<p>Lesson 18: Waves and the Ocean Assessment</p><p>1. In the wave diagram below, label the 6. A buoy in the Pacific Ocean reports a dominant wave period of 8 seconds and a. Crest a wavelength of 32 meters. What is the b. Trough speed of the dominant wave? c. Wavelength Wavelength o speed = wavelength x frequency Crest r</p><p>Speed = 32/8 = 4 meters/second</p><p>7. As wind blows over the water, wave height increases and</p><p> a. wave period and wavelength both Trough increase. b. wave period decreases and wavelength 2. A wave that travels parallel to the flow of energy increases. is a c. wave period and wavelength both decrease. a. transverse wave. d. wave period and wave frequency b. longitudinal wave. increase. c. P-wave. d. magnetic wave. 8. Why do species of plants that inhabit sand dunes have extensive root systems? 3. Electromagnetic energy travels in a. To access freshwater a. orbital waves. b. To anchor sand b. parallel waves. c. To keep from being washed away by c. transverse waves. wave action d. longitudinal waves. d. To provide habitat for coastal organisms</p><p>4. While standing on the beach you count 20 waves 9. Which statement is not true of tsunamis? breaking in 60 seconds. What is the wave frequency? How long is the wave period? Show a. They form as a result of underwater your calculations. earthquakes. b. They involve one massive, destructive wave. o r c. The wavelength of the wave(s) is extremely long. d. Energy is transferred from the water to period = 150/30 = 5 seconds/wave land when the wave hits the shore. frequency =1/5 = 0.2 waves/second</p><p>5.</p><p>© 2012 U.S. Satellite Laboratory, Inc. 10. Choose one plant and one animal species and describe how they are each adapted to high- energy wave action along the shoreline.</p><p>Points Criteria 4 Student clearly identifies and describes the specific adaptations of two organisms that allow them to live with high-energy wave action. 3 Student identifies and describes the adaptations of two organisms that allow them to live with high-energy wave action. 2 Student names and briefly discusses the adaptations of organisms that allow them to live with high-energy wave action. 1 Student mentions adaptations of organisms that allow them to live with high-energy wave action but includes little or no detail. </p><p>© 2012 U.S. Satellite Laboratory, Inc.</p>