Review items for Final	
OCEA 112 - M. Yasuda  
Final: December 18, 3:00-5:00 PM, Room 316 						

Shape of the earth
1. 	Be able to find a location on a map by latitude and longitude.
2.  	Be able to figure out your longitude if you know the time anywhere in the world.
3.	Know the average depth of the ocean.
4.	Know the typical depth for the tops of mid-ocean ridges.
5.	Be able to explain how sonar is used to measure bathymetry and be able to use this principle to determine sea floor depth.
6.	Know the primary features of the seafloor and their significance in plate tectonic processes.  Be able to cite an actual location in the world as an example of each of these features.
7.	Be able to explain two general reasons for changes in the position of the shoreline over time
8.	Know several processes that can change the volume of water in the ocean basins.
9.	Know about the uses of GPS.


Plate tectonics				
1.	Be able to define and explain "lithospheric plate".
2.	Know how a lithospheric plate differs from crust.
3.	Be able to explain the differences between the crust underneath the continents vs. the oceans.
4.	Be able to describe the horizontal and vertical extent of the North American tectonic plate.
5.	Be able to define the difference between active and passive continental margins.
6.	Know which tectonic features are found on each of these plate margins: divergent, convergent, and transform.
7.	Be able to cite and explain evidence that suggests seafloor spreading.
8.	Know the age of the oldest oceanic crust and its relationship the oldest continental crust.
9.	Know the relationship between the age and elevation of seafloor.
10.	Know how sediment is distributed on top of the basalt seafloor.
11.	Know which major ocean is currently closing.  
12.  	Know which oceans are currently growing new seafloor.
13.	Know the name of the type of plate margin marked by the San Andreas Fault and the direction in which San Diego is moving.


Waves
1.	Be able to identify the parts of a wave - wavelength, crest, trough, amplitude
2.	Describe how a particle of water moves within a wave.
3.	Be able to name and describe the major types of waves - wind, tides, seiche, and tsunami.
4.	Be able to explain the difference between shallow water waves and deep water waves
5. 		Know whether material and/or energy are transmitted by each major wave type.
6.	Be able to explain the source of energy for each of these wave types.
7.	Be able to identify the disturbing and restoring forces for each type of wave.
8.	Know the unit used to describe wave frequency.
9.	Be able to explain why tsunamis are so destructive when they are barely noticeable at sea.
10.	Know the typical wave height of tsunami waves at sea.
11.	Know the factors that contribute to the development of the largest wind waves.
12.	Be able to predict what will happen if two given waves exhibit wave interference.
13.	Know the pattern of preferential coastal erosion caused by wave refraction.
14.	Be able to explain wave dispersion.
15.	Be able to estimate the effective depth effect of wave erosion given wavelength.
16.	Explain the origin of two tidal cycles per day in many places on earth.
17.	Explain the tendency for two particularly extreme tides per month and per year.


Coastal landforms
1.	Explain the origin of wavecut platforms on San Clemente Island.
2.	Be able to define undercutting of cliffs.
3.	Be able to draw a diagram and explain how a coastal cell works and beaches are maintained. 
4.	Be able to identify a reason why the supply of sand to our beaches is lower today than in the past.
5.	Be able to explain when our beaches experience the most erosion.
6.	Be able to discuss the effectiveness of structures used to protect the shoreline.
7.	Be able to discuss issues of coastal erosion in San Diego, New Orleans or Venice (Italy). 


Atmospheric circulation
1.	Be able to draw the generalized pattern of the global surface wind pattern.
2.	Identify the latitudes associated with high and low atmospheric pressure, high and low cloud cover and precipitation, and the ITCZ.
3.	Identify the source of energy for all atmospheric circulation.
4.	Be able to explain why sunlight is not distributed evenly over the surface of the earth. 
5.	Identify the cause of atmospheric circulation (movement of air masses).
6.	Be able to explain how the temperature distribution across the surface of the earth might be different without redistribution of energy by winds.   
7.	Define and explain the Coriolis effect.
8.	Know the direction of Coriolis deflection in each hemisphere.


The surface ocean
1.	Explain the sea surface temperature pattern of the earth. 
2.	Know the temperature and location of the warmest and coldest waters in the open ocean.
3.	Know whether the marine or terrestrial environment is more extreme with respect to temperature.
4.	Know how t he density of seawater changes with temperature.
5.	Be able to describe the sea surface salinity pattern.
6.	Know the two factors that determine sea surface salinity and be able to explain the global pattern.
7.	Be able to identify the earth's major surface ocean currents?  	
8.	Know how a current differs from a wave.
9.	Be able to explain how geostrophic flow maintains gyre circulation.
10.	Be able to explain why surface water is separated from deep water.
11.	Know how surface ocean circulation differs from deep circulation.
12.	Explain Ekman transport.

13.	Explain the origin of unusually cold water in the eastern equatorial Pacific and along some coasts.
14.	Define and explain western intensification
15.	Identify the source of energy for the motion of surface currents.


The deep ocean
1.	Be able to draw a vertical temperature profile in the ocean for both the equator and at high-latitude.
2.	Define the thermocline.  Be able to identify it on a vertical profile.
3.	Explain the relationship between temperature, salinity, the density of water, and explain why the deep water circulation is called thermohaline circulation.
4.	Name two places in the world ocean where surface water enters the deep water realm.
5.	Describe the deep circulation pattern of the Atlantic Ocean.
6.	Know how long it takes for deep water to travel from the North Atlantic to the North Pacific.
7.	Explain what you think happens to the oxygen content of deep water as it ages.


The chemistry of seawater
1.	Be able to draw a water molecule.
2.	Be able to identify the major solutes in seawater.  
3.	Define an ion and know that the major solutes in seawater are ions.
4.	Explain why a water molecule is polar.  Know which end of the water molecule has negative polarity.
5.	Name several sources of dissolved solids (ions) in seawater.
6.  	Name several sinks of dissolved solids (ions) in seawater.
7.	Be able to define salinity.
8.	Explain residence time.
9.	Explain what is means to be a conservative or nonconservative solute?  Name two examples of each type.
10.	Explain whether precipitation affect the conservative status of a solute.
11.	Can you collect water from the deep sea and measure dissolved oxygen and carbon dioxide correctly back in the lab?  Explain.
12.	Explain which holds more dissolved gases, warm or cold water.
13.	Know the definitions of the terms saturation, chemical precipitation, and dissolution.


Physical properties of seawater
1.	Know how far sunlight can penetrate seawater.
2.	Explain what happens to sunlight at depth.  Is the energy lost?
3.	Identify the speed of sound in seawater.


Biology and ecology
1.	Be able to write the photosynthesis and decomposition/respiration equations.
2.	Explain whether photosynthesis is as important to the food web in the ocean as it is on land.
3.	Identify the source of energy for photosynthetic life.
4.	Explain why the ocean's carbon dioxide supply isn't depleted by constant activity of photosynthetic organisms.
5.	Explain what makes some nutrients "limiting nutrients" and be able to name at least two nutrients.
6.	Be able to identify generalized vertical nutrient and oxygen profiles.
7.	Explain why nutrient content is so low in surface waters, even where biological productivity is high.
8.	Identify biologically productive and nonproductive areas of the ocean.
9.	Explain why productivity is high in some areas of the ocean.
10.	Know a factor other then nutrient supply that limits productivity at high latitude.
11.	Know two factors that influence the oxygen content of surface water.  One is biological and the other is physical.
12.	Define a trophic relationship.
13.	Explain the difference between primary producers and consumers.
14.	Know roughly how much of the material eaten is actually used to add weight to an organism.
15.	Name two important primary producers in the ocean.
16.	Be able to define phytoplankton and zooplankton.
17.	Be able to explain why a diatom is not technically a plant.
18.	Be able to identify plankton that have calcite vs. opal shells
19.	Be able to identify the chemical formula for carbonate minerals.
20.	Explain why the fossil record in sediments may not accurately reflect the living assemblage of organisms
21.	Explain why marine life is concentrated at the surface.
22.	Name four oceanic lifestyles.
23.	Name an environment rich in organisms that do not depend on photosynthesis.
24.	Explain how chemosynthesis and photosynthesis differ.
25.	Be able to match general types of organisms with their phyla. 
Marine sediments
1.	Name and explain the source of each of the four major types of marine sediments.
2.	Be able to match several sediments with their general type of formation.
3.	Explain whether you think calcite is better preserved in shallow or deep areas of the ocean.
4.	Know whether waters below and above the CCD are saturated with respect to carbonate sediments.
5.	Where do you expect to find the greatest thickness of sediments in the world ocean.  Explain.


El Niņo
1.	Explain El Niņo.  How is it defined?
2.	How is the Southern Oscillation defined?
3.	What is the normal sea surface temperature pattern across the equatorial Pacific?
4.	What happens to the sea surface temperature in the eastern equatorial Pacific during an El Niņo?
5.	What happens to sea level in the eastern equatorial Pacific during an El Niņo?
6.	What happens to the atmospheric pressure difference between Darwin, Australia and Tahiti during an El Niņo?
7.	What happens to the rainfall patterns across the equatorial Pacific during an El Niņo?
8.	What happens to the thermocline in the eastern equatorial Pacific during and El Niņo?
9.	What happens to upwelling in the eastern equatorial Pacific during an El Niņo?
10.	What happens to productivity in the eastern equatorial Pacific during an El Niņo?
11.	What happens in California during an El Niņo?
12.	Know how often do El Niņos occur.
13.	Explain why it's possible to anticipate an El Niņo.


Global change
1.	Describe the general energy budget of the earth.  
2.	Define a greenhouse gas and name two.
3.	Know whether the abundance of carbon dioxide in the atmosphere has increased over the last 50 years.
4.	Explain whether this increase in carbon dioxide is natural or caused by human activity.
5.	Know how the surface temperature of the earth has changed over the last century.
6.	Explain whether this increase is natural or caused by human activity.
7.	Know whether sea level is currently lowering, static, or rising.
8.	Be able to explain the two major factors that contribute to rising sea level.
9.	What are the many ways in which carbon dioxide can move into and out of the atmosphere?  
10.	What human activity releases a significant amount of carbon dioxide into the atmosphere?
11.	Explain why petroleum, coal, and natural gas are called a "fossil fuels".
12.	Explain the impacts of global warming on coral reefs.
13.	Explain the impacts of global warming on coastal erosion.
14.	In the absence of real world constraints and your understanding of the global carbon cycle, be able to define the ways in which atmospheric carbon dioxide can be reduced.
15.	Be able to discuss why these solutions are difficult to implement.
16.	Be able to identify local and global community forums for resolution of problems related to the oceans.
17.	Explain why petroleum is found in places such as Santa Barbara Basin.










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