Lecture 2 Oceanography Review & Optics Notes
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Coastal and Marine Ecological Classification Standard (2012)
FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard Marine and Coastal Spatial Data Subcommittee Federal Geographic Data Committee June, 2012 Federal Geographic Data Committee FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard, June 2012 ______________________________________________________________________________________ CONTENTS PAGE 1. Introduction ..................................................................................................................... 1 1.1 Objectives ................................................................................................................ 1 1.2 Need ......................................................................................................................... 2 1.3 Scope ........................................................................................................................ 2 1.4 Application ............................................................................................................... 3 1.5 Relationship to Previous FGDC Standards .............................................................. 4 1.6 Development Procedures ......................................................................................... 5 1.7 Guiding Principles ................................................................................................... 7 1.7.1 Build a Scientifically Sound Ecological Classification .................................... 7 1.7.2 Meet the Needs of a Wide Range of Users ...................................................... -
Grade 3 Unit 2 Overview Open Ocean Habitats Introduction
G3 U2 OVR GRADE 3 UNIT 2 OVERVIEW Open Ocean Habitats Introduction The open ocean has always played a vital role in the culture, subsistence, and economic well-being of Hawai‘i’s inhabitants. The Hawaiian Islands lie in the Pacifi c Ocean, a body of water covering more than one-third of the Earth’s surface. In the following four lessons, students learn about open ocean habitats, from the ocean’s lighter surface to the darker bottom fl oor thousands of feet below the surface. Although organisms are scarce in the deep sea, there is a large diversity of organisms in addition to bottom fi sh such as polycheate worms, crustaceans, and bivalve mollusks. They come to realize that few things in the open ocean have adapted to cope with the increased pressure from the weight of the water column at that depth, in complete darkness and frigid temperatures. Students fi nd out, through instruction, presentations, and website research, that the vast open ocean is divided into zones. The pelagic zone consists of the open ocean habitat that begins at the edge of the continental shelf and extends from the surface to the ocean bottom. This zone is further sub-divided into the photic (sunlight) and disphotic (twilight) zones where most ocean organisms live. Below these two sub-zones is the aphotic (darkness) zone. In this unit, students learn about each of the ocean zones, and identify and note animals living in each zone. They also research and keep records of the evolutionary physical features and functions that animals they study have acquired to survive in harsh open ocean habitats. -
The C-Floor and Zones
The C-Floor and zones Table of Contents ` ❖ The ocean zones ❖ Sunlight zone and twilight zone ❖ Midnight and Abyssal zone ❖ The hadal zone ❖ The c-floor ❖ The c-floor definitions ❖ The c-floor definitions pt.2 ❖ Cites ❖ The end The ocean zones 200 meters deep 1,000 Meters deep 4,000 Meters deep 6,000 Meters deep 10,944 meters deep Sunlight zone Twilight zone ❖ The sunlight zone is 200 meters from the ocean's ❖ The twilight zone is about 1,000 meters surface deep from the ❖ Animals that live here ocean's surface sharks, sea turtles, ❖ Animals that live jellyfish and seals here are gray ❖ Photosynthesis normally whales, greenland occurs in this part of the Shark and clams ocean ❖ The twilight get only a faint amount of sunlight DID YOU KNOW Did you know That no plants live That the sunlight zone in the twilight zone could be called as the because of the euphotic and means well lit amount of sunlight in greek Midnight zone Abyssal zone ❖ The midnight zone is ❖ The abyssal zone is 4,000 meters from 6,000 meters from the the ocean's surface ocean’s surface ❖ Animals that live in ❖ Animals that live in the the midnight zone Abyssal zone are fangtooth fish, pacific are, vampire squid, viperfish and giant snipe eel and spider crabs anglerfish ❖ Supports only ❖ Animals eat only the DID YOU KNOW invertebrates and DID YOU KNOW leftovers that come That only 1 percent of light fishes That most all the way from the travels through animals are sunlight zone to the the midnight zone either small or midnight zone bioluminescent The Hadal Zone (Trench ● The Hadal Zone is 10,944 meters under the ocean ● Snails, worms, and sea cucumbers live in the hadal zone ● It is pitch black in the Hadal Zone The C-Floor The C-Floor Definitions ❖ The Continental Shelf - The flat part where people can walk. -
Ocean Zones Adapted from USC Sea Grant “Island Explorers” by Dr
2011 COSEE-West Introduction to Ocean Zones Adapted from USC Sea Grant “Island Explorers” by Dr. Rachel Kennison, COSEE West Co- Director Grade: K-12 Group Size: 30 students Time: 55 minutes BACKGROUND In order to begin to understand life below the seafloor, it is essential to grasp that the ocean has many different habitats that are defined by the physical and chemical properties that exist at different depths. The purpose of this activity is to identify and describe different zones of the ocean and the organisms that live there. The ocean is divided into 5 main zones from the surface to the depths where light can no longer penetrate. These zones are characterized by different physical and chemical properties, such as quantity and quality of light, pressure and temperature. These properties affect what life forms can exist within those limitations. This activity introduces the microbial environment in the deep ocean, and can be the foundation to explain geothermal processes, and the evolution of bacteria. Labels and features to include on diagram: Photic (sunlit) zone Aphotic (no light) zone Neritic system Benthic realm Pelagic realm Bathyal zone Abyssal zone Hadal zone Shoreline Sea level Coral reef Continental Shelf Continental slope Continental rise Submarine Canyon Abyssal Plain Seamount Guyot Trench Mid-ocean Ridge Rift Valley Hydrothermal vent Sub-seafloor sediment Sub-seafloor aquifer A useful reference for your ocean zones diagram is at http://geosci.sfsu.edu/courses/geol102/ex9.html Two basic guides for the zones: (Source: Sea -
For Creative Minds
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities, interactive quizzes, and more are available online. Go to ArbordalePublishing.com and click on the book’s cover to explore all the links. Deep Ocean Habitats Things change the deeper you go in the ocean: light disappears, temperatures grow increasingly colder, and pressure gets much higher. The amount of oxygen in the water sunlight zone decreases with depth but then gets higher again at the bottom! Because these changes twilight zone affect the types of organisms that can survive there, the ocean is divided into five layers by depth called life zones. Only the sunlight zone receives enough sunlight for algae to convert light into energy midnight zone (photosynthesis). Because almost all food webs start with plants or algae, this is the zone where the most animals live. The twilight zone still gets some sunlight, but not enough for photosynthesis. The animals that live here either travel to the sunlight zone to feed or depend on food falling from above. There is no light in the midnight zone. Most abyssal zone of the animals that live here produce their own light through bioluminescence. The abyssal zone is pitch black, almost freezing cold, and has little oxygen and incredibly high pressure, yet animals still live here. In the deep trenches is the hadal zone. It is like the abyssal zone, except with even more hadal zone immense -
Global Open Oceans and Deep Seabed (Goods) - Biogeographic Classification
CBD Distr. GENERAL UNEP/CBD/SBSTTA/14/INF/10 29 April 2010 ORIGINAL: ENGLISH SUBSIDIARY BODY ON SCIENTIFIC, TECHNICAL AND TECHNOLOGICAL ADVICE Fourteenth meeting Nairobi, 10-21 May 2010 Item 3.1.3 of the provisional agenda * GLOBAL OPEN OCEANS AND DEEP SEABED (GOODS) - BIOGEOGRAPHIC CLASSIFICATION Note by the Executive Secretary 1. The Executive Secretary is circulating herewith, for the information of participants in the fourteenth meeting of the Subsidiary Body on Scientific, Technical and Technological Advice, IOC Technical Series No.84 on Global Open Oceans and Deep Seabed (GOODS) - Biogeographic Classification, submitted by the United Nations Educational, Scientific and Cultural Organization/Intergovernmental Oceanographic Commission, pursuant to paragraph 6of decision IX/20. 2. This report was also considered by the CBD Expert Workshop on Scientific and Technical Guidance on the Use of Biogeographic Classification Systems and Identification of Marine Areas Beyond National Jurisdiction in Need of Protection, held in Ottawa, from 29 September to 2 October 2009. 3. The document is circulated in the form and language in which it was received by the Secretariat of the Convention on Biological Diversity. * UNEP/CBD/SBSTTA/14/1 /... In order to minimize the environmental impacts of the Secretariat’s processes, and to contribute to the Secretary-General’s initiative f or a C-Neutral UN, this document is printed in limited numbers. Delegates are kindly requested to bring their copies to meetings and not to request additional copies. Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Edited by: Marjo Vierros (UNU-IAS), Ian Cresswell (Australia), Elva Escobar Briones (Mexico), Jake Rice (Canada), and Jeff Ardron (Germany) UNESCO 2009 goods inside 2.indd 1 24/03/09 14:55:52 Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Authors Contributors Vera N. -
Oceans 11 Teaching Resources Vol 1
Oceans 11 A Teaching Resource Volume 1 1 Foreword Oceans 11 curriculum was developed by the Nova Scotia Department of Education as part of a joint project with the federal Department of Fisheries and Oceans. This curriculum reflects the framework described in Foundation for the Atlantic Canada Science Curriculum. Oceans 11 satisfies the second science credit requirement for high school graduation. Oceans 11 includes the following modules: Structure and Motion, Marine Biome, Coastal Zone, Aquaculture, and Fisheries. Oceans 11: A Teaching Resource, Volume 1 is intended to complement the curriculum guide, Oceans 11. The sample activities in this resource address the outcomes described in Oceans 11 for the three compulsory modules: Structure and Motion, Marine Biome, and Coastal Zone. Oceans 11: A Teaching Resource, Volume 2 is intended to complement Oceans 11. The sample activities in it address the outcomes for the modules Aquaculture and Fisheries. Teachers may choose to do one of these units or to divide their class into groups that focus on a unit. 2 Contents Structure and Motion Introduction Materials The Ocean Industry in Nova Scotia The Ocean Industry in Nova Scotia, Teacher Notes When Humans and the Ocean Meet When Humans and the Ocean Meet, Teacher Notes Bodies of Water Bodies of Water, Teacher Notes Bathymetric Profile Sketching Bathymetric Profile Sketching, Teacher Notes Water Facts Water Facts, Teacher Notes Comparing Densities of Fresh Water and Seawater Comparing Densities of Fresh Water and Seawater, Teacher Notes The Effects -
Ocean Temperature
Earth Science, 11e Ocean Water and Ocean Life Chapter 14 Composition of seawater Seawater consists of about 3.5% (by weight) dissolved minerals Salinity • Total amount of solid material dissolved in water • Typically expressed in parts-per-thousand (‰) • Average salinity is 35‰ • Major constituent is sodium chloride Relative proportions of water and dissolved components in seawater Figure 14.1 Composition of seawater Sources of sea salts • Chemical weathering of rocks • Outgassing – gases from volcanic eruptions Processes affecting seawater salinity • Variations in salinity are a consequence of changes in the water content of the solution Composition of seawater Processes affecting seawater salinity • Processes that decrease salinity (add water) • Precipitation • Runoff from land • Icebergs melting • Sea ice melting • Processes that increase salinity (remove water) • Evaporation • Formation of sea ice Composition of seawater Processes affecting seawater salinity • Surface salinity in the open ocean ranges from 33‰ to 38‰ Ocean temperature Surface water temperature varies with the amount of solar radiation received • Lower surface temperatures are found in high- latitude regions • Higher temperatures found in low-latitude regions Ocean temperature Temperature variation with depth • Low-latitudes • High temperature at the surface • Rapid decrease in temperature with depth (thermocline) • High-latitudes • Cooler surface temperatures • No rapid change in temperature with depth Variations in ocean water temperature with depth Figure 14.4 Ocean -
Geology and Geochemistry of Abyssal Plains 7
Geology and Geochemistry of Abyssal Plains 7 J I I F I I iG1 I 2( I I I I ~7 3( I i i 4q I r 5q I I ~H BI I r 6( I I El W I i tY" 7( I I I-- I 7 LU I a( I I I I I I I W I G I 8 10(., I I B' i 110 --4 I IJ I I 3 I I 120 I I I I p I 130 I K D I I .. 4 140 D" 9 51 i,, 150 4 I 155 E Photograph of piston core D10688 from the Madeira Abyssal Plain. Lettered units are interpreted as turbidites and numbered units are intervening pelagic layers (the numbers refer to oxygen isotope stage determination). Note bioturbation of pelagic units and tops of turbidites; coarser laminated bases of turbidites B, B 1 and G and to a lesser extent in turbidites E and F; structureless make-up of the thick turbidites; distinct colour changes in organic-rich turbidites A 1, E, F and H representing relict oxidation fronts; chemical laminae above colour changes. For more detailed discussion of these sediments see papers by Jarvis & Higgs, De Lange et al. and Weaver & Rothwell. GEOLOGICAL SOCIETY SPECIAL PUBLICATION NO 31 Geology and Geochemistry of Abyssal Plains EDITED BY P. P. E. WEAVER & J. THOMSON Institute of Oceanographic Sciences, Wormley, Godalming 1987 Published for The Geological Society by Blackwell Scientific Publications OXFORD LONDON EDINBURGH BOSTON PALOALTO MELBOURNE Geological Society Special Publications Series Editor K. COE Published for DISTRIBUTORS The Geological Society by USA and Canada Blackwell Scientific Publications Blackwell Scientific Publications Inc Osney Mead, Oxford OX2 0EL PO Box 50009, Palo Alto (Orders:Tel. -
6.0 Biological Oceanography 7.0 Chemical Oceanography 8.0 Oceans and Climate Change 9.0 Conclusion
OCEANOGRAPHY – AN OUTLINE BY PROF.A.BALASUBRAMANIAN Oceanography – an outline Table of Contents 1.0 Introduction 2.0 Scientific Curiosity 3.0 Oceanography -An inter-disciplinary subject 4.0 Geological Oceanography 5.0 Physical Oceanography 6.0 Biological Oceanography 7.0 Chemical Oceanography 8.0 Oceans and Climate change 9.0 Conclusion OBJECTIVES After attending this lesson, the user would be able to understand, basics of oceanography and the wide spectrum of studies carried out in the subject of oceanography. In addition, the concepts, methods, and developments of oceanography and its branches will also be understood. The role of oceanographers and the trends of research activities in the subject of oceanography will be known to progress further in this subject. 1.0 Introduction Oceanography is a science concerned with the physico-chemical characteristics of oceanic water, its depth, temperature, salinity, movements like tides, waves and currents, flora and fauna found at various zones of seas and oceans. As it deals with the distribution and processes of these water bodies, it comes under earth sciences in general. The subject deals with the physical, chemical and biological conditions of oceans. It is an inter-disciplinary subject and an emerging area for marine engineering. It is the science of seas and oceans. Ever since people started sailing the oceans, attempts have been made to map them. Ptolemy’s oldest map is an example. Ocean exploration began around 5000 B.C. with the first ocean diving and the first sailing vessels. Many advances that were made in the subject of oceanography, were all through the great ocean expeditions and explorations. -
Algae Glossary
COSEE-West Lecture and Workshop, November 30, 2011 & December 3, 2011 Some like it Hot…and Toxic and Investigations of the Deep Oceans Glossary A Abyssal zone: pelagic zone that contains the very deep benthic communities near the bottom of oceans. Aerobic: an organism requiring the presence of oxygen for life Anaerobic: an organism living in the absence of oxygen Anthropogenic: created by people or caused by human activity Aphotic zone: dark region of the ocean that lies below the surface sunlit waters Aquifer: A permeable region of rock or soil through which water can move. Archaea: A phylogenetic domain of prokaryotes consisting of those that can produce methane, organisms that require salt and those who live in extreme conditions such as temperatures above 80° C or higher. Assimilation: The conversion of nutrients into living tissue; constructive metabolism. Autotrophs: Organisms capable of making their own food from inorganic materials B Bacteria: All prokaryotes that are not members of the domain Archaea Basement rock: The rock layers that lie underneath layers of sediments Biogeography: The study of the distribution of species (biology) spatially (geography) and temporally (history) Biomass: the total weight of living organisms Biosphere: The biological component of earth systems, including all living organisms on earth together with the dead organic matter produced by them. From an ecological point of view, the biosphere is the "global ecosystem", comprising the totality of biodiversity on earth and performing all manner of biological functions, including photosynthesis, respiration, decomposition, nitrogen fixation and denitrification. (http://www.eoearth.org/article/Biosphere?topic=58074) C Chemocline: caused by a strong, vertical chemical gradient within a body of water Chemosynthetic bacteria: Bacteria are able to use chemical energy to produce organic compounds or food. -
II. World Map - Label the Ocean Basins A
G4 U8 L1 II. World Map - Label the Ocean basins A. Review the I can statements once again, distribute the Student Worksheet World Map, and have students label the ocean basins. Walk around the classroom and check for understanding and accuracy. B. After students have labeled their world map with the ocean names, engage students in discussion with the following questions: 1. Which Ocean is the largest? (Pacific) 2. Which Ocean is between North America and Europe? (Atlantic) 3. Which Ocean is bordered by Africa, Asia, and Australia? (Indian) C. Develop the concept that the Ocean is one big system. Refer to the Ocean Literacy Essential Principles to aide in this discussion. http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf All answers are “yes” but responses may lead to class discussion 1. Are the ocean basins connected? 2. Does the ocean and life in the ocean shape the features of the Earth? 3. Is the ocean a major influence on weather and climate? 4. Does the ocean make Earth habitable? 5. Does the ocean support a great diversity of life and ecosystems? 6. Are the ocean and humans interconnected? 7. Is the ocean largely unexplored? III. Coordinate Mapping Longitude and Latitude Note: This activity should not be the first introduction to Longitude and Latitude.The background for this activity is in another content area. A. Show the PowerPoint, Where is Hawai‘i?, and using the notes on each slide to teach the lesson. Tell students to take notes in their journals. Have ready copies of the map of your county taken from the power point for each student.