Description:

This course for beginning students focuses on the marine environment as a unique feature of the planet earth and investigates areas of intense scientific and public concern: the pervasiveness of the ocean and its effect on the earth's weather, its stunning physical size and diversity of contained life forms, its contributions to the physical and historical development of man, its impact on geopolitical and economic matters, and the impact of oceanic pollutants and the potential exploitation of marine resources. 3 hrs. lecture/wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Prerequisites: NONE

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Describe the special nature of the Earth as a "water planet" and recognize its place in the universe.
2. Compare some of the current theories concerning the origin of the planet and the waters that cover its surface.
3. Identify the features of the oceans' basins and relate the structures observed to theories of origin.
4. Discuss the co-evolution of the earth and its resident biology.
5. Discuss basic chemical oceanography in terms of the special properties of water and dissolved salts and dissolved gases.
6. Describe the motions of the seas – as currents, waves and tides – in terms of causes and their influences and effects upon the land.
7. Recognize the adaptations of marine organisms to special properties of the ocean such as light and sound.
8. Identify the features of special animal groups such as sharks, protozoa and marine mammals.
9. Realistically assess the resources of the sea in terms of minerals, energy and food.
10. Discuss the reasons for and the means by which humankind uses and misuses marine resources.
11. Appraise the nature and power of man's growing interferences with the often subtle interrelationships of the chemistry, physics and biology of earth.
12. Describe areas of intense scientific interest and public concern such as plate tectonics and earthquake predictions, the impact of ocean pollutants, climate fluctuations, cetacean intelligence, and ocean technology.
13. Identify the causes of marine pollution and understand the problems of containment and alleviation.
14. Recognize that all parts of the world are interconnected by the sea and that this planet's last frontier needs help in its preservation.

Content Outline & Competencies:

I. The Water Planet 
   A. Define oceanography and list and briefly describe at leave five
branches of this science.
   B. Discuss science as a way of understanding the universe and
accumulating knowledge.
   C. List the steps in the scientific method and compare and contrast the
terms, hypothesis, theory and law as they are used in science.
   D. Discuss the big bang theory of the origin of the universe including
at least two types of evidence that support this theory.
   E. Explain how and when the sun, solar system, Earth and oceans formed.
 
   F. Discuss three current ideas on how life arose and list the
contributions of Bada, Haldane, Miller and Wächtenhäuser to these
ideas.

II. First Steps
   A. Compare and contrast the early voyages of the Polynesians, Vikings,
Greeks and Chinese, especially their motivations, vessels and seafaring
skills.
   B. Recognize the importance of record-keeping and catography to
voyaging, and the historical role of the Library of Alexandria.
   C. List some of the major contributions to early voyaging of Prince
Henry, Magellan and Columbus.
   D. Recognize the role of Captain James Cook in the history of marine
science, and be aware of his three major voyages.
   E. Describe the United States Exploring Expedition, its objectives and
accomplishments, and its importance in bringing in the United States into
the field of oceanography.
   F. Describe the Challenger Expedition and its major contributions in
marine science.
   G. Chronicle the rise of land-based oceanographic institutions, from
the early beginnings in Naples ad Monaco to the major facilities now
operating in the United States.
   H. List the disciplines in which marine research is being done today,
as it relates to recent advances in data gathering and technology.

III. Making the Pieces Fit
   A. Compare and contrast the classification of Earth’s layers based on
chemical composition versus their classification based on physical
properties.
   B. Describe the layered structure of Earth and understand how the
structure was determined through the study of seismic waves.
   C. Understand Wegener’s evidence for the theory of continental drift
and how this theory was received.
   D. Explain the concepts of buoyancy and isostatic equilibrium and their
relationship to continental drift.
   E. Understand the source of convection and the role it plays in plate
tectonics.
   F. Describe the roles of Benioff and Wadati, Hess and Dietz, Wilson and
the R/V Glomar Challenger in formulating the paradigm of plate tectonics.
   G. Compare and contrast the terms continental drift, seafloor spreading
and plate tectonics.
   H. Explain the evidence, both direct and indirect, for plate tectonic
theory.    

IV. The World in Motion
   A. Describe the three major types of plate boundaries and discuss
specific examples of each.
   B. Describe the formation, movement and fate of the Hawaiian Ridge and
Emperor Seamounts and explain how these features support the theory of
plate tectonics.
   C. Discuss the formation of guyots and terranes and how each is related
to tectonic movements.
   D. Compare and contrast deep and shallow earthquakes and describe the
Wadati-Benioff Zone.
   E. Explain how the patterns of paleomagnetism, seafloor age and
sediment thickness contribute to an understanding of tectonic theory.
   F. Summarize the major types of evidence that support the  theory of
plate tectonics and list at least five significant unanswered questions
about this process.

V. Over the Edge
   A. Discuss the history of bathymetry from the early voyagers to the
scientists of today.
   B. Understand the modern techniques and technologies (both shipboard
and satellite) used to describe and study the ocean floor and the variety
of specially designed and instrumented vessels.
   C. Describe the features and boundaries characterizing the continental
shelf, shelf break, slope and rise.
   D. List the various types of continental margins and their
relationships to the plate margins.
   E. Compare and contrast manned and unmanned undersea research vessels
regarding their basic construction, operation and capabilities.
   F. Explain Earth’s oceanic ridge system and how it relates to the
lithospheric plates.
   G. Discuss the hydrothermal vent phenomenon – how it works, its
biological and physical aspects, and its potential for research and
exploitation.
   H. Describe the abyssal plain – its extent and boundaries, relief
features and sources of sediment.
  
VI. The Ocean’s Memory
   A. Characterize the distribution of the major seafloor sediment types,
and how they can be associated with the more sediment-free relief
features.
   B. Discuss the role of sediments in constructing a history of recent
seafloor formation.
   C. List and describe the major criteria used to classify marine
sediments.
   D. Compare and contrast the sediments of the continental margins and
those of the deep-sea floor.
   E. Describe the biological and chemical diversity of the biogenous
sediments.
   F. Discuss the growing commercial interest in marine sediments,
including their potential as a resource and recovery methods.
   G. Characterize the technologies involved in seafloor sediment study:
locating, profiling, recovering and laboratory analysis.
   H. Explain the basic processes involved in the formation of oil and gas
in marine sediments.
   I. Explain how knowledge of marine sediments can aid in describing
Earth’s historical climatic changes and magnetic field orientation.

VII. It’s in the Water
   A. Describe the structure and characteristics of water molecules and
explain how these contribute to the global thermostatic effects of water
on Earth’s climate.
   B. Describe the factors that regulate the density of seawater and
explain the nature and importance of the thermohaline circulation.
   C. Describe the sources, composition and measurement of the ocean’s
salinity and outline the colligative properties of water.
   D. Discuss the principle of constant proportions and compare, contrast
and give examples of conservative and non-conservative constituents of
seawater.
   E. Compare and contrast the general distribution, concentration and
roles of dissolved carbon dioxide and dissolved oxygen in the ocean.
   F. Explain the relationship between carbon dioxide and the greenhouse
effect and the interplay of oceanic and atmospheric carbon dioxide in
global warming.
   G. Explain why some scientists believe that adding iron to the oceans
could affect atmospheric carbon dioxide and global warming.    

VIII. Beneath the Surface
   A. Describe the general density stratification of the oceans and
explain why it exists and how it differs in tropical, temperate and polar
oceans.
   B. Compare and contrast the euphotic, disphotic, and aphotic zones of
the ocean.
   C. Compare and contrast the following ocean zones: epipelagic,
mesopelagic, bathypelagic, abyssopelagic, and hadopelagic.
   D. Discuss how the quantity and wavelength of light changes as it
passes through seawater and list some ways this affects marine life.
   E. Draw a profile illustrating how the speed of sound changes with
depth in the ocean.
   F. Explain how these changes create the sofar layer and the shadow
zone.
   G. Explain how and why sound is used to study global ocean
temperatures. 
   H. Explain what sonar is and describe how humans use it. 

IX. Going to Extremes  
   A. Define primary production and compare and explain the patterns of
production in polar and tropical oceans.
   B. Explain the structure of coral animals and coral reefs and explain
why coral reefs are much more common on the western sides of oceans than
on the eastern sides.
   C. Define biodiversity; compare and contrast biodiversity in polar
oceans and on coral reefs.
   D. Compare and contracts the Arctic and Antarctic polar regions;
compare and contrast western tropical oceans and eastern tropical oceans.
   E. Explain the symbiotic relationship between zooxanthellae and the
coral polyps they inhabit.
   F. List and give examples of several ways of organisms cope with the
long dark session of polar oceans.
   G. Discuss several uses, abuses and problems specific to coral refs and
to polar ecosystems.

X. Something in the Air  
   A. Discuss the molecular composition of Earth’s lower atmosphere, the
fluctuating role of water vapor, and how all of this influences air’s
density.
   B. Describe the phenomenon of convection and how it affects the
movement of air over Earth’s surface.
   C. Explain the concept of Earth’s “climate system” as it relates
to the whole Earth system – ocean, atmosphere and land.
   D. Explain the basic sequence of events involved in Hurricane Mitch,
and why it is used as an example of how the power of Earth’s climate
system affects the human population.
   E. Explain the role of the sun’s energy in atmosphere circulation,
including the absorption/radiation/re-radiation concept and the varying
amounts of Earth’s heat budget involved.
   F. List and characterize the four major types of atmospheric convection
cells – Hadley, Ferrel, Polar and Walker.
   G. Explain the Coriolis affect and how it influences atmospheric
conditions.
   H. Describe the various common global wind and storm patterns – where
they form, their basic characteristics and how they are names.
   I. Define the concept of an air mass, how different air masses move and
behave, and how they interact at boundaries and fronts.

XI. Going with the Flow   
   A. List and briefly discuss the physical factors that cause surface
currents.
   B. Describe the characteristics and dynamics of the geostrophic gyre,
including the effects of wind, gravity and the ocean basin boundary.
   C. List and be able to locate on a map the six great currents of the
world oceans.
   D. Compare and contrast the characteristics of the eastern and western
boundary currents.
   E. Explain the mechanisms involved in the poleward transfer of water
and heat by surface currents.
   F. List and describe, briefly and in order, the events leading to an
ENSO event.
   G. Describe the La Niña phenomenon.
   H. Describe the Ekman transport mechanism.
   I. Discuss the Gulf Stream and the research done there.
   J. Discuss the difficulties involved in studying surface currents and
the technology now being used to overcome them.

XII. Deep Connections  
   A. Identify and characterize the basic (“named”) oceanic water
masses – three for the world ocean and additional two in temperate and
topical latitudes.
   B. Explain where, and under what conditions, the ocean’s water masses
are formed, how they retain a history of that information over time, and
how they eventually lose it.
   C. Describe the T-S (temperature/salinity) curve and how it is used to
explain the layering of oceanic waters.
   D. Discuss the Antarctic Bottom Water – its formation,
characteristics, migration and mixing patterns.
   E. Explain the basic thermohaline circulation patterns and mechanisms,
including what happens when different water masses encounter each other.
   F. Compare the slow-moving currents with faster-moving contour
currents, and tell how we know of the existence of the contour currents.
   G. Explain the roles played by both thermohaline flow and surface flow
in the global heat budget.
   H. Compare the two basic methods for studying ocean currents – flow
and float – and the types of devices used in each.
   I. List and briefly discuss chemical tracers as they are used in
studying currents.
   J. List and describe some of the satellite-involved technology used for
ocean curret studies. 

XIII. Surf’s Up
   A. Describe the formation and propagation of wind waves.
   B. Explain how waves are classified and named, based on the strength
and character of the forces that affect them.
   C. Describe the relationship between wave length and wave speed.
   D. Discuss the terminology used in describing wind waves and their
effects – size and shape, crest-and-trough, rogue waves, surf, sea and
period.
   E. List the chronological sequence of events that occur from the time a
deep-water wave begins to approach a shore until it breaks as surf.
   F. Identify some of the more notable historical events resulting from
the impacts of storm surge, secihes and tsunami, particularly the
locations, damage done and lives lost.
   G. Identify the various educational and warning programs now in place
to address tsunami and other large-wave threats.

XIV. Look Out Below
   A. Describe the three types of immense waves – storm surge, seiche
and tsunami – and the disturbing forces that cause them.
   B. Explain the sequence of events that can cause storm surge to form
from a hurricane or frontal storm, and the type of impact storm surge can
have as it comes ashore.
   C. Describe the transition of a shoreward-bound progressive wave in a
seiche, and its potential effect on the shores of enclosed or
semi-enclosed bodies of water.
   D. Discuss the uniqueness of the progressive wave called tsunami and
the types of distributing forces that can cause them.
   E. Compare the seismic sea wave – its formation, behavior and impact
on a shoreline.
   F. Compare the characteristics and behavior of tsunami generated by
volcanic activity, landslides and calving glaciers to seismic sea waves.
   G. Identify some of the more notable historical events resulting from
the impacts of storm surge, seiches and tsunami, particularly the
locations, damage done and lives lost.
   H. Identify the various educational and warning programs now in place
to address tsunami and other large-wave threats.
   I. Describe present concerns about rising sea levels and their
association with global warming, the disciplines in which research is
being done, and the technologies being used.

XV. Ebb and Flow  
   A. Recognize that the periodic rise and fall of sea-level, called
tides, has been recorded and studied since the early explorers and
coast-dwellers, particularly in the Middle East.
   B. Understand the characteristics of the true tidal wave and related
tidal phenomena, as compared to distributing force waves.
   C. Understand the contributions of Newton and Laplace in describing and
explaining the tidal phenomenon.
   D. Explain the roles of gravity and inertia as they affect the dynamics
of the sun/moon/Earth system.
   E. Explain the role of the gravitational attraction between two bodies
in the mechanics of the tide generating process.
   F. Compare and contrast Newton’s equilibrium model of the tidal
phenomenon with Laplace’s dynamic theory.
   G. Discuss the formation of the crest/trough configuration of the tidal
“wave”, the concept of tidal bulges, and how this explains the daily
high-tide/low-tide.
   H. Define the terms: low tide and high tide, neap tide and spring tide,
tidal datum and tidal range.
   I. Explain the interest in accurate tidal prediction and the methods
used to accomplish it.
   J. List the pros and cons of using the tides as a source of power.
   K. Characterize the basic intertidal zone that is inhabited by marine
organisms.

XVI. On the Coast
   A. Explain the basic concepts of the coast and coastline, as well as
the existing variety of descriptive subcategories under that general
terminology.
   B. Identify the various schemes and systems used for classifying
coasts, and the concepts upon which they are based.
   C. Discuss the terrestrial and marine processes that affect coasts, and
how and where they interact.
   D. Characterize the basic differences in appearance, structure and
dynamics between the three main U.S. coasts – Pacific, Atlantic, Gulf.
   E. Discuss the general concept of a beach (as opposed to other
shoreline structures), and understand the terminology used to describe the
various beach shapes, slopes, features and material compositions.
   F. Explain the formation of barrier spits, barrier islands, sea
islands, bay mouth bars and lagoons.
   G. Describe the unique physical features of estuaries, lagoons and
wetlands, and then compare and contrast their ecological significance.
   H. Describe the major points of controversy and discussion relating to
human interaction with natural coastlines, and some of the possible
management solutions and strategies.

XVII. Due West
   A. Characterize each of the four southern California study sites, in
terms of location, general physiography and geology.
   B. Describe and explain, for each case site, the human factors and
their potential impacts and effects, including urbanization, contamination
runoff and road-building.
   C. Discuss the plans of processes being used or considered to mitigate
the negative effects of human intervention for each case study.
   D. Understand the issues surrounding the concept of endangered species
at Point Mugu, and how this concern is being addressed.
   E. Explain the various natural factors involved in the landslides and
shoreline erosion activities in Malibu, including sea level changes, heavy
rains and mountain building.
   F. Describe the various levels of involvement of area residents,
regulatory agencies, politicians and scientists, in addressing the
problems and concerns of each location studied.

XVIII. Building Blocks
   A. Discuss the behavioral and natural systems of classification of
ocean life.
   B. Compare the six kingdoms of life.
   C. Discuss the physical limiting factors – light, temperature,
salinity, dissolved nutrients and gases, pH and hydrostatic pressure –
as they relate to marine life.
   D. Define osmosis and discuss its importance to life in the sea.
   E. Discuss the relationships between surface area and volume, gravity
and buoyancy, and viscosityand movement.
   F. Explain the importance of each to marinen life.
   G. Describe how the marine environment is classified on the basis of
light penetration and on the basis of location.

XIX. Water World
   A. Define life and discuss scientific hypotheses about how it might
have begun.
   B. Explain the relationships among matter, energy and life, and explain
how the second law of thermodynamics and entropy relate to life.
   C. Outline the biogeochemical cycles for carbon, nitrogen, phosphorus
and iron, and compare and contrast these cycles.
   D. Outline the theory of evolution by natural selection and discuss its
importance in biology in general and biological oceanography in
particular.

XX. Food for Thought
   A. Define the term ‘primary production’, explain how it is measured
and describe its importance.
   B. Compare and contrast diatoms and dinoflagellates and discuss the
role of dinoflagellates in harmful algal blooms.
   C. Discuss the importance of the picoplankton.
   D. Discuss how light and nutrients interact to produce the general
seasonal patterns of primary production in tropical, temperate and polar
oceans and notable exceptions to theses patterns.
   E. Outline the major groups of macroalgae and angiosperms and discuss
their roles in marine primary production.

XXI. Survivors  
   A. Describe Earth’s earliest life forms and how they got their
energy.
   B. Describe the evolution of photosynthesis and how it led to the
oxygen revolution and the subsequent proliferation of animal forms of
life.
   C. Define the terms autotroph and heterotroph as they relate to the
oxygen revolution and the evolution of early animals.
   D. Define the term phylum as it is used to classify animals.
   E. Explain why the Burgess Shale is an important location for
discovering the evolutionary history of animals by studying their
fossils.
   F. Define the term invertebrate as it is used to describe groups of
aimals, both living and fossil.
   G. Discuss the eight invertebrate phyla presented, noting their basic
taxonomy, ecology and unique structural characteristics.
   H. Describe the two invertebrate chordate groups, their characteristics
and how they seem to make the transition between the true invertebrates and
the true vertebrates.
   I. Discuss the concept of the backbone and how it may be used
erroneously to separate more advanced from less advanced invertebrate
animals.
   J. Describe the intertidal zone of the marine environment, including
both rocky and sandy/muddy shores – what physical conditions prevail
there, and how the organisms that live there survive.

XXII. Life Goes On
   A. Describe the three features of the chordate body plan and contrast
the two groups of invertebrate chordates.
   B. List the animals in this lesson in order according to their
classification and understand both their common and scientific names.
   C. Describe the three classes of fishes.
   D. Describe the three major groups of marine reptiles.
   E. Outline the general characteristics of the class Aves and compare
the tubenose, gull, pelican and penguin groups.
   F. Discuss the general characteristics of the class Mammalia and
discuss four features shared by marine mammals.
   G. Describe the three orders of marine mammals and discuss the major
groups within each order.

XXIII. Living Together
   A. Define ecology and ecological community and relate the terms, niche,
habitat and biodiversity to the study of communities.
   B. Discuss the environmental tolerence curve concept and the
relationship between different curves to the abundance and distribution of
organisms in a community. 
   C. Compare intraspecific and interspecific competition and illustrate
how these regulate the distribution of Chthamalus and Balanus barncles in
the rocky intertidal community.  
   D. Discuss J-shaped and  S-shaped population growth curves including
how environmental resistance converts J-growth into S-growth and
establishes a carrying capacity.
   E. Distinguish between exploitative and interference competition and
give examples.
   F. Discuss symbiosis by comparing mutualism, commensalisms and
parasitism.  
   G. Compare the characteristics of any of the following communities with
any of the others: 
      1. Rocky intertidal
      2. Sandy intertidal
      3. Salt marsh/estuary
      4. Coral reef
      5. Pelagic photic zone
      6. Deep scattering layer (DSL)
      7. Bathpelagic zone
      8. Abyssal plains
      9. Hydrothermal vent/cold seep
     10. Whale fall

XXIV. Treasure Trove
   A. Distinguish among marine physical, biological, energy and
nonextractive resources and give several examples of each. 
   B. Describe the characteristics and extent of utilization of each
resource.
   C. Discuss fisheries and their management including the concepts of
common property, maximum sustainable yield, overfishing, the relationship
between effort and yield.
   D. Briefly discuss the history, regulation and future prospects of the
whaling industry.
   E. Outline and discuss the history and current status of the United
Nations International Law of the Sea Convention.

XXV. Dirty Water
   A. Explain the terminology used to define and discuss the human
activities that impact natural processes and ecosystems.
   B. Compare natural pollutants to human-generated pollutants.
   C. Discuss oil pollution – types of polluting agents, their sources,
and the habitats and organisms affected.
   D. Explain eutrophication, including the substances involved, their
sources, and how organisms and habitats are affected.
   E. Discuss pollution by heavy metals – types of metals involved and
their sources, organisms and habitats effected, short- and long-term
residual effects.
   F. Discuss the various types of synthetic products that can pose
environmental threats, particularly the organic chemicals and plastics;
their short- and long-term effects on ecosystems; and the concept of
biological amplification.
   G. Explain the potential environmental impact of sediments, from both
natural and human-related sources.
   H. Discuss sewage pollution – types, sources, potentially harmful
components, effects on organisms and ecosystems.
   I. Describe the environmental threats posed to marine ecosystems by
waste heat energy and by introduced species.
   J. Explain the concepts of environmental alteration at the global
level, especially ozone layer depletion, global warming/greenhouse effect,
nuclear energy/ionizing radiation, sea level rise.

XXVI. Hands On  
   A. Explain the general process of science in oceanography using at
least three examples from the course.
   B. Discuss the motivations, personal characteristics and training
needed to pursue a career in oceanography.
   C. Describe the purpose of major global oceanographic initiatives and
understand the importance of each to oceanography.
   D. Describe at least four areas of ongoing oceanic research and
understand their importance.
   E. Describe at least four scientific discoveries and describe why they
are important.  

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

Instructor discretion – includes not only written assignment of a
research paper but also a collection of news articles from current print
media with accompanying written assessment of the articles. 0-25%

Completion of examinations containing both objective and short answer
questions that will be selected from material presented in the textbook
and the telecourse lessons. 75-100%

Evaluation Criteria for Writing: Complete, concrete, correct and clear
writing is a major goal of the writing assigned. Use required
documentation styles.

Grading Scale:
  A =  90% - 100%
  B =  80% -  89%
  C =  70% -  79% 
  D =  60% -  69% 
  F =   0% -  59%

Caveats:

1. Computer Literacy Expectations: Students will need basic word processing and Internet searching skills for the completion of some papers, exercises and projects.

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.