Marine
Biology 178
Feb.
3, 2009
REVIEW OUTLINE--EXAM I
INTRODUCTION
HISTORY
of OCEANOGRAPHY —know
these; see also READINGS at end of outline:
3.
#arly 1800s: E. ForbesÕ azoic hypothesis
4. Challenger
expedition 1872--> 3
years around globe. Why important?
7.
1940s-70s: why rapid growth in
marine exploration ? What major advances?
9.
mid90s-2000: why a new burst of marine exploration ? What major advances?
10.
2001-08: What
major advances are underway or planned?
I. ENVIRONMENTAL FACTORS
A.
TECTONIC/GEOLOGICAL FACTORS: -->Generalize
topographies of oceans
PLATE
TECTONICS as
unifying theory--know basic features, major examples of these,
especially Washington state coastal!!!:
1.
Spreading Centers/Rift Valleys& MidOcean Ridges 2.
Collisions: Subduction Zones/Trenches; --land-to-seafloor and seafloor-seafloor
4.
Hot Spots
--island/seamount chains: how form
* BIOLOGICAL IMPLICATIONS Distinguish long vs
short-term: habitat creation/destruction (e.g., earthquakes, collisions,
tsunamis, new islands).
--alter climate and currents; .--energy/nutrients for
life;
B. SURFACE
FACTORS (geological
and biological)
1.Rock: a) Geologically produced (igneous,
sedimentary, metamorphic);
b)
Biologically produced--limestone and other CaCO3 forms
-----------
2004: asphalt flow in the deep
2. Sediments *SIZE Categories:
Cobbles > Sand > Silt > Clay (Clay + Silt = MUD; OOZE= mud with 30+% organic
origin)
3. Hydrogenous formations: know how each
forms, composition, where found -- some may be BIOGENOUS
a) Metal sulfide precipitate
chimneys from hydrothermal vents
b) Manganese nodules;
c) Methane hydrates/--see READING
SUMMARY DIAGRAM showing
distributions of sediments, formations in ocean and WHY
* Biological implications Chimneys &
hydrates: minerals/energy; Surface types = major benthic
habitats! Espec. mud vs sand vs rock
C. MOVEMENT FACTORS
1. WAVES, Wind-Driven or earth-movement-driven (tsunami): *Energy packetÕs depth ÒconeÓ; how leads to
cresting/crashing on shoreline
* Biological implications: i) wave shock
damage; ii) help determine surface
type: mud, sand, rock; iii) mixed layer--later
2. CURENTS: VERTICAL CURRENTS
a.
Wind-Driven SURFACE Currents: *WINDS and the CORIOLIS EFFECT: Know how sun, earth's
rotation and Coriolis effect lead to wind "cells" and the TRADE,
WESTERLY Wind Belts! Then: water pushed to right (or left in
S.hemi.) of wind --how all this creates CURRENT BELT in the south, and the 5
major GYRES.
-->know MAJOR GYRE patterns of all oceans, including
NAMES of N. Pacific currents, the Gulf Stream in the N. Atlantic, and the BELT
= Antarctic Circumpolar
-->COMPLICATIONS: what are EDDIES and
how do they form?
b.
Wind-driven Vertical Currents:
**
UPWELLING: how caused by winds at shoreline; crucial!!
c.
THERMOHALINE Curents = Vertical density-driven currents
--how polar downwelling creates deep waters of the oceans (Ôocean conveyorÕ); +
upwelling
near Antarctica, equator!
d.
Abyssal Currents/Storms--?? Mysterious deep storms; vents causing convection currents in rift valleys
*BIOLOGICAL
IMPLICATIONS of CURRENTS:
--
winds create major land Climate zones
i)
Surface gyres--major
distribution patterns of plankton; moderation of climate
ii)
Upwelling: nutrient restoration! Be able to relate high upwelling areas to
wind belts
iii)
Downwelling takes O2 deep--prevents
stagnation in the deep sea
iv) Storms/; can also churn up nutrients from deep
3. TIDES (Gravity-rotation-driven wave)
a) LUNAR Gravity,
Earth-Moon Centrifugal effect --how these create 2 opposite bulges;
And how b) SOLAR Tides
–how they add/subtract with lunar tides to create Neap and Spring tides
D.
OTHER PHYSICAL FACTORS
1. LIGHT: a. Depth--exponential decrease
with Wavelength variation--red vs. blue-green absorbance!! Open Ocean (blue light to 200m) vs. Coastal (light only to a
few meters; often green or murky brown)
b.
Latitude & seasonal variation; e.g., up to 24-hr light in polar
summers
c.
UV--most absorbed by ozone layer, but some makes it to surface--double exposure
at shore due to water reflection
*BIOLOGICAL IMPLICATIONS: i) photosynthesis: why chlorophyll of limited use;
ii) vision and bioluminescence : why most marine animals canÕt
see red; iii) UV damage to DNA – cancer etc.
2. Temperature: a. Depth
variation: thermocline
in tropical areas, and in temperate-zone summers; cold
areas more uniform
b.
Latitude & seasonal variation; Few extremes compared to land
(exceptions= vents). Basic latitudinal pattern of colder away
from equator; altered by upwelling (cold). El Ni–o: what happens to
Pacific currents
c. Long-term variation: changing sealevel with Ice Ages, warming: trends
for last 400,000 years
*BIOLOGICAL IMPLICATIONS:
i) Basic
Temperature effects on biological reaction kinetics and complex biological
molecules: optima!
Know the basics of the plot!
ii) less O2 dissolving;
iii) sealevel rise; and iv) suppressed downwelling--less O2 to deep + climate
effects
3. DENSITY: combination of temperature & salinity; DENSER THINGS SINK
FW floats on
SW; Warm water floats on colder; BUT Ice floats
*BIOLOGICAL IMPLICATIONS: i) buoyancy problems:
protein, skeletons/shells are denser than seawater; ii) Subsurface never freezes!
4. Hydrostatic PRESSURE
DEPTH--1
atm per 10m:
e.g. MARIANA Trench/Challenger Deep ~ 11,000m so Pressure
=_____??
E. CHEMICAL FACTORS
1. Water: key properties
for life, from textbook
2. IONS, MAJOR--Know major
ions, but donÕt memorize order except for Cl, Na; and
*
BIOLOGICAL ROLES from TABLE for Na+, Cl-, SO4=, Ca++, K+, HCO3-
3. MINOR/TRACE SOLUTES: nitrogen, phosphorus, silicon, iron forms in
water;
*
BIOLOGICAL ROLES from TABLE for all of these!
Can be limiting
factors; e.g., nitrate
in N. central oceans, IRON in S. central oceans. Plans to fertilize the oceans with iron: what
is proposed, what problems might arise! READING
4. SALINITY: a. How
measured (%o, mM); general seawater contents, average 35%o. Also MOLARITY
(M or mM))--NaCl example
b.
Altered by: freshwater (rivers, icemelt, rain) or evaporation --examples
*BIOLOGICAL IMPLICATIONS: i) Osmotic Balance and ii) Freezing point:
OSMOCONFORMERS vs OSMOREGULATORS –know the differences!
5. GASES:
a.
Oxygen--(i) solubility : 0-10 ml O2 /
liter of water vs. 210 ml in liter air
(ii) Depth--oxygen mimimum or dead
zones: more later (iii)
Temperature--warming DECREASES solubility
b. CO2: Air:
0.00001 moles/liter;
Water: 0.002 moles/liter as HCO3-
*Solubility
and the H20
reaction! know equation and its implications in
forming ACID!
*BIOLOGICAL IMPLICATIONS:
Oxygen: i) needed for
respiration; ii) Minimum or DEAD zones: limiting
factor
CO2: i) for
photosynthesis; ii) buffering; iii) carbonate in shells; ACID can dissolve
CLIMATE CHANGE concerns: 1)
TEMPERATURE: heats the Earth! Know how greenhouse effect works and new concerns; 2) ACIDIFICATION!
F. BIOTIC FACTORS--how organisms in the environment interact
1.
Predation & other foodweb interactions -- define broadly, e.g.,
herbivores prey on producers
2.
Competition--rivals for space, mates, other resources ;+/-
or -/-
3.
Mutualism; +/+
4.
Parasitism/disease : +/-
5. Commensalism/Amensalism:
+/0 and
0/0
II. MARINE ECOLOGY: HIGHER LEVELS OF ORGANIZATION
A. POPULATION--know definition; B. COMMUNITY level--know definition
C. ECOSYSTEM level: regional/habitat
communities with all abiotic & biotic components
1. ABIOTIC
Components: many, but the essential are:
--a. ENERGY:
must be renewed
because energy is lost as unusable heat: Energy lost at each food-chain step is
80-90%. *2 forms:
---- i) Solar Light--photosynthesi;s ii)
Geochemical--chemosynthesis & reduced mineral energy
-- b.
NUTRIENTS & water--not lost but must be recycled through "biogeochemical
cycles"!
2. BIOTIC
Components: TROPHIC Interactions = Foodwebs ; Terms = Producers,
Consumers, Decomposers
-- Know Marine vs Land; why complex due to microscopic producers and filter feeders;
with 4 or more levels in the oceans often
TEXT: key figures (and associated
text, lecture) to understand were given in lecture!
READING
on LECTURE HANDOUTS--be able to answer these questions:
Lecture #1: *GREEN BUSH: what did
Pres. Bush do?
*TROUBLED
WATERS—what are some of the key ocean crises?
*STARS IN THE SEA: what is the Census of Marine Life, and some key discoveries?
*STATIONS
IN THE SEA.. what are some of
the ocean monitoring systems under development?
*ROBOT
GLIDERS are being designed to do what?
Lecture #2: *DEEP-SEA
BIOLOGY--What is the extent of our ignorance about the oceans? How did Forbes
and Thomson alter the course of marine science?
*US
SHIP HEADS.. and CANADA
BEGINS MAPPING..why the sudden interest in the Arctic
seafloor?
Lecture #3: *DEEP SEA, ARCTIC
MAY...what are gas hydrates and why of interest?
*DEEP
SEA-CRETS : why were these researchers both
exhilarated and disheartened?
*THE
NEXT LAND RUSH: why is the Arctic seafloor suddenly of international interest?
Lecture #4: *FEARS SURFACE..why this concern about methane hydrates?
*CONDITIONS
BOOST..what is the importance of upwelling here?
Lecture #5: *IS ÔTHE DAY AFTERÕ ..how does salinity of the Arctic affect European
climate?
*FLOATING
TEXAS-SIZED GARBAGE..what is this patch and why is it
there?
Lecture #6: *AS OCEANS WARM
-- what is the impact on food chains?!
*OZONE
HOLE and UV are doing what to Antarctic sea life?
*HOT
WATERS MAKE IT..what for fish and why?
*ARCTIC
ICE MELTING..what is happening?
Lecture #7: *SEVERAL
ARTICLES: what are some effects of warming on sea life?
*SEVERAL
ARTICLES..what are the issues regarding oceanic iron
and the plans to fertilize the oceans?
*SOUTHERN
OCEAN.. what is the concern
here?
Lecture #8: *CONCLUSIVE
PROOF: what is this evidence that global warming is human-caused?
*WHY
do JELLIES love warming?
*SCIENTISTS
ALARMED..what is causing Dead Zones?