DOCSLIB.ORG

Shipwreck of the Deep Educator Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Shipwreck of the Deep Educator Guide Monitor National Marine Sanctuary: Shipwreck of the Deep Education Educational Product Educators Grades 6-12 Shipwreck of the Deep An Educator Guide with Activities in Science, Technology, Engineering and Math http://monitor.noaa.gov Monitor National Marine Sanctuary: Shipwreck of the Deep Acknowledgement This educator guide was developed by NOAA’s Monitor National Marine Sanctuary in collaboration with Crittenden Middle School, Newport News Public Schools, Newport News, Va. This guide is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson on the condition its source is acknowledged. When reproducing this guide or any portion of it, please cite NOAA’s Monitor National Marine Sanctuary as the source, and provide the following URL for further information: http://monitor.noaa.gov/education. If you have any further questions or need additional information, email [email protected]. Cover Photo: USS Monitor, NOAA Inside Cover Photo: USS Monitor drawing, Courtesy Joe Hines http://monitor.noaa.gov Monitor National Marine Sanctuary: Shipwreck of the Deep Monitor National Marine Sanctuary Shipwreck of the Deep _____________________________________________________________________ An Educator Guide with Activities in Science, Technology, Engineering and Math Table of Contents Need for STEM...…………………………………. 4 For additional information about Shipwrecks of Program Overview ……………………………… 4 the Deep, contact Shannon Ricles at 757-591-7328 or [email protected]. Education Standards Shipwrecks of the Deep Next Generation Science Standards ………..... 5 was made possible National Science Standards ……………………. 5 by the generous support provided by the National Marine Sanctuary Foundation; Newport News Public Schools, National Mathematics Standards ……………… 5 Newport News, Va.; and Crittenden Middle School, Ocean Literacy Principles ………………………. 6 Newport News, Va. National Geography Standards ………………… 6 Common Core …………………………………….. 6 Writers and Teacher Advisors: Shannon Ricles, Amanda Carmean and Rodney Culverhouse. PART I Overview …………………………………………… 7 Graphic Designer: Shannon Ricles and Matt McIntosh Suggested Course Outline …………………….. 7 Objectives …………………………………………. 8 Careers …………………………………………….. 8 Vocabulary ………………………………………… 9 Suggested Implementation …………………….. 9 Resources …………………………………………. 10 Activities List ……………………………………… 12 PART II Overview …………………………………………… 71 Suggested Course Outline …………………….. 71 Objectives …………………………………………. 72 Careers …………………………………………….. 71 Vocabulary ………………………………………… 72 Suggested Implementation …………………….. 72 There are 14 marine protected areas in U.S. waters known as the Resources …………………………………………. 73 National Marine Sanctuary System. For more information visit Activities List ……………………………………… 74 http://sanctuaries.noaa.gov PART III Overview …………………………………….…… 116 Suggested Course Outline ……………………. 116 Objectives ………………………………………... 117 Divers swims over the Careers …………………………………………… 117 Dixie Arrow located off Vocabulary ………………………………………. 118 the North Carolina Suggested Implementation …………………… 117 coast. Photo: NOAA Resources ……………………………………..… 118 Activities List ……………………………………. 119 http://monitor.noaa.gov Monitor National Marine Sanctuary: Shipwreck of the Deep NEED FOR STEM EDUCATION In today’s fast-paced ever changing world, science education is more important than ever. Our world is extremely complex, and science knowledge is critical to making sense of it all. If future generations are to make informed decisions, it is imperative that they be science literate. Science education helps students to develop into more responsible citizens who build a strong economy, contribute to a healthier environment and who are better problem-solvers, innovators and researchers. Children are naturally inquisitive with hundreds of ‘why’ and ‘how’ questions. Science education satisfies that curiosity, while providing them with valuable skills and career options for their future. It also gives children a greater appreciation of their world and its inhabitants, along with a healthy dose of skepticism. Understanding how science fits into our lives, helps children to have a greater foundation for success in life. Using real-world problems and unique hands-on activities, excites and motivates children even more to learn science. The Monitor National Marine Sanctuary, in collaboration with Newport News Public Schools in Newport News, Va., is excited to offer educators this course, Shipwreck of the Deep, to enhance and enrich the teaching of science, technology, engineering, and math (STEM), as well as social studies and geography. The course is designed to peak students’ natural curiosity and to excite them to learn STEM, using problem based learning (PBL), while engaging in real-world problems focusing around the excitement of shipwrecks and the deep ocean. PROGRAM OVERVIEW The curriculum is divided into three parts and is based on a story line where the students are maritime archaeologists, engineers and researchers. As maritime archeologists, they are looking for an unknown shipwreck. As they begin their search, the students learn about NOAA’s Maritime Heritage Program, the role of a maritime archeologist, the technology of side scan sonar, how to plot map coordinates and how to identify a ship’s parts. Students also explore the shipwreck as maritime archaeologists and become engineers designing and building their own underwater remotely operated vehicle (ROV) for further exploration. To document the shipwreck, students learn to map it and how to create a photomosaic. Once the shipwreck is documented, students work to identify the shipwreck using log books, primary source documents, first-hand testimony and more. In the second section, as the students continue to discover and explore their shipwreck, they are faced with the challenge of how best to preserve and protect this cultural resource. In the research, they learn that shipwrecks act as artificial reefs and are important habitats for marine life. To determine if their shipwreck might be better left as a reef if left in situ, the students build and deploy a buoy with water quality sensors, learn about oysters and the role they play in the health of the bay and ocean. In the third section of the curriculum, students explore the idea of raising all, part, or none of the shipwreck to conserve and protect its history. To better understand the complexity and cost of the conservation process, students study metals science and chemistry, build a boat, and visit with maritime conservationists working to conserve the USS Monitor’s artifacts. As a culminating activity for the course, the students engage in Socratic seminars debating the best course of action to take for their newly discovered shipwreck. At the end of the course, they give their final presentation with their rationale for their proposal. We hope that you find this course an excellent way to excite and motivate your students in the learning of STEM. Each section has accompanying hands-on activities to explore the various STEM concepts making students become critical thinkers and better problem solvers. However, if a full semester course is not feasible for your class, these activities can be used individually. Please feel free to contact us if you have any questions, and we welcome your feedback. Photomosaic of U-85, a German U-boat located off the North Carolina Coast. Photo Courtesy NOAA. http://monitor.noaa.gov Monitor National Marine Sanctuary: Shipwreck of the Deep Education Standards Science: NS. 5-8.A Science as Inquiry – Understanding about scientific inquiry National Science Science: NS 5-8.B Physical Science – Properties and changes of properties of matter Standards Science: NS 5-8 C Life Science – Structure and function in living systems; Reproduction and Heredity; Regulation and Behavior; Populations and Ecosystems Science: NS. 5-8.4 Earth and Space Science – Structure of the earth system Science: NS5-8 E Science and Technology – Abilities of technological design; Understanding about science and technology Science: NS 5-8 F Science in Personal and Social Perspectives – Populations, resources, and environments; Science and technology in society; Science: NS 5-8 G History and Nature of Science – Science as a human endeavor; Nature of Science; History of Science Science: NS 9-12A Science as Inquiry – Understanding about scientific inquire Science: NS 9-12 B Physical Science – Structure and properties of matter; Chemical reactions; Motion and Forces Science: NS 9-12 C Life Science – The interdependence of organisms; Matter, energy, and organization in living systems; The behavior of organisms Science: NS 9-12 E Science and Technology – Abilities of technological design; Understanding about science and technology Science: NS 9-12 F Science in Personal and Social Perspectives – Natural resources; Environmental quality; Natural and human-induced hazards. Science: NS 9-12 G History and Nature of Science – Science as a human endeavor; Nature of scientific knowledge; Historical perspectives TO COME Next Generation Science Standards Math: NCTM 6-8 Numbers and Operations – Understand numbers, ways of representing numbers, National Mathematics relationships among numbers, and number systems Standards Math: NCTM 6-8 Numbers and Operations – Compute fluently and make reasonable estimates Math: NCTM 6-8 Algebra – Understand patterns, relations, and functions; Analyze change in various contexts Math: NCTM 6-8
Load more

Recommended publications
  • Great Barrier Reef
    Teacher’s Guide for APPLESEEDS July/August 2013: The Great Barrier Reef Teacher’s Guide prepared by: Sandra K. Athans, National Board Certified Teacher, literacy author & consultant, and freelance children’s writer living in upstate New York. This guide provides practical classroom activities teachers may wish to use to supplement the reading passages appearing in this issue. Vocabulary words are highlighted (italicized words are defined in the article) and small group and independent activities/projects that address a range of learning styles are suggested. Many of these are suitable for group work or homework. Discussion questions and activities align with the Common Core National Standards (Reading for Literature and Informational Text; Writing Standards for Text Types and Purposes, Research to Build Knowledge, Presentation of Knowledge and Ideas; Vocabulary Acquisition and Use; Speaking and Listening, Comprehension and Collaboration, and Presentation of Knowledge and Ideas). Objectives: To supplement the reading and discussion of this magazine, students will: 1. Explore the Great Barrier Reef and learn important features of this environment. 2. Gain an appreciation of the Great Barrier Reef by identifying its value as a natural resource. 3. Synthesize new information on their understanding of the Great Barrier Reef. Pre-reading Activity: Introduce an essential question: (1) What distinguishing features make up the Great Barrier Reef and (2) what important function does the Great Barrier Reef serve as a natural resource? While introducing these guiding questions, you might also wish to create a KWL Chart (with headings “What I Know, What I Want to Learn, and What I Learned) about the Great Barrier Reef.
    [Show full text]
  • Clipper Ship Mail
    Crimean War’s impact on mail from Australia, 1855-1857 Purpose Background This exhibit illustrates the Crimean War’s effect on Great Britain and France declared war against Russia conveyance of mail from Australia, when contract in March 1854. In November 1854 General Screw steamships commandeered by the Admiralty for war Steamship Co. withdrew from its contract for carrying service were replaced by clipper ships. Covers docu- Australian mails when the Admiralty began comman- ment the resultant reversion to sail and the perform- deering their steamships for use in the Crimean War. ance of the clippers as mail carriers. The P&O followed suit in December, leaving Australia Scope & Organization without scheduled steam service; foreign mails then The exhibit begins with a letter carried by the last reverted to conveyance by sailing ship. steamship to depart Australia during the war, cap- Fortunately, by the 1850s hull and rigging designs ping a year of dwindling steamer availability. It then had greatly improved in the form of clipper ships. First continues through three periods: built in Boston by Donald McKay, these full-rigged • Single-voyage contracts in early 1855, as steam- vessels were the world’s fastest ships, and were sturdy ships became increasingly unavailable; enough to take advantage of the strong prevailing • Continuous contracts from June 1855 through westerlies below 40° S. 1856 with the Black Ball and White Star Lines; Clippers sailed from Liverpool via the two-capes route : • Noncontract clipper sailings in 1856 and 1857. around Cape of Good Hope, a stop at Melbourne, The exhibit concludes with an early 1857 cover that then with few exceptions a return to Liverpool via marks the return of contract steamship service.
    [Show full text]
  • NEWSLETTER of the MICHIGAN ENTOMOLOGICAL SOCIETY
    NEWSLETTER of the MICHIGAN ENTOMOLOGICAL SOCIETY Volume 36, Number 2 & 3 August, 1991 Michigan mosquitoes: more to them than the bite! Edward D. Walker, Department of Entomology, Michigan State University osquitoes are as regular as enthusiast. Of course, mosquitoes are based upon the life history traits of lar­ rain in Michigan, as every true flies of the suborder Nematocera vae: the spring flood-water mosquitoes, the M outdoor fancier and even and like other holometabolous insects summer flood-water mosquitoes, the marsh some couch potatoes know. And mos­ have a developmental cycle involving and swamp mosquitoes, and container-in­ quitoes and their side effects (disease) metamorphosis from theeggto theadult habiting mosquitoes. A few species can be are intimately tied in with the historical stage. Mosquito eggs are laid singly or found in a wide variety of larval habitats development of Michigan as a state. No in clusters on or near water, or in areas and these groupings become less useful less a person than Alexis de Tocqueville that will flood afterrainfall orsnowmelt. for those exceptions. decried the pestiferous mosquitoes when Tiny, worm-like larvae ("wrigglers") The spring flood-water mosquitoes hemade his trek from Detroit to Saginaw hatch from the eggs and develop in the include members of the genus Aedes, Bay in 1844, wondering how anyone water through four larval ins tars to the with colorful specific epithets like could possibly put up with them. In pupal stage. The larvaefeed usingelaoo­ excrucians, stimulans, and provocans. Lar­ 1858, according to a speaker at an 1898 ra te filtering mechanisms on a variety of vae of spring flood-water mosquitoes celebration of the 50th anniversary of microorganisms and organic matter in hatch from the egg in March, in pools of the founding of Michigan Agricultural the water.
    [Show full text]
  • '.L~:'I~' ,,:':;'.' ' ,:' Of.Prob1ems Concerning Wages, Hours, and Other Terms and Conditions of Elltploymejlt of the Employees of the Oi Ty of San Anselmo ' Ffi ("
    {,~: ."4 ~' '--'~:': l~~'~"!"'-I,~;;-~~~;::'~ ':',~ .. '~":;';/Ie~-.:~~:r;:~~~"~",:,-"'" i ~ T:·:;i~:0J~~~W~T1.W_Yrl'!'ft""t;\:'l;~~ (} '. 'C":'~ ..... I$soliir,ifit~IS:' '. ~ 1417 Protest of massive t0wers: on resi,dential streets by Utility Oompany 1418 Claims & Demands - September, 1972 '. 1419 Support of Federal-Aid Urban System 1420 Request Marin County Board of Supervisors adopt Resolution requesting State Dept. of Public Works approve procedures for determining Fed. Aid-est. Fed. Aid Urban System Comm. 1421 Accepting e~sement for street purposes over and upon certain real property from Geo. C. & Lois J. Davison . 1422 Report of Cost & Assessment-San Francisco Blvd. between SFD & City Limits allowing payment of asse'ssments in installments. 1423 Opposition to Proposition 14 and urging its defeat in November 1424 Claims & Demands - October, 1972 1425 Setting Policy for orderly destruc~ion of records-City Clerk's Offioe & Finance , . Office 'r. vC t C"C-4•• ~ .. ' 1426 Authorizing agreement for the Purchase of Tax Deeded Property from County of Marine,) 1427 Acoeptance ,of improvements on a portion of Laurel Avenue (i:>c .zCc S'~(;-( 1428 Claims & Demands - November, 1972 1429 Transfer of territory in S.A.· owned by Robert B. Hamil ton & Mr. & Mrs. Harry Kupbens, to San, Rafael 1430 Fee for a Design Review application 1431 Claims & Demands - December, 1972 1432 Intention to Incur bonded indebtedness for acquisition of, Open Spaoe. Lands (Election­ 1433 Appointing speoial bond counsel and authorizing execution of agreement (Election)
    [Show full text]
  • NATIONAL OCEANOGRAPHIC LABORATORY SYSTEM %Vas
    UNIVERSITY - NATIONAL OCEANOGRAPHIC LABORATORY SYSTEM ALVIN REVIEW COMMITTEE Summary Report of the June 26, 27, 1991 Meeting Carriage House Woods Hole Oceanographic Institution Woods Hole, MA Minutes of the Meeting APPENDICES I. ALVIN Review Committee Roster II. Agenda III. Report on ALVIN Operations, 1990-1991 IV. Letter on Archiving Policy for ALVIN data and records V. 1991 Dive Requests by Region VI. Summary of 1992 Dive Requests VII. Opportunities for Oceanographic Research, DSV ALVIN, 1992 VIII. Rules for Review of ALVIN Dive Requests it as 111K . "? • %Vas- IILALtr CE D AUG 1 . ) 1991 I 1 UNOLS OFFICE ALVIN Review Committee Minutes of Meeting June 26, 27, 1991 Carriage House Woods Hole Oceanographic Institution Woods Hole, MA OPENING THE MEETING The meeting was called at 8:00 a.m. by Feenan Jennings, ARC Chair. Committee members, funding agency representatives from NOAA, NSF and ONR, WHOI personnel and UNOLS Office staff present for all or part of the meeting: ALVIN Review Committee Agency Representatives Feenan Jennings, Chair David Duane, NOAA Casey Moore Don Heinrichs, NSF Doug Nelson Keith Kaulum, ONR Mary Scranton Gary Taghon Karen Von Damm Dick Pittenger, WHOI member WHOI UNOLS Office Craig Dorman Bill Barbee Barrie Walden Jack Bash Don Moller Annette DiSilva Rick Chandler Mary D'Andrea The ALVIN Review Committee Roster is Appendix I. Craig Dorman, Director, WHOI, welcomed the ALVIN Review Committee and introduced Dick Pittenger, whom he had earlier named as the WHOI (operating institution ex-officio) member on the ARC. Dr. Dorman reiterated WHOI's strong commitment to continue to manage and operate ALVIN in support of the United States' oceanographic program.
    [Show full text]
  • 2004.12 QAR Lab Report
    Queen Anne's Revenge Conservation Laboratory Report, December 2004 UAB Conservation Laboratory, Greenville Sarah Watkins-Kenny, QAR Project Conservator Eric Nordgren, Project Assistant Conservator Wendy Welsh, QAR Laboratory Manager In 2000, the Discovery Channel filmed the former QAR Project Conservator, Wayne Lusardi, breaking down the large concretion, QAR418.000, nicknamed `Baby Ruth'. It was given this name because with all the ballast stones stuck to the outside it reminded archaeologists of the chocolate bar. Baby Ruth yielded many artifacts: two small cannon, C19 and C21, as well as ceramic sherds, rope, pipe fragments, glass, nails, cannon shot, cask hoops, gunflints and an array of other objects. Not all of the Baby Ruth artifacts have been conserved, however, some can be seen at the North Carolina Maritime Museum (NCMM) and others, including C19 and C21, are heading there this spring. Another similar looking concretion (QAR 509.000) was recovered in 2001 but has remained in storage since. Originally nicknamed the Baby Ruth II, this concretion has been renamed to Baby Bertha (so as not to confuse!). Concretion QAR 509.000 will be our feature concretion for the next couple of months. At the beginning of December we began the process of breaking down this concretion, fortunately this time not under the pressure of video cameras. Before removing anything from the concretion it was well documented with digital photographs, scaled drawings and weighed (800lbs). Once initial documentation was complete, the first step was to mechanically remove the top layer of shells to outline the ballast stones and to clarify where the stones end and concretion (which will contain artifacts) begins.
    [Show full text]
  • Active Schools
    WisconsinSuccess Stories W ISCONSINActive D EPARTMENT SchoolsOF P UBLIC I NSTRUCTION WisconsinSuccess Stories Active Schools Ken Wagner Education Consultant Student Services/Prevention and Wellness Team Tony Evers, PhD, State Superintendent Wisconsin Department of Public Instruction Madison, Wisconsin, USA This document is in the public domain and may be downloaded from the website, copied and/or reprinted. This publication is available from: Student Services/Prevention & Wellness Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 (608) 266-8960 http://dpi.wi.gov/sspw/physicaled.html © July, 2012 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Printed on Recycled Paper Contents Introduction . 1 Elementary Elcho . 3 Green Bay J F Kennedy . .5 Neenah Hoover . 7 Oakfield . 9 Middle Deerfield . .11 Osceola . .13 High Beloit Memorial . 15 Platteville . .17 Appendices Policies Milwaukee Public Schools . .19 Neenah Joint School District . 20 Osseo-Fairchild School District . 21 Evaluation Summary . 24 vi TheIntroduction Active Schools project was a partnership between the To provide guidance on effective strategies to increase Wisconsin Department of Health Services, the University physical activity, the DPI developed the Active Schools of Wisconsin – Madison Population Health Institute, and Toolkit, available at http://dpi.wi.gov/sspw/pdf/ the Wisconsin Department of Public Instruction (DPI). pasastoolkit.pdf. The DPI encouraged grantees to select The project was supported by the American Recovery at least three strategies from the Active Schools Toolkit. and Reinvestment Act, through a grant from the Centers The most commonly selected strategies fall into four for Disease Control and Prevention, as part of a national categories.
    [Show full text]
  • Judges Handbook Greater Philadelphia Sea Perch 2015 Challenge
    2015 Greater Philadelphia SeaPerch Challenge Judges Manual For Official Use Only By Judges. Not for Release or Distribution to Sea Perch Teams Judges Handbook Greater Philadelphia Sea Perch 2015 Challenge 2015 Greater Philadelphia SeaPerch Challenge Judges Manual For Official Use Only By Judges. Not for Release or Distribution to Sea Perch Teams Table of Contents 1. Event Dates and Parking Information 1 2. Schedule of Events 2 3. Arrival and Check In 2 4. What events will I be assigned to judge? 4 5. Awards 4 6. What does a compliance officer do? 5 7. Compliance 5 Compliance Check 1 Design Compliance Check 2 Maneuverability 8. Event Categories Descriptions and Guidelines 6 Vehicle Performance 6 Round 1 Maneuvering the Obstacle Course 8 Round 2 Top Secret Recovery Mission 8 Oral Poster Presentation 9 Team Spirit and Sportsmanship 11 9. Additional Information and Web links 12 ATTACHMENTS ATTACHMENT A‐1 Compliance Check Form ATTACHMENT B‐1 Team Check List ATTACHMENT C‐2 Round 1 Obstacle Course Score Sheet ATTACHMENT D‐1 Round 2 Top Secret Recovery Score Sheet ATTACHMENT E 1‐2 Underwater Mission Illustrations ATTACHMENT F‐DELETED ATTACHMENT G‐1 Parking Sign ATTACHMENT H‐1 Campus Map i Rules and schedules may change. Judges will be notified of any changes on the day of the event. 2015 Greater Philadelphia SeaPerch Challenge Judges Manual For Official Use Only By Judges. Not for Release or Distribution to Sea Perch Teams Welcome and thank you for your willingness to take time form you busy schedule to support the 10th Annual Greater Philadelphia SeaPerch Challenge, (GPSPC).
    [Show full text]
  • Sea Mines and Naval Mine Countermeasures: Are Autonomous Underwater Vehicles the Answer, and Is the Royal Canadian Navy Ready for the New Paradigm?
    SEA MINES AND NAVAL MINE COUNTERMEASURES: ARE AUTONOMOUS UNDERWATER VEHICLES THE ANSWER, AND IS THE ROYAL CANADIAN NAVY READY FOR THE NEW PARADIGM? Lieutenant-Commander J. Greenlaw JCSP 39 PCEMI 39 Master of Defence Studies Maîtrise en études de la défense Disclaimer Avertissement Opinions expressed remain those of the author and do Les opinons exprimées n’engagent que leurs auteurs et not represent Department of National Defence or ne reflètent aucunement des politiques du Ministère de Canadian Forces policy. This paper may not be used la Défense nationale ou des Forces canadiennes. Ce without written permission. papier ne peut être reproduit sans autorisation écrite. © Her Majesty the Queen in Right of Canada, as represented by the © Sa Majesté la Reine du Chef du Canada, représentée par le Minister of National Defence, 2013 ministre de la Défense nationale, 2013. CANADIAN FORCES COLLEGE – COLLÈGE DES FORCES CANADIENNES JCSP 39 – PCEMI 39 2012 – 2013 MASTER OF DEFENCE STUDIES - MAITRISE EN ÉTUDES DE LA DÉFENSE SEA MINES AND NAVAL MINE COUNTERMEASURES: ARE AUTONOMOUS UNDERWATER VEHICLES THE ANSWER, AND IS THE ROYAL CANADIAN NAVY READY FOR THE NEW PARADIGM? By Lieutenant-Commander J. Greenlaw, RCN Par capitaine de corvette J. Greenlaw, MRC This paper was written by a student La présente étude a été rédigée par attending the Canadian Forces un stagiaire du Collège des Forces College in fulfilment of one of the canadiennes pour satisfaire à l'une requirements of the Course of des exigences du cours. L'étude est Studies. The paper is a scholastic un document qui se rapporte au document, and thus contains facts cours et contient donc des faits et des and opinions, which the author opinions que seul l'auteur considère alone considered appropriate and appropriés et convenables au sujet.
    [Show full text]
  • Appendix J Fish Hearing and Sensitivity to Acoustic
    APPENDIX J FISH HEARING AND SENSITIVITY TO ACOUSTIC IMPACTS Fish Hearing and Sensitivity to Acoustic Impacts J-iii TABLE OF CONTENTS Page 1. INTRODUCTION ............................................................................................................................ J-1 1.1. What is Injury for Fishes?........................................................................................................ J-1 1.2. Fish........................................................................................................................................... J-1 1.3. Fish Bioacoustics – Overview.................................................................................................. J-2 1.4. Metrics of Sound Exposure...................................................................................................... J-2 2. BACKGROUND ON FISH HEARING........................................................................................... J-3 2.1. Sound in Water ........................................................................................................................ J-3 2.2. Hearing Sensitivity................................................................................................................... J-3 2.3. Other Aspects of Fish Hearing................................................................................................. J-7 3. EFFECTS OF HUMAN-GENERATED SOUND ON FISHES – OVERVIEW ............................. J-8 4. EFFECTS OF ANTHROPOGENIC SOUNDS ON HEARING .....................................................
    [Show full text]
  • Influence of Spring River Flow on the Recruitment of Japanese Seaperch Lateolabrax Japonicus Into the Chikugo Estuary, Japan
    RECENT ADVANCES IN THE STUDY OF SCIENTIA MARINA 70S2 FISH EGGS AND LARVAE October 2006, 159-164, Barcelona (Spain) M.P. Olivar and J.J. Govoni (eds.) ISSN: 0214-8358 Influence of spring river flow on the recruitment of Japanese seaperch Lateolabrax japonicus into the Chikugo estuary, Japan JUN SHOJI 1 and MASARU TANAKA 2 1 Takehara Fisheries Research Station, Hiroshima University, Minato-machi 5-8-1, Takehara, Hiroshima 725-0024, Japan. E-mail: [email protected] 2 Laboratory of Estuarine Ecology, Centre for Education and Research of Field Science, Kyoto University, Sakyo, Kyoto 606-8502, Japan. SUMMARY: The estuarine turbidity maximum (ETM) zone is considered to serve as a predation refuge for fish during the early life stages due to the high turbidity and high prey concentration. River flow can be one of the important determinants for survival of early life stages of estuarine dependent fish because it affects both the physical and biological properties of the ETM. We tested the hypothesis that fluctuation of river flow explains the variability in recruitment of Japanese seaperch Lateolabrax japonicus around the ETM region of the Chikugo River estuary, upper Ariake Bay, Japan. Japanese seaperch recruitment showed a 43.3-fold fluctuation from 1990 to 2000 and was inversely correlated with the mean daily river flow of the Chikugo River in March. The recruitment was high and variable in years of low March river flow and was poor in years of high March river flow. We conclude that high river flow potentially decreases Japanese seaperch recruitment in the Chikugo River estuary by blocking the larval migration into the river and by increasing the probability of larval dispersion to the downriver/upper bay areas, where potential predators (jellyfish and Sagitta spp.) were more abundant, and prey (Sinocalanus sinensis) availability and turbidity were lower.
    [Show full text]
  • Chapter 3, Historical and Cultural Resources
    Door County Comprehensive and Farmland Preservation Plan 2035: Volume II, Resource Report CHAPTER 3: HISTORICAL AND CULTURAL RESOURCES 16 | Chapter 3: Historical and Cultural Resources Door County Comprehensive and Farmland Preservation Plan 2035: Volume II, Resource Report INTRODUCTION This chapter begins by briefly discussing Door County’s “community character,” which is intertwined with many of the county’s historical and cultural resources. It then provides a brief history of the county’s residents and its development, followed by an inventory of the historical resources in Door County. Included are discussion of the county’s historical associations; the area’s maritime history and maritime museums, lighthouses, and shipwrecks; general museums; archaeological sites; sites on the state and/or federal historic registries; and cemeteries. Finally, this chapter provides an inventory of cultural resources, such as cultural organizations, educational and cultural opportunities, visual and performing arts groups and venues, and festivals. COMMUNITY CHARACTER Community character is defined by a variety of sometimes intangible factors, including the people living in the area, the visual character of the area, and the quality of life and experiences offered to residents and visitors. Door County’s community character was ranked as either the county’s highest or second- highest asset during the public input exercises conducted at the county-wide visioning sessions held between 2006 and 2007. As is evidenced by the lists below of responses from residents at those visioning meetings, all aspects of community character – the people, the visual attributes, and the general quality of life as well as the county’s specific historical and cultural resources – define or exemplify life in Door County.
    [Show full text]