Friday 3/21/14

For this blog i am going to talk about the 3 labs i actually did. Credit to my amazing lab partner Lauren for the extra help. We do so much in your class. Our work ethic is outstanding. We found out Mrs. Goodrich went out to the beach in Salisbury and got us some fresh seaweed. We happened to find out a lot about the different types of seaweed, colors and textures. We found out that seaweed is either brown, green, or red, and someone wrote blue but let me tell you Ms. Goodrich made it clear there is no such thing as blue seaweed. We did a lab the first day after the long power point on seaweed, and it was about how many bubbles came off the seaweed in the tube.The purpose of this laboratory exercise wasto assist you in becoming more familiar with the taxonomy and diversity of the common plant members of intertidal and near-shore marine communities.Which clearly I figured out very well. The majority of the attached marine plants can be placed in four divisions of the kingdom Plantae. Three divisions – the Phaeophyta, Rhodophyta, and Chlorophyta – are collectively referred to as seaweeds. The fourth division, Anthophyta, is mostly terrestrial but also includes several species of seagrasses. These four divisions of common benthic plants are distinguished from one another by their different pigment systems and reproductive structures, as well as other structural differences. In these macroscopic forms, it is the pigment differences that are initially the most evident.The intertidal and subtidal zones are further divided into bands. This guide gives examples of common seaweeds found in the upper, mid-, and lower intertidal zones and below the low tide mark. Depending upon local conditions, bands of seaweed within these zones may be narrow or broad. Many seaweeds may also be found in more than one band.

EXTRA CREDIT

                     

       Three years after the massive tsunami took over northeastern Japan, the government is building the biggest anti-tsunami barriers ever.The sea walls look as if they were built like  "the Great Wall of Japan,"it streches around 230 miles and cost nearly $8 billion.The wall is designed to protect places like the small port city of Kesennuma in Miyagi perfectly. With its huge hills, white fishing boats and seafood market, Kesennuma has the pleasant nautical feel of Seattle. The original restaurant washed away in the March 11, 2011, tsunami, along with the rest of Kesennuma's historic waterfront.The city's rebuilding has been slowed down by controversy over the sea wall, to be built along the inner harbor. Residents and business owners say the originally planned nearly 17-foot-high sea wall would turn this quaint seaport into a prison.

Planktons

1. Of the articles you read, which one do you think provides the most accurate and unbiased story? The first one 2. What is the story being told in 2010? That Plankton aren't super important but they are needed. 3. What is the story being told in 2013? Planmkton are much needed or our ecosystem will be dinished. 4. What is the concern about phytoplankton populations for all articles? Why? That if all of them die off then the ecosystems will die down. 5. How are phytoplankton populations measured? A meter is described which measures the volume of water which has passed through a silk net which may be either towed or lowered and raised vertically. 6. What is the conflict? How does this affect us (people)? It would effect us when were all hungry and theres no food because theres no Plankton left. 7. What do you think? I think this is very true and everyone will eventually suffer from this.

goodrich fishy blog

 Our class did a project on a food web of marine life. In this activity i played an Squid. The squid eats other smaller organisms but is mainly food for sharks. If the squid was to disappear from the food web then the anchovey  population would shrink a lot, while the organisms that squid eat would grow a lot.  In class we also did another assignment where we viewed diatoms through a microscope.By doing this lab we learned a lot about diatoms. We learned that diatoms have a very good reflective quality about them. We also learned that diatoms are used in toothpaste, filters, pesticides. Energy Flow There are different tropic levels and as you go up the food chain you find that there are bigger and bigger animals that are at the top of the food chain. Human Impacts Humans can disturb the marine food web by over hunting. If they over hunt one food item then it could upset the whole balance of the food web and cause one organism to perhaps go extinct. This would cause a collapse in the whole system.If one organism goes extinct then that could cause a massive growth in another population of organisms and then that causes a whole disturbance within the system.
<-------------------- SGOODRICH Fishy ;)

My lovely blogger that I never wrote bad things about

1.        Look at the direction of the surface currents in the oceans and at the direction of the wind. What evidence do you find that wind influences the direction of the surface currents in the oceans?

the evidence I find in the surface currents are they always move south of what were suppose to go. The Coriolis effect is helping the winds.    

2.       What pattern can you see in the direction of the global winds? Look at global winds near the equator, in the middle latitudes, and in the polar regions.

The pattern i saw is that the winds always go up and down so the polar regions are colder and the heat rises. so the equator is like the top. 

3.       Notice the location and flow of warm and cold ocean currents. Why do you suppose that currents flowing toward the equator are generally cool while currents flowing away from the equator are warm?

the closer the water is to the equator the more likely it is to become extremely hot and the cold water go up towards the eastern part of the world because the hot water is getting rid of the cold water. 

Look at the black outline map of the world and the world maps of average ocean currents and average winds in January and July.  Locate your assigned study region on the black outline map of the world and draw a box around it.

4.      Using Google Earth, trace the flow of water from your study region. Start upstream at the source, then move downstream through your study region to an ocean, noting the names of bodies of water and the regions through which it passes. 

the bodies of is the Merrimack river. and the Atlantic ocean. 

5.       Using the world maps of average ocean currents and average winds to guide you, draw the pathways of wind and water into and out of your region on the black outline map: from where it meets an ocean, across that ocean to other continents, to around the globe. NOTE: You may want to use pencil at first; then use different colored pens or pencils to distinguish wind direction and water currents from each other.

6.      Write the geographic names of regions along the water's pathway and through which the wind passes.

a.       What are the regions from which wind blows into your region? Write down real geographic names (for example, write the name of a mountain chain, not just "mountains").

b.      What might the wind be bringing into your region? Think about the places the wind is coming from, what happens there, what lives there. Think about dust, insects, tiny seeds, smoke, air masses of cooler or warmer temperatures, and moisture. Be specific in your responses.

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c.       When wind blows out of your region, what region does it blow into? Again, write down real geographic names.

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d.      What might the wind be carrying out of your region? Is it the same as what it brought in? Be as specific as you can about what is being carried, and where it goes.

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e.      What are the regions from which water flows into your region? Write down geographic names.

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f.        What might the water be bringing into your region? Be as specific as you can.

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g.      When water flows out of your region, what region does it flow into? Again, write down geographic names.

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h.      What might the water be carrying out of your region? Be specific.

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The Blogger I have no idea what its on..... well i kinda of know about it

The relationship between the moons and the tides are that at t

the higest tides the moons are higher. and when it's slanted left it goes left down and when slanted right it goes down.

Four labs

This week we did four different assignments. One being we took a flashlight and we put it on a ball globe and pretended it was the sun. to show the equator and why it gets so hot. Next we did the lab with the ball globe again, where one person spun the ball and the other person takes the expo marker and makes the line strait in a diagonal line down the ball, to make it look like Coriolis effect. Next we took colored pencils and made the globe mapped out with trade winds, hadley winds, and the ITCZ, and the equator. We did another project where we plotted points on the map to make it show us where the hurricanes are located and developed.