Thursday, 6 February 2014

The Deep, Blue, Ocean

  1. Groundwater
    1. Why is groundwater important?
    2. Keywords: porosity, permeability, water table
  2. Ocean Currents

    1. Science Fair Information
        1. Start bringing in your materials if you are collecting data during class-time.
        2. There’s a copy of this document in your Science folder to guide your Science Fair Project.  

Review of key words for today:
Porosity: the amount of holes in something.

Permeability: If it permits water to go through it.

Water Table: surface of the ground water.


Prior knowledge our class knows about the ocean:
Writing on the board about what we know.

  • Oceans provide about 30% of our protein.
  • Most of the species live in the ocean.
  • It's saltwater.
  • There are many creatures.
  • It covers most than 70% of the surface of the world.
  • It has various depths (0-12 km).
  • It's always moving.
  • Sometimes, sewage and garbage is dumped into the ocean

In the future, we are going to know more about Mars, than we know about the ocean.

After discussing all the basic facts we know about the ocean, we decided to play a game in order to name all five oceans.

We passed the globe to someone, and that person had to name one ocean in the world, and so on.
Thomaz naming an ocean.
Five oceans in the world:
  • Pacific Ocean
  • Atlantic Ocean
  • Indian Ocean
  • Southern Ocean
  • Arctic Ocean
Task: Draw a basic world map in your task book.  

  1. Find an area as big as you can in your task book.
    1. Use a pencil to start.
    2. Once it looks alright, darken the pencil or go over it in pen.
    3. Just a rough sketch is enough.

  1. Label the oceans: Atlantic, Pacific, Indian, Arctic and Southern

Task: Based upon clues predict the following global circular surface ocean currents.
Use simple arrows to show the direction and path of the ocean currents.
The major surface currents are circular.

Mr.Pro's drawing of the map, including the oceans.

A student's drawing of the map, also including the ocean.

Global Winds
Winds are the main source of movement for surface ocean currents.  Wind passing over ocean, through friction, causes the ocean to move.

Coriolis Effect
  • The Earth spins on its axis.  Fluids (the atmosphere and the oceans) will be deflected by its spin.  
  • Currents in the northern hemisphere tend to move clockwise.
  • Currents in the Southern Hemisphere tend to move counterclockwise.

Surface Currents
  • The animation is a summary of satellite data from NASA tracking all the surface currents.  This video shows the details of all the currents.  Look at the patterns to try to figure out the global currents.
Video of NASA

Our experiment for the day: Mr.Pro got a small tank and put water into it. Next, he put ice cubes on 
one side of the water. On the side with the ice, he put a bit of blue food colouring, on the other side, he put a bit of red food coloring. 
First step of the experiment.
Because of the currents, the colors started mixing.
The directions that the currents in the water were going.

First challenge: In your map of the world, draw the currents on the oceans, and which ways are they going. 
Second challenge: In your map, predict which part of the currents are hot, and which are cold. Use two different colors. 
Blue currents are cold, red currents are hot.
 Using our map, we tried to answer these questions:
Which place would be hotter?

West                                                  vs.
Antofagasta, Chile
Rio de Janeiro
1) Perth, Australia
Port Macquarie, Australia
2) San Francisco, USA
Virginia Beach, USA
3) Luanda, Angola, Africa
Mocimboa, Mozambique, Africa

The ones in the East are warmer because they receive warmer ocean currents. 

How do oceans help us?
  • They bring food
  • If we understand them, we can find more seafood
  • Transportation
  • Recreation

For the rest of the class, Mr.Pro talked about the science fair. Get ready, because time is approaching quickly!

1 comment:

  1. Sophia!

    I think your pictures are amazing!

    I believe your post has all the elements needed, but I think that you should give more examples and longer explanations.I would like to see more explanation with the key vocabulary, because I feel like the meaning were too short to get a good comprehension. I believe that you used media very well and I loved how in the pictures that were a bit blurry, you put captions so that we could understand what it said. I believe that you have to give more explanation on what the pictures are showing and explain a bit what we learned with that experiment.

    In general, I think your post was great!


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