Zonation and Distribution Part I Question
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Continental Shelf the Last Maritime Zone
Continental Shelf The Last Maritime Zone The Last Maritime Zone Published by UNEP/GRID-Arendal Copyright © 2009, UNEP/GRID-Arendal ISBN: 978-82-7701-059-5 Printed by Birkeland Trykkeri AS, Norway Disclaimer Any views expressed in this book are those of the authors and do not necessarily reflect the views or policies of UNEP/GRID-Arendal or contributory organizations. The designations employed and the presentation of material in this book do not imply the expression of any opinion on the part of the organizations concerning the legal status of any country, territory, city or area of its authority, or deline- ation of its frontiers and boundaries, nor do they imply the validity of submissions. All information in this publication is derived from official material that is posted on the website of the UN Division of Ocean Affairs and the Law of the Sea (DOALOS), which acts as the Secretariat to the Com- mission on the Limits of the Continental Shelf (CLCS): www.un.org/ Depts/los/clcs_new/clcs_home.htm. UNEP/GRID-Arendal is an official UNEP centre located in Southern Norway. GRID-Arendal’s mission is to provide environmental informa- tion, communications and capacity building services for information management and assessment. The centre’s core focus is to facili- tate the free access and exchange of information to support decision making to secure a sustainable future. www.grida.no. Continental Shelf The Last Maritime Zone Continental Shelf The Last Maritime Zone Authors and contributors Tina Schoolmeester and Elaine Baker (Editors) Joan Fabres Øystein Halvorsen Øivind Lønne Jean-Nicolas Poussart Riccardo Pravettoni (Cartography) Morten Sørensen Kristina Thygesen Cover illustration Alex Mathers Language editor Harry Forster (Interrelate Grenoble) Special thanks to Yannick Beaudoin Janet Fernandez Skaalvik Lars Kullerud Harald Sund (Geocap AS) Continental Shelf The Last Maritime Zone Foreword During the past decade, many coastal States have been engaged in peacefully establish- ing the limits of their maritime jurisdiction. -
INTERTIDAL ZONATION Introduction to Oceanography Spring 2017 The
INTERTIDAL ZONATION Introduction to Oceanography Spring 2017 The Intertidal Zone is the narrow belt along the shoreline lying between the lowest and highest tide marks. The intertidal or littoral zone is subdivided broadly into four vertical zones based on the amount of time the zone is submerged. From highest to lowest, they are Supratidal or Spray Zone Upper Intertidal submergence time Middle Intertidal Littoral Zone influenced by tides Lower Intertidal Subtidal Sublittoral Zone permanently submerged The intertidal zone may also be subdivided on the basis of the vertical distribution of the species that dominate a particular zone. However, zone divisions should, in most cases, be regarded as approximate! No single system of subdivision gives perfectly consistent results everywhere. Please refer to the intertidal zonation scheme given in the attached table (last page). Zonal Distribution of organisms is controlled by PHYSICAL factors (which set the UPPER limit of each zone): 1) tidal range 2) wave exposure or the degree of sheltering from surf 3) type of substrate, e.g., sand, cobble, rock 4) relative time exposed to air (controls overheating, desiccation, and salinity changes). BIOLOGICAL factors (which set the LOWER limit of each zone): 1) predation 2) competition for space 3) adaptation to biological or physical factors of the environment Species dominance patterns change abruptly in response to physical and/or biological factors. For example, tide pools provide permanently submerged areas in higher tidal zones; overhangs provide shaded areas of lower temperature; protected crevices provide permanently moist areas. Such subhabitats within a zone can contain quite different organisms from those typical for the zone. -
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. -
Beach Nourishment: Massdep's Guide to Best Management Practices for Projects in Massachusetts
BBEACHEACH NNOURISHMEOURISHMENNTT MassDEP’sMassDEP’s GuideGuide toto BestBest ManagementManagement PracticesPractices forfor ProjectsProjects inin MassachusettsMassachusetts March 2007 acknowledgements LEAD AUTHORS: Rebecca Haney (Coastal Zone Management), Liz Kouloheras, (MassDEP), Vin Malkoski (Mass. Division of Marine Fisheries), Jim Mahala (MassDEP) and Yvonne Unger (MassDEP) CONTRIBUTORS: From MassDEP: Fred Civian, Jen D’Urso, Glenn Haas, Lealdon Langley, Hilary Schwarzenbach and Jim Sprague. From Coastal Zone Management: Bob Boeri, Mark Borrelli, David Janik, Julia Knisel and Wendolyn Quigley. Engineering consultants from Applied Coastal Research and Engineering Inc. also reviewed the document for technical accuracy. Lead Editor: David Noonan (MassDEP) Design and Layout: Sandra Rabb (MassDEP) Photography: Sandra Rabb (MassDEP) unless otherwise noted. Massachusetts Massachusetts Office Department of of Coastal Zone Environmental Protection Management 1 Winter Street 251 Causeway Street Boston, MA Boston, MA table of contents I. Glossary of Terms 1 II. Summary 3 II. Overview 6 • Purpose 6 • Beach Nourishment 6 • Specifications and Best Management Practices 7 • Permit Requirements and Timelines 8 III. Technical Attachments A. Beach Stability Determination 13 B. Receiving Beach Characterization 17 C. Source Material Characterization 21 D. Sample Problem: Beach and Borrow Site Sediment Analysis to Determine Stability of Nourishment Material for Shore Protection 22 E. Generic Beach Monitoring Plan 27 F. Sample Easement 29 G. References 31 GLOSSARY Accretion - the gradual addition of land by deposition of water-borne sediment. Beach Fill – also called “artificial nourishment”, “beach nourishment”, “replenishment”, and “restoration,” comprises the placement of sediment within the nearshore sediment transport system (see littoral zone). (paraphrased from Dean, 2002) Beach Profile – the cross-sectional shape of a beach plotted perpendicular to the shoreline. -
MARINE ENVIRONMENTS Teaching Module for Grades 6-12
MARINE ENVIRONMENTS Teaching Module for Grades 6-12 Dear Educator, We are pleased to present you with the first in a series of teaching and learning modules developed by the DEEPEND (Deep-Pelagic Nekton Dynamics) consortium and their consultants. DEEPEND is a research network focusing primarily on the pelagic zone of the Gulf of Mexico, therefore the majority of the lessons will be based around this topic. Whenever possible, the lessons will focus specifically on events of the Gulf of Mexico or work from the DEEPEND scientists. All modules in this series aim to engage students in grades 6 through 12 in STEM disciplines, while promoting student learning of the marine environment. We hope these lessons enable teachers to address student misconceptions and apprehensions regarding the unique organisms and properties of marine ecosystems. We intend for these modules to be a guide for teaching. Teachers are welcome to use the lessons in any order they wish, use just portions of lessons, and may modify the lessons as they wish. Furthermore, educators may share these lessons with other school districts and teachers; however, please do not receive monetary gain for lessons in any of the modules. Moreover, please provide credit to photographers and authors whenever possible. This first module focuses on the marine environment in general including biological, chemical, and physical properties of the water column. We have provided a variety of activities and extensions within this module such that lessons can easily be adapted for various grade and proficiency levels. Given that education reform strives to incorporate authentic science experiences, many of these lessons encourage exploration and experimentation to encourage students to think and act like a scientist. -
Appendix 1 : Marine Habitat Types Definitions. Update Of
Appendix 1 Marine Habitat types definitions. Update of “Interpretation Manual of European Union Habitats” COASTAL AND HALOPHYTIC HABITATS Open sea and tidal areas 1110 Sandbanks which are slightly covered by sea water all the time PAL.CLASS.: 11.125, 11.22, 11.31 1. Definition: Sandbanks are elevated, elongated, rounded or irregular topographic features, permanently submerged and predominantly surrounded by deeper water. They consist mainly of sandy sediments, but larger grain sizes, including boulders and cobbles, or smaller grain sizes including mud may also be present on a sandbank. Banks where sandy sediments occur in a layer over hard substrata are classed as sandbanks if the associated biota are dependent on the sand rather than on the underlying hard substrata. “Slightly covered by sea water all the time” means that above a sandbank the water depth is seldom more than 20 m below chart datum. Sandbanks can, however, extend beneath 20 m below chart datum. It can, therefore, be appropriate to include in designations such areas where they are part of the feature and host its biological assemblages. 2. Characteristic animal and plant species 2.1. Vegetation: North Atlantic including North Sea: Zostera sp., free living species of the Corallinaceae family. On many sandbanks macrophytes do not occur. Central Atlantic Islands (Macaronesian Islands): Cymodocea nodosa and Zostera noltii. On many sandbanks free living species of Corallinaceae are conspicuous elements of biotic assemblages, with relevant role as feeding and nursery grounds for invertebrates and fish. On many sandbanks macrophytes do not occur. Baltic Sea: Zostera sp., Potamogeton spp., Ruppia spp., Tolypella nidifica, Zannichellia spp., carophytes. -
Lake Ecology
Fundamentals of Limnology Oxygen, Temperature and Lake Stratification Prereqs: Students should have reviewed the importance of Oxygen and Carbon Dioxide in Aquatic Systems Students should have reviewed the video tape on the calibration and use of a YSI oxygen meter. Students should have a basic knowledge of pH and how to use a pH meter. Safety: This module includes field work in boats on Raystown Lake. On average, there is a death due to drowning on Raystown Lake every two years due to careless boating activities. You will very strongly decrease the risk of accident when you obey the following rules: 1. All participants in this field exercise will wear Coast Guard certified PFDs. (No exceptions for teachers or staff). 2. There is no "horseplay" allowed on boats. This includes throwing objects, splashing others, rocking boats, erratic operation of boats or unnecessary navigational detours. 3. Obey all boating regulations, especially, no wake zone markers 4. No swimming from boats 5. Keep all hands and sampling equipment inside of boats while the boats are moving. 6. Whenever possible, hold sampling equipment inside of the boats rather than over the water. We have no desire to donate sampling gear to the bottom of the lake. 7. The program director has final say as to what is and is not appropriate safety behavior. Failure to comply with the safety guidelines and the program director's requests will result in expulsion from the program and loss of Field Station privileges. I. Introduction to Aquatic Environments Water covers 75% of the Earth's surface. We divide that water into three types based on the salinity, the concentration of dissolved salts in the water. -
Environmental Science
LIVING THINGS AND THE ENVIRONMENT • Ecosystem: – All the living and nonliving things that ENVIRONMENTAL SCIENCE interact in a particular area – An organism obtains food, water, shelter, and other Populations and Communities things it needs to live, grow and reproduce from its surroundings – Ecosystems may contain many different habitats Science 7 Science 7 LIVING THINGS AND THE LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Habitat: • Biotic Factors: – The place and organism – The living parts of any lives and obtains all the ecosystem things it needs to survive – Example: Prairie Dogs – Example: • Hawks • Prairie Dog • Ferrets • Needs: • Badgers – Food • Eagles – Water • Grass – Shelter • Plants – Etc. Science 7 Science 7 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors: • Abiotic Factors con’t – Water: – Sunlight: • All living things • Necessary for require water for photosynthesis survival • Your body is 65% • Organisms which water use the sun form • A watermelon is the base of the 95% water food chain • Plants need water for photosynthesis for food and oxygen production Science 7 Science 7 1 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors Con’t • Abiotic Factors con’t – Oxygen: – Temperature: • Necessary for most • The temperature of living things an area determines • Used by animals the type of for cellular organisms which respiration can live there • Ex: Polar Bears do not live in the tropics • Ex: piranha’s don’t live in the arctic Science 7 Science -
HOLT Earth Science
HOLT Earth Science Directed Reading Name Class Date Skills Worksheet Directed Reading Section: What Is Earth Science? 1. For thousands of years, people have looked at the world and wondered what shaped it. 2. How did cultures throughout history attempt to explain events such as vol- cano eruptions, earthquakes, and eclipses? 3. How does modern science attempt to understand Earth and its changing landscape? THE SCIENTIFIC STUDY OF EARTH ______ 4. Scientists in China began keeping records of earthquakes as early as a. 200 BCE. b. 480 BCE. c. 780 BCE. d. 1780 BCE. ______ 5. What kind of catalog did the ancient Greeks compile? a. a catalog of rocks and minerals b. a catalog of stars in the universe c. a catalog of gods and goddesses d. a catalog of fashion ______ 6. What did the Maya track in ancient times? a. the tides b. the movement of people and animals c. changes in rocks and minerals d. the movements of the sun, moon, and planets ______ 7. Based on their observations, the Maya created a. jewelry. b. calendars. c. books. d. pyramids. Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt Earth Science 7 Introduction to Earth Science Name Class Date Directed Reading continued ______ 8. For a long time, scientific discoveries were limited to a. observations of phenomena that could be made with the help of scientific instruments. b. observations of phenomena that could not be seen, only imagined. c. myths and legends surrounding phenomena. d. observations of phenomena that could be seen with the unaided eye. -
Mapping the Canyon
Deep East 2001— Grades 9-12 Focus: Bathymetry of Hudson Canyon Mapping the Canyon FOCUS Part III: Bathymetry of Hudson Canyon ❒ Library Books GRADE LEVEL AUDIO/VISUAL EQUIPMENT 9 - 12 Overhead Projector FOCUS QUESTION TEACHING TIME What are the differences between bathymetric Two 45-minute periods maps and topographic maps? SEATING ARRANGEMENT LEARNING OBJECTIVES Cooperative groups of two to four Students will be able to compare and contrast a topographic map to a bathymetric map. MAXIMUM NUMBER OF STUDENTS 30 Students will investigate the various ways in which bathymetric maps are made. KEY WORDS Topography Students will learn how to interpret a bathymet- Bathymetry ric map. Map Multibeam sonar ADAPTATIONS FOR DEAF STUDENTS Canyon None required Contour lines SONAR MATERIALS Side-scan sonar Part I: GLORIA ❒ 1 Hudson Canyon Bathymetry map trans- Echo sounder parency ❒ 1 local topographic map BACKGROUND INFORMATION ❒ 1 USGS Fact Sheet on Sea Floor Mapping A map is a flat representation of all or part of Earth’s surface drawn to a specific scale Part II: (Tarbuck & Lutgens, 1999). Topographic maps show elevation of landforms above sea level, ❒ 1 local topographic map per group and bathymetric maps show depths of land- ❒ 1 Hudson Canyon Bathymetry map per group forms below sea level. The topographic eleva- ❒ 1 Hudson Canyon Bathymetry map trans- tions and the bathymetric depths are shown parency ❒ with contour lines. A contour line is a line on a Contour Analysis Worksheet map representing a corresponding imaginary 59 Deep East 2001— Grades 9-12 Focus: Bathymetry of Hudson Canyon line on the ground that has the same elevation sonar is the multibeam sonar. -
The Impact of Makeshift Sandbag Groynes on Coastal Geomorphology: a Case Study at Columbus Bay, Trinidad
Environment and Natural Resources Research; Vol. 4, No. 1; 2014 ISSN 1927-0488 E-ISSN 1927-0496 Published by Canadian Center of Science and Education The Impact of Makeshift Sandbag Groynes on Coastal Geomorphology: A Case Study at Columbus Bay, Trinidad Junior Darsan1 & Christopher Alexis2 1 University of the West Indies, St. Augustine Campus, Trinidad 2 Institute of Marine Affairs, Chaguaramas, Trinidad Correspondence: Junior Darsan, Department of Geography, University of the West Indies, St Augustine, Trinidad. E-mail: [email protected] Received: January 7, 2014 Accepted: February 7, 2014 Online Published: February 19, 2014 doi:10.5539/enrr.v4n1p94 URL: http://dx.doi.org/10.5539/enrr.v4n1p94 Abstract Coastal erosion threatens coastal land which is an invaluable limited resource to Small Island Developing States (SIDS). Columbus Bay, located on the south-western peninsula of Trinidad, experiences high rates of coastal erosion which has resulted in the loss of millions of dollars to coconut estate owners. Owing to this, three makeshift sandbag groynes were installed in the northern region of Columbus Bay to arrest the coastal erosion problem. Beach profiles were conducted at eight stations from October 2009 to April 2011 to determine the change in beach widths and beach volumes along the bay. Beach width and volume changes were determined from the baseline in October 2009. Additionally, a generalized shoreline response model (GENESIS) was applied to Columbus Bay and simulated a 4 year model run. Results indicate that there was an increase in beach width and volume at five stations located within or adjacent to the groyne field. -
Shaping the Beach, One Wave at a Time New Research Is Deciphering How Currents, Waves, and Sands Change Our Shorelines
http://oceanusmag.whoi.edu/v43n1/raubenheimer.html Shaping the Beach, One Wave at a Time New research is deciphering how currents, waves, and sands change our shorelines By Britt Raubenheimer, Associate Scientist nearshore region—the stretch of sand, for a beach to erode or build up. Applied Ocean Physics & Engineering Dept. rock, and water between the dry land be- Understanding beaches and the adja- Woods Hole Oceanographic Institution hind the beach and the beginning of deep cent nearshore ocean is critical because or years, scientists who study the water far from shore. To comprehend and nearly half of the U.S. population lives Fshoreline have wondered at the appar- predict how shorelines will change from within a day’s drive of a coast. Shoreline ent fickleness of storms, which can dev- day to day and year to year, we have to: recreation is also a significant part of the astate one part of a coastline, yet leave an • decipher how waves evolve; economy of many states. adjacent part untouched. One beach may • determine where currents will form For more than a decade, I have been wash away, with houses tumbling into the and why; working with WHOI Senior Scientist Steve sea, while a nearby beach weathers a storm • learn where sand comes from and Elgar and colleagues across the coun- without a scratch. How can this be? where it goes; try to decipher patterns and processes in The answers lie in the physics of the • understand when conditions are right this environment. Most of our work takes A Mess of Physics Near the Shore Many forces intersect and interact in the surf and swash zones of the coastal ocean, pushing sand and water up, down, and along the coast.