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Go With the Flow

Go With the Flow. Presented By: Rachel Crawford Michelle Darguzas Mary Rosa. Summary. Students will learn how to interpret data and demonstrate an understanding of how the ocean floor topography influences the ocean’s currents. Key Concepts. Seafloor structure/bathymetry

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Go With the Flow

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  1. Go With the Flow Presented By: Rachel Crawford Michelle Darguzas Mary Rosa

  2. Summary • Students will learn how to interpret data and demonstrate an understanding of how the ocean floor topography influences the ocean’s currents.

  3. Key Concepts • Seafloor structure/bathymetry • The influence of seafloor structure on ocean currents. • The influence of surface winds on currents. • The effects of currents on biological systems.

  4. National Science Standards & Ocean Literacy: Essential Principles & Fundamental Concepts • Unifying concepts and processes in science: Evidence, models, and explanation; Change, constancy, and Measurement • Science as inquiry: Understanding of scientific concepts; Skills necessary to become independent inquirers about the natural world • Physical science: Position and motion of objects; Motions and Forces; Interactions of Energy and Matter; • Earth and space science: Earth’s history; Energy in the earth system; Structure of the Earth System • Science in personal and social perspectives: Changes in environments; Science and Technology in Society; Natural Resources • The Earth has one big ocean with many features. • The ocean and life in the ocean shape the features of Earth. • The ocean supports a great diversity of life and ecosystems. • The ocean is largely unexplored. • The ocean and humans are inextricably linked.

  5. Objectives: • Students will be able to understand basic ocean floor topography. • Students will analyze the influence of topography on ocean currents. • Students will interpret data from coastal observing systems and communicate findings to peers.

  6. Background Information • Just as wind currents are directed by structures on land, so are the currents in the ocean. Currents are similar to the wind that is influenced by both the temperature and the land structures that deflect their movement and flow. • All living and non-living things on earth are interdependent on one another. This holds true for both the terrestrial and aquatic terrains.

  7. Materials: • Satellite map of South Atlantic Ocean (Go to the link below) http://omgsrv1.meas.ncsu.edu:8080/ocean-circulation/ • Currents (use for direction and speed) http://assets.maracoos.org/ • Student data sheet Student Data Sheet • Google map worksheet Draw your own currents assessment

  8. Introduction: • Compare images of clouds and currents that are used in the satellite and NASA data bases. • Point out that both have movement and both go through deflection due to mountainous terrain. • Have students discuss both the terrestrial and aquatic features that could create these deflections as well as what they think these deflections create. • Show the link to NASA’s maps on cloud currents.

  9. Procedures: • Demo: using a tub of water with various structures throughout the water, place a handful of Packing peanuts in the water. Use a blow dryer to create a wind current on both high and low. Discuss with the students what is occurring with the peanuts.

  10. Procedures:Intro to Topography • 1. Intro to Topography • Show a map of Google Earth and have the students locate the Atlantic Ocean. • Have students locate various features listed on the data sheet. (These structures will include the continental shelf, trenches, and other sea floor structures. Give students time to share their answers with their peers.

  11. Procedures cont. • 2. Activity: • Next, have students work in pairs and will go to http://omgsrv1.meas.ncsu.edu:8080/ocean-circulation/to retrieve the transect map. Discuss with students how to work through site to create temperature profiles of the ocean bathymetry. • Students will create a graph of temperature profiles for the dates and depths listed. • Students will observe and analyze the characteristics of each image. After the students have created the profile graphs, have them describe why there are differences in temperatures at each of the changing depths. Have them discuss what features on the ocean floor my influence these temperature variations.

  12. Procedures cont. • 3. Assessments: • Students will work in pairs to use real-time models to observe, graph, and illustrate the currents at various depths. • Students will be able to identify and label features listed for the ocean floor structure/bathymetry. • Students will be able to assimilate and be able to discuss the effect of water temperature on the movement of the ocean currents. • Student Assessment(Draw your own currents).

  13. Additional Resources Highlights • NASA’s currents map: http://svs.gsfc.nasa.gov/vis/a000000/a003800/a003827/ • SECOORA http://secoora.org/classroom/flowing_ocean/sab#glossary-sab • Current Velocities of the Gulf Stream: http://rads.tudelft.nl/gulfstream/ • Gray’s Reef Marine Sanctuary: http://graysreef.noaa.gov/ • http://secoora.us/documents/success-stories/gag-grouper • NOAA Ocean Explorer Gulf Stream Links: • http://oceanexplorer.noaa.gov/explorations/islands01/background/bight/bight.html • http://oceanexplorer.noaa.gov/explorations/03bump/logs/aug12/media/sst.html • http://oceanexplorer.noaa.gov/explorations/03bump/background/geology/geology.html • http://oceanexplorer.noaa.gov/explorations/03bump/background/plan/plan.html • http://oceanexplorer.noaa.gov/explorations/03bump/logs/aug12/aug12.html • Students Interpreting Data Image http://www.google.com/imgres?q=students+interpreting+data&um=1&hl=en&sa=N&rls=com.microsoft:en-us:IE-

  14. Data Sites • Sedberry, G.R. et al. The Role of the Charleston Bump in the Life History of Southeastern U.S. Marine Fisheries. South Carolina Department of Natural Resources Marine Resources Research Institute. November 2000.http://ocean.floridamarine.org/efh_coral/pdfs/south_carolinaDNR.pdf • Coastal Observing Research and Development Center • http://cordc.ucsd.edu/projects/mapping/maps/fullpage.php • Gray’s Reef National Marine Sanctuary • http://graysreef.noaa.gov/about/welcome.html • National Marine Protected Areas • http://www.mpa.gov/

  15. Extension Ideas: • Extension Activity.docx Grays Reef and Charleston Bump • Charleston Bump skit – water molecules (Students will create a skit with their group to demonstrate the movement of water though a current and share with their peers). • Salinity profile comparing two points (north/south)/(inshore/offshore) (river mouths) • Temperature profile comparing two points (north/south)/(inshore/offshore) (river mouths) • Seasonal temperature/salinity/currents profiles • Hurricane and storm effects on temperature, salinity, currents • Given lat/long where would said object (turtle, lost person, etc.) – end up? • Maracoos site for advanced learners (more detailed – buoy drifters, additional buoy data, etc.) • Id’ing ocean floor topography based on transect profiles • SONAR mystery box

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