Ocean Topography and Zonation Activity

 

Introduction

During days one and two of this lesson, we filled in unlabeled diagrams of the following during a class discussion:

• Equatorial view of the oceans and continents (Fig. 1.8)
• Top-view and side-view of large scale features of the seafloor (Fig. 1.9)
• Marine climactic zones (Fig. 1.18)
• Classification of marine environment zonation (Fig. 1.30)

(Sumich, 1992)

During the labeling process, we discussed why there are large-scale features (plate tectonics), climactic zones (planet tilt and heating), and environmental zones (water depth, substrate/no substrate, light availability). Now after dividing into four different groups, (one for each diagram), you will construct scale 3-D models of your group’s assigned diagram, and will be evaluated according to a teacher- made grading scale. When you are done, your model will be presented to the class.

Materials

Any arts and crafts materials that you or the teacher provides

Procedure

• Organize into groups and find out which diagram you are to do.
• Brainstorm with your group as to how you will construct your model and which materials you will need. Reference other sources to help you with ideas.
• Begin construction as soon as possible. Bring in any materials from home as you proceed with your work. You have three class periods to finish your model.
• Your model must include the following:

1. It must be to scale. Include a legend denoting your scale ratio.
2. It must be neat and done with excellence. Be proud of your work.
3. It must be labeled correctly.
4. All members of the group must participate equally and with respect towards other group members.

• Make sure to refer frequently to the grading scale so that you are sure that you are meeting the project expectations.

Model Building Evaluation Standards

Scale, Neatness and Accuracy

 

 

Score 0 through 5 for each category.

Score 0 through 5 for participation (from teacher observations).

Add total (out of a possible 20).

Multiply score times 2 for final grade (out of a possible 40).

 

Some Physical and Chemical Properties of Seawater

Introduction

Compared to most terrestrial environments, the ocean is a relatively stable medium in which to live. Conditions such as temperature and salinity characteristically fluctuate only slightly over daily or even seasonal cycles. Nevertheless, the variations that do exist, however subtle, are extremely important in determining the type and distribution of organisms that are found. In this lab you will discover some properties of water and how those properties are affected by certain conditions.

Properties of Water

Density

Density is a property of all types of matter, including water. Precisely defined, density is the ratio of the mass of a substance to its volume. For instance, we may take 100 lbs. of styrofoam and 100 lbs. of lead and recognize that their weights are the same. Yet, when we compare a unit of volume of each, say a cup, we recognize that a cup of lead weighs more than a cup of styrofoam. Hence, lead has a greater density than styrofoam. Pure water is defined as having a density of 1.00 g/cm³ (or g/ml) at 4° C.

The density of seawater varies from place to place in the ocean, depending on evaporation and rainfall rates, river runoff, and water temperature. The density of the water in which they live influences several aspects of the lives of marine organisms. Also, sinking masses of higher density seawater carry oxygen-rich waters from the surface to greater depths, as less dense nutrient-rich water moves upward.

Salinity

Salinity refers to the total amount of dissolved salts in water in parts per thousand (ppt). Salinity values range from near zero at the mouths of rivers to over 40ppt in the Red Sea. Open ocean salinity values range from about 32 to 36ppt.

Procedure

• Working in your lab groups, design and carry out an experiment that determines the following:
  
  
  1. How is density affected by salinity?

• You must fulfill the following requirements in a paper (to be turned in by each individual):
  
  
  1. Formulate a hypothesis about the two items above.

a) The water from the Mediterranean Sea may have a salinity of 39ppt due to excessive evaporation, while the Atlantic Ocean near the Straits of Gibraltar may have a salinity of about 36ppt . In the summer, seawater temperatures in the Mediterranean Sea may be about 18° C while Atlantic Ocean temperatures average around 20° C off the mouth of the Mediterranean. Using the provided figure, determine the density of the water from the Mediterranean Sea in the summertime. What is the density of the Atlantic Ocean during the summer also? How will these two masses of water behave when they encounter one another? Why?

b) What would happen when a cold Alaskan river runs into the Bering Sea? Assume the river has a temperature of 4° C and the Bering Sea has a temperature of 9° C and a salinity of 33ppt. What will be the density of the river? (What must you assume about the salinity of the river?) What will be the density of the Bering Sea? How will these two water masses behave when they encounter one another? Why?

• You will be evaluated according to the usual grading scale used for writing lab reports. Refer frequently to that grading scale to make sure that you are meeting the expectations.

Lab Reports Evaluation Standards

 

During this course, you are expected to keep an up-to-date lab notebook that reports and summarizes your findings for each lab session. You must provide a 9 ½" x 6" spiral. The purpose of this book is to help you organize and to keep track of all results and conclusions as we work. Writing down scientific observations helps to make you think and analyze about what you are working on. Your notebook will be turned in and graded after each lab session.

Reporting Rules

1) Each lab must be started on a new, clean page. Write on one side of the paper only.

2) When making observations, write down exactly what YOU see. Use adjectives to make accurate and useful descriptions. You may discuss observations among your lab partners before you write them down.

3) BE NEAT! Organize your information into sections. (See reporting format below). Don't get chemicals or water on your book. Use legible handwriting. DON'T scribble sketches--go for detail.

4) Use third person only. (NO me, we, you, I, us…)

5) Use the following format to formally report your hypothesis, procedure, data and conclusions.

Reporting Format

1) Title each new lab.

2) Each lab is divided into the following sections. Label each section as you go and write in paragraph style" the information required for each part.

A) PURPOSE:

What is the lab all about? What are the goals of the lab and why are they important? What will it help you to understand? What are you to be looking for? What is the hypothesis? What predictions did you make from that hypothesis?

B) PROCEDURE:

Summarize the experimental procedure you used, being specific to amounts used and to what types of observations were made. (If someone wanted to repeat your work, could they do it exactly as you did?)

C) DATA:

Organize data into labeled tables and graphs. Neatly make any required sketches, making sure to label when required. (Colored pencils are highly recommended). Written observations belong here also.

D) CONCLUSIONS:

Do your results confirm or contradict your hypothesis? Why or why not? How could you redo the experiment to make it better or reword the hypothesis? Also answer any required questions that the teacher has assigned.

3. Try to go above and beyond what is required above in order to get an "A+" grade. Don't try to just get away with the bare minimum. (Don’t try to add a bunch of nonsense filler just to get your lab to be longer. "Baloney" does not impress me - conciseness does). You will be assigned subjective "quality points" by the teacher for this.

Grading

Organization (5 points total)

• title (1 pt.)
• organized into required sections (1 pt.)
• use of third person only (up to 3 pts)

Purpose (10 points total)

• gave an idea of what lab is about (2 pts.)
• addressed goals of lab (2 pts.)
• said why goals were important (2 pts.)
• gave hypothesis (2 pts.)
• gave predictions (2 pts.)

Procedure (5 points total)

• gave specific step-by-step instructions (2 pts.)
• gave amounts used (2 pts.)
• told what to observe and/or measure (1 pt.)

Data (10 points total)

• data organized into labeled table (3 pts.)
• data plotted correctly on to labeled graph (3 pts.)
• detailed observations made, including sketches (3 pts.)
• correct units are used (1 pt.)

Conclusion (15 points total)

• addressed hypothesis (up to 5 pts.)
• gave alternate hypothesis/proposal to lab (up to 5 pts.)
• answered teacher questions (up to 5 pts.)

Quality Points (up to 5 points extra credit)

• went above and beyond the call of duty
• tables and graphs unusually done (typed, colored, etc.)
• extra diagrams, sketches

The grade is out of a possible 45 points.

The Ocean in Motion Activity

Introduction

During day one of this lesson we had a class discussion to come up with the different ways in which water moves and we came up with the following list:

• Waves Sinking
• Currents Upwelling
• Tides

You were then allowed to speculate as to:

You will now organize into five groups, be assigned a water motion type and construct a graphic display, (a concept map) about your topic. When you are done, your graphic display will be presented to the class as you teach the class about your type of water motion and the class will then take a quiz that you devised. You will be evaluated according to a teacher made grading scale.

Materials

Procedure

• Organize into groups and find out which topic you will research.
• Research your topic. Include your text, the library and the internet as resources in order to become experts in your topic.
• Generate a list of terms from your research by the end of the first day.
• Organize your terms into categories and begin connecting ideas together into a concept map. Use post-its for your terms so that they can be rearranged as you begin to form connections between them.
• Be sure to address and answer the four questions mentioned in our discussion (in the introduction above).
• You have two class periods to finish your graphic display. Transfer your final product to the 11x17 paper. Use colored pencils or construction paper to enhance meaning as you desire.

• For homework during this time, as a group come up with the following two handouts: 1) a typed quiz of five questions about your water motion type that can be answered by only using your concept map. 2) a typed ONE PAGEhandout summarizing your water motion type to hand out to the class after the activity is completed. Include any diagrams if appropriate.
• Make sure to refer frequently to the grading scale so that you are sure that you are meeting the project expectations.

Concept Map Evaluation Standards

Content, Neatness and Accuracy

 

Score 0 through 5 for each category.

Score 0 through 5 for participation (from teacher observations).

Add total (out of a possible 20).

Multiply score times 2 for final grade (out of a possible 40)