DOCSLIB.ORG

Ocean Scavenger Hunt

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ocean Scavenger Hunt Ocean Scavenger Hunt Materials: • pencil • study notes • timer Directions: 1. Each student receives a copy of the scavenger hunt, placed upside down on their desk. 2. Explain to students that they will scavenge their notes to find the answers to the questions. They will need to write in the answer on the line and then write the letter of the feature next to the picture. They MUST spell the feature correctly. You will start a timer and as students finish, you will write their time at the top of their paper. The paper will be turned over until everyone finishes. 3. After the last student finishes, trade papers. 4. Using a colored pencil, go through each answer, making corrections if needed. 5. The student with all the correct answers (including correct spellings) and with the shortest time is the winner. You could have several winners: boy/girl, by age, by hair color, by eye color, etc. Ocean Scavenger Hunt Name ____________ Use your notes to find the answers as quickly as you can. Write the answer on the blank and then write the letter of the feature on the line by the pictured feature. Time ____________ a) Created by earthquakes that form a chain of huge, underwater mountains: ____________________________ b) This feature connects the continent and oceanic crust: _________________________________ c) You stand on the highest part of this when you are at the beach: ________________________________ d) A flat-topped seamount: ________________________________ e) These can extend into the earth almost 6.6 miles: ________________________________ f) A thick layer of sediment that stretches on for miles and miles: __________________________ g) When a volcano erupts in the ocean, this forms as an underwater, stand-alone mountain: _________________________ h) Deposition near the continental shelf builds up sediments to create this feature: ______________________________ i) Created by volcanoes and extends above sea-level, it becomes habitable: __________________________________ Ocean Scavenger Hunt Name ____________ Use your notes to find the answers as quickly as you can. Write the answer on the blank and then write the letter of the feature on the line by the pictured feature. Time ____________ I C B H F A G D E a) Created by earthquakes that form a chain of huge, underwater mountains: mid-ocean ridges b) This feature connects the continent and oceanic crust: continental slope c) You stand on the highest part of this when you are at the beach: continental shelf d) A flat-topped seamount: guyot e) These can extend into the earth almost 6.6 miles: oceanic trenches f) A thick layer of sediment that stretches on for miles and miles: abyssal plain g) When a volcano erupts in the ocean, this forms as an underwater, stand-alone mountain: seamount h) Deposition near the continental shelf builds up sediments to create this feature: continental rise i) Created by volcanoes and extends above sea-level, it becomes habitable: island Ocean BINGO Materials: study notes plastic chips or other type of marker pencil small prizes Directions: 1. Students will use their study notes and word list to answer the clues about different ocean features or facts. (This can be a homework assignment.) 2. Students will place the answers randomly into the BINGO squares to created their own unique BINGO card. • Cards are differentiated: – Card with questions can be used for students that will need more support while playing the BINGO game. - Card that is separate from questions can be used as a challenge for students. Allow students to keep it under the BINGO card to allow for help or collect the question/answer page for a further challenge. 3. Cut apart calling cards and mix up. 4. Call out questions; students find the answer on their cards and mark with chip. 5. Winner is any direction or you can denote direction of your choice: vertical, horizontal, diagonal, four corners, etc. Award small prizes to winners. • Winners can simply call off covered answers or, for a challenge, they must define the answer correctly as they call it off. Example: “Seamount: A seamount is created by a volcano and is an underwater mountain.” 6. Collect pages with questions/answers for review or grading purposes. Name________________________ 4. Flat, deep ocean floor: _______________________ O C E A N 5. Volcano that extends out of the ocean:__________ 6. Two chains of mountains that form from plates drifting apart: ________________________ 7. The deepest part of the ocean: _______________ 8. Flat-topped seamounts: ____________________ 9. Plants and animals that live on the ocean floor: _______________________ 10. Sand, mud, and rocks: _______________________ 11. The number of oceans: _____________ 12. Covers about 30% of Earth’s surface: OCEAN ________________________ BINGO! 13. Ocean with Marianas Trench: _______________ 14. Process that carries sediments to a different location: ___________________ 15. The name of the crust that is under large bodies of water: _____________________ 16. Rock that is molten and then cools: ____________ 17. Largest underwater trench: __________________ 18. Oceans cover about this much of Earth: ________ 19. This causes mid-ocean ridges: ________________ 20. A very large body of salt water: Answer the questions then place the answer inside of a square to __________________ create your BINGO card. Use only the words on the word list for 21. Created by sediments drifting from the continental your answers. shelf and slope: _______________________ 1. Underwater mountains caused by volcanoes: _______________________ 22. This causes seamounts: ______________________ 2. Connects the continental shelf and the oceanic crust: ______________________ 23. The largest ocean: ______________________ 3. A beach is the highest part of this feature: ____________________________ 24. The newest named ocean: ____________________ Randomly place your answers in the BINGO squares. Do not place answers more than once. This must be filled in so you can play the game in class tomorrow. O C E A N OCEAN BINGO! Answer the questions then randomly place the answer inside of a square to create your Name ___________________________ BINGO card. Use only the words on the word list for your answers. 13. Ocean with Marianas Trench: _______________ 1. Underwater mountains caused by volcanoes: _______________________ 14. Process that carries sediments to a different location: ___________________ 2. Connects the continental shelf and the oceanic crust: ______________________ 15. The name of the crust that is under large bodies of water: _____________________ A beach is the highest part of this feature: ____________________________ 16. Rock that is molten and then cools: ____________ 4. Flat, deep ocean floor: _______________________ 17. Largest underwater trench: __________________ 5. Volcano that extends out of the ocean:__________ 18. Oceans cover about this much of Earth: ________ 6. Two chains of mountains that form from plates drifting 19. This causes mid-ocean ridges: ________________ apart: ________________________ 20. A very large body of salt water: 7. The deepest part of the ocean: _______________ __________________ 8. Flat-topped seamounts: ____________________ 21. Created by sediments drifting from the continental shelf and slope: _______________________ 9. Plants and animals that live on the ocean floor: _______________________ 22. This causes seamounts: ______________________ 10. Sand, mud, and rocks: _______________________ 23. The largest ocean: ______________________ 11. The number of oceans: _____________ 24. The newest named ocean: ____________________ 12. Covers about 30% of Earth’s surface: ________________________ 4. Flat, deep ocean floor: abyssal plain O C E A N 5. Volcano that extends out of the ocean: island 6. Two chains of mountains that form from plates drifting apart: oceanic ridge 7. The deepest part of the ocean: oceanic trenches 8. Flat-topped seamounts: guyots 9. Plants and animals that live on the ocean floor: benthic life 10. Sand, mud, and rocks: sediments 11. The number of oceans: five 12. Covers about 30% of Earth’s surface: deep ocean OCEAN basin BINGO! 13. Ocean with Marianas Trench: Atlantic Ocean 14. Process that carries sediments to a different location: erosion 15. The name of the crust that is under large bodies of water: oceanic crust 16. Rock that is molten and then cools: igneous 17. Largest underwater trench: Marianas Trench 18. Oceans cover about this much of Earth: 70% 19. These cause mid-ocean ridges: earthquakes 20. A very large body of salt water: ocean Answer the questions then place the answer inside of a square to 21. Created by sediments drifting from the continental create your BINGO card. Use only the words on the word list. shelf and slope: continental rise 22. These cause seamounts: volcanoes 1. Underwater mountains caused by volcanoes: seamount 23. The largest ocean: Pacific Ocean 2. Connects the continental shelf and the oceanic crust: continental slope 24. The newest named ocean: Southern Ocean 3. A beach is the highest part of this feature: continental shelf Word List Word List Word List Use only the words on this list. Cross Use only the words on this list. Cross Use only the words on this list. Cross through each word as you use it. through each word as you use it. through each word as you use it. Words are used only once. Words are used only once. Words are used only once. Southern Ocean Southern Ocean Southern Ocean seamount seamount seamount oceanic trenches oceanic trenches oceanic trenches guyots guyots guyots Pacific
Load more

Recommended publications
  • Continental Shelf the Last Maritime Zone
    Continental Shelf The Last Maritime Zone The Last Maritime Zone Published by UNEP/GRID-Arendal Copyright © 2009, UNEP/GRID-Arendal ISBN: 978-82-7701-059-5 Printed by Birkeland Trykkeri AS, Norway Disclaimer Any views expressed in this book are those of the authors and do not necessarily reflect the views or policies of UNEP/GRID-Arendal or contributory organizations. The designations employed and the presentation of material in this book do not imply the expression of any opinion on the part of the organizations concerning the legal status of any country, territory, city or area of its authority, or deline- ation of its frontiers and boundaries, nor do they imply the validity of submissions. All information in this publication is derived from official material that is posted on the website of the UN Division of Ocean Affairs and the Law of the Sea (DOALOS), which acts as the Secretariat to the Com- mission on the Limits of the Continental Shelf (CLCS): www.un.org/ Depts/los/clcs_new/clcs_home.htm. UNEP/GRID-Arendal is an official UNEP centre located in Southern Norway. GRID-Arendal’s mission is to provide environmental informa- tion, communications and capacity building services for information management and assessment. The centre’s core focus is to facili- tate the free access and exchange of information to support decision making to secure a sustainable future. www.grida.no. Continental Shelf The Last Maritime Zone Continental Shelf The Last Maritime Zone Authors and contributors Tina Schoolmeester and Elaine Baker (Editors) Joan Fabres Øystein Halvorsen Øivind Lønne Jean-Nicolas Poussart Riccardo Pravettoni (Cartography) Morten Sørensen Kristina Thygesen Cover illustration Alex Mathers Language editor Harry Forster (Interrelate Grenoble) Special thanks to Yannick Beaudoin Janet Fernandez Skaalvik Lars Kullerud Harald Sund (Geocap AS) Continental Shelf The Last Maritime Zone Foreword During the past decade, many coastal States have been engaged in peacefully establish- ing the limits of their maritime jurisdiction.
    [Show full text]
  • Relationship Between Continental Rise Development and Palaeo-Ice Sheet Dynamics, Northern Antarctic Peninsula Pacific Margin
    ARTICLE IN PRESS Quaternary Science Reviews 25 (2006) 933–944 Relationship between continental rise development and palaeo-ice sheet dynamics, Northern Antarctic Peninsula Pacific margin David Amblasa, Roger Urgelesa, Miquel Canalsa,Ã, Antoni M. Calafata, Michele Rebescob, Angelo Camerlenghia, Ferran Estradac, Marc De Batistd, John E. Hughes-Clarkee aGRC Geocie`ncies Marines, Universitat de Barcelona, Martı´ i Franque`s s/n, E-08028 Barcelona, Spain bIstituto Nazionale di Oceanografia e di Geofisica Sperimentale (OGS), Borgo Grotta Gigante 42/c, 34010 Sgonico, Trieste, Italy cCSIC Institut de Cie`ncies del Mar, Passeig Marı´tim Barceloneta 37-49, 08003 Barcelona, Spain dRenard Centre of Marine Geology, Ghent University, Krijgslaan 281 S8, B-9000 Gent, Belgium eOcean Mapping Group, University of New Brunswick, Fredericton, New Brunswick, Canada E3B 5A3 Received 17 December 2004; accepted 10 July 2005 Abstract Acquisition of swath bathymetry data west of the North Antarctic Peninsula (NAP), between 631S and 661S, and its integration with the predicted seafloor topography of Smith and Sandwell [Global seafloor topography from satellite altimetry and ship depth soundings. Science 277, 1956–1962.] reveal the links between the continental rise depositional systems and the NAP palaeo-ice sheet dynamics. The NAP Pacific margin consists of a wide continental shelf dissected by several troughs, tens of kilometres wide and long. The Biscoe Trough, which has been almost entirely surveyed with multibeam sonar, shows spectacular fan-shaped streamlining sea-floor morphologies revealing the presence of ice streams during the Last Glacial Maximum. In the study area the continental rise comprises the six northernmost sediment mounds of the NAP Pacific margin and the canyon-channel systems between them.
    [Show full text]
  • Coastal and Ocean Engineering
    May 18, 2020 Coastal and Ocean Engineering John Fenton Institute of Hydraulic Engineering and Water Resources Management Vienna University of Technology, Karlsplatz 13/222, 1040 Vienna, Austria URL: http://johndfenton.com/ URL: mailto:[email protected] Abstract This course introduces maritime engineering, encompassing coastal and ocean engineering. It con- centrates on providing an understanding of the many processes at work when the tides, storms and waves interact with the natural and human environments. The course will be a mixture of descrip- tion and theory – it is hoped that by understanding the theory that the practicewillbemadeallthe easier. There is nothing quite so practical as a good theory. Table of Contents References ....................... 2 1. Introduction ..................... 6 1.1 Physical properties of seawater ............. 6 2. Introduction to Oceanography ............... 7 2.1 Ocean currents .................. 7 2.2 El Niño, La Niña, and the Southern Oscillation ........10 2.3 Indian Ocean Dipole ................12 2.4 Continental shelf flow ................13 3. Tides .......................15 3.1 Introduction ...................15 3.2 Tide generating forces and equilibrium theory ........15 3.3 Dynamic model of tides ...............17 3.4 Harmonic analysis and prediction of tides ..........19 4. Surface gravity waves ..................21 4.1 The equations of fluid mechanics ............21 4.2 Boundary conditions ................28 4.3 The general problem of wave motion ...........29 4.4 Linear wave theory .................30 4.5 Shoaling, refraction and breaking ............44 4.6 Diffraction ...................50 4.7 Nonlinear wave theories ...............51 1 Coastal and Ocean Engineering John Fenton 5. The calculation of forces on ocean structures ...........54 5.1 Structural element much smaller than wavelength – drag and inertia forces .....................54 5.2 Structural element comparable with wavelength – diffraction forces ..56 6.
    [Show full text]
  • Mantle Hydration and Cl-Rich Fluids in the Subduction Forearc Bruno Reynard1,2
    Reynard Progress in Earth and Planetary Science (2016) 3:9 Progress in Earth and DOI 10.1186/s40645-016-0090-9 Planetary Science REVIEW Open Access Mantle hydration and Cl-rich fluids in the subduction forearc Bruno Reynard1,2 Abstract In the forearc region, aqueous fluids are released from the subducting slab at a rate depending on its thermal state. Escaping fluids tend to rise vertically unless they meet permeability barriers such as the deformed plate interface or the Moho of the overriding plate. Channeling of fluids along the plate interface and Moho may result in fluid overpressure in the oceanic crust, precipitation of quartz from fluids, and low Poisson ratio areas associated with tremors. Above the subducting plate, the forearc mantle wedge is the place of intense reactions between dehydration fluids from the subducting slab and ultramafic rocks leading to extensive serpentinization. The plate interface is mechanically decoupled, most likely in relation to serpentinization, thereby isolating the forearc mantle wedge from convection as a cold, potentially serpentinized and buoyant, body. Geophysical studies are unique probes to the interactions between fluids and rocks in the forearc mantle, and experimental constrains on rock properties allow inferring fluid migration and fluid-rock reactions from geophysical data. Seismic velocities reveal a high degree of serpentinization of the forearc mantle in hot subduction zones, and little serpentinization in the coldest subduction zones because the warmer the subduction zone, the higher the amount of water released by dehydration of hydrothermally altered oceanic lithosphere. Interpretation of seismic data from petrophysical constrain is limited by complex effects due to anisotropy that needs to be assessed both in the analysis and interpretation of seismic data.
    [Show full text]
  • Mapping the Canyon
    Deep East 2001— Grades 9-12 Focus: Bathymetry of Hudson Canyon Mapping the Canyon FOCUS Part III: Bathymetry of Hudson Canyon ❒ Library Books GRADE LEVEL AUDIO/VISUAL EQUIPMENT 9 - 12 Overhead Projector FOCUS QUESTION TEACHING TIME What are the differences between bathymetric Two 45-minute periods maps and topographic maps? SEATING ARRANGEMENT LEARNING OBJECTIVES Cooperative groups of two to four Students will be able to compare and contrast a topographic map to a bathymetric map. MAXIMUM NUMBER OF STUDENTS 30 Students will investigate the various ways in which bathymetric maps are made. KEY WORDS Topography Students will learn how to interpret a bathymet- Bathymetry ric map. Map Multibeam sonar ADAPTATIONS FOR DEAF STUDENTS Canyon None required Contour lines SONAR MATERIALS Side-scan sonar Part I: GLORIA ❒ 1 Hudson Canyon Bathymetry map trans- Echo sounder parency ❒ 1 local topographic map BACKGROUND INFORMATION ❒ 1 USGS Fact Sheet on Sea Floor Mapping A map is a flat representation of all or part of Earth’s surface drawn to a specific scale Part II: (Tarbuck & Lutgens, 1999). Topographic maps show elevation of landforms above sea level, ❒ 1 local topographic map per group and bathymetric maps show depths of land- ❒ 1 Hudson Canyon Bathymetry map per group forms below sea level. The topographic eleva- ❒ 1 Hudson Canyon Bathymetry map trans- tions and the bathymetric depths are shown parency ❒ with contour lines. A contour line is a line on a Contour Analysis Worksheet map representing a corresponding imaginary 59 Deep East 2001— Grades 9-12 Focus: Bathymetry of Hudson Canyon line on the ground that has the same elevation sonar is the multibeam sonar.
    [Show full text]
  • Physiography of the Seafloor Hypsometric Curve for Earth’S Solid Surface
    OCN 201 Physiography of the Seafloor Hypsometric Curve for Earth’s solid surface Note histogram Hypsometric curve of Earth shows two modes. Hypsometric curve of Venus shows only one! Why? Ocean Depth vs. Height of the Land Why do we have dry land? • Solid surface of Earth is Hypsometric curve dominated by two levels: – Land with a mean elevation of +840 m = 0.5 mi. (29% of Earth surface area). – Ocean floor with mean depth of -3800 m = 2.4 mi. (71% of Earth surface area). If Earth were smooth, depth of oceans would be 2450 m = 1.5 mi. over the entire globe! Origin of Continents and Oceans • Crust is formed by differentiation from mantle. • A small fraction of mantle melts. • Melt has a different composition from mantle. • Melt rises to form crust, of two types: 1) Oceanic 2) Continental Two Types of Crust on Earth • Oceanic Crust – About 6 km thick – Density is 2.9 g/cm3 – Bulk composition: basalt (Hawaiian islands are made of basalt.) • Continental Crust – About 35 km thick – Density is 2.7 g/cm3 – Bulk composition: andesite Concept of Isostasy: I If I drop a several blocks of wood into a bucket of water, which block will float higher? A. A thick block made of dense wood (koa or oak) B. A thin block made of light wood (balsa or pine) C. A thick block made of light wood (balsa or pine) D. A thin block made of dense wood (koa or oak) Concept of Isostasy: II • Derived from Greek: – Iso equal – Stasia standing • Density and thickness of a body determine how high it will float (and how deep it will sink).
    [Show full text]
  • On the Circulation and Water Masses Over the Antarctic Continental Slope and Rise Between 80 and 1503E Nathaniel L
    Deep-Sea Research II 47 (2000) 2299}2326 On the circulation and water masses over the Antarctic continental slope and rise between 80 and 1503E Nathaniel L. Bindo!! *, Mark A. Rosenberg!, Mark J. Warner" !Antarctic Co-operative Research Centre, GPO Box 252-80, Hobart, Tasmania 7001, Australia "School of Oceanography, University of Washington, Seattle, USA Received 18 December 1998; received in revised form 18 October 1999; accepted 22 December 1999 Abstract The circulation and water masses in the region between 80 and 1503E and from the Antarctic continental shelf to the Southern Boundary of the Antarctic Circumpolar Current (ACC) (&623S) are described from hydrographic and surface drifter data taken as part of the multi-disciplinary experiment, Baseline Research on Oceanography Krill and the Environment (BROKE). Two types of bottom water are identi"ed, Adelie Land Bottom Water, formed locally between 140 and 1503E, and Ross Sea Bottom Water. Ross Sea Bottom Water is found only at 1503E, whereas Adelie Land Bottom Water is found throughout the survey region. The bottom water mass properties become progressively warmer and saltier to the west, suggesting a westward #ow. All of the eight meridional CTD sections show an Antarctic Slope Front of varying strength and position with respect to the shelf break. In the water formation areas (between 140 and 1503E) and 1043E, the Antarctic Slope Front is more `Va shaped, while elsewhere it is one-sided. The shape of the slope front, and the presence or absence of water formation there, are consistent with other meridional sections in the Weddel Sea and simple theories of bottom-water formation (Gill, 1973.
    [Show full text]
  • 45. Sedimentary Facies and Depositional History of the Iberia Abyssal Plain1
    Whitmarsh, R.B., Sawyer, D.S., Klaus, A., and Masson, D.G. (Eds.), 1996 Proceedings of the Ocean Drilling Program, Scientific Results, Vol. 149 45. SEDIMENTARY FACIES AND DEPOSITIONAL HISTORY OF THE IBERIA ABYSSAL PLAIN1 D. Milkert,2 B. Alonso,3 L. Liu,4 X. Zhao,5 M. Comas,6 and E. de Kaenel4 ABSTRACT During Leg 149, a transect of five sites (Sites 897 to 901) was cored across the rifted continental margin off the west coast of Portugal. Lithologic and seismostratigraphical studies, as well as paleomagnetic, calcareous nannofossil, foraminiferal, and dinocyst stratigraphic research, were completed. The depositional history of the Iberia Abyssal Plain is generally characterized by downslope transport of terrigenous sedi- ments, pelagic sedimentation, and contourite sediments. Sea-level changes and catastrophic events such as slope failure, trig- gered by earthquakes or oversteepening, are the main factors that have controlled the different sedimentary facies. We propose five stages for the evolution of the Iberia Abyssal Plain: (1) Upper Cretaceous and lower Tertiary gravitational flows, (2) Eocene pelagic sedimentation, (3) Oligocene and Miocene contourites, (4) a Miocene compressional phase, and (5) Pliocene and Pleistocene turbidite sedimentation. Major input of terrigenous turbidites on the Iberia Abyssal Plain began in the late Pliocene at 2.6 Ma. INTRODUCTION tured by both Mesozoic extension and Eocene compression (Pyrenean orogeny) (Boillot et al., 1979), and to a lesser extent by Miocene com- Leg 149 drilled a transect of sites (897 to 901) across the rifted mar- pression (Betic-Rif phase) (Mougenot et al., 1984). gin off Portugal over the ocean/continent transition in the Iberia Abys- Previous studies of the Cenozoic geology of the Iberian Margin sal Plain.
    [Show full text]
  • The Nature of the Mohorovicic Discontinuity, a Compromise 1
    JOURNAL OF GEOPHYSICAL RESEARCH VOL. 68, No. 15 AUGUST 1, 1963 The Nature of the Mohorovicic Discontinuity, A Compromise 1 PETER J. WYLLIE Department of Geochemistry and Minemlogy Pennsylvania State Universit.y, University Park Abstract available . The experimental data and steady-state calculations make it difficult M to explain the discontinuity beneath both oceans and continents on the basis of the same change. The phase oceanic M discontinuity may be a chemical discontinuity between basalt and peridotite , and a similar chemical discontinuity ma,y thus be expected b�neath the conti­ nents. Since ayailable experimental data place the basalt-eclogite phase change at about thE' same depth as the continental M discontinuity, intersections may exist between a zone of chemical discontinuity and a phase transition zone, the transition being either basalt-ecloO"ite or feldspathic peridotite-garnet peridotite. Detection of the latter transition by seismic t�'h­ niques ma,y be difficult. The M discontinuity could therefore represent the basalt-eclogite phase change in some localities (e.g. mountain belts) and the chemical discontinuity in others (e.g. oceans and continental shields). Variations in the depth to the chemical discontinuity and in the positions of geoisotherms produce great flexibility in oro genetic models. Interse;­ tions between the two zones at depth could be reflected at the surface by major fault zones separating large structural blocks of different elevations. Chemical discontinuity. The conyentional termediate between dunite and basalt is view that the Moho discontinuity at the base of qualitatively reasonable for the mantle. the crust is caused by a chemical change from Ringwood [1962a, c] adopted a specific model basaltic rock to peridotite has been expounded compounded from the concepts advanced and recently by Hess [1955], Wager [1958], and developed by many petrologists and geochem­ Harris and Rowell [1960].
    [Show full text]
  • The Impact of Makeshift Sandbag Groynes on Coastal Geomorphology: a Case Study at Columbus Bay, Trinidad
    Environment and Natural Resources Research; Vol. 4, No. 1; 2014 ISSN 1927-0488 E-ISSN 1927-0496 Published by Canadian Center of Science and Education The Impact of Makeshift Sandbag Groynes on Coastal Geomorphology: A Case Study at Columbus Bay, Trinidad Junior Darsan1 & Christopher Alexis2 1 University of the West Indies, St. Augustine Campus, Trinidad 2 Institute of Marine Affairs, Chaguaramas, Trinidad Correspondence: Junior Darsan, Department of Geography, University of the West Indies, St Augustine, Trinidad. E-mail: [email protected] Received: January 7, 2014 Accepted: February 7, 2014 Online Published: February 19, 2014 doi:10.5539/enrr.v4n1p94 URL: http://dx.doi.org/10.5539/enrr.v4n1p94 Abstract Coastal erosion threatens coastal land which is an invaluable limited resource to Small Island Developing States (SIDS). Columbus Bay, located on the south-western peninsula of Trinidad, experiences high rates of coastal erosion which has resulted in the loss of millions of dollars to coconut estate owners. Owing to this, three makeshift sandbag groynes were installed in the northern region of Columbus Bay to arrest the coastal erosion problem. Beach profiles were conducted at eight stations from October 2009 to April 2011 to determine the change in beach widths and beach volumes along the bay. Beach width and volume changes were determined from the baseline in October 2009. Additionally, a generalized shoreline response model (GENESIS) was applied to Columbus Bay and simulated a 4 year model run. Results indicate that there was an increase in beach width and volume at five stations located within or adjacent to the groyne field.
    [Show full text]
  • Shaping the Beach, One Wave at a Time New Research Is Deciphering How Currents, Waves, and Sands Change Our Shorelines
    http://oceanusmag.whoi.edu/v43n1/raubenheimer.html Shaping the Beach, One Wave at a Time New research is deciphering how currents, waves, and sands change our shorelines By Britt Raubenheimer, Associate Scientist nearshore region—the stretch of sand, for a beach to erode or build up. Applied Ocean Physics & Engineering Dept. rock, and water between the dry land be- Understanding beaches and the adja- Woods Hole Oceanographic Institution hind the beach and the beginning of deep cent nearshore ocean is critical because or years, scientists who study the water far from shore. To comprehend and nearly half of the U.S. population lives Fshoreline have wondered at the appar- predict how shorelines will change from within a day’s drive of a coast. Shoreline ent fickleness of storms, which can dev- day to day and year to year, we have to: recreation is also a significant part of the astate one part of a coastline, yet leave an • decipher how waves evolve; economy of many states. adjacent part untouched. One beach may • determine where currents will form For more than a decade, I have been wash away, with houses tumbling into the and why; working with WHOI Senior Scientist Steve sea, while a nearby beach weathers a storm • learn where sand comes from and Elgar and colleagues across the coun- without a scratch. How can this be? where it goes; try to decipher patterns and processes in The answers lie in the physics of the • understand when conditions are right this environment. Most of our work takes A Mess of Physics Near the Shore Many forces intersect and interact in the surf and swash zones of the coastal ocean, pushing sand and water up, down, and along the coast.
    [Show full text]
  • 1 PILOT PROJECT SAND GROYNES DELFLAND COAST R. Hoekstra1
    PILOT PROJECT SAND GROYNES DELFLAND COAST R. Hoekstra1, D.J.R. Walstra1,2 , C.S Swinkels1 In October and November 2009 a pilot project has been executed at the Delfland Coast in the Netherlands, constructing three small sandy headlands called Sand Groynes. Sand Groynes are nourished from the shore in seaward direction and anticipated to redistribute in the alongshore due to the impact of waves and currents to create the sediment buffer in the upper shoreface. The results presented in this paper intend to contribute to the assessment of Sand Groynes as a commonly applied nourishment method to maintain sandy coastlines. The morphological evolution of the Sand Groynes has been monitored by regularly conducting bathymetry surveys, resulting in a series of available bathymetry surveys. It is observed that the Sand Groynes have been redistributed in the alongshore, mainly in northward direction driven by dominant southwesterly wave conditions. Furthermore, data analysis suggests that Sand Groynes have a trapping capacity for alongshore supplied sand originating from upstream located Sand Groynes. A Delft3D numerical model has been set up to verify whether the morphological evolution of Sand Groynes can be properly hindcasted. Although the model has been set up in 2DH mode, hindcast results show good agreement with the morphological evolution of Sand Groynes based on field data. Trends of alongshore redistribution of Sand Groynes are well reproduced. Still the model performance could be improved, for instance by implementation of 3D velocity patterns and by a more accurate schematization of sediment characteristics. Keywords: Sand Groyne, Delfland Coast, sand nourishment, sediment transport, Delft3D INTRODUCTION Objective The main objective of this paper is to asses an innovative sand nourishment method to maintain a sandy coastline, by constructing small sandy headlands in the upper shoreface called Sand Groynes (see Figure 1).
    [Show full text]