INTRODUCTION. The Sound of the Sea Henry Wadsworth Longfellow

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1 INTRODUCTION The sea awoke at midnight from its sleep, And round the pebbly beaches far and wide I heard the first wave of the rising tide Rush outward with interrupted sweep; A voice out of the silence of the deep A sound mysteriously multiplied As of a cataract from the mountain s side, Of roar of winds upon a wooded steep. So comes to us at times from the unknown And inaccessible solitudes of being, The rushing of the sea-tides of the soul; And inspirations, that we deem our own, Are some divine foreshadowing and foresee Of things beyond our reason or control. The Sound of the Sea Henry Wadsworth Longfellow Beyond the boundless beauty of nature and sea lies a vast body of knowledge yearning to be explored. To accomplish this, the H.M.S. Crew Project was conceived in an attempt to tap into the systems and forces which encompass the scientific knowledge surrounding maritime activities. Whether sailing the open seas or diving the depths, concepts involving Earth/Space Sciences, Life Sciences, and Physical Sciences become the core of relevant knowledge necessary to successfully deal with nautical adventures. In more recent years, educators have found that they must develop both social and work skills that students will find necessary for success in life both inside and outside the classroom. In order to meet the challenge of improving academic success, it has become necessary for various subject matters, which were traditionally taught in isolation, to join together in cross-curricular initiatives. The H.M.S. Crew Project was designed as a resource manual to assist science and mathematics teachers in implementing this scientific knowledge through hands-on activities, as physical educators implement real life sail training experiences. Symbolically, at the beginning of each lesson, a compass rose was placed in the upper right hand corner to remind us that in order to get where we want to go, we must have direction. Throughout each section, emphasis is placed on providing each activity with a basic introduction, classroom activity, home learning activities for parental involvement, interdisciplinary activity extensions, vocabulary enhancements, and reading passages with sample Florida Comprehensive Assessment Test (FCAT) questions immediately following. It is further recommended that classroom teachers use their expertise to develop actual labs utilizing the scientific method based upon the enclosed support lessons.

2 And lastly, this project could not have been accomplished without the dedication and hard work of many contributing educators. To this end, I would like to acknowledge Louis Lazo, Ava Innerarity, Charles Migliaccio, Anne Patterson, Julien Zaragoza, Gladys Barrio, Barbara Schneider, Michael Shaheen, Leo Mestre, and Tracy Truppman for their commitment to this project. We hope that you embrace the H.M.S. Crew Project as you go Sailing Into New Horizons through the teaching of science, mathematics, and physical education. Dr. Jayne Greenberg Project Manager

3 Title: Marine Sextants: History & Technology (Coastal Navigation) Grade(s): 6-8 Introduction: Today s low cost metal sextants offer high accuracy and ease of use. Plastic models are perfect for lifeboat provisioning. Older sextants tend to have smaller mirrors and scopes which make them harder to use. For all practical purposes, metal sextants are error free when compared to the many uncontrollable errors which may exist from such things as refraction, oblateness of the earth, and data tabulation. Generally, a minute of arc (one mile) is about the best anyone can hope to achieve. Plastic sextants commonly exhibit errors in excess of 5 minutes, even when great care is exercised. The size of the mirrors on a sextant generally vary directly with the quality of the instrument. Large index and horizon mirrors are desirable. Sextants are available with their major metal parts of either aluminum or brass. The alloys of each metal are both suitable for use at sea. A 3.5 (or 4) x 40 scope is a good choice for stars. The specified power magnification helps you find and maintain stars in view in both calm or pitching seaways. Many sextants have an option of either the traditional (half-silvered) horizon mirror or what is called a whole horizon mirror. With the traditional mirror, the horizon glass is divided vertically into two halves producing a split image. The half nearest the frame is a silvered mirror and the other half is clear glass. A later development in sextant technology is the whole horizon mirror. This superimposes both the horizon and the celestial body on the entire mirror with no split image. Sextant lighting is the least needed feature on a sextant, since a flashlight should normally be available in any event for recording observations. Learner Objective(s): The student will be able to describe the various evolutionary changes that marine sextants have undergone. The student will be able to discuss the advantages and limitations of different navigational instruments. Florida Sunshine State Standards: Science: SC.H Math: MA.B I-A-1

4 Competency Based Curriculum: Science: M/J-I-3.A; Math: M/J-I-III-5-A; Math: M/J-3-II-13-C Materials: Evolution of the Sextant article, by Rod Cardoza Color print copies of each sextant to be discussed. Activity Procedure(s): 1. Allow students to read the article, Evolution of the Sextant, by Rod Cardoza. Article can be found at 2. Divide the class into eight groups and each group will be responsible to discuss the features of the assigned sextant. The sextants are the following: Quintant, Davis Quadrant, Hadley Octant, Reflecting Quadrant, Pillar Sextant, Ebony & Ivory Octant, Parkinson & Frodsham Octant, and the Negus, NY Sextant. 3. Following a few minutes of individual group discussions, a group representative will briefly explain the features of the assigned sextant. The features should include benefits and restrictions of the instrument. Student Assessment: Allow the student to answer critical thinking skills questions assigned by the teacher. a). Compare and contrast the evolution of the marine sextant with the evolution of the personal computer. b). Some nautical instruments are more accurate than others. How do you determine the accuracy of these instruments? Student participation is assessed during group activity. Activity Extension(s): Before the sextant was invented, navigators such as Columbus, Magellan, and Drake used an instrument known as the cross-staff. How did they use this instrument for their travels? (Social Studies) Latitude and longitude are systems of coordinates on the surface of a sphere. Rene Descartes, a French scientist and philosopher, devised a systematic way of labeling each point on a flat plane by a pair of numbers. How did the so- called cartesian coordinates facilitate navigators in locating destinations? (Math) I-A-2

5 Activity Extensions (Cont d): Read the following literary piece, Sea Fever, by John Masefield and react to the author s message (Language Arts): I must go down to the sea again To the lonely sea and sky And all I ask is a tall ship And a star to steer her by Is there any association to the use of a sextant in the piece? Home Learning Activity: Explain how the sun and the stars aided the use of the sextant. Vocabulary: sextants, refraction, oblateness, tabulation, horizon References/Related Links: (Maritime Museum of British Columbia) I-A-3

6 Marine Sextants: History & Technology Reading Passage The sextant has come to be widely recognized as a universal nautical symbol. Indeed, the sextant, in conjunction with the compass, has been the basic navigational tool for more than two centuries. The mariners most prized possession was often his sextant. Perhaps the earliest instrument, of which a rare few still remain, is the astrolabe or astrolage. The sea astrolabe was an adaptation of the astronomical type. Around the rim were inscribed the hours of the day, the days of the year, and the signs of the zodiac. A contemporary of the astrolabe was the simple quadrant. Like the sea astrolabe, the mariner s quadrant was adapted from its earlier and more complex astronomical counterpart. A rare, hydrographic surveying sextant also known as a Quintant was also designed to take triangulation sightings when making soundings for Admiralty charts. The evolution of the backstaff, or Davis Quadrant followed during the mid-18th century. The Hadley Octant also known as a reflecting quadrant was developed and used by mariners and in 1735, John Harrison successfully constructed the first marine chronometer. Along with these developments, came the more familiar sextant. The sextant was very nearly contemporary with the octant. In 1830, the Double Frame or Pillar Sextant was patented. Among the earliest accessorial improvements was optical enhancement of the image by means of a telescopic attachment. A feature unique to the sextant and lacking in the octant was the scale/vernier magnifier. Because of its smaller size and finer scale, the sextant was read by means of a small magnifier affixed to the index arm. The octant required none. By 1850, the demise of the octant was imminent, even though its use persisted into the 20th century. The superiority of the sextant in terms of accuracy, compactness, and durability was indisputable. The last half of the 19th century saw little change in navigational instruments in general and the sextant in particular. The advent of the drum micrometer sextant by the end of the World War 1 was the greatest single improvement in the sextant during this century. Just prior to World War II, the long evolution of the sextant culminated in the invention of the ball recording sextant, developed for use at night when no horizon was reading. I-A-4

7 Marine Sextants: History & Technology FCAT Questions Directions: Read the passage, then answer all the questions below. Answer multiple-choice questions by circling the letter of the answer that you select. Write your answer to the Read, Think, and Explain question on the lines provided. 1. Besides the sextant, what other instrument is the basic navigational tool? A. Astrolabe B. Chronometer C. Compass D. Sea Quadrant Answer: C 2. Which of the following instruments contains the hours of the day, the days of the year, and the signs of the zodiac around the rim? A. Sea astrolabe B. Astronomer astrolabe C. Davis Quadrant D. Hadley Octant Answer: B 3. Which of the following sextant features is the least important? A. Metal properties B. Mirrors C. Lighting D. Power magnification Answer: C 4. How has the sextant changed during the years? I-A-5

8 Title: Construction and Use of a Simple Sextant for Determining Position (Historical Perspectives) Grade Level(s): 6-8 Introduction: Today, with the advent of GPS (Global Positioning Systems), navigators and sailors can determine their position on anywhere on the earth within moments. However, before the invention of the GPS, LORAN, and other radio signaling devices, sailors and navigators used the celestial sky for determining position. For many years the sextant was the instrument of choice, where position was determined by measuring the altitudes of celestial bodies. Experienced navigators could determine the position using a sextant in less than ten minutes. A simple sextant can easily be constructed and a latitude calculation can easily be determined using the North Star, or Polaris, and the celestial body of reference. Longitude cannot be determined using the simple sextant. Learner Objectives: The student will be able to construct and use a simple sextant to determine latitude. The student will be able to understand the use of stars and their positions in the celestial sky for navigation purposes. Sunshine State Standards: Science: Sci.E Math: MA.B Competency-Based Curriculum: Science: M/JO-IA2 Math: M/J-I-III-5-A, M/J-3-II-13-C Materials: Protractors - one for each student (a compass rose can also be used) Ice cream sticks (or pencils) - 3 per student Rubber bands or string Activity Procedures: 1. Give each student 3 ice cream sticks and rubber bands or string. I-A-6

9 Activity Procedures (Cont d): 2. Instruct the students to attach the three sticks into a triangle, using the rubber bands or string to fasten the sticks together. 3. Each student will then hold the triangle to their eye. They will sight the horizon with one stick, and the other will be aimed at Polaris. 4. Move the upper stick of the triangle so that the student can sight Polaris along one stick, and without moving their heads, also sight the horizon. 5. The student will then measure the angle created by the sticks sighting the horizon, and Polaris, using the protractor or compass rose. 6. The resulting angle will be the latitude (in degrees) of where the students are performing the exercise Student Assessment: Allow students to answer critical thinking skills questions assigned by the teacher. 1. Using a GPS, determine a position assigned by the teacher. Then, compass the latitude reading from the GPS to the latitude reading calculated using the simple sextant that was constructed. How do the two latitudes compare? How close were the estimations using the simple sextant? 2. Explain different sources of error that may have caused the latitude reading determined using the simple sextant to be different from the latitude obtained from the GPS? 3. How can the model of the simple sextant be modified to be more effective? Activity Extensions: Before the advent of GPS, Loran, and the sextant, ancient mariners such as Magellan, Drake and Columbus used a cross-staff to determine position during their voyages. Discuss how accurate their determination of position was using the rudimentary instruments that they used. Furthermore, discuss how their original voyages across the oceans could have been more effective if they had such technology and advances in science during their era. (Social Studies, Technology) Home Learning Activity: Research the web, or other sources for instructions on how to construct other simple instruments to determine position. Vocabulary: GPS, celestial bodies, sextant, latitude, longitude I-A-7

10 References/Related Links: Callahan, Steven (1986) Adrift: seventy-six days lost at sea. Boston: Houghton Mifflin Company Conversion Table for FCAT Questions: Imperial Metric 1 inch (in) 2.54 cm 1 foot (ft) 12 in m 1 yard 3 ft m 1 mile 1760 yd km 1 nautical mile yd km I-A-8

11 Construction and Use of a Simple Sextant for Determining Position Reading Passage Excerpt from: Adrift: seventy-six days lost at sea. Chapter 8: Road of Trash; April 2, Day 57 Determining latitude is another matter entirely. To do so, the navigator equates arc with time. Each of the 360 degrees of the earth s circular belt is divided into sixty minutes of arc. Each minute is one nautical mile-6076 feet. Since the earth spins once every twenty-four hours, the heavenly bodies pass over fifteen degrees of longitude every hour, or fifteen minutes of longitude every minute. Some astronomers in Greenwich, England, began and ended their demarcation of the globe by running the longitude line of zero degrees through their little town. Longitude can be calculated by comparing the time when a heavenly body appears overhead to the time when it would be over Greenwich. Not until the advent of accurate timepieces was it possible to fix longitude. Captain Cook was one of the first to utilize the breakthrough invention called the chronometer. Until then, mariners commonly sailed north or south until they reached the latitude on which their port of destination lay. Then they would sail directly east or west. Latitude sailing, as it is called figured on the altitude of the North Star, combined with any approximate speed and drift, which I have been keeping running track of, will give me a better idea of my position in this expanse of terrain barren of signposts and landmarks. I-A-9

12 Construction and Use of a Simple Sextant for Determining Position FCAT Questions Directions: Read the passage, then answer all the questions below. Answer multiple-choice question by circling the letter of the answer that you select. Write your answer to Read, Think, and Explain questions in the lines provided. 1. Each minute of each of the 360 degrees of the earth s longitude lines is how long in meters? A meters B meters C meters D meters Answer: D 2. If each minute of each of the 360 degrees of the earth s longitude lines is 1 nautical mile, what is the circumference of the earth along the equator? A. 24,000 miles B. 21,600 miles C. 18,600 miles D. 26,100 miles Answer: B 3. How many degrees of longitude does a heavenly body cover in 15 minutes? A degree B degree C degree D degree Answer: B 4. Why was it important for the author to determine longitude? I-A-10

13 Title: Mapping Longitude and Latitude (Latitude & Longitude) Grade Level(s): 6 Introduction: Using the equator and prime meridian, map makers have constructed a grid made up of lines of latitude and longitude to find locations anywhere on Earth. The latitude is the distance in degrees north or south of the equator. All lines of latitude are parallel to the equator. The distance in degrees east or west of the prime meridian is called longitude. There are 360 lines of longitude that run from north to south, meeting at the poles. Each line represents one degree of longitude. Lines of latitude and longitude were used to draw the boundaries between many states. Map makers also use map projections to show the Earth s curved surface on a flat map. A map projection is a framework of lines that helps to show landmasses on a flat surface. Learner Objectives: The students will explain how maps and globes represent Earth s surface and state what a map projection is. The students will be able to identify the equator and prime meridian and state how latitude and longitude are used to locate points on Earth s surface. Florida Sunshine State Standards: Competency Based Curriculum: Science: SC.H.3.3.6, Math: MA.E Math: M/J-I-V-2-A/M/J-3-VI-2-A; Science: M/J-3-I-1-B Materials: United States map with latitude, longitude, and state borders Tracing paper Paper clips Colored pencils I-A-11

14 Activity Procedures: 1. Lay a sheet of tracing paper on top of a map of the United States. 2. Trace over the Pacific and Atlantic coasts of the United States with a blue pencil. 3. Using the blue pencil, trace all Great Lakes shorelines that reach nearby states. 4. Trace all state borders that go exactly north-south with a red pencil. 5. Use a green pencil to trace all state borders or sections of state borders that go exactly east-west. 6. Use a blue pencil to trace the borders that follow rivers. 7. Use a brown pencil to trace any borders that are not straight lines or rivers. Student Assessment: 1. Allow students to answer critical thinking questions assigned by teacher. a. Compare and contrast the various means of calculating latitude and longitude during ancient times. b. The sun and the stars can be used to calculate the latitude north or south of the equator but not the easterly or westerly position that is, the longitude. Explain why. 2. Allow students to use an atlas to describe a city in terms of its latitude and longitude. Activity Extensions: 1. Encourage students to research the relationship between mapmaking and technological innovations (Science/Technology Integration). 2. Encourage students from diverse parts of the world to use a world map to determine the latitude and longitude of the capitals of the countries where they or their parents originated (Social Studies/Language Arts). 3. Allow students to research the history of Florida to find out when and how its borders were established (i.e., Latitude and Longitude, Landforms, etc.). I-A-12

15 Home Learning Activity: Assign a city to each student and challenge them to use a map to describe everything they can about that city, including latitude and longitude and the hemispheres it is in. Ask students to identify a point in a selected ocean and pretend that they are a ship lost at sea. Have the students determine the degrees of longitude and latitude so that they may call for assistance. Vocabulary: equator, prime meridian, longitude, latitude References/Related Links: www1.minn.net/~keithp/loni.htm Glencoe (2000). Science Voyages, Westerville, OH: Glencoe/McGraw Hill. I-A-13

16 Mapping Longitude and Latitude Reading Passage Imagine yourself standing at night at point P on Earth and observing the pole star (or better, the position of the north celestial pole, near the star), at an elevation angle h above the horizon. The angle between the direction of the pole and the zenith is then (90 degrees - h). Therefore h is also your latitude. In the age of the great navigators of Columbus, Magellan, Drake, Frobisher, Bering and others finding your latitude was the easy part. Captains knew how to use noontime Sun, and before the sextant was invented, a less precise instrument as the cross-staff was widely used. Longitude was a much harder nut to crack. In principle, all one needs is an accurate clock, set to Greenwich time. When the Sun passes the meridian at noon, we only need to check the clock: if Greenwich time is 3 p.m., we know that 3 hours ago it was noon at Greenwich and we are therefore at longitude 15 degrees x 3 = 45 degrees west. However, accurate clocks require a fairly sophisticated technology. Pendulum clocks can keep time quite accurately on firm land, but the pitching and rolling of a ship makes them quite unsuitable for sea duty. In the 17th and 18th century, when the navies of Britain, Spain, France and Holland all tried to dominate the seas, the problem of longitude assumed great strategic importance and occupied some of the best scientific minds. In 1714 Britain announced a prize of 20,000 pounds a huge sum in those days for a reliable solution, and John Harrison, a British clockmaker, spent decades trying to achieve it. His first two chronometers, of 1735 and 1739, though accurate, were bulky and delicate pieces of machinery. Only his 14th instrument, tested in 1761, proved satisfactory, and it took some additional years before he received his prize. I-A-14

17 Mapping Longitude and Latitude FCAT Questions Directions: Read the passage, then answer all the questions below. Answer multiple-choice questions by circling the letter of the answer that you select. Write your answer to the Read, Think, and Explain question on the lines provided. 1. Hydrography is defined as which of the following? A. Study of water pressure B. Study of water properties C. Study of water chemical reactions D. Study of oceans, lakes and rivers Answer: D 2. Which of the following instruments is used to measure latitude? A. Astrolabe B. Chronometer C. Sextant D. Compass Answer: C 3. The distance in degrees east or west of the prime meridian is called: A. Latitude B. Longitude C. Equator D. Point of departure Answer: B 4. How do map makers find distances anywhere on Earth? I-A-15

18 Title: The Ocean Floor: How Puzzling Can It Be? (Ocean Floor Mapping) Grade Level(s): 6-8 Introduction: In 1804, an expedition led by Meriwether Lewis and William Clark, had one main purpose. It was to map America s interior and to discover its resources. The two-year journey took them across western North America. Along the way, they observed the land, water, air, and living things. Together, these four things make up everything that is on and around planet Earth. Scientists divide Earth into four spheres: the lithosphere, hydrosphere, atmosphere, and biosphere. Earth s oceans, lakes, rivers, and ice form the hydrosphere. Most of the hydrosphere consists of the salt water in the oceans, but fresh water is also part of the hydrosphere. Oceans cover more than two thirds of Earth. Students can make puzzles from world maps, dramatizing how much of the globe is covered by ocean. This is known as geological oceanography. Learner Objectives: The student will be able to involve integration of information and to use several methods of problem-solving. The student will be able to work with maps, not only for providing content, but for exercising spatial skills. The student will be able to understand the earth s physical geography by using different types of world maps. The student will be able to explain sea floor topography. (Refer to Note at end of lesson plan activity) Florida Sunshine State Standards: Science: SC.D.1.3.5/SC.F.2.3.4; Math: MA.E Competency Based Curriculum: Math: M/J-I-V-1-A/M/J-3-VI-2-A; Science: M/J-3-II-5-B I-A-16

19 Materials: World maps of varying sizes, glued onto poster board Scissors Glue Poster board Envelopes Activity Procedures: 1. Divide students into groups of 2-4 and give each group a world map. 2. Decide on general sizes for puzzle pieces and have at least some groups make pieces the same shape. Allow each group cut its map into puzzle-like pieces. 3. Allow each group to place the pieces into envelopes marked with a letter. 4. Allow groups to exchange envelopes and then reassemble the world. 5. As they assemble the puzzles, allow students to name features on the maps. On the board, make a list of features for all the groups to find specific oceans and seas, the continents, mountain ranges, the equator, prime meridian, the poles, and the Tropics of Capricorn and Cancer. 6. Allow students to create and place in the envelope a list of features specifically found on that map, such as oceanic ridge systems, trenches, islands, and continental shelves for a map showing ocean floor topography. The next group of students must locate these features. 7. Allow the students again to exchange envelopes and to assemble the world, finding the features listed by the previous group. 8. Using a large map at the front of the class, allow each group to come up and locate a feature called out by the teacher. Each group gains points for correct locations. Student Assessment: Allow students to answer critical thinking questions assigned by the teacher. a. Compare the area of the Atlantic Ocean map (water removed) to a wall map of the world and find the labeled continental shelves, abyssal plains, continental slopes, trenches, and ridges. b. How can mapping and photography help determine the formation of the ocean floor? Students will be assessed on their group work reassembling the puzzle, their identification of the required features, and the list of features they compile for other students to find. Activity Extensions: 1. Allow students to find a variety of maps, including weather maps, and any number of specialized maps, such as those showing population or distribution of natural resources and encourage them to convey their knowledge to family members at home. (Social Studies/Science) I-A-17

20 Activity Extensions: (Continued) 2. Provide mathematical problems for students to solve with the scales used by the U.S. Geological Survey (USGS) on topographic maps. The USGS is responsible for making topographic maps and the scale is based on the metric system. (Math) Note: Topographic maps can be obtained at public libraries, the USGS, or from county offices. Home Learning Activity: Challenge students to make a model ocean profile using a small aquarium (pan), sand, and water. They can make their own seawater by dissolving 35 grams of salt for every liter of water. They may bury a metallic object at a specific location and challenge others to find it without disturbing other parts of the ocean floor. Remind students that a profile is a side view of the ocean floor. Vocabulary: hydrosphere, oceanography References/Related Links: Glencoe (2000). Science Voyages. Westerville, OH: Glencoe/McGraw Hill. I-A-18

21 The Ocean: How Puzzling Can It Be? Reading Passage For centuries, people have been challenged by the mysteries that lie beneath the blue depths of our ocean planet. Very little was known about the ocean until late in the nineteenth century, although nearly three-quarters of the planet is covered by ocean or seawater. Myths and misconceptions abounded. We used to think that the ocean depths were devoid of life. We thought that the sea floor was flat and that it was the same age as the continents. How different a picture we now have of the ocean as the sea has begun to yield its secrets. In the 1870s, the HMS Challenger left England and sailed the world s oceans, throwing out weighted lines and taking soundings to measure the depths of the Atlantic, Pacific, Indian, and Arctic Oceans. For the first time, scientists had an inkling of the contours of the ocean floor, took samples of the plants and animals, and measured differences in water temperature and salinity. But the cold, dark water and extreme pressure of the depths kept scientists from knowing the secrets of the deep abyss. Today s scientists have overcome many of the challenges of the deep by using more sophisticated tools. They can send manned submersibles and sampling devices to plumb the ocean depths., taking photographs and samples of animal life and sediment to bring back to the surface for further study. Even space technology enters the picture. satellite photos taken of the ocean provide a wide range of information, including water temperature and depth, seafloor topography, and the plankton populations. Using sonar and satellite data, scientists have been able to generate a new map of the ocean floor, thirty times more accurate than the best previous map. For scientists, there is a broader understanding of how the ocean basin formed and continues to evolve. Molten Magma from earth s interior spews out at the mid-ocean ridges, spilling over to either side and hardening to rocky basalt. As the crust pushes away from the ridges, it cools and thins, forming new seafloor and thus widening the ocean here. As this portion of the ocean floor widens, a section of the seafloor elsewhere is slowly sliding beneath the crust, becoming part of earth s magma once again. Plate tectonics, the theory of earth s crustal plates, thus helps explain ocean formation. New observations also give scientists a greater understanding of the dynamic nature of Earth s water and oxygen cycles and how planetary winds affect ocean currents. Data allow scientists to hypothesize about global weather systems, earthquake and volcanic activity, and climatic trends of global consequence. I-A-19

22 The Ocean Floor: How Puzzling Can It Be? FCAT Questions Directions: Read the passage, then answer all the questions below. Answer multiple-choice questions by circling the letter of the answer that you select. Write your answer to the Read, Think, and Explain question on the lines provided. 1. A new map of the ocean floor has been generated by which technique(s)? A. Space technology B. Sonar and satellite data C. Manned submersibles D. Oceanic photography Answer: B 2. The new ocean floor map shows which of the following features? A. Mid-Ocean Ridge bisecting the Atlantic Ocean B. Flat Pacific Ocean floor C. Generalized underwater volcanoes D. Molten magma Answer: A 3. Ocean formation is best explained by which of the following theories? A. Global warming B. Geological oceanography C. Oceanic topography D. Plate tectonics Answer: D 4. Why was it important for the author to determine longitude? I-A-20

23 Title: Happy (Compass) Trails (Cardinal Points, Compass Skills) Grade Level(s): 6-8 Introduction: Navigation through a city provides many challenging problems and pitfalls. Navigating at sea, absent of roads and land marks, can be even more difficult. The following lesson not only allows for practical experience using a compass but gives the student a chance to demonstrate understanding by creating a trail of their own. The compass is one of the oldest and most reliable navigation tools still in use today. It always points north providing navigators with a fixed reference point. These magnetic compasses do not point to true north. Instead the compass arrows point to magnetic north (magnetic pole). The difference in direction between true north and magnetic north is due to the earth s magnetic field shifting over time. This difference also known as variation, is represented in the form of a printed compass dial called a compass rose. Learner Objectives: The student will be able to effectively use a compass. The student will be able to create a compass trail. Sunshine State Standards: Math: MA.B / MA.B.1.3.2; Science: SC.H Competency Based Curriculum: Math: M/J-1 - III-6, M/J-3 -I-3-A; Science: M/J-3 - I-2-B, M/J A Materials: a compass (preferably one for each pair of students) clipboard pencil I-A-21

24 Activity Procedures: 1. Compare and contrast marine navigation with navigation on land. 2. Discuss the particulars of a compass (a magnetized needle that freely rotates towards the earth s magnetic north), and instruct the students on the method of using the specific compass at hand. 3. Mark off a 10 meter length and have each student walk its distance with a normal stride and count the amount of steps taken. 4. Have the students divide distance walked (10 meters) by the amount of steps taken to find their pace. 5. Give students a simple pre-prepared compass trail to follow so that they can practice using the compass while paying attention to their pace. 6. In pairs, have students walk, and record, their own compass trail using only cardinal directions. Student Assessment: 1. Observe student technique when using the compass. 2. Assess student accuracy during compass trail activity. Activity Extensions: Have students exchange compass trails and attempt to follow them. Allow the students the opportunity for self-assessment as well as evaluating their peers. Home Learning Activity: Have students write a narrative paper based on a situation where someone is lost and is able to find their way using a compass. Vocabulary: navigation, compass, compass rose References/Related Links: I-A-22

25 Happy (Compass) Trails FCAT Activity Geometric Terms Ray Line Segment Intersecting Angle Parallel Acute Line Perpendicular Right Plane Point Obtuse People often use geometric terms such as those above to describe figures on a map. Allow students to draw a map of their neighborhood. Be sure that they include figures that can be named as angles and lines or line segments. They must use at least six geometric terms to describe geometric figures on their map. I-A-23

26 Title: Ocean Currents (Oceanography) Grade Level(s): 6-8 Introduction: Currents are moving masses of ocean water on the surface or deep within the oceans. Wind is the primary force for surface currents. Deep ocean circulation happens because of density differences within water masses. Regular intermittent currents that respond to movement of the sun and moon are called tidal currents. Tides are the actual rise and fall in local water levels. Every current, regardless of its origin, has a set and a drift (speed). Set is the true direction toward which a current flows, drift is its speed. Learner Objectives: The student will be able to identify the forces that cause surface currents. The student will be able to explain the factors which affect deep ocean currents Sunshine State Standards: Science: SC.D Math: MA.B Competency-Based Curriculum: Science: Sci. M/J3 III-4-A Math: M/J3 II-4-A Materials: Metal pan(10cm. X 3cm. X 7cm.) Hair dryer Pepper World Map Activity Procedures: 1. Ask the students a question regarding the direction in which rivers flow (rivers flow in one direction). 2. Ask how an oceans flow is similar or different than that of a river (waves and tides cause water in oceans to move up and down and into the shoreline and back to sea). I-A-24

27 Activity Procedures (Cont d): 3. Ask what they think would happen if someone sealed a message in a bottle, and threw it into an ocean (most likely the bottle would be found by a person from a distant place). 4. How do you think that the bottle got there? Some students may know that currents carried the bottle to its present location. 5. Identify to the class that large streams of water moving through an ocean is a current. 6. Identify that currents can move water at the surface or deep within the ocean. 7. Ask the students to distinguish between both types of currents. Surface currents, can be as deep as several hundred meters below the surface. Deep-ocean currents can be found deeper than a few hundred meters. 8. Ask what causes surface currents. The wind as the driving force should be the response. To show this concept the teacher should demonstrate with a shallow pan of water, a hair dryer and pepper. Sprinkle the pepper on top of the surface of the water in the pan. Then turn on the blow-dryer and blow the pepper across the surface of the water. 9. Ask if the students can make an inference about ocean currents and the flow of the pepper across the pan. Student Assessment: Have students demonstrate their understanding of ocean currents by writing a story describing the imaginary trip taken by a bottle which contains a message written by the student. Activity Extensions: Have students investigate how surface currents affect the climate of certain landmasses (Miami and the Gulf Stream would make an ideal investigation). Home Learning Activity: Have students investigate the Coriolis Effect on the moving water. Vocabulary: density, tidal currents, set, drift References/Related Links: I-A-25

28 Ocean Currents Reading Passage The waters of the ocean are in constant motion. Its movement ranges from strong currents such as the Gulf Stream, down to small swirls or eddies. The Sun drives oceanic circulation in two primary ways: Circulation of the atmosphere; causing variations in the temperature and salinity of seawater, which in turn control its density. If surface water becomes more dense than the underlying waters, an unstable situation develops and the denser surface water will sink. This vertical density-driven circulation is known as Thermohaline circulation. The rotation of the Earth contributes to ocean circulation patterns. The frictional coupling between the ocean s waters and the solid Earth is weak. The same is true for air masses. Only very close to the surface of the Earth is frictional coupling significant. In the extreme case of a projectile moving above the surface of the Earth, the frictional coupling is zero. The Earth rotates at a constant rate. The apparent deflection of objects which move over the surface of the Earth without being frictionally bound to it (such as missiles, or water and air), is explained in terms of an apparent force known as the Coriolis force. The magnitude of the Coriolis force increases from zero at the equator to a maximum at the poles. The Coriolis force acts at right angles to the direction of motion, so as to cause a deflection to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. Because a missile is moving so fast, the amount that the Earth has turned beneath it during its short flight is small. Winds and ocean currents, on the other hand, are slow moving, and so are significantly affected by the Coriolis force. Consider an ocean current flowing at 1 knot at 45 degrees north latitude. The water will travel about 1800 meters in an hour the Coriolis force will have deflected it about 300m from its original path. I-A-26

29 Ocean Currents FCAT Questions Directions: Read the passage, then answer the questions. Answer multiple choice questions by circling the letter of the answer that you select. Write your answer to the Read, Think, and Explain question on the lines provided. 1. Variations in the temperature and salinity of seawater will control which of the following factors? A. Mass B. Density C. Volume D. Specific gravity Answer: B 2. Thermohaline circulation is defined as: A. Frictional coupling between the ocean waters B. Constant rotation of the earth. C. Apparent deflection of objects D. Vertical density-driven circulation Answer: D 3. The Sun drives oceanic circulation by: A. Atmospheric circulation B. Projectile motion C. Coriolis force D. Density differences Answer: A 4. Explain how the Coriolis force affects ocean currents I-A-27

30 Title: What Causes The Tides? (Gravitational, Pull, Centrifugal Force) Grade Level(s): 6-8 Introduction: Ocean tides have perplexed people throughout history. One ancient theory said that a water god would swallow water and release it, thus causing the high and low tides. These changes in water level have been explained today, of course, but remain a mystery to many. A high tide (or flood tide) is when the water is high and the beach is covered. Low tide (or ebb tide) is when the water recedes. Although tides are caused by the gravitational force of the moon, many other factors come into play. A hands-on exercise, described later, physically shows the center of gravitation between two objects and allows students to better understand that the real moon and earth share this same phenomenon. In the activity, the center of gravitation is not exactly between the two objects but showed towards the larger one. The center of gravitation f or the earth and the moon is actually within the earth itself. As the students rotate their model around the center of gravitation, they will notice that the spinning objects lean outward. This is called centrifugal force. This centrifugal force causes the water on the opposite side of the earth to bulge and rise. The moon also attracts the water on the side nearest to it and this creates a second bulge. Learner Objectives: The student will be able to create a model demonstrating ocean tides, The student will write a short paragraph describing what causes ocean tides. Sunshine State Standards: Math: MA.E / MA.A / MA.E ; Science: SC.C Competency Based Curriculum: Math: M/J-1 - V-2-A, II-1-A, M/J-3 - VI-7-A; Science: M/J-3 - I-8-A Materials: meter stick tether ball (or ball of similar size) tennis ball heavy string I-A-28

31 Activity Procedures: 1. Discuss ocean tides with students, eliciting prior knowledge and discussing myths. 2. Discuss causes of tides and review the following vocabulary: tides center of gravitation centrifugal force tidal bulge flood time ebb tides 3. Have students create a model using string, a meter stick, and two balls. Begin by fastening the two balls to opposite ends of the meter stick using the string Then rest the meter stick on your finger until the two balls on either end of it are perfectly balanced. The point on which your finger is rested (nearest to the larger ball) is the center of mass between the two objects. Tie a piece of string to this point. If you were to cut the meter stick in half at this point, both sides (stick and ball) would weigh the same. 4. Next, grasp the stick by the string and gently rotate the objects simulating the rotation of the earth and moon around their center of gravity. (Note: The actual center of gravity would be inside the earth.) Student Assessment: Have students write a paragraph explaining the causes of ocean tides. Activity Extensions: Ask students why it appears that the moon is revolving around the earth? (They are revolving around their center of gravitation and this is actually located within the earth s crust.) Home Learning Activity: Ocean tides are not exactly 12 hours apart. Tides are of a day + times 50 minutes apart. Check your local newspaper for current tidal information. Try to predict the high and low tides for the next week. Present your data on a chart or graph. Vocabulary: tides, gravitation, centrifugal force References/Related Links: I-A-30

32 What Causes The Tides? FCAT Activity Allow each student to keep track of the weekly maritime high tides and low tides (newspaper clippings). Have each student create a graph illustrating the changes of the high tides and low tides. The student will explain the graph to other students of the class. Design either a line graph, a bar graph, or a circle graph. I-A-30

33 TITLE: HIGH TIDES, LOW TIDES (Oceanography, Meteorology) GRADE LEVEL (S): 6-8 Introduction: The word tides refers to the alternating rise and fall in sea level with respect to the land. It is caused by the gravitational attraction of the moon and sun. Tides can also occur in large lakes, the atmosphere, and within the solid crust of the earth. Additional factors such as the configuration of the coastline, depth of the water, ocean-floor topography and some hydrographic and meteorological influences can affect the rise and fall in water level. Usually, high and low tides appear twice daily. The information about high tides and low tides are useful in many ways. Navigation of ships through waterways depends on this information so they can make sure that the ships can make it through. Construction of bridges, docks, breakwaters, and deep-water channels depends on this information, too. Also, the military uses this information for underwater demolition and other engineering uses. It is also important to fishing, boating, surfing, and many different water related sports. LEARNER OBJECTIVES: The student will be able to read and keep a log of high and low tide information found in the newspaper or on the Internet for one week. The student will be able to create a periodic tidal graph from the information they have received. The student will be able to discuss what tides are, their cause, and the importance of this knowledge and whom it affects. The student will be able to identify the characteristics of periodic graphs and make connections between situation, graph and table. The student will be able to recognize the power of graphs and tables for representing and solving real life problems. The student will be able to recognize and predict patterns of increase and decrease from the graph they create. The student will recognize periodic functions and cycles. FLORIDA SUNSHINE STATE STANDARDS: Math: MA.B.3.3.1, MA.D.1.3.2, MA.E.1.3.1, MA.E.1.3.3, MA.E.2.3.1, MA.E.2.3.2, Science: SC.D.1.3.3, SC.D.1.3.5

34 COMPETENCY-BASED CURRICULUM: Math: M/J-II-13C, IV-6-A, VI-2-A, VI-4-A, VI-7-A, VI- 8-B, VI-10-B, M/J-I-III-2-A, Science, M/J-3-I-8-A MATERIALS: Newspapers showing high and low tides for seven consecutive days OR Internet information showing high and low tides for seven consecutive days Paper Graph Paper Pencil ACTIVITY PROCEDURES: 1. Students will be asked to keep a log of the high and low tides each day for one week. They will get this information from the newspaper or from the internet. 2. Students will be asked to create a table from the information they received. 3..Students will be asked to create a periodic tidal graph using the information they received from the newspaper of Internet. This graph will include high and low tides for seven consecutive days. It must be marked with the dates, water levels and times. 4. Students will be asked to predict the high and low tides and times for the next three days. They will then be asked to explain how they reached this conclusion STUDENT ASSESSMENT: 1. Have students explain what they learned about high and low tides and the times of the day that they occur. 2. Allow students to answer critical thinking questions about high and low tides and the times of the day that they occur. 3. Allow students to look into the background and causes of tides. ACTIVITY EXTENSIONS 1. Encourage students to find other reasons why knowing information about high and low tides would be important (Science, Language Arts) 2. Allow students to look up information on the internet about predicting tides. (Science) 3. Allow students to do activities from the Math in Context program on Ups and Down which discusses tides in the Netherlands and the area near the Golden Gate Bridge in San Francisco (Math, Social Studies)

35 HOME LEARNING ACTIVITY: Students must find another real life situation which has evidence of increases and decreases. (For example temperature in an air-conditioned house with the air-conditioner set on auto, the temperature in an oven, body temperature, speeds on a raceway, etc.) The student must write two paragraphs on this real life situation and how it relates to high tides and low tides. The student must then create a periodic graph relating this information. REFERENCES/RELATED LINKS:

36 High Tides, Low Tides FCAT QUESTION: FCAT Practice: If high tide at the Miami Harbor entrance occurs at 8:36 a.m. and low tide occurs at 2:49 p.m., what is the number of hours and minutes between high and low tides? FCAT Answer: Six hours and thirteen minutes.

37 Title: Global Positioning System (G.P.S.) (Navigation) Grade(s): 6-8 Introduction: The Global Positioning System (G.P.S.) Is a worldwide radio-navigation system formed from a constellation of 24 satellites and their ground stations. GPS uses these man-made stars as reference points to calculate positions accurate to a matter of meters. In fact, with advanced forms of GPS, accurate measurements can be made. GPS receivers have been miniaturized to just a few integrated circuits and so are becoming very economical. The basis of GPS is triangulation from satellites. To triangulate, a GPS receiver measures distance using the travel time of radio signals. To measure travel time, GPS needs very accurate timing which it achieves with little problem. Along with distance, the exact location of the satellites is required. Any delays that the signal experiences as it travels through the atmosphere must be corrected. Improbable as it may seem, the whole idea behind GPS is to use satellites in space as reference points here on earth. Learner Objective(s): The student will be able to understand how ships know their location when sailing on the ocean. The student will be able to explain how GPS transmits signals to ships giving the exact longitude and latitude. Florida Sunshine State Standards: Science: SC.H.3.3.6; Math: MA.C.2.3.1/MA.C Competency Based Curriculum: Science: M/J3 - I-1-B; Math: M/J1 - IV-7/Math - M/J3-III-1-A Materials: One Globe One Ball of Kite String Construction Paper (Various colors) One roll of Scotch Tape I-A-36