TREASURE COAST SCIENCE SYLLABUS

Transcription

1 Marine Science I Honors TREASURE COAST SCIENCE SYLLABUS Year and teacher contact information COMPLETED BY INDIVIDUAL TEACHER Text info here The purpose of this course is to provide exploratory experiences, laboratory investigations and real-life applications in the biological sciences of marine science. Work will be designed to reflect the advanced expectations of an honors level course. All honors students will be required to complete a science fair project or comparable project or competition beyond the classroom. Class time will be allotted for some aspects of the project the remainder will be completed at home. All topics must be pre-approved by the teacher in writing and all paperwork must be submitted prior to starting the project. Specific expectations and due dates will be given to each student. Course Goals: To utilize research-based learning strategies To develop a conceptual framework for Marine Science I Honors To develop an appreciation for science as a process, not a set of facts Course Requirements: COMPLETED BY INDIVIDUAL TEACHER Assignments: COMPLETED BY INDIVIDUAL TEACHER Tests and Quizzes: COMPLETED BY INDIVIDUAL TEACHER Research Projects: COMPLETED BY INDIVIDUAL TEACHER Grading Plan: COMPLETED BY INDIVIDUAL TEACHER Academic Honesty Plan: Willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or test is not permitted. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void. Classroom Expectations: COMPLETED BY INDIVIDUAL TEACHER Personal Statement: COMPLETED BY INDIVIDUAL TEACHER 1

2 Semester 1 Quarter 1 Topic of Study: Approaches to Science Define a scientific problem or question based on the specific body of knowledge correlated Explain the difference between an experiment and other types of scientific investigations. Use appropriate reference materials to support scientific investigations of various types, such as systematic observation or experiments. Describe the creative means scientists must use to design an investigation. Explain that science is based on evidence based facts. Develop a hypothesis with one independent variable (tested variable). Distinguish between dependent variables (outcome variable), independent variables (tested variable), controls, and variables that are held constant in a variety of activities. Develop hypotheses and determine what data should be collected to test the hypothesis. Determine tools and methods that should be used to collect valid data. Determine how data will be collected to analyze the data. Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs, line graphs, scatter plots, cumulative frequency graphs. Calculate and determine the % error of the data. Explain why scientific investigations should be replicable. Conduct, discuss, and compare similar investigations by working cooperatively in groups. Collect and organize data in charts, tables, and graphics. Present individual or group data after a scientific investigation, analyze the evidence, and reach a class consensus. Justify conclusions based upon all the available evidence, not on expressed opinions. Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Identify reliable sources of information and assess their reliability according to the strict standards of scientific investigation while conducting research. Distinguish the difference between a scientific law and theory vs. a societal law. Describe the role consensus plays in the historical development of a theory in marine science. Recognize systematic inference as one form of scientific investigation. Differentiate between science and pseudoscience. Explain why models are used in science to observe processes that happen too slowly, too Give examples of visual/physical, mathematical, and conceptual models as used in science. Describe the limitations and misconceptions perceived by models. Recognize, identify and know how to safely and accurately use lab equipment. 2

3 Identify the safety equipment in the science lab/classroom (safety shower, fire extinguisher, fire blanket, hood, eye wash, first aid kit, gloves, sharps container, MSDS sheets). Identify and find the following information such as chemical name, hazardous components, health hazards, first aid and emergency procedures using MSDS sheets. Identify protective clothing worn in the lab: safety goggles, aprons, gloves. Recognize that different types of wastes are disposed of in specific ways. Recognize the importance of the lab safety contract and explain why parent and student signatures are required. Distinguish science from other activities involving thought. Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered. Distinguish between a scientific theory and a general claim. Distinguish between laws and theories by understanding that laws describe the what and theories explain the why. Compare and contrast the terms that describe examples of scientific knowledge such as: theory, law, hypothesis, and model. Give examples of how advances in technology have affected scientific theories and laws. Distinguish the difference between a scientific law and theory vs. a societal law. Describe the role consensus plays in the historical development of a theory in biology. Topic of Study: The Ocean: It s History and Processes Recognize that while most of the planet is covered by ocean, it is not a uniform body of water. Identify how humans have relied upon and utilized the ocean for thousands of years. Construct a timeline of ocean events to scale. Describe the scope and methodology of marine science. Explain safe and humane laboratory practices. Use current communication technology to interact with the global scientific community. Investigate the many technologies and tools that scientists use to make observations about ocean processes. Describe the properties of matter. Describe water s unique properties and relate these properties to its chemical structure. Give examples of how the properties of water affect marine organisms. Explain the sources of salt in seawater. Discuss the basic physical properties of a sample of seawater (i.e., temperature, salinity, transparency, density, and pressure). Determine whether substances will float or sink in water based on their densities. Explain the ability of water to act as a solvent of solids and gases. Describe the basic chemical composition of seawater. Discuss the sources of variations in the ocean s salinity. 3

4 Create seawater for an aquarium. Demonstrate the Law of Conservation of Energy in various scenarios of energy transformation. Differentiate between open, closed, and isolated systems. Explain the major biogeochemical cycles that relate to the marine environment (carbon, nitrogen, water). Identify the reactants and products of photosynthesis, and note the sources of the reactants in the ocean. Describe how carbon is cycled through Earth s spheres. Analyze chlorophyll imagery, looking for evidence of blooms of phytoplankton that contribute to the food sources of marine animals. Explain how pressure, temperature, density, salinity, and light change with increasing depth. Describe the characteristics of some animals that allow them to cope with changes in pressure, temperature, density, salinity, and light. Analyze and interpret plots of density, salinity, pressure, and temperature with respect to depth at various locations. Describe the oceans energy in terms of renewable and nonrenewable resources. Define a scientific problem or question based on the specific body of knowledge correlated Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Explain why models are used in science to observe processes that happen too slowly, too Describe scientific knowledge s impact on societal decisions. Semester 1 Quarter 2 Topic of Study: Physical Oceanographic Factors Explain seasonal changes of Earth in terms of the intensity of solar radiation energy and the Earth s tilt. Illustrate how the angle of insolation relates to differential heating of the Earth s surface. Differentiate between types of incoming solar radiation. Relate changes in SSTSs to changes in animal movements. Indicate that heat energy in the ocean is distributed through currents. Identify sea surface temperature (SST) and ocean currents from satellite imagery. Explain the concept of heat capacity and the role of the ocean in moderating Earth s climate. Give examples of the ocean s influence on weather and climate. Explain how energy is transferred from the ocean to the atmosphere through the formation of air masses and weather systems. 4

5 Define terms including current, gyre, and Coriolis Effect. Explain how the Coriolis Effect and wind patterns create ocean currents. Explain the occurrence of upwelling currents and their relationship to El Nino/La Nina. Detail the characteristics and movement patterns of Atlantic hurricanes. Describe the factors that lead to the formation of weather events, including thunderstorms and hurricanes. Describe how and why an El Nino/La Nina event occurs and explain its effects. Recognize the importance of upwelling currents to the ecology of fisheries. Identify the properties and types of ocean waves. Determine the factors that influence wave height and speed. Describe how the gravitational pull from the Earth, Moon, and Sun create tides. Explain how Earth s ocean basins are interconnected through the flow of currents. Discriminate among the structures of the ocean floor (mid-ocean ridges, seamounts, subduction zones, abyssal plains, and trenches). Relate the theories of continental drift and plate tectonics to the evolution of the ocean basins. Explain the Theory of Plate Tectonics by describing the processes involved, the geologic features used as supporting evidence, and the major changes in Earth s crust that have occurred as a result of crustal movement. Use the development of the Theory of plate Tectonics to discuss how scientific ideas and research evolve into a unified theory. Describe the evolution of today s ocean basins. Identify the three major types of plate boundaries and explain the consequences of these interactions. Analyze bathymetric images and identify seafloor features. Describe how scientists map the ocean floor. Create a model of the seafloor. Identify and label the major oceans on a world map. Describe the geologic history of Florida. Define a scientific problem or question based on the specific body of knowledge correlated Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Explain why models are used in science to observe processes that happen too slowly, too Describe scientific knowledge s impact on societal decisions. Semester 2 Quarter 3 Topic of Study: Marine Organisms and Ecosystems Explain how the biological classification system is used to classify marine organisms. 5

6 Explain how the process of natural selection influences the evolution of species. Compare prokaryotic and eukaryotic cells. Explain the classification scheme for marine prokaryotes, protists, fungi, and plants. Identify the morphological characteristics of marine prokaryotes, protists, fungi, and plants. Discuss the ecological importance of marine algae and plants. Explain the classification scheme for marine invertebrates. Describe the deep ocean floor environment. Relate the importance of seafloor hydrothermal vents to life cycles on the seafloor. Diagram and label a profile of the ocean basins illustrating the major zones. Give examples of how marine species interact with ecosystem components as abiotic and biotic factors and give examples of how they influence one another. Explain why the most productive epipelagic ecosystems are located where they are. Explain the physical and chemical variations that occur with an increasing depth of water in the marine environment. Explain the adaptations of marine organisms to increasing water depth. Give examples of diverse marine ecosystems and their locations on Earth. Explain the food webs associated with coral reef environments. Relate food webs to estuarine environments. Explain why nutrient cycling is critical within the Earth systems. Trace the flow of energy and nutrients within the marine environment. Relate food webs to estuarine environments. Construct a sample marine food web. Describe the critical role of phytoplankton in marine food web. Describe examples of mutualism, parasitism, and commensalism in the oceans. Consider the costs and benefits of diverse reproductive strategies used by species. Give examples of adaptations in diverse marine ecosystems. Describe adaptations associated with each invertebrate group. Diagram and explain the anatomy of selected members of invertebrate groups. Explain the modes of reproduction and reproductive strategies used by marine invertebrates. Describe the major characteristics and give specific examples of the marine tetrapods. Explain the major characteristics of the marine reptiles and birds. Describe the major characteristics of the marine mammals. List the types of reptiles and birds that are found in the marine environment. Relate the special adaptations that reptiles have for living in the sea. Recognize the special adaptations that seabirds have for an oceanic life. Identify the basic characteristics and behaviors of the cetaceans. Compare the adaptations of pinnipeds and other marine mammals. Identify the unique diving response features of marine mammals. Explain the modes of reproduction and reproductive strategies used by other marine vertebrates. Relate the diversity of habitats to the role marine plants in the marine environment. Summarize the major groups of marine fish. 6

7 Explain important morphological features, distributions, and adaptations of marine fish. Diagram and explain the anatomy of selected fish (i.e., sharks and bony fish). Explain the modes of reproduction and reproductive strategies used by marine fish. Describe the process of biological succession, explaining that marine ecosystems undergo natural, gradual changes over time. Explain the adaptations of midwater organisms. Describe the organisms of the epipelagic ecosystem. Identify the adaptations of organisms in the epipelagic ecosystem. Explain the epipelagic food webs. Discuss the various organisms that build reef environments. Explain the conditions necessary for reef growth. Explain why the world reef ecosystems are located where they are. List each type of coral reef and describe it. Explain the formation of atolls. Discuss the physical characteristics of the subtidal environment. Compare soft-bottom and hard-bottom communities. Identify the location of the world s kelp beds. Discuss the importance of kelp beds in the marine ecosystem. Discuss the origins and classification of estuaries. Outline the unique physical and chemical characteristics of estuaries. Explain how organisms are adapted to estuarine environments. Describe the distribution of life within the four major habitats: open water, mud flats, salt marshes, and mangrove forests. Explain the effects of exposure on marine organisms at low tide. Explain the distribution of wave energy along the shore and its effects on marine organisms. Describe vertical zonation. Explain oxygen availability, feeding strategies, mobility, and zonation in soft bottom intertidal communities. Define a scientific problem or question based on the specific body of knowledge correlated Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Explain why models are used in science to observe processes that happen too slowly, too Describe scientific knowledge s impact on societal decisions. Semester 2 Quarter 4 Topic of Study: Human and Nature s Impact on Marine Resources Identify the factors that increase or decrease population sizes and analyze changes in animal population. 7

8 Explain the challenges of life in the sea. List and explain the impact of alien species on various marine environments. Determine how invasive species can result in biodiversity loss. Discuss how human affect marine ecosystems both positively and negatively. Make predictions about changes in food webs that result from natural disruptions and human activities. Design a method for cleaning up oil spills. Explain the concept of over-fishing and the effect it has on global economics. List the role of aquaculture in meeting the world s marine food needs. Identify the various types of food items provided by marine environment. Describe biologically important processes for life in the sea. Discuss the factors that determine how selected countries depend on the marine environment for food. List the major marine food species and their global location. Explain the economic importance of marine algae, plants, and fish. List and describe the nonliving resources from the oceans. List the effects of pollution on the marine environment (e.g., oil, sewage, synthetic chemicals, heavy metals, thermal, solid and radioactive waste). Describe the importance of the Endangered Species Act and give examples of Florida species that are listed under the Act. List and discuss the species that are threatened and endangered. List and describe attempts that are being pursued to enhance and conserve various marine environments. Use scientific data to design new Marine Protected Area (MPAs). Define a scientific problem or question based on the specific body of knowledge correlated Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Explain why models are used in science to observe processes that happen too slowly, too Describe scientific knowledge s impact on societal decisions. 8