bad news? What is the view of the fishing industry?


6. Difficulties in Global, National, and Local Regulations (8 minute-long audio) Should the government encourage the fishing industry to target other fish to harvest for commercial markets? ________________________________________________________________ How have government subsidies impacted this issue after the foreign boats were kicked out in the 1970's? (through declaration of the Exclusive Economic Zone, or EEZ and the Magnusson Act)

____________________________________________________________________________________________________________________________________________________________________ What are drift nets and why did the U.N. move, at the behest of environmentalists, to ban on these "walls of death?"

__________________________________________________________________________________

How did the drift net ban act to produce the opposite results from its designated

purpose? ____________________________________ _________________________________________

7. Some Science - Fish Extinction – Morning Edition (6 minute-long audio)

Can marine fisheries be driven to extinction? (there may be different points of view)

___________________________________________________________________________________________________________________________

What is the view of marine-protected areas held by some members of the fishing

industry?

___________________________________________________________________________________________________________________________


In addition to overfishing, what are the other threats to marine fisheries?

___________________________________________________________________________________________________________________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You are encouraged to post any questions that you have on the material in the “Exped. 16 – Marine Fisheries – Any Questions?” discussion area.


• “End Expedition 16” in Subject Line. • Include "Bye Don", • “Completion Word” (see last page of expedition) and write your name in

body of e-mail message


Global Studies 1B Name___________________ Expedition #17 – Fish Stock Assessment and Fisheries Science Objective: To learn about the ways that scientists are attempting to understand marine fish stocks to produce sustainable marine fisheries. 1. Introduction – What is the objective of this expedition?

_____________________________________________________________________________________________________________________________________________________________________________________________________________ What is meant by fish stock assessment?

_______________________________________________________________________________________________________________________

2. Georges Bank - Research Surveying After a Moratorium (4 minute-long video) What if we stop fishing in a region? Will the fish come back? What was the result of closing the fishing grounds in terms of the recovery of fish stocks in Georges Bank?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Read about other methods of fish stock assessment in “Twilight of the Cod” which is also available online in reading assignment section of course website.


3. How Are Fish Stocks in Marine-Protected Areas Being Studied? Using a Different Type of Research Survey to Assess Effectiveness of Stock Management

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Listen to “Fishing, the Enviro-Friendly Way?” – (5 minute-long audio)

What new methods are being attempted? (it is more than counting fish)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Tagging Pacific Predators – An Interview with Barbara Block

Summarize what you learned in this segment.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


6. How are Scientists Studying Herring on Georges Bank? (4 minute audio segment)

_____________________________________________________________________________________________________________________________________________________________________________________________________________

7. Is Fish Farming the Answer? How about Aquaculture? (9 minute-long audio)

People often point to a solution by fish farming. Next, listen to Cheryl Colopy’s report from the NPR program, Living on Earth

What is the situation with salmon farming – is it a “solution” – is it cheap in the long run?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

So do you now think that aquaculture is a solution? Why or why not?

____________________________________________________________________________________________________________________________________________________________________

8. Open Water Aquaculture (8 minute-long audio) - Taking Fish Farming Offshore

How is the practice of aquaculture changing? ____________________

____________________________________________________________________________________________________________________________________________________________________


What is wrong with land-based aquaculture systems?

___________________________________________________________________________________________________________________________

What are some of the reservations about open water aquaculture?

___________________________________________________________________________________________________________________________ 1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome -- show some insight

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ An answer key is not provided for this expedition since this material is not covered on an exam, however, you are encouraged to post any questions that you have on the material in the “Exped. 17 – Fish Stock Assessment – Any Questions?” discussion area.






Intro. to Global Studies (Science Emphasis) Name___________________ Global Studies 1B Expedition 18 – Fisheries Management Strategies – Old and New Objective: Students will about some of the methods to manage fish stocks and what you can do as a consumer to address the decline in impacted marine fisheries. Discuss with your classmates the demise of the salmon along the west coast of the U.S., which may serve as a model for the decline of local fisheries in many parts of the world. How should the government manage or restrict commercial fishing in order to reverse the decline of marine fish populations? It is more complicated than you think!

• Why not simply catch less fish by reducing the size of the catch? • OK then, stop fishing depleted fish stocks altogether? • Manage the entire ecosystem rather than individual fish? • Do we catch only the big ones and throw the small ones back? • Why not farm fish? We learned about in the last expedition. • Set up marine protected areas or preserves in critical areas?

1. Introduction

What is the objective of this expedition?

________________________________________________________________________________________________________________________________________________________________________________________________________

What is fish stock management?

_______________________________________________________________________________________________________________________

2. Ocean Fishing May Spread Runt Genes - Catch the big ones and throw the small

ones back? (6 minute-long audio) Some well-meaning people say to “throw back the small ones and design nets to only catch the big, mature fish.” While this sounds good in theory, how may the practice of catching only the large fish of a species negatively impact future fish stocks?

__________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________

3. Reducing the Size of the Catch - Quotas on the Cod (6 minute-long audio)

Here are some diagrams and a news segment that will help you to understand some of the subjects that were touched on in your reading assignment, Twilight of the Cod.

What is the disagreement between government scientists and members of the fishing industry?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

What are the economic and social impacts of the new closures on the fishing industry?

_____________________________________________________________________________________________________________________________________________________________________________________________________________

4. Bluefin Tuna On Edge Of Collapse, Scientists Say (3 minutes)

Catch quotas seem like a good idea, at least in theory, but what is the problem pointed out in this segment?

_________________________________________ _________________________________________ _________________________________________ _________________________________________


5. Stop Fishing Altogether? Moratoriums - The Courts Get Involved (5 minute-long audio)

Here you see two maps that will help you to better understand the reading assignment in the textbook and a diagram of the juvenile forms of various species on the Georges Bank. Next you will learn about the moratorium on cod fishing in the region – if quotas do not work, then what will stop the decline in the cod? If quotas are not enough then what management method is next…. Listen to the situation after a recent court ruling on overfished stocks along New England. If the government does not enforce a moratorium, should the courts take over?

What is meant by a moratorium? _________________________

__________________________________________________________________________________

6. Rough Waters – PBS News Hour - Potential Solutions? (12 minute-long video)

What is the situation off Northern California in terms of the conditions that have led to this crisis, the role of technology, and growing number of governmental regulations. It will end by mentioning some of the potential causes of the decline, other than overfishing, and offer two solutions, one proposed by the fishing industry and one by scientists. Are the problems of Eureka’s fishermen unique? _________________________ How do you sum up the crisis in America’s fishing industry?

__________________________________________________________________________________ How many species of fish are considered threatened by overfishing in America’s coastal waters?

_________________________________________

The “Tragedy of the Commons” concept implies that the ocean is a common ground for all, without regard to stewardship, so if you do not catch the last fish, someone else will.


How did government policies factor into creating the environment for overfishing?

__________________________________________________________________________________ What is proposed as the main cause(s) of overfishing?

__________________________________________________________________________________

_________________________________________

How is the government now reacting to overfishing?

__________________________________________________________________________________

_________________________________________ How does the fishing industry want to address the situation?

__________________________________________________________________________________ Should a large-scale, national boat-buyback program begin -- It’s your tax dollars?

___________________________________________________________________________________________________________________________

How does the environmental community want to address the situation?

______________________________________________________________________________________________ How are scientists involved?

___________________________________________________________________________________________________________________________


7. What about Marine-Protected Areas called Marine Preserves (4 minute-long audio)

California Cuts Coastal Fishing to Restore Ecosystem – going beyond a moratorium. What are marine-protected areas and what do you think of this idea?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Is There Any Hope? Catch-Share Management – Cap and Trade in Fish (an improved

version of ITQs in Ocean of Trouble). Describe this new method of managing the fishing industry

________________________________________________________________________________________________________________________________________________________________

9. (Some) Imperiled Fisheries Make A Comeback, Study Shows What are some of the methods being used to re-establish fish stocks?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Please post any questions that you have on the material in the “Exped. 18 – Fisheries Management – Any Questions?” discussion area.


___________________________________________________________________________________________________________________________


_____________________________________________________________________________________________________________________________________________________________________________________________________________






Global Studies 1B Name___________________ Expedition #19 – What to Do? 1. Introduction – “Management Effectiveness of World’ Fisheries” - Take notes:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


2. What Can You Do? Take notes:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What can be done in restaurants? Take notes:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


4. Seafood Watch - Take some notes:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Where’s the Catch? Tuna in the Pacific Take some notes:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Expedition 20 - The Fishing Game - See instructions on following pages

Fishing Game Rules page 1

The Fishing Game

By William Prothero, PhD. Available at: http://fb.earthednet.org

Many local economies, large companies, and small family businesses depend on fishing. Each fishing company takes fish from a common/shared population. Company income, both long and short term, depends on the availability of fish to catch. Fishing too much can deplete the fish population, while fishing too little reduces income. This game asks the question: "How can we

manage the fishing industry to maximize income while sustaining the fish population for the

long term?" The game is played under each of 4 fisheries management scenarios. Each of these has been implemented in the real world, and each has strong and weak points. For each scenario you will be able to run a realistic population model and fine tune the management parameters. You will attempt to provide the best income for fishermen while maintaining the long term health of the fish population. To play the game:

1. Read the rules (click the "How To Play" button below) 2. Choose the game scenario (click the "Choose Game Scenario" button below) 3. Enter your game results. If you are a student in a class, your answers will be sent to your instructor by email.

Other information you should know:

• It is very worthwhile to read the instructions on the screens until you are familiar with the game and its various scenarios. • The results of your game play will be sent to your teacher (if you are in a class) and saved to a database for future studies of the effectiveness of this game. Your name will never be used in these studies. By playing the game, you consent to this.

You are the owner of a small fishing company named AbraCadabra Fishing. You are competing against two other companies, described below. The object of the game is to make as much money as possible. Be sure to read the instructions on how to play the game before you begin, because the two other companies offer stiff competition.

"The oceans are our largest public domain. The United States' oceans span nearly 4.5

million square miles, an area 23 percent larger than the land area of the nation. Their

biological riches surpass that of our public lands. The genetic, species, habitat, and

ecosystem diversity of the oceans is believed to exceed that of any other Earth system. Yet,

incredibly, we are squandering this bounty.Humanity's hunger for ocean resources and our

vast capacity to exploit them result in unprecedented impact upon the oceans and coasts.

The disturbing signs of these impacts can be found nearly everywhere we look. Yet, our

laws, government institutions, and governance practices have not kept pace with these

changes." (excerpt from America's Living Oceans: Charting a Course for Sea Change,

summary report, PEW Ocean Trust).


page 2 Fishing Game Rules

Company Goals: Owners’ statements.

Abracadabra Fishing Co: I am a student (this is you) who will manage this company for ten years. I am interested in learning about issues that affect the management of a fishery and am concerned about both the economic health of people who make their living fishing and the long term stewardship of fish resources for my, and future, generations.

Sea Witch Fishing: My company is a public corporation, owned by its investors. I expect a good return on each year's fishing. The continued health of this corporation depends on good returns each year. When returns diminish, I will go to another fishing ground or fishery. Long Line Fishing: My company is in this business for the long haul. I hope to make a reasonable profit each year and pass along my ships and other assets to my children, who are also learning the fishing trade.

Game Description:

There are 10 fishing seasons, one per year. Each year, you will decide how many ships to send to each of two fishing areas (deep and coastal). The two competing companies also fish each year. You can build ships to increase your fleet, but these ships will not be available until the following fishing year. New fish are born each year, in each fishing area. If you catch too many fish, there will not be enough new fish born for next year and catches for the following year will suffer. You can model the effect of each

region's fishing activity and predict how your income and the fish population will be affected by the number of ships that fish each region. Each of the game scenarios models a different management strategy. You will use the modeling tool to determine limits that maximize your income and preserve the fish population for future years' fishing. After each fishing season, you will get a report that tells you how much money you and your competing companies have made. Just as in real life, you will not know the exact fish population, but will have to guess, based on your modeling and on the size of the catch. Criterion of Success:

The object is to have the maximum possible assets at the end of the game.



• Assets = Bank Balance + (Ship Salvage Value)*(number of ships)

• Ship Salvage Value = average income per ship for the last two years Note: If fisheries collapse and the catches go to zero it will be very difficult to sell your fleet. Catch: The catch is influenced by:

1) Fish population (ship effectiveness) 2) Number of Ships 3) Weather This is the number of fish caught per year per ship for a 90 day fishing season, when the entire fishing area is available. When the density of fish is too low, the catch per ship decreases. When too many ships fish an area, the population can drop so that next year's fishing will be impacted. Weather can

increase or reduce the catch by 20%. The fish population for a fishing area increases according to the curves above. When the fish population is low, fewer new fish are added because there are fewer reproducing adults, and when the fish population is near the maximum, reproduction is low because of habitat limitations.

Profit = Income - Expenses

Income: Fish sales: (# of fish caught) x $20 Interest Earnings: 10% of bank balance if it is greater than 0 Expenses:

Ship stays in harbor: $50/ship/year Cost to go fishing: coastal fishery: $150/ship/year deep sea fishery: $250/ship/year

Ship Construction: $300 each ship

(charged the current year, but delivered the following year) Interest charges: 15%

(if minimum balance is less than zero)



Profit Example: 1 ship to deep sea: Fish Sales = 25 fish x $20 = $500 Operating cost = -$250 Deep sea subtotal = $250 1 ship to coastal Fish sales = 15 fish x $20 = $300 Operating Cost = -$150 Coastal subtotal = $150

1 ship stays in harbor Harbor cost -$50 Profit: $350 To begin playing, starting at the opening screen, you first choose a game scenario. The scenarios were chosen from real life management strategies that are being used, or are currently being discussed by fisheries management agencies and fishermen. Scenarios are in a somewhat historical order. You must run the game with each scenario. It's best to start with the first scenario and do them in order shown above. When you have chosen the scenario, click the "Go Play the Fishing Game" button. Before and after all except the first scenarios, you will get a screen asking you to enter your thoughts. You should be brief. These entries will be sent to your teacher, if you are in a class. You will be able to change answers to the "after" questions if you play the game more than once.

The screen below is the "Company Office" where you make decisions about fishing effort, run analyses that will predict the results of fishing effort, get the results of the season's fishing, and set management parameters based on your model analyses.



The "office" computer screen is your main control center for the Fishing Game. Notice the four buttons along the top of the screen. These select the functions you will need. Buttons that are disabled will be enabled when the game gets going. A good way to begin familiarizing yourself with the Fishing Game is to first click the "Planning/Theory" button. You

will be able to model the fish population according to the scenario you are currently working under. To the left is the "Planning/Theory" screen. Note that each screen has help functions. When you click on one of the underlined items of text you will either initiate a game action, or link to some information that is useful. The next page will show the screen when "Game Info" is clicked. Some of the underlined text items allow you to enter values. The figure on the left shows what happens if you click on the "80" shown in the figure. A text field shows and you click the mouse inside it to enter a number. The game will accept your number when you press the return, enter, or tab keys. A return ends the parameter entry. A tab accepts the number and opens the next entry field. This is how you enter your decisions for each year of fishing.



If you click on the “Game Info” underlined text, the elements that go into the calculation of the results of each fishing season are shown above. This lets you review the costs that affect your profit. This definitions screen will disappear if you click on it. This screen shows that 80 ships are being sent to the deep sea and 20 to the coastal area. Remember, the ships you enter apply to both your own company and that of your competitors. You can stop fishing at a particular year to see how the population recovers from a particular fishing effort. For 80 ships to the deep sea and 20 to the coastal region, the Population plot is shown above. Fishing occurs for 90 days/year, and you can see the population decline during fishing and increase the remainder of the year. But, the general population decline in the deep area shows that it is over-fished. The color of the label is keyed to the parameter plot line.



If you clicked "Catches," the above plot will be generated. The catches in the deep sea region decrease because the fish population is being depleted by over-fishing. The modeling tool can be used to determine how much fishing will deplete the population under each of the 4 management scenarios. When you are ready to begin the game, click on the "Regulations/Rules" button, and the screen above will appear. Don't forget to read the text on the screen. It contains important information about the game scenario. "Play the Game" starts the game. The two lines below it take you to more information about fisheries management.

To start the game, first click on "Play the Game" (previous screen), then on the "Buy/Trade" button. Enter your decisions. You can order new ships and decide how many ships to send to each of the fishing areas. Click on “Help” to get brief instructions



Once your decisions have been entered, click the "To Fishing Boats" text on the office door. This will take you to the fishing grounds and initiate the year's fishing activity. This screen shows how many ships are fishing, for each company. To end the year's fishing, click the "Return To Port" button. The report of the year's fishing activity appears after you return to port. You can return to this screen at any time by clicking on the "Financial Reports" button. Note the "Game Report", "Season Results", and "History" links. Each of these displays information you need to analyze your progress in the game. Be sure to explore this information.

This is the end of the game tutorial. To play more successfully, be sure to read the help and other information on each screen. It may change for each scenario. As you play, ponder what is going wrong (or right) in your attempt to fish for maximum profit while managing the catches to maintain the fish population for future years' fishing. I hope this simulation game stimulates your thoughts about fisheries management issues. Prof. William A. Prothero (game author)


Introduction to Global Studies Name_________________ Global Studies 1B Expedition #21 Global Circulation

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objective: Determine the processes and patterns of the flow of water in the ocean

basins. This flow exerts a fundamental influence on short and long-term climate.

1. Introduction 2. Ocean Temperature – The map on this page shows today’s distribution of sea surface

temperature around the world. You should be able to see small deflections in the shape of the bands of temperature, especially near the boundaries between the oceans and the continents. These deflections are related to the motion of water on the surface of the ocean, which is the primary focus of this expedition. If there was no motion of the surface waters of the ocean, then how would the sea surface temperature appear -- will it be different from the global sea surface temperature shown in this web page? Draw in the sea surface temperature distribution for an ocean without motion on the map below, using the same color scheme as the sea surface temperature map on the web page (the one which does have a moving ocean).

3. Ocean Circulation

The two types of ocean currents are ___________________ &

_________________________ . Surface circulation is driven by _______________________

whereas thermohaline is driven by ____________________?

Equator

Arctic

Antarctic


4. Atmospheric Heat - Make a simple sketch of the global distribution of heat in the

atmosphere.

5. Atmospheric Heat and Pressure

What happens to the air pressure below masses of warm, rising air?

__________________________________ What happens to the air pressure below masses of cold, sinking air?

__________________________________

Make diagram of this process with labels

Where is the warm air located in the diagram _________? Where is the cold air located? _________________________________


6. Global Atmospheric Pressure - Make a sketch of the global distribution of atmospheric pressure. (Put H’s in High Pressure regions and L’s in low pressure areas.

7. Air Pressure and Wind - Make a simple sketch of the relationship between atmospheric pressure, vertical motion of air masses and the direction of the wind.

What direction does the wind blow, in regards to systems of atmospheric pressure?

The wind blows away from ___________________________

and towards _______________________________ 8. Wind Directions on a Rotating Earth - Why doesn't the wind flow in a straight

direction on our Earth _____________________________? The deflection of the wind is in which direction in the northern hemisphere (if

viewed in the direction of the wind) ________________? The deflection of the wind is in which direction in the southern hemisphere (if

viewed in the direction of the wind) ________________?

At the equator, will the Coriolis effect deflect objects in motion _______?


9. Global Wind Patterns - Sketch a diagram showing the directions of the wind around low and high pressure systems in the northern and southern hemispheres of the Atlantic and Pacific Ocean.

10. Measuring Surface Circulation - List four methods that are used to trace the direction of ocean currents in the global oceans?

1)_______________________ 2)______________________ 3)_______________________ 4)______________________


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


I am here to help you learn the material. Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 21 Circulation – Any Questions?” in the Desire2Learn Discussions. In order to receive credit for completing this expedition,





Introduction to Global Studies Name_________________ Global Studies 1B Expedition #22 Tracking Drifter Buoys

Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objective: Determine the processes and patterns of the flow of water in the ocean basins.

This flow exerts a fundamental influence on short and long-term climate. 1. Introduction - Tracking Major Ocean Surface Currents - Distribution of

Instruments As with many expeditions in this class – you are the scientist in the next analysis

during which you will determine the flow of the surface waters in the world’s oceans.

You have access to the monthly track of drifter buoys in all of the oceans.

How will the distribution of drifters influence the accuracy of our ability to trace ocean currents _______________________________________?

(not directly mentioned on WWW site – think about this one - post any questions on

Course Discussion Board under expedition questions) 2. Tracking the Ocean Surface Currents with Drifters

Use the data from the drifters to make a drawing with arrows showing the motion of the drifters and therefore the surface currents (draw at least eight of the arrows, but uniformly distributed through the ocean in this region)

These arrows represent the movement of the drifter buoys. Yes, there is a pattern but it is difficult to see without some additional analysis (which you will see in the subsequent maps called "Annual Mean Velocity Estimates"). You will work your way from the collection of the data, to the data analysis and finally to the interpretation. Ultimately it is not an "easy" process to directly measure the flow of the surface water -- it takes a large amount of data collected over long periods of time with a very large number of instruments. So over the course of the next few web pages, students first examine the movement of the drifters, then try to make sense out of these data (and find that is it very difficult), then see the analysis and a more refined picture of the water movement, and finally a "cartoon" diagram of the movements that does not show the fascinating details of the ocean circulation


3. Tracking Buoys in The Pacific

Make a drawing of the arrows showing the motion of the drifters in the North Pacific (yes, the arrows are on the small-side, but, draw at least eight of the arrows, uniformly distributed through the ocean in this region)

Where on the map have the buoys drifted the farthest distance over this month of observations _________________________________? (look for longest arrows) These are the regions of the fastest currents.


Tracking the Ocean Surface Currents in the Equatorial Pacific - Make your drawing

(draw at least eight of the arrows, but uniformly distributed through the region)

Tracking the Ocean Surface Currents in the South Pacific - Make your drawing (draw at least eight of the arrows, but uniformly distributed through the region)


4. Tracking the Ocean Surface Currents in the North Atlantic - Make your drawing (draw at eight the arrows, but uniformly distributed through the ocean in this region)

Where on the map have the buoys drifted the farthest distance over the past month

in the northern Atlantic Ocean _____________________? (once again, look for longest arrows – these are the regions of the fastest currents).

Make your drawing of ten arrows in southern Atlantic Ocean


5. Tracking the Ocean Surface Currents in the Indian Ocean - Make your drawing

(draw eight of the arrows, but uniformly distributed through the ocean in this region)

In order to make sense out of these data, we need to do a simple routine of data analysis during which we will determine average (mean) velocity (speed and direction) of the buoys over a year.


6. Compare your diagrams in the previous questions with the diagrams of Annual Mean Current Velocity in the Pacific Ocean as shown on the expedition web page

The arrows on the WWW page represent averages of the surface currents over several years and do not include the important variations and complications shown in the buoy trajectories (variance in statistics jargon) Complete by to ocean eddy currents, which are irregular circular currents many 10's to 100's kilometers in diameter - Modify your diagrams if your wish to show the average direction of flow.

Draw in the surface circulation in the Pacific Ocean on the map below

7. Tracking the Ocean Surface Currents - Now add the average surface currents in the

Atlantic Ocean to the map above - compile a few vectors in each ocean basin to show the flow (Use maps in parts of expedition.) Vectors are arrows that show the direction of movement plus the length of the arrows is proportional to the speed of motion – the longer the arrow – the faster the motion.

8. Tracking the Ocean Surface Currents - Now add the average surface currents in the

Indian Ocean to the map above - compile a few vectors in each ocean basin to show the flow (Use maps in parts of expedition.)


9. Major Ocean Surface Currents

Your work on the preceding web pages illustrates two points:

(1) scientific measurements need to collected over a long period of time in order to see patterns and,

(2) there is a tremendous amount of variation in the flow of the water that is not captured in simplified diagrams such as shown on this web page. Ultimately it is not an "easy" process to directly measure the flow of the surface water -- it takes a large amount of data collected over long periods of time with a very large number of instruments. Even then, there needs to be simple methods to average the data (determine statistical mean) which leave out some of the most fascinating questions, such as how do the ocean currents change over time and in different parts of the ocean. Let’s now examine the oversimplified view of the surface currents as shown on the

diagram on the web page

On the map below draw the arrows and label the names of the major surface currents.

The big circular currents are called ________________?

In what direction do the large, central gyres flow in the northern hemisphere? _________________________________ (clockwise or counterclockwise)


In what direction do the large, central gyres flow in the southern hemisphere?________________________ (clockwise or counterclockwise) In what direction do the gyres flow near the equator (i.e. the north and south equatorial currents)? ______________________________ Which surface current encircles the entire globe and therefore affects every ocean? ______________________________________

10. The Equatorial Counter Currents In what direction do the counter currents along the equator flow in relation to the central gyres? __________________________

11. Western and Eastern Boundary Currents

Remember we discussed the speed of currents in previous questions…now we will use this information. You should see that the fastest currents are in a similar location in each ocean basin. – on the western boundary of ocean or eastern boundary.

Complete by the table below: For example:

Peru Current Eastern Slow Cold

You have now used one of the fundamental steps in scientific method of deriving the surface circulation of the global ocean -– tracking buoys.


9. Surface Circulation and the Gulf of Mexico Oil Spill – Loop Current What is the role of ocean circulation in spreading the oil spill?

_____________________________________________________________________________________________________________________________________________________________________________________________________________ 1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome - show some insight

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am here to help you learn the material. Please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 22 Drifters – Any Questions?” Discussion area in Desire2Learn In order to receive credit for completing this expedition,

Go to Desire2Learn Mail and send “Bye Don” • “End Expedition 22” in Subject Line. • Include "Bye Don" in body of email, • Include “Completion Word” (see last page of expedition) and write your



Introduction to Global Studies Name_________________ Global Studies 1B Expedition #23 The Ocean – Climate Engine Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). Objective: Establish the link between ocean circulation and climate First we will examine the boundary currents, both the western and eastern, since examples of each impacts the climate of the United States, as well as many other nations in the world. Second we will look at coastal upwelling along central and northern California, which has a powerful effect on the climate in the bay area and operates on seasonal time-scale. And third, we will look at the global conveyor belt, a combination of deep (thermohaline) circulation and surface, wind-driven circulation that transports heat through the oceans causing major climatic effects on a time-scale of decades, centuries and millennia. 1. Introduction - Ocean and Climate

Why is the ocean used to forecast the long-range weather? ___________

_______________________________________ ______________________________________________________________________________

How might global warming affect the ocean and climate? ____________

_____________________________________________________________________________________________________________________


2. Let's return where we left off in the previous expedition…… Western Boundary Currents and Climate

Western boundary currents carry _______________ (temperature) water

and flow at a relatively _______________ speed. How might the western boundary currents, such as the Gulf Stream or Kuroshio, influence coastal climate?

____________________________________________________________________________________________________________________________________________________________________

3. Western Boundary Currents and Storms (Hurricanes and Typhoons)

How are hurricanes related to western boundary currents in the ocean?

____________________________________________________________________________________________________________________________________________________________________

4. Eastern Boundary Currents and Climate - How might the eastern boundary currents,

such as the Peru current or California current, influence coastal climate?

____________________________________________________________________________________________________________________________________________________________________

Eastern boundary currents carry _______________ (temperature) water

and flow at a relatively _______________ speed.


5. The California Current - And It's Not Some Trendy Bistro! --Jim Bettinger Draw an arrow on the map below showing the flow direction of the California current

What effect does this current have on climate along northern and central

California? __________________________________ _____________________________________________________________________________________________________________________

6. Current Marine Conditions - let's examine the today's conditions at several buoys

(floats) with instruments - Complete by the table below - Note that station 46059 is in the open ocean whereas the other stations are closer to the coast. If station 46059 is not yet operational, then go into “sea temperature” listed below “Climatic summary table” line and determine the average sea temperature for this month from the graph (mid-point on red line). Do the same thing for air temperature, and put these under 46059 in the table below.

Real-Time Observation 46026 46012 46042

46059

1) Latitude 2) Longitude 3) Location Description 4) Air temperature 5) Water temperature


On the map above, draw a pattern of your choice in the regions of the coldest surface water

7. Acquiring Data on the Wind

By means of arrows, show the prevailing wind direction off California during the spring and summer


8. Making a Model – Let’s examine the wind and surface water flow in the coastal

ocean

Make two diagrams (depth view and top view) showing the direction of water motion in the Ekman layer below the wind.

9. Why is the water at the coast so cold along California?

We now have the two pieces of puzzle………..think eastern boundary currents first and then cold, rising water

Give two reasons for the cold sea surface temperature off central and northern California

a.______________________________________ _______________________________________ b.______________________________________ _______________________________________

Put arrows on the drawing below to show the combination of the south-flowing California current and coastal upwelling, in addition to the prevailing wind direction along the California coast in the spring and summer

Land

Ocean

Coast

North


10. Other Aspects of Upwelling How do the ocean conditions set up by the eastern boundary currents encourage

upwelling?

________________________________________________________________________________________________________________________________________________________________

What other regions of the ocean exhibit upwelling?

__________________________________________________________________________________

11. Cordell Bank National Marine Sanctuary

Let’s begin a journey through three of the national marine sanctuaries, beginning with Cordell Bank. How does upwelling produce a vibrant marine ecosystem in the Cordell Bank National Marine Sanctuary along northern California?

___________________________________________________________________________________________________________________________

12. Monterey Bay National Marine Sanctuary

Let’s move to the south into the neighboring Monterey Bay National Marine Sanctuary. How does upwelling set the framework for the marine ecosystem along California?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


13. Upwelling and Regional Climate How does upwelling influence the climate along the coastline of northern and central California, especially during the spring and summer months?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. El Nino – Southern Oscillation – La Nina

What is “El Nino and its Relationship to the Pacific Ocean?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is “La Nina and its Relationship to the Pacific Ocean?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Remember that answer keys are not provided after exam #1, please do a self-assessment of your learning in this expedition and post any questions that you may have in the “Exped 23 Climate – Questions?” Discussion area in Desire2Learn





Introduction to Global Studies Name_________________ Global Studies 1B Expedition #24 Where the Water Goes! Not attempting to answer questions on expeditions will result in point deductions on course workbook (two or more blank answers will result in a deduction of 5 points; a 10 point deduction will be assessed if more than five answers are left blank). 1. Combining Surface Circulation with Deep Circulation - the Global Conveyor Belt

What is the driving force behind circulation of the deep waters? _________________________________________________ What is one technique use to track the deep currents?

______________________________________________________________________________

2. Influence of the Conveyor Belt

How does the global conveyor influence life on our planet?

_____________________________________________________________________________________________________________________

3. Tracking Deep Ocean Current – Let’s Deploy Argo Floats

Describe three ways that you will use to track the flow of deep water (thermohaline) circulation

a.___________________________________________________________________________________________________________________

b,___________________________________________________________________________________________________________________


c.____________________________________________________________________________________________________________________

4. Let's Ride the Global Conveyor Belt Using the methods described on the previous problem, let’s track the pattern of deep

and surface circulation. Here you see a fourth method for tracking deep water movement, what property is being

used as a tracer in this example?

_______________________________________ You will return to the map on the following page throughout the remainder of the expedition

as you draw the flow of the ocean global conveyor belt on the next page.


Based on your research during the rest of the expedition, use the map below and different colored pencils for warm surface currents (orange or red) and the cold, salty deep currents (blue or purple) to track the flow with arrows of the global conveyor belt through the global ocean.

Global Map


Why does the ocean have a high salinity in the North Atlantic?

______________________________________________________________________________ Draw on the global map, the flow of the Gulf Stream into the north Atlantic and into the Norwegian-Greenland Sea and also the flow of high salinity water out of the Mediterranean Sea.

5. Mischief in the Norwegian-Greenland Sea

How might the sinking of North Atlantic Deep Water (NADW) in the Norwegian-

Greenland Sea influence the global climate? __________________

___________________________________________________________________________________________________________________________________________________________________________________________________ Make a diagram of the flow of "warm, salty" water into the North Atlantic and the sinking of cold, salty, oxygen-rich water in the Norwegian-Greenland Sea

Seafloor

Equator Greenland Sea Surface

0 meters

Water Depth

4000 meters

Seafloor


If the ice mass in Greenland continues to melt (see audio clip), how might this influence the salinity of the ocean water in the Norwegian-Greenland Sea, and how might this influence the ability of surface water to sink, and thereby the global

conveyor belt? ________________________________

_____________________________________________________________________________________________________________________

6. Into the South Atlantic - remember to show the flow of water into the south

Atlantic on the global map from both the north and south Use the diagram below to show how oxygen-rich deep water is provided to the south Atlantic? Label the NADW and AABW water masses.

7. Into the Indian Ocean - remember to show the flow of deep water into the Indian

Ocean on the global map

What happens to the deep water flow of the conveyor belt in the Indian Ocean?

_______________________________________

Equator Greenland Antarctica 0 meters Water Depth 4000 meters

Sea Surface

Seafloor Surface

900 0 0 90 0

Latitude


8. Into the South Pacific - remember to continue your diagram on the global map Describe what happens to the flow of the conveyor belt in the Pacific Ocean.

___________________________________________________________________________________________________________________________________________________________________________________________________

9. Into the North Pacific - remember to continue your diagram on the global map

Where does the global conveyor belt go after mixing with intermediate and shallow water in the north Pacific?

____________________________________________________________________________________________________________________________________________________________

10. Through the Philippines and Indonesia and into the Indian Ocean - continue on your

global page (I studied this portion of the conveyor as a portion of my doctoral work)

11. Across the Indian Ocean - continue your global map

How do surface currents (see your surface circulation map in the previous expedition) assist in the westward flow of the conveyor belt in the Indian Ocean?

___________________________________________________________________________________________________________________________


12. Back into the Atlantic Ocean - continue your global map

How does the water of the conveyor belt make its way back into the north Atlantic

Ocean? _____________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________

13. What potential role might the global conveyor belt play in the storage of CO2 in ocean?

___________________________________________________________________________________________________________________________

14. As we gain more knowledge, simple models often become more complex.

Explain how recent work is leading to a modification of ideas on the southward flow of deep water in the north Atlantic.

____________________________________________________________________________________________________________________________________________________________________

15. Let’s Join Dr. Ruth Curry in a Simple Experiment on Climate Change and the Ocean What are the implications of this experiment on climate change?

___________________________________________________________________________________________________________________________________________________________________________________________________


16. Ignoring the Science and Misinterpreting Scientific Results

Explain how recent work has been misinterpreted for political means, rather than science.

____________________________________________________________________________________________________________________________________________________________________ 1 minute essay - Summarize what you learned in this expedition - Avoid the "I learned a lot about" syndrome - show some insight

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Please do a self-assessment of your learning in this expedition and post any questions that you may have in the "Exped 24 - Water Goes - Any Questions" in the Desire2Learn Discussion area.


Introduction to Global Studies Name_________________ Global Studies 1B Expedition #25 Course Summary This is the last expedition in the class. Please see website for contents of the expedition and information on required discussion posting. Thank you for your hard work in the class. The final exam will be the Quiz on Topic Area #5.

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