Wind, Waves, and Surface Currents in the Southern Ocean: Observations from the Antarctic Circumnavigation Expedition Marzieh H
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North America Other Continents
Arctic Ocean Europe North Asia America Atlantic Ocean Pacific Ocean Africa Pacific Ocean South Indian America Ocean Oceania Southern Ocean Antarctica LAND & WATER • The surface of the Earth is covered by approximately 71% water and 29% land. • It contains 7 continents and 5 oceans. Land Water EARTH’S HEMISPHERES • The planet Earth can be divided into four different sections or hemispheres. The Equator is an imaginary horizontal line (latitude) that divides the earth into the Northern and Southern hemispheres, while the Prime Meridian is the imaginary vertical line (longitude) that divides the earth into the Eastern and Western hemispheres. • North America, Earth’s 3rd largest continent, includes 23 countries. It contains Bermuda, Canada, Mexico, the United States of America, all Caribbean and Central America countries, as well as Greenland, which is the world’s largest island. North West East LOCATION South • The continent of North America is located in both the Northern and Western hemispheres. It is surrounded by the Arctic Ocean in the north, by the Atlantic Ocean in the east, and by the Pacific Ocean in the west. • It measures 24,256,000 sq. km and takes up a little more than 16% of the land on Earth. North America 16% Other Continents 84% • North America has an approximate population of almost 529 million people, which is about 8% of the World’s total population. 92% 8% North America Other Continents • The Atlantic Ocean is the second largest of Earth’s Oceans. It covers about 15% of the Earth’s total surface area and approximately 21% of its water surface area. -
The Antarctic Treaty System And
The Antarctic Treaty System and Law During the first half of the 20th century a series of territorial claims were made to parts of Antarctica, including New Zealand's claim to the Ross Dependency in 1923. These claims created significant international political tension over Antarctica which was compounded by military activities in the region by several nations during the Second World War. These tensions were eased by the International Geophysical Year (IGY) of 1957-58, the first substantial multi-national programme of scientific research in Antarctica. The IGY was pivotal not only in recognising the scientific value of Antarctica, but also in promoting co- operation among nations active in the region. The outstanding success of the IGY led to a series of negotiations to find a solution to the political disputes surrounding the continent. The outcome to these negotiations was the Antarctic Treaty. The Antarctic Treaty The Antarctic Treaty was signed in Washington on 1 December 1959 by the twelve nations that had been active during the IGY (Argentina, Australia, Belgium, Chile, France, Japan, New Zealand, Norway, South Africa, United Kingdom, United States and USSR). It entered into force on 23 June 1961. The Treaty, which applies to all land and ice-shelves south of 60° South latitude, is remarkably short for an international agreement – just 14 articles long. The twelve nations that adopted the Treaty in 1959 recognised that "it is in the interests of all mankind that Antarctica shall continue forever to be used exclusively for peaceful purposes and shall not become the scene or object of international discord". -
Basic Concepts in Oceanography
Chapter 1 XA0101461 BASIC CONCEPTS IN OCEANOGRAPHY L.F. SMALL College of Oceanic and Atmospheric Sciences, Oregon State University, Corvallis, Oregon, United States of America Abstract Basic concepts in oceanography include major wind patterns that drive ocean currents, and the effects that the earth's rotation, positions of land masses, and temperature and salinity have on oceanic circulation and hence global distribution of radioactivity. Special attention is given to coastal and near-coastal processes such as upwelling, tidal effects, and small-scale processes, as radionuclide distributions are currently most associated with coastal regions. 1.1. INTRODUCTION Introductory information on ocean currents, on ocean and coastal processes, and on major systems that drive the ocean currents are important to an understanding of the temporal and spatial distributions of radionuclides in the world ocean. 1.2. GLOBAL PROCESSES 1.2.1 Global Wind Patterns and Ocean Currents The wind systems that drive aerosols and atmospheric radioactivity around the globe eventually deposit a lot of those materials in the oceans or in rivers. The winds also are largely responsible for driving the surface circulation of the world ocean, and thus help redistribute materials over the ocean's surface. The major wind systems are the Trade Winds in equatorial latitudes, and the Westerly Wind Systems that drive circulation in the north and south temperate and sub-polar regions (Fig. 1). It is no surprise that major circulations of surface currents have basically the same patterns as the winds that drive them (Fig. 2). Note that the Trade Wind System drives an Equatorial Current-Countercurrent system, for example. -
Bound for South Australia Teacher Resource
South Australian Maritime Museum Bound for South Australia Teacher Resource This resource is designed to assist teachers in preparing students for and assessing student learning through the Bound for South Australia digital app. This education resource for schools has been developed through a partnership between DECD Outreach Education, History SA and the South Australian Maritime Museum. Outreach Education is a team of seconded teachers based in public organisations. This app explores the concept of migration and examines the conditions people experienced voyaging to Australia between 1836 and the 1950s. Students complete tasks and record their responses while engaging with objects in the exhibition. This app comprises of 9 learning stations: Advertising Distance and Time Travelling Conditions Medicine at Sea Provisions Sleep Onboard The First 9 Ships Official Return of Passengers Teacher notes in this resource provide additional historical information for the teacher. Additional resources to support student learning about the conditions onboard early migrant ships can be found on the Bound for South Australia website, a resource developed in collaboration with DECD teachers and History SA: www.boundforsouthaustralia.net.au Australian Curriculum Outcomes: Suitability: Students in Years 4 – 6 History Key concepts: Sources, continuity and change, cause and effect, perspectives, empathy and significance. Historical skills: Chronology, terms and Sequence historical people and events concepts Use historical terms and concepts Analysis -
Lesson 8: Currents
Standards Addressed National Science Lesson 8: Currents Education Standards, Grades 9-12 Unifying concepts and Overview processes Physical science Lesson 8 presents the mechanisms that drive surface and deep ocean currents. The process of global ocean Ocean Literacy circulation is presented, emphasizing the importance of Principles this process for climate regulation. In the activity, students The Earth has one big play a game focused on the primary surface current names ocean with many and locations. features Lesson Objectives DCPS, High School Earth Science Students will: ES.4.8. Explain special 1. Define currents and thermohaline circulation properties of water (e.g., high specific and latent heats) and the influence of large bodies 2. Explain what factors drive deep ocean and surface of water and the water cycle currents on heat transport and therefore weather and 3. Identify the primary ocean currents climate ES.1.4. Recognize the use and limitations of models and Lesson Contents theories as scientific representations of reality ES.6.8 Explain the dynamics 1. Teaching Lesson 8 of oceanic currents, including a. Introduction upwelling, density, and deep b. Lecture Notes water currents, the local c. Additional Resources Labrador Current and the Gulf Stream, and their relationship to global 2. Extra Activity Questions circulation within the marine environment and climate 3. Student Handout 4. Mock Bowl Quiz 1 | P a g e Teaching Lesson 8 Lesson 8 Lesson Outline1 I. Introduction Ask students to describe how they think ocean currents work. They might define ocean currents or discuss the drivers of currents (wind and density gradients). Then, ask them to list all the reasons they can think of that currents might be important to humans and organisms that live in the ocean. -
Mapping Current and Future Priorities
Mapping Current and Future Priorities for Coral Restoration and Adaptation Programs International Coral Reef Initiative (ICRI) Ad Hoc Committee on Reef Restoration 2019 Interim Report This report was prepared by James Cook University, funded by the Australian Institute for Marine Science on behalf of the ICRI Secretariat nations Australia, Indonesia and Monaco. Suggested Citation: McLeod IM, Newlands M, Hein M, Boström-Einarsson L, Banaszak A, Grimsditch G, Mohammed A, Mead D, Pioch S, Thornton H, Shaver E, Souter D, Staub F. (2019). Mapping Current and Future Priorities for Coral Restoration and Adaptation Programs: International Coral Reef Initiative Ad Hoc Committee on Reef Restoration 2019 Interim Report. 44 pages. Available at icriforum.org Acknowledgements The ICRI ad hoc committee on reef restoration are thanked and acknowledged for their support and collaboration throughout the process as are The International Coral Reef Initiative (ICRI) Secretariat, Australian Institute of Marine Science (AIMS) and TropWATER, James Cook University. The committee held monthly meetings in the second half of 2019 to review the draft methodology for the analysis and subsequently to review the drafts of the report summarising the results. Professor Karen Hussey and several members of the ad hoc committee provided expert peer review. Research support was provided by Melusine Martin and Alysha Wincen. Advisory Committee (ICRI Ad hoc committee on reef restoration) Ahmed Mohamed (UN Environment), Anastazia Banaszak (International Coral Reef Society), -
An Integrated Approach to the Economy of the Sea: 2020
PwC HELM Circumnavigation: An integrated approach to the economy of the sea PwC Economy of the Sea Barometer (World) January 2020 Edition nº 5 PwC Blue Economy Global Centre of Excellence pwc.pt pwc.pt HELM PwC 2 Contents Introduction 5 Into the ‘Blue’: The value of an integrated approach 9 Exclusive Economic Zones 14 Maritime transport, ports and logistics 15 Shipbuilding, maintenance and equipment 17 Offshore energy 18 Naval security power, piracy and maritime disasters (oil spills and plastic islands) 20 Fishing and aquaculture 23 Entertainment, sports, tourism and culture 25 Telecommunications 26 Blue biotechnology 27 HELM PwC 3 Introduction HELM PwC 5 HELM PwC 6 Introduction The seas have always been one of mankind's biggest and most significant natural resources. In the past, primarily for food, shipbuilding, transport, and naval defences; more recently for oil and gas, and tourism; and now, increasingly, for 'blue' biotechnology, robotics, seabed mining, and renewable energy. It's no surprise, then, that coastal nations see their seas as vital national assets, and are putting an ever greater emphasis on protecting them. More countries are applying to the UN to extend their continental platform, and more companies are competing for the opportunity to explore and exploit them. The potential is as vast as the sea itself: over 70% of the planet is covered by water, and yet even now, only 5% of the seabed has been mapped and photographed. But the more industries the seas support, the more potential there is for conflict – conflict between industries, conflict between human exploitation and marine conservation, and even conflict between nations. -
Earth Science Ocean Currents May 12, 2020
High School Science Virtual Learning Earth Science Ocean Currents May 12, 2020 High School Earth Science Lesson: May 12, 2020 Objective/Learning Target: Students will understand major ocean currents and how they impact Earth. Let’s Get Started: 1. What is the difference between weather and climate? 2. What is an ocean? Let’s Get Started: Answer Key 1. Weather is local & short term, climate is regional and long term 2. The ocean is a huge body of saltwater that covers about 71 percent of the Earth's surface Lesson Activity: Directions: 1. Read through the Following slides. 2. Answer the questions on your own paper. MAJOR OCEAN CURRENTS Terms 1. Coriolis Effect movement of wind and water to the right or left that is caused by Earth’s rotation 2. upwelling vertical movement of water toward the ocean’s surface 3. surface current is an ocean current that moves water horizontally and does not reach a depth of more than 400m. 4. gyre is when major surface currents form a circular system. MAJOR OCEAN CURRENTS A current is a large volume of water flowing in a certain direction. CAUSES OF OCEAN CURRENTS 1. One cause of an ocean current is friction between wind and the ocean surface. ○ Earth’s prevailing winds influence the formation and direction of surface currents. ○ Ex: tides, waves 2. In addition to the wind, the direction surface currents flow depends on the Coriolis effect. ○ The Coriolis effect results from Earth’s rotation. It influences the direction of flow of Earth’s water and air. 3. -
Ocean Vocabulary
Mrs. Hansgen's 7th Grade Science Name Date Ocean Vocabulary wave period breaker El Nino neap tides Coriolis effect swelling whitecap tidal range trough high tide tsunami deep current crest spring tides low tide surf surface current storm surge wavelength upwelling Matching Match each definition with a word. 1. Lowest point of a wave 2. a white, foaming wave with a very steep crest that breaks in the open ocean before the wave gets close to the shore 3. A curving of a moving object from a straight path due to the Earth's rotation. 4. An ocean current formed when steady winds blow over the surface of the ocean. 5. rolling waves that move in a steady procession across the ocean 6. when the ocean tide reaches the highest point on the shoreline 7. An abnormal climate event that occurs every 2 to 7 years in the Pacific Ocean, causing changes in winds, currents, and weather patterns, that can lead to dramatic changes. 8. a wave that forms when a large volume of ocean water is suddenly moved up or down 9. The distance between two adjacent wave crests or wave troughs 10. tides with minimum daily tidal range that occur during the first and third quarters of the moon 11. Highest point of a wave 12. a process in which cold, nutrient-rich water from the deep ocean rises to the surface and replaces warm surface water 13. ocean tide at its lowest point on the shore 14. the area between the breaker zone and the shore 15. -
World Cruise
EXTEND YOUR JOURNEY BEFORE OR AFTER YOUR CRUISE 2019 WORLD CRUISE Join us for the journey of a lifetime PRE: MIAMI, USA – FROM $1,069 PER PERSON POST: LONDON, ENGLAND – FROM $1,339 PER PERSON INCLUDES: INCLUDES: • 2 nights in Miami at the Loews Miami Beach Hotel (or similar) • 2 nights in London at the Conrad London St. James (or similar) • Meals: 2 breakfasts • Meals: 2 breakfasts and 1 lunch • Bon Voyage Wine and Cheese Reception • Farewell Wine and Cheese Reception • Guided City Tour • Guided City Tour • Services of a Viking Host • Services of a Viking Host • All transfers • All transfers See vikingcruises.com.au/oceans for details. NO KIDS | NO CASINOS | VOTED WORLD’S BEST 138 747 VIKINGCRUISES.COM.AU OR SEE YOUR LOCAL TRAVEL AGENT VIK0659 Brochure_World_Cruise_8pp_A4(A3)_VIK0659.indd 1 23/8/17 16:52 ENGLAND London (Greenwich) Vigo SPAIN USA Casablanca MOROCCO Pacific Miami Santa Cruz de Tenerife Ocean Atlantic Canary Islands Ocean SPAIN San Juan Dakar PUERTO RICO SENEGAL International Date Line St. George’s GRENADA Îles du Salut FRENCH GUIANA FRENCH POLYNESIA BRAZIL MADAGASCAR Recife Bora Bora (Vaitape) Salvador de Bahia Atlantic NAMIBIA Fort Dauphin Easter Island Ocean CHILE Armação dos Búzios MOZAMBIQUE Tahiti (Papeete) Santiago Rio de Janeiro Walvis Bay (Valparaíso) Maputo Perth AUSTRALIA FRENCH CHILE URUGUAY Lüderitz Port Louis Bay of Islands MAURITIUS (Freemantle) POLYNESIA Durban (Russell) Robinson Crusoe Montevideo Adelaide Sydney East London Auckland Island Buenos Aires Cape Town Port Elizabeth Indian Milford CHILE Melbourne -
Comparison of Alternate Cooling Technologies for California Power Plants Economic, Environmental and Other Tradeoffs CONSULTANT REPORT
Merrimack Station AR-1167 CALIFORNIA ENERGY COMMISSION Comparison of Alternate Cooling Technologies for California Power Plants Economic, Environmental and Other Tradeoffs CONSULTANT REPORT February 2002 500-02-079F Gray Davis, Governor CALIFORNIA ENERGY COMMISSION Prepared By: Electric Power Research Institute Prepared For: California Energy Commission Kelly Birkinshaw PIER Program Area Lead Marwan Masri Deputy Director Technology Systems Division Robert L. Therkelsen Executive Director PIER / EPRI TECHNICAL REPORT Comparison of Alternate Cooling Technologies for California Power Plants Economic, Environmental and Other Tradeoffs This report was prepared as the result of work sponsored by the California Energy Commission. It does not necessarily represent the views of the Energy Commission, its employees or the State of California. The Energy Commission, the State of California, its employees, contractors and subcontractors make no warrant, express or implied, and assume no legal liability for the information in this report; nor does any party represent that the uses of this information will not infringe upon privately owned rights. This report has not been approved or disapproved by the California Energy Commission, nor has the California Energy Commission passed upon the accuracy or adequacy of the information in this report. Comparison of Alternate Cooling Technologies for California Power Plants Economic, Environmental and Other Tradeoffs Final Report, February 2002 Cosponsor California Energy Commission 1516 9th Street Sacramento, CA 95814-5504 Project Managers Matthew S. Layton, Joseph O’Hagan EPRI Project Manager K. Zammit EPRI • 3412 Hillview Avenue, Palo Alto, California 94304 • PO Box 10412, Palo Alto, California 94303 • USA 800.313.3774 • 650.855.2121 • [email protected] • www.epri.com DISCLAIMER OF WARRANTIES AND LIMITATION OF LIABILITIES THIS DOCUMENT WAS PREPARED BY THE ORGANIZATION(S) NAMED BELOW AS AN ACCOUNT OF WORK SPONSORED OR COSPONSORED BY THE ELECTRIC POWER RESEARCH INSTITUTE, INC. -
Significant Dissipation of Tidal Energy in the Deep Ocean Inferred from Satellite Altimeter Data
letters to nature 3. Rein, M. Phenomena of liquid drop impact on solid and liquid surfaces. Fluid Dynamics Res. 12, 61± water is created at high latitudes12. It has thus been suggested that 93 (1993). much of the mixing required to maintain the abyssal strati®cation, 4. Fukai, J. et al. Wetting effects on the spreading of a liquid droplet colliding with a ¯at surface: experiment and modeling. Phys. Fluids 7, 236±247 (1995). and hence the large-scale meridional overturning, occurs at 5. Bennett, T. & Poulikakos, D. Splat±quench solidi®cation: estimating the maximum spreading of a localized `hotspots' near areas of rough topography4,16,17. Numerical droplet impacting a solid surface. J. Mater. Sci. 28, 963±970 (1993). modelling studies further suggest that the ocean circulation is 6. Scheller, B. L. & Bous®eld, D. W. Newtonian drop impact with a solid surface. Am. Inst. Chem. Eng. J. 18 41, 1357±1367 (1995). sensitive to the spatial distribution of vertical mixing . Thus, 7. Mao, T., Kuhn, D. & Tran, H. Spread and rebound of liquid droplets upon impact on ¯at surfaces. Am. clarifying the physical mechanisms responsible for this mixing is Inst. Chem. Eng. J. 43, 2169±2179, (1997). important, both for numerical ocean modelling and for general 8. de Gennes, P. G. Wetting: statics and dynamics. Rev. Mod. Phys. 57, 827±863 (1985). understanding of how the ocean works. One signi®cant energy 9. Hayes, R. A. & Ralston, J. Forced liquid movement on low energy surfaces. J. Colloid Interface Sci. 159, 429±438 (1993). source for mixing may be barotropic tidal currents.