Mariana Trench Additional Infor
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Worksheet 5.1--The History of Oceanography
Worksheet 5.1--The History of Oceanography Reading: Introduction to the World’s Oceans pages 4-22 1. The field of oceanography today is so broad that oceanography is usually broken down into a number of sub disciplines: a. ________________________________________ includes the study of the earth at the sea’s edge and below its surface b. ________________________________________ investigates how and why the oceans move c. ________________________________________ is the study of heat transfer, water cycles, and air-sea interactions. d. ________________________________________ studies the composition and history of the water e. ________________________________________ concerns the marine organisms and the relationship between these organisms and the environment. f. ________________________________________ is the discipline that designs and plans equipment and installations for use at sea. 2. When did oceanography begin to develop as a modern science? ____________________ The Early Times 3. Around 200 BC the Egyptian scientist Eratosthenes mapped the known world and calculated the circumference of the earth as 40,250 km. Today’s measurement is ______________ . How far from the correct value was Erathosthenes? 4. Approximately 350 years later the Roman Scientist Ptolemy produced the world’s first atlas. His atlas listed more than 8,000 places by latitude and longitude but his work contained a major flaw. What was it? 5. What difference would it have made for Columbus and other explorers if they had used Erathosthenes’ more accurate estimate of the earth’s circumference rather than Ptolemy’s flawed estimate? The Middle Ages 6. When did the Vikings reach North America? _______________ 7. Who first established regular trade routes across the Indian Ocean? _______________ 8. -
Deep-Sea Mining: the Basics
A fact sheet from June 2018 NOAA Office of Ocean Exploration and Research Deep-sea Mining: The Basics Overview The deepest parts of the world’s ocean feature ecosystems found nowhere else on Earth. They provide habitat for multitudes of species, many yet to be named. These vast, lightless regions also possess deposits of valuable minerals in rich concentrations. Deep-sea extraction technologies may soon develop to the point where exploration of seabed minerals can give way to active exploitation. The International Seabed Authority (ISA) is charged with formulating and enforcing rules for all seabed mining that takes place in waters beyond national jurisdictions. These rules are now under development. Environmental regulations, liability and financial rules, and oversight and enforcement protocols all must be written and approved within three to five years. Figure 1 Types of Deep-sea Mining Production support vessel Return pipe Riser pipe Cobalt Seafloor massive Polymetallic crusts sulfides nodules Subsurface plumes 800-2,500 from return water meters deep Deposition 1,000-4,000 meters deep 4,000-6,500 meters deep Cobalt-rich Localized plumes Seabed pump Ferromanganeseferromanganese from cutting crusts Seafloor production tool Nodule deposit Massive sulfide deposit Sediment Source: New Zealand Environment Guide © 2018 The Pew Charitable Trusts 2 The legal foundations • The United Nations Convention on the Law of the Sea (UNCLOS). Also known as the Law of the Sea Treaty, UNCLOS is the constitutional document governing mineral exploitation on the roughly 60 percent of the world seabed that lies beyond national jurisdictions. UNCLOS took effect in 1994 upon passage of key enabling amendments designed to spur commercial mining. -
New Frontiers in Ocean Exploration the E/V Nautilus, NOAA Ship Okeanos Explorer, and R/V Falkor 2018 Field Season
New Frontiers in Ocean Exploration The E/V Nautilus, NOAA Ship Okeanos Explorer, and R/V Falkor 2018 Field Season GUEST EDITORS Nicole A. Raineault and Joanne Flanders Oceanography Vol. 32, No. 1, Supplement, March 2019 a PREFERRED CITATION Raineault, N.A, and J. Flanders, eds. 2019. New frontiers in ocean exploration: The E/V Nautilus, NOAA Ship Okeanos Explorer, and R/V Falkor 2018 field season. Oceanography 32(1), supplement, 150 pp., https://doi.org/10.5670/oceanog.2019.supplement.01. FRONT COVER A high-density habitat consisting of deep-sea sponge, coral, and squat lobsters on a previously unmapped and unex- plored seamount in Papahānaumokuākea Marine National Monument. The photo was taken during E/V Nautilus cruise NA101. Image credit: D. Fornari (WHOI-MISO Facility) and OET The R/V Falkor team dove on “Rosebud,” a whale fall that was placed by researchers off San Diego, California, in La Jolla Canyon. Researchers noted changes in composition and life forms around the location in a beautiful, exciting dive investigating ecosystems unique to whale falls. Image credit: SOI b It Takes a Village! Managing Data from Okeanos Explorer By Barry Eakins, Susan Gottfried, Patrick Murphy, David Lovalvo, and Derek Sowers NOAA Ship Okeanos Explorer is a telepresence-enabled for near-real-time data sharing. The OER mapping team exploration vessel managed by NOAA’s Office of Marine and pioneered “telemapping” workflows to enable near-real- Aviation Operations with mission equipment operated by time processing of bathymetric data from its shoreside NOAA’s Office of Ocean Exploration and Research, in part- facility at the University of New Hampshire (UNH). -
Deep-Sea Life Issue 8, November 2016 Cruise News Going Deep: Deepwater Exploration of the Marianas by the Okeanos Explorer
Deep-Sea Life Issue 8, November 2016 Welcome to the eighth edition of Deep-Sea Life: an informal publication about current affairs in the world of deep-sea biology. Once again we have a wealth of contributions from our fellow colleagues to enjoy concerning their current projects, news, meetings, cruises, new publications and so on. The cruise news section is particularly well-endowed this issue which is wonderful to see, with voyages of exploration from four of our five oceans from the Arctic, spanning north east, west, mid and south Atlantic, the north-west Pacific, and the Indian Ocean. Just imagine when all those data are in OBIS via the new deep-sea node…! (see page 24 for more information on this). The photo of the issue makes me smile. Angelika Brandt from the University of Hamburg, has been at sea once more with her happy-looking team! And no wonder they look so pleased with themselves; they have collected a wonderful array of life from one of the very deepest areas of our ocean in order to figure out more about the distribution of these abyssal organisms, and the factors that may limit their distribution within this region. Read more about the mission and their goals on page 5. I always appreciate feedback regarding any aspect of the publication, so that it may be improved as we go forward. Please circulate to your colleagues and students who may have an interest in life in the deep, and have them contact me if they wish to be placed on the mailing list for this publication. -
Seafloor Mapping | Educator
SEAFLOOR MAPPING | EDUCATOR Links to Next S T E M Generations Science Supplement Video | Standards | https://www.youtube.com/watch?v=rEPXuXf0_Ws https://vimeo.com/153100152 (password: exploration) MS-PS4-2: Develop and use a model to Pacing | 2 - 3 class periods (45 minutes each) describe that waves Background Needed | Basic understanding of sound, waves, earth history, earth are reflected, processes, sonar absorbed, or Assessment | Scientific & Technical Reporting rubric provided transmitted through Materials/Resources | various materials. ‣ Simulated seafloor boxes ‣ Low Resolution Grid (http://nautl.us/2eg1p5V) and High Resolution Grid MS-ESS2-3: Analyze and interpret data on (http://nautl.us/2dKZ7IN) ‣ the distribution of Wooden dowels fossils and rocks, ‣ Student data sheets continental shapes, ‣ Colored pencils and seafloor ‣ Calculators structures to provide ‣ Computers with Microsoft Excel (optional) evidence of the past plate motions. Overview MS-ESS3-1: Construct This module is designed to introduce students to multibeam sonar mapping. a scientific Students will use simulated sonar beams to produce depth data on a seafloor. explanation based on They will then take this data and produce a bathymetric map. Students will be evidence for how the asked to infer seafloor features based on two resolutions (low and high) of sonar uneven distributions imagery. Bathymetric maps can be produced by hand or students can easily use of Earth's mineral, Excel to produce 3D bathymetric images. energy, and groundwater resources are the Objectives & Learning Outcomes ‣ result of past and Students will be able to explain the importance of seafloor mapping to current geoscience understand the earth and ocean as well as understand how little of the global processes. -
Chapter 25 Creating a National Strategy For
PART VII SCIENCE-BASED DECISIONS: A DVANCING O UR U NDERSTANDING OF THE O CEANS CHAPTER 25 CREATING A NATIONAL STRATEGY FOR INCREASING SCIENTIFIC KNOWLEDGE ...............................................................374 CHAPTER 26 ACHIEVING A SUSTAINED, INTEGRATED OCEAN OBSERVING SYSTEM..........394 CHAPTER 27 ENHANCING OCEAN INFRASTRUCTURE AND TECHNOLOGY DEVELOPMENT........................................................................412 CHAPTER 28 MODERNIZING OCEAN DATA AND INFORMATION SYSTEMS ..................428 CHAPTER 25 CREATING A NATIONAL STRATEGY FOR INCREASING SCIENTIFIC KNOWLEDGE cean managers and policy makers need comprehensive scientific information Oabout the ocean and its environment to make wise decisions. Increased knowl- edge will help achieve sustainable resource use, economic development, and con- servation of the ocean’s biological diversity and natural beauty. However, to ensure the highest return on the nation’s investment in ocean research, exploration, and marine operations, a national strategy is needed. The strategy should coordinate and prioritize basic and applied ocean and coastal research supported by all federal agencies, increase partnerships with the academic and private sectors, promote enhanced ocean exploration, and coordinate federal marine operations to reduce redundancies. Significantly increased research in ocean-related natural and social sciences will also be key to fostering a new era of ecosystem-based management supported by sound science. Fortifying the Foundations of Ocean Understanding cean science and technology are integral parts of the overall OU.S. research enterprise and contribute greatly to society. They are essential to understanding the Earth’s environment and how it changes over time, improving climate predictions, managing marine resources wisely, finding beneficial new uses of ocean resources, protect- ing national security, and unlocking the basic mysteries of life on Earth. -
The Truth About Sharks the Story of the Sea Turtle the World of Whales
The Truth About Sharks Sharks are magnificent, but misunderstood creatures that are unfortunately being pushed to the brink of extinction due to overfishing and poor international management. This program highlights the beauty and importance of these animals by showing the incredible rich diversity of shark species and their unique adaptations. Students will rotate through hands-on stations in small groups that involve shark tooth and jaw morphology, shark identification, and shark sensory systems. The session culminates in a discussion about the critical need for conservation of many shark species and what students, no matter where they live, can do to help. The Story of the Sea Turtle Sea turtles are one of the most ancient creatures on Earth, yet we are still learning more and more about them every day. This program covers the life history, ecology, behavior, and unique adaptations of these extraordinary marine animals. Hands-on activities will highlight nesting behavior, sea turtle predators, how hatchings make it to the ocean, and how they are able to return to the same nesting beaches as adults. Students will have sea turtle models to study and even get a chance to experience what it is like for a sea turtle biologist studying these animals in the wild. The session ends in a discussion on current sea turtle conservation measures and how students can help protect marine life. The World of Whales Whales are found in every ocean region and are the largest mammals on the planet, yet we still have much to learn about these magnificent creatures. This program highlights the rich diversity of whale species and their unique adaptations that allow them to grow to mind-boggling dimensions, dive deep underwater, survive in cold-water habitats, and even sing elaborate songs to each other! Through hands-on activities, students will learn about whale feeding and communication strategies, and how scientists study these incredible animals in the wild. -
Capacity Building in Ocean Bathymetry the Nippon Foundation GEBCO Training Programme at the University of New Hampshire
INTERNATIONAL HYDROGRAPHIC REVIEW VOL. 6 NO. 3 (NEW SERIES) NOVEMBER 2005 Note Capacity Building in Ocean Bathymetry The Nippon Foundation GEBCO Training Programme at the University of New Hampshire Srinivas Karlapati1, Dave Monahan2, Hugo Montoro Caceres3, Taisei Morishita4, Abubakar Abdullahi Mustapha5, Walter Reynoso Peralta6, Shereen Sharma7 and Clive Angwenyi8 Abstract Bathymetric Chart of the Oceans (GEBCO). GEBCO predates the IHO, and A successful Capacity Building project in since 1974 has been allied with both IHO hydrography is underway at the University and the Intergovernmental Oceanograph- of New Hampshire. Organised by the Gen- ic Commission (IOC) of UNESCO. GEBCO eral Bathymetric Chart of the Oceans and produces world bathymetry maps, in Production of this sponsored by the Nippon Foundation, the paper and digital form, a digital grid of paper is supported programme trains hydrographers and depths, and a Gazetteer of undersea financially by the other marine scientists in bathymetric names. In order to help build increased Nippon Foundation mapping. Participants are formally pre- capacity in bathymetric mapping, GEBCO pared to produce bathymetric maps when has established an international training 1 National Institute of Oceanography, they return to their home countries programme in ocean bathymetry. In part- Dona Paula, Goa – through a combination of graduate level nership with the Nippon Foundation of 403 004, India 2 Center for Coastal courses and workshops, practical field Japan, GEBCO has contracted with the and Ocean training, participation in deep ocean Center for Coastal and Ocean Mapping, University of New Hampshire, research cruises, working visits to other Mapping/NOAA-UNH Joint Hydrographic USA laboratories and institutions, focused lec- Center of the University of New Hamp- 3 Direccion de Hidrografia y tures from visiting experts, and the prepa- shire, to develop and offer a graduate cer- Navegacion, Av ration of a bathymetry map of their area tificate in Ocean Mapping. -
National Treasure (PDF, 487
o c e a n Submarine Ring of Fire 2014 – Ironman Expedition National Treasure Expl ration & Research Focus Carbon dioxide from deep-ocean volcanoes and its effect on ocean acidity Grade Level 6-8, with adaptations for 9-12 (Life Science/Earth Science) Focus Question What actions should be taken to effectively manage the Marianas Trench Marine National Monument? Learning Objectives n Students will evaluate alternative design solutions for maintaining biodiversity and ecosystem services in the Marianas Trench Marine National Monument. n Students will describe a method for monitoring and minimizing impacts of scientific investigations on the deep ocean environment within the Marianas Trench Marine National Monument Materials q Copies of Selecting a Management Strategy for the Marianas Trench Marine National Monument Research Guide, one copy for each student group q Copies of Background on Marine Protected Areas, one copy for each student group Audio-Visual Materials q (Optional) Interactive whiteboard Teaching Time Two 45-minute class periods Seating Arrangement Groups of three or four students Maximum Number of Students 30 Image captions/credits on Page 2. Key Words Marianas Trench Marine National Monument Biodiversity 1 Management www.oceanexplorer.noaa.gov Submarine Ring of Fire 2014 – Ironman Expedition Grades 6-8 (Life Science/Earth Science) Bathymetric compilation map of the Mariana Arc area showing the location of the 2 focus sites on the expedi- Map of all of the volcanoes around the Pacific (red triangles), making up tion, NW Eifuku and NW Rota-1 as well as the Marianas the Ring of Fire. Image credit: NOAA/PMEL Submarine Ring of Fire 2014 Trench. -
Name Date Literacy Lab #24 - Mariana Trench Dive Earth Science - Breed - 2012/2013
Name Date Literacy Lab #24 - Mariana Trench Dive Earth Science - Breed - 2012/2013 Directions: Take a few minutes to read the article below either online (or on the back of this page.) Write responses to the statements or questions below. Cut/copy/paste is not allowed – use your own words and thoughts, based in research if needed. Read more: http://www.sciencedaily.com/releases/2012/03/120326091202.htm Fact-finding: List three facts that you learned in this article. 1. 2. 3. Vocabulary: List and define three unfamiliar words in the space below. Implications: What are your feelings about this “discovery”? Express your feelings (tactfully) about whether this is an advancement of science or a bad idea. James Cameron Makes First Ever Successful Solo Dive to Mariana Trench -- Ocean's Deepest Point ScienceDaily (Mar. 26, 2012) — Filmmaker and National Geographic Explorer-in- Residence James Cameron descended 35,756 feet (6.77 miles/10.89 km) to reach the "Challenger Deep," the ocean's deepest point located in the Mariana Trench, in his specially designed submersible DEEPSEA CHALLENGER. The attempt was part of DEEPSEA CHALLENGE, a joint scientific expedition by Cameron, National Geographic and Rolex to conduct deep-ocean research and exploration. Cameron is the only individual ever to complete the dive in a solo vehicle and the first person since 1960 to reach the very bottom of the world in a manned submersible. During the dive, he conducted the first manned scientific exploration of the "Challenger Deep." The submersible was launched into the Pacific Ocean some 200 miles (322 km) southwest of Guam on Monday, March 26, at 5:15 a.m., local Guam time (Sunday, March 25, at 3:15 p.m., Eastern Time). -
History of Oceanography, Number 14
No. 14 September 2002 CONTENTS EDITORIAL........................................................................................................................ 1 IN MEMORIAM PHILIP F. REHBOCK............................................................................ ARTICLE.......................................................................................................................... Scientific research, management advice; evolution of ICES’s dual identity ICHO VII IN KALINGRAD 2003....................................................................................... CLASSES IN HISTORY OF MARINE SCIENCES........................................................... BOOK ANNOUNCEMENTS AND REVIEWS................................................................. KEITH RUNCORN PAPERS.............................................................................................. NEWS AND EVENTS........................................................................................................ ANNUAL BIBLIOGRAPHY AND BIOGRAPHIES.......................................................... INTERNATIONAL UNION OF THE HISTORY AND PHILOSOPHY OF SCIENCE DIVISION OF THE HISTORY OF SCIENCE COMMISSION OF OCEANOGRAPHY President Eric L. Mills Department of Oceanography Dalhousie University Halifax, Nova Scotia B3H 4J1 CANADA Vice Presidents Jacqueline Carpine-Lancre La Verveine 7, Square Kraemer 06240 Beausoleil, FRANCE Margaret B. Deacon 3 Rewe Court, Heazille Barton Rewe, Exeter EX5 4HQ Devon, UNITED KINGDOM Walter Lenz Institut für Klima-und -
Coral Reef: Coral Reef Managers Meet on Guam to Battle Climate Change PAGE 5 Mission Complete: Nereus Returns to the Surface
Volume 2 • Issue 4 In this issue Director’s letter: A message from Tony Lamorena PAGE 2 DAWR: Management-Planning Sessions for the Tumon Bay and Piti Bomb Holes PAGE 3 Coral reef: Coral Reef Managers meet on Guam to Battle Climate Change PAGE 5 Mission complete: Nereus returns to the surface. Prutehi I Islan Guahan: Protect our Island Guam from invasive species Exploring PAGE 6 Marine Preserves: Heritage, Protecting our Mariana Trench Future ’ve been to THE with the ship. Other ROVs use PAGE 7 TRENCH!! Of thick, heavy cable up to 25 miles course, that’s the Mar- in length and are tethered to the iana Trench. Not ship via this cable. Nereus’fiber Kika Kids Page: many people on Earth optic line looks like light-weight Color in the Ko’ko’ while canI make that claim. I some- monofilament fishing line. It is learning more about this times feel is was all a dream. I so fine that it can be broken by native Guam bird relive the adventure over and an 8 pound fish. It is not a teth- over with pictures and in my er, it drifts along behind Nereus mind. and 25 miles of fiber can fit in PAGE 8 I didn’t physically go to the a canister the size of a coffee Trench, but I was in the control can. room when Nereus went. Nereus was designed and Nereus, a robot, can place built at Wood’s Hole Oceano- equipment on the sea floor, pick graphic Institute (WHOI) in up samples, catch critters and Massachusetts.