Geology 110: Earth and Space Science



Geology 110: Earth and Space Science

Chapter 13 (Oceans and Coastlines)

Homework

SELF-REFLECTION AND COMPREHENSION SURVEYS

Checkpoint 13.1, p. 355

#1: On the following map, label 3 active continental margins with an A and 3 passive continental margins with a P. (message for online classes-for notebook)

[pic]

Checkpoint 13.2, p. 356

#2: Use the following list to identify and label some of the components of the ocean floor in the images of South America. (Please see page 356; draw the image of South America and the ocean floor and label…(message for online classes-for notebook)

Passive margin Active margin Continental shelf

Continental slope Abyssal plain Oceanic trench

Checkpoint 13.3, p. 357

#3: Note the line X-Y on the world map used for checkpoint 13.1. Which of the profile views most accurately models the bathymetry of the ocean floor along that line?

a) Profile a b) Profile b c) Profile c

[pic]

.

Checkpoint 13.4, p. 358 (not required, not extra credit)

#4: Sketch a profile of ocean floor bathymetry along line X-Y shown on the following map. (See Figures 4.5 and 4.6.)

[pic]

Checkpoint 13.5, p. 360

[pic]

#5: Examine the following map (above) of mean salinity for the Indian Ocean. Explain why salinity values are lower for the tropical Bay of Bengal (east of India) than for the cold waters of the Southern Ocean just north of Antarctica.

Checkpoint 13.6, p. 360 (not required, not extra credit)

#6: Predict how salinity varies with depth in the tropical Pacific Ocean and in the Arctic Ocean. Sketch a graph of depth versus salinity for both locations.

Checkpoint 13.7, p. 362

#7: The specific heat of the water in the oceans is about 4 times that of rock and soil on the continents. In addition, water in the oceans moves, while rock and soil are effectively stationary. What are the implications of these observations for differences in maximum and minimum temperatures for the oceans and continents?

Checkpoint 13.8, p. 362 (2 extra credit points, all classes…in notebook, online classes)

#8: The thermocline marks a zone of relatively rapid temperature change between the warm surface currents and deeper cold waters. In this exercise, you will attempt to identify the location of the thermocline.

1. Plot the data points from the table on the graph provided here and sketch a best-fit line for each data set. (please note, you will have to draw the graph provided on page 362 to complete this question)…

|Depth, meters |Temperature oC |

| |Data Set 1 |Data Set 2 |

|0 |12 |30 |

|100 |12 |24 |

|300 |11 |21 |

|500 |9 |17 |

|1000 |8 |13 |

|1500 |7 |10 |

|2000 |6 |9 |

|3000 |5 |8 |

2. These data come from sub-polar and tropical oceans. Label your plots as sub-polar and tropical.

3. Identify the approximate range of depths for the thermocline on each curve, and label those parts of the curves accordingly.

4. Circle the data points on the graph representing where you would expect to find the highest and lowest salinity values. Explain why.

Checkpoint 13.9, p. 365

[pic]

#9: A shipment of rubber elephants falls overboard in the northern Pacific at location A on the map below. What path do the elephants subsequently follow?

a) A to G to B to F to E to A c) A to G to C to E to A

b) A to E to C to G to A d) A to E to F to B to G to A

.

Checkpoint 13.10, p. 366

#10: How would the deflection of ocean currents be altered in the Northern Hemisphere if Earth rotated from east to west (instead of from west to east)?

a) Currents stay the same; deflect right of their course.

b) Currents stay the same; deflect left of their course.

c) Currents switch directions; deflect right of their course.

d) Currents switch directions; deflect left of their course.

Checkpoint 13.11, p. 370 (required all classes, for notebook online classes)

#11: A fish tank is filled with water at room temperature. Cold water is added on one side of the tank, and warm water is added at the other side. The water at each temperature is dyed a different color to show its movement through the tank.

[pic]

1. Predict what will happen when the warm and cold water are added to the tank simultaneously. Briefly describe your prediction and sketch it in the figure of the tank. (When you sketch this, please use colored pencils or markers; preferably blue for cold water and red for warm water)…

2. Label the diagram with features that serve as analogs for the low latitudes, the high latitudes, and the thermocline.

Checkpoint 13.12, p.371 (not required, not extra credit)

#12: Complete a concept map that compares surface currents and deep currents, using the following 10 terms and up to 2 more of your own choosing. You are responsible for generating your own linking phrases.

wind Canary gyre density NADW temperature salinity

Gulf Stream thermohaline global ocean conveyer belt

Checkpoint 13.13, p. 372

The lower tides occur during

a) Spring tides. b) Neap tides.

Checkpoint 13.14, p. 372

#14: What tidal pattern is present in the tide data for San Diego, California? (Shown below.)

a) Semi-diurnal b) Diurnal c) Mixed

[pic]

Checkpoint 13.15, p. 374 (message for online classes-for notebook)

#15: Many planets have multiple moons. Discuss how the tides would be the affect if Earth had two moons (A and B), each half the size of the current moon, in the following scenarios.

a) Assume the two moons followed the current orbit of the moon and were located on opposite sides of Earth (half an orbit apart; e.g., in the positions of the new moon and full moon).

b) Assume the two moons followed the current orbit of the moon and were located a quarter of an orbit apart (e.g., in the positions of the new moon and first quarter moon).

Draw diagrams showing the locations of the moons relative to Earth and the sun and illustrating how each scenario would change a typical semidiurnal tidal pattern recorded on a tide gauge.

Checkpoint 13.16, p. 374 (Not required, not extra credit)

#16: Construct a concept map that shows how the following ideas are related to one another.

sun moon neap tide spring tide coastline moon phase

tides semidiurnal mixed wave diurnal beach gravity

Checkpoint 13.17, p. 377

#17: At which location on the following diagram would the waves begin to break farthest from the beach?

[pic]

Checkpoint 13.18, p. 378 (not required or extra credit)

#18: Standing on a beach, you observe a red ball floating about 15 meters offshore. You notice that a series of well-defined waves are approaching the shore and are just about to reach the ball. The waves are not breaking until they are 5 meters from the beach. Where will the ball be when the last wave reaches the beach?

a) Closer to shore b) About the same position c) Farther offshore

Checkpoint 13.19, p. 378 (not required, not extra credit)

#19: How would the wave heights in Figure 13.26 compare with those produced by the distribution of oceans and continents illustrated in Figure 13.19?

Checkpoint 13.20, p. 379 (required all classes…online classes can do this online!)

#20: One summer you get a job as a lifeguard on a beach in a southern state. The previous year, 4 people died because of rip currents and the state has mandated that a lifeguard from each section of beach attend a half-day training session on rip currents. During the training session, the participants are divided into teams and asked to create a scoring scheme to estimate the daily risk from rip currents along a stretch of beach. The teams are given 1 factor (included as an example in the following table) and asked to identify 4 more. Complete the scoring rubric by adding other factors and identifying the characteristics that make them high, moderate, or low risk.

Checkpoint 13.21, p. 382

#21: Examine the following image that shows a section of the California coastline near Big Sur.

1. Describe the processes that would occur along this section of coastline.

2. What do you think this scene will look like in 100 years?

[pic]

Checkpoint 13.22, p. 383

#22: Examine the section of coastline in the following image taken at the Santa Barbara, California coastline. Storms erode sand from the cliff and carry it along the coast. In what direction does the sand travel along the beach?

a) Left (north)

b) Right (south)

Checkpoint 13.23, p. 384 (not required, not extra credit)

#23: Use the following terms to create a concept map that illustrates how sand is transferred among the components of the shoreline.

waves beach dunes sand bar rivers wind

longshore current rivers continent

Checkpoint 13.24, p. 384 (not required or extra credit)

#24: Venn Diagram: Stream and Coastal Systems

Use the Venn diagram provided here to compare and contrast erosion, transport, and deposition in stream systems and in coastal systems. Write features unique to either group in the larger areas of the left and right circles. Note features they share in the overlap area in the center of the figure. Identify at least 8 features.

1. Erosion creates underwater channels.

2.

3.

4. Sand deposited in bars

5.

6.

7.

8.

Checkpoint 13.25, p. 385

#25: Compare and contrast seawalls and breakwaters.(not required or extra credit)

Checkpoint 13.26, p. 386 (not required or extra credit)

#26: Review Figure 13.31 and explain why the shoreline erosion/deposition processes at the site of Cape Hatteras required that the lighthouse be moved.

Checkpoint 13.27, p. 386 (not required or extra credit)

#27: In Chapter 11 we discussed the difference between prevention and adjustment for flooding. Describe examples of prevention and adjustment strategies for shoreline protection.

Checkpoint 13.28, p. 386 (extra credit, all classes)

#28: The U.S. Army Corps of Engineers is responsible for spending money to protect the nation’s beaches that are most susceptible to erosion. The Corps is funded by the federal government. Should your tax money be used to maintain wide beaches in places like South Carolina, Florida, or Texas? What are the consequences of not funding these programs? Identify arguments both for and against continued federal funding of artificial beach nourishment programs in states with severe coastal erosion.

Oceans and Coastlines Concept Map, p. 387 (not required or extra credit)

#29: Complete the following concept map to evaluate your understanding of the interactions between the Earth system and oceans and coastlines. Label as many interactions as you can with information from this chapter.

A

B

C Wind produces waves

D

E Plate tectonics created present ocean basins

F

G

H Shoreline altered by seawalls, etc.

I ---

J

K Early oceans from out-gassing of early Earth; dissolved minerals give seawater its salt; more rapid sea floor spreading increases sea level

L

M ---

N --

-----------------------

Low risk Moderate risk High risk

(1 point) (2 points) (3 points)

Factors

Wave height

Low Medium High

(< 1 meter) (1-2 meters) (> 2 meters)

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