MR-240 Oceanography with Lab

Course title: Oceanography with Lab, MR 240

Campus: National

Initiator: Peltin Olter-Pelep

Date: 02/13/2020

Course description

This course highlights various disciplines of oceanography including sections covering the history of oceanography, the use of ocean resources, and human impact on oceans. Topics covered include the geological, chemical, physical and biological concepts of oceanography. The accurate and context specific use of related terminologies will be emphasized. Through laboratory and field exercises, the student will be introduced to common equipment used in oceanography as well as learn how to collect, analyze and submit a report in adherence to prescribed scientific format.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

3

x

16

x

48

=

3

Laboratory

3

x

16

x

48

=

1

Lecture/Lab

x

x

=

Workshop

x

x

=

Total Semester

Credits

=

4

PSLO#

Program

3.4 Define and explain scientific concepts, principles, and theories of a field of science.

General Education

3.5 Perform experiments that use scientific methods as part of the inquiry process.

General Education

[ ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: List general facts considering “Earth is an Ocean World”.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 Identify the major ocean basins and report on basic ocean statistical facts.

3,6,7

1

Homework, quiz or test where the student identifies the major ocean basins and reports on ocean statistical facts. An answer key will be used.

CSLO (General) 2: Identify major historical events to show how the science of oceanography has evolved over time.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Describe the work of early mariners and list discoveries of major explorers who contributed to the advances in early ocean studies.

3,6,7

1, 2

Homework, quiz or test where the student describes the work of early mariners and lists discoveries by major explorers. An answer key will be used.

2.2 Describe and associate the rise of modern oceanography that began in the early 20th century with the change in technology.

2,3,6,7

1, 2

Homework, quiz or test where the student describes and associates the rise of modern oceanography that began in the early 20th century with the change in our technology. An answer key will be used.

CSLO (General) 3: Describe the theory of plate tectonics and demonstrate how it relates to the distribution and origin of seafloor morphological features and its overlying sediment depositions.(Geological and geomorphological oceanography)

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 List the three density layers of earth and compare/contrast between the continental crust and the oceanic crust.

3,6,7

1,2

Homework, quiz or test where the student lists three density layers of the earth and compares/contrasts between continental and oceanic crusts. An answer key will be used.

3.2 Describe the arguments that Wegener used to defend the theory of continental drift.

4,6,7

1,2,3, 4

Homework, quiz or test where the student describes the arguments that Wegener used to defend the theory of continental drift. An answer key will be used.

3.3 List and describe the theories of seafloor spreading to plate tectonics and the supporting evidence.

3,4,6,7

1,2,3,4

Homework, quiz or test where the student lists and describes theories of seafloor spreading to plate tectonics and supporting evidence confirming these theories. An answer key will be used.

3.4 Describe plate tectonics in terms of its effect on ocean margins and basins by summarizing in a table format the characteristics of plate boundaries.

3,4,6,7

1,2,3,4

The student describes plate tectonics in terms of its effect on ocean margins and summarizes the characteristics of plate boundaries in a table format based on the ‘Secret of the Deep’ documentary video. An answer key will be used.

3.5 Label the profile of the ocean basins with their distinct continental margins, deep-ocean basins and label its respective seafloor components.

3,6,7

1,2

Homework, quiz or test where the student labels the profile of the ocean basins with its distinct continental margins, deep-ocean basins and label its respective seafloor components. An answer key will be used.

3.6 Classify the sediment by particle size, source/origin, and state their respective degree of importance, their distribution over the seafloor bed, along with the influence of the CCD on sediment distribution.

3,6,7

1,2

Homework, quiz or test where the student classifies the sediment by particle size, origin source and its respective degree of importance. An answer key will be used.

3.7 Determine the present economic importance of marine minerals and fossil fuels and their potential future exploitation outcomes.

3,6,7

1,2

Homework, quiz or test where the student determines the present economic importance of marine minerals and fossil fuels, and their potential future exploitation

CSLO (General) 4: Relate the structure of the water molecule to the chemical and physical properties of the ocean. (Chemical oceanography)

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Describe the properties of the water molecule and how its high heat capacity affects the world’s climate.

3,6,7

1, 2

Homework, quiz or test where the student describes the properties of the water molecule and how high heat capacity affects the world’s climate. An answer key will be used.

4.2 Define the principle of constant proportions (Dittmar Principle) and link its use in measuring the total seawater salinity via the chlorinity.

2,3,4,6,7

1,2,3,4

Homework, quiz or test where the student defines the principle of constant proportions and its importance on measuring salinity. An answer key will be used.

4.3 Name the three major dissolved gasses in seawater and sketch the oxygen and carbon dioxide profiles with depth in the open ocean.

2,3,6,7

1,2

Homework, quiz or test where the student names the three major dissolved gasses in seawater and sketches the oxygen and carbon dioxide profiles in the open ocean. An answer key will be used.

4.4 Describe the effects of the temperature and salinity in characterizing the density of a given seawater mass and the three major density stratified zones of the ocean basins.

2,3,6,7

1,2

An exercise will be carried out during a laboratory session where the student describes the effects of temperature and salinity on density.
Field work will be carried out at different stations along an estuary to measure the salinity and temperature profile with depth and their mixing patterns. An answer key will be used.

CSLO (General) 5: Illustrate the interaction between the oceanic and the atmospheric circulation patterns and explain how it affects the climate patterns of the Earth. (Physical oceanography)

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

5.1 Sketch the global atmospheric circulation cells or weather patterns, the location of the associated wind regimes and the corresponding convergence and divergent zones.

3,6,7

1,2

Homework, quiz or test where the student sketches the global atmospheric circulation cells with associated wind regimes and corresponding convergence and divergent zones. An answer key will be used.

5.2 Sketch a model of a geostrophic gyres with its associated wind regimes. Identify and describe the associated currents.

3,6,7

1,2

Homework, quiz or test where the student sketches the model of a geostrophic gyres with its associated wind regimes and identifies and describes the associated currents. An answer key will be used.

5.3 Define upwellings and downwellings; explain what causes them; distinguish between the coastal and equatorial upwellings; and, relate the importance of upwellings in terms of primary productivity, marine life support, and economic interest for major world fisheries.

2,3,4,6,7

1,2,3,4

Homework, quiz or test where the student defines and explains upwellings and downwellings and also differentiate the coastal vs equatorial and explain the importance of upwellings in terms of primary productivity. An answer key will be used.

5.4 Describe thermohaline circulation and the major associated water masses and the potential effects of climate change on the global conveyor belt system.

2,3,4,6,7

1,2,3, 4

Homework, quiz or test where the student describes thermohaline circulation and major associated water masses and potential effects of climate change on earth’s conveyor belt system. An answer key will be used.

CSLO (General) 6: Describe the factors that generate tides and define the various tidal patterns. (Physical oceanography)

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

6.1 Define the term “tides” and differentiate between the Spring and Neap tides. Compare/contrast diurnal, semidiurnal, and mixed tides and differentiate between the flood, ebb currents, and slack water; and define tidal bores, surge waves and tsunami (tidal waves).

2,3,6,7

1, 2

Integrate in the field trip study of the mixing water mass patterns in an estuary, the impact of the tidal cycle.
Laboratory exercise applying the rule of the 12 to define the water height and its corresponding time during a tide cycle. An answer key will be used.

CSLO (General) 7: State the factors that influence the primary productivity in the oceans and illustrate how it affects the biomass of living forms in the ocean realm. (Biological oceanography)

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

7.1 Classify the marine environment according to light penetration (photic versus aphotic); according to location (neritic versus oceanic; pelagic versus benthic); according to behavior (planktonic versus nektonic).

2,3,6,7

1, 2

During a field trip exercise to study the dynamics of an estuary, secchi disk measurements are made to classify the water turbidity level and the corresponding light penetration. An answer key will be used.

7.2 Describe the flow of energy and materials in an ocean ecosystem by sketching a pyramid of energy. Provide examples of such pyramids and by describing where the richest fishing grounds are found and why this is so.

2,3,6,7

1, 2

Homework, quiz or test where the student describes the flow of energy and materials in an ocean ecosystem. An answer key will be used.

CSLO (General) 8: Apply the scientific method to comprehend, interpret, analyze, and evaluate oceanographic concepts.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

8.1 Explain and illustrate through various examples covered during the lectures on how scientists apply the scientific method to identify, engage and solve problems that arise in oceanography.

2*,3,4,6,7

1,2,3,4

Throughout the lectures, the student will be reminded of the scientific approach used by oceanographers. The study of the salinity and temperature profiles of the Dausokele bay estuary permits the student to have hands-on experience of the scientific approach. Among the objectives sought: the student learns how to handle and use various sampling gears related to coastal oceanography; the student learns to gather data in the field, to compile, to analyze, to interpret, and to discuss the results in light of a literature review; and finally, the student learns how to write a practical research report respecting the rigors of the scientific methodology. A scoring rubric will be used.