SEMESTER AT SEA COURSE SYLLABUS

Colorado State University, Academic Partner

Voyage: Fall 2018

Discipline: Natural Resources

Course Number and Title: NR 150 Oceanography (Section 1)

Division: Lower

Faculty Name: Benjamin R. Jordan

Semester Credit Hours: 3

Prerequisites: None

COURSE DESCRIPTION

Oceanography is the great, “big picture” science. The world’s ocean is the single biggest factor

influencing the Earth’s climate, weather, and history of life on the Earth. It has served as a

source of food, mineral resources, trade, transportation, and leisure for humanity since pre-

historic times. For thousands of years it is has been the great global connector of humanity.

The science of oceanography covers the biology, geology, chemistry, and physics of the ocean,

as well as the history of marine exploration. All of these subjects will be covered in this class

as we discuss and explore, for ourselves, the nature of the marine environment. Studying

oceanography WHILE AT SEA is a unique opportunity that will give students daily opportunities

to observe and explore, FIRST-HAND, the ocean, its impacts on the Earth and human society.

LEARNING OBJECTIVES

By the end of the semester students will be able to do the following:

Have an appreciation for ocean exploration and the history of that exploration.

Have a broad view of the interaction between the ocean, the atmosphere, and climate.

Understand what waves, currents, and tides are and their causes.

Understand the role of plate tectonic processes on the oceans and how ocean basins

support the theory of plate tectonics.

Understand the coastal processes that produce a shoreline, and gain an appreciation

for the dynamic nature of coastal environments and their impacts on coastal

communities.

Understand the importance of global marine resources, what they are, and how they

are used, as well as the impacts humans can have, both negative and positive, on

those resources.

Have a basic understanding of the marine environment and the variety of life and life

processes found within it.

Know some of the hazards associated with the ocean (i.e. hurricanes, tsunamis, etc.),

the processes that produce them, and potential methods to mitigate them.

REQUIRED TEXTBOOKS

AUTHOR: Tom Garrison

TITLE: Oceanography: An Invitation to Marine Science

PUBLISHER: Cengage Learning

ISBN # 13: 978-1305105164.

DATE/EDITION: 2015 / 9th Edition

Students are required to bring:

1. Pencils (wooden or mechanical) – NOT pens

2. A small set of colored pencils (at least 12 count).

3. A Notebook. It is recommended that students purchase this one: Rite in the Rain

notebook (4 5/8” x 7”, spiral bound): https://www.amazon.com/Rite-Rain-All-Weather-

Side-Spiral-973T/dp/B009F1E28G/ref=sr_1_4?ie=UTF8&qid=1505863728&sr=8-

4&keywords=rite%2Bin%2Bthe%2Brain&th=1

Additional resources and texts will be made available onboard ship.

TOPICAL OUTLINE OF COURSE

Depart Hamburg, Germany — September 9

A1—September 11: Introduction, Course Nuts and Bolts

What is oceanography?

Overview and discussion of the Ship’s course and ports-of-call

A2— September 13: Ocean Exploration (Textbook Chapter 2 – A History of Marine Science) –

A history of people and the sea

Preparation for Barcelona and Valencia – “God, Glory, and Gold” and the

Age of Discovery (Supplemental readings)

Barcelona, Spain — September 15-16

Valencia, Spain — September 17-18

A3—September 19: Oceanographic History (Textbook Chapter 2 – A History of Marine

Science, pages 37-47 – Science and the sea)

Bathymetry Lab Exercise

A4— September 21: Exam 1

The Earth and the Ocean (Textbook Chapter 1 – The Origin of the Ocean)

– The formation of the Earth and its oceans

Study Day — September 23: No Class

A5—September 24: Water and Seawater Properties (Textbook Chapters 6 and 7 – Water and

Ocean Structure; Ocean Chemistry)

Seawater Properties Lab Exercise

A6—September 26: Ocean Basins and Provinces (Textbook Chapter 4 – Ocean Basins) – The

structure and topography of the seafloor

Preparation for Ghana – Development and Coastal Change

(Supplemental Readings)

Tema, Ghana — September 27-28

The Port de Barcelona is one of

the ten largest ports in Europe. It

was originally founded by the

Roman emperor, Augustus, and

was used to export Catalan

products such as stone, fish

paste, and wine to Rome. In the

1300s shipyards were built as a

way to expand the influence of the

port. Today it serves not only as a

commercial center of import and

export, but has also become an

important center of tourism.

http://www.portdebarcelona.cat/en/

Takoradi, Ghana — September 29-30

Community Programming— October 2: No Class

A7—October 3: Earth Structure and Plate Tectonics (Textbook Chapter 3 – Earth

Structure and Plate Tectonics)

The Birth of the Atlantic Ocean (Supplemental readings)

Plate Tectonics Lab Exercise

A8— October 5: Exam 2

Preparation for Cape Town – South African Seas (Supplemental

readings)

Cape Town, South Africa — October 7-12

Takoradi was founded by the Dutch

in 1665 and has Ghana’s first

deepwater seaport, which was built

in 1928. The port is important for

the export of oil from Western Ghana.

The coastal area of Ghana is subject

to flooding, the most recent occurring

in 2016. Fishing is an important

industry in Ghana, making up to 5%

of the country’s GDP. It is estimated

that there are over 650,000 people

involved in Ghana’s fisheries.

Aquaculture is also growing within

the country. Ghanaian fishing boats (Wikimedia.org)

Cape Town overlooks Table Bay, and sits near the Cape of Good Hope, the

southernmost tip of Africa and a convergence zone where warm waters from the

Indian Ocean, carried by the Agulhas Current, mix with nutrient-rich water from

the cold Southern Ocean, carried by the Benguela Current. This mixing of

nutrients and varying water masses creates a rich and diverse zone of marine

life. (Image from Wikimedia.org)

A9—October 13: Submarine Volcanoes, Ocean Islands, and Hotspots (Supplemental

readings)

A10—October 15: Atmosphere-Ocean Interaction (Textbook Chapter 8 – Circulation of the

Atmosphere)

Study Day —October 16: No Class

A11—October 18: Waves (Textbook Chapter 10 – Waves)

Preparation for Mauritius – Of Dodos and Coelacanth Seas

(Supplemental Readings)

Port Louis, Mauritius — October 19

Study Day —October 22: No Class

A12—October 22: Ocean Currents (Textbook Chapter 9 – Circulation of the Ocean)

Ocean Circulation Lab Exercise

A13— October 24: Of Sponges and Pearls/Arab and Asian Seafaring (Supplemental

readings)

Preparation for India – Monsoons, Tsunamis, and Rivers with Sharks

(Supplemental readings)

The country of Mauritius consists

of the Island of Mauritius as well

as several smaller islands,

including the Island of

Rodrigues. The Island of

Mauritius is very young

geologically. It was created by

volcanic eruptions beginning only

8 million years ago. The island is

most famous for being the home

of the Dodo, whose extinction,

caused by European sailors,

serves as cautionary tale of the

impact humans can have. Images from Wikimedia.org

Cochin, India — October 25-30

Reflection & Study —October 31: Global Studies Reflection

A14—November 2: Hurricanes and Storms (Supplemental readings)

Preparation for Myanmar – Case study: Typhoons in Southeast Asia

(Supplemental readings)

Hurricane Lab Exercise

Yangon, Myanmar — November 4-8

A15—November 9: Tides (Textbook Chapter 11 - Tides)

Community Programming — November 11: No Class

A16—November 12: Coastal Processes (Textbook Chapter 12 - Coasts)

Cochin (Kochi), known as the Queen

of the Arabian Sea has been a

shipping port and spice trading center

since ancient times. It was visited by

the famous Chinese treasure fleet in

the 15th century. Today, Kochi is

home to the Southern Naval

Command of India. Kochi lies within

the Vembanad-kol Wetland, which

consists of areas of both freshwater

and saltwater lagoons and is one of

the most important ecosystems in

southwest India. Chinese fishing nets at Fort Kochi.

(www.keralatourism.org)

Yangon, Myanmar was

founded as a small fishing

village in the early 11th

century. It is located at

the convergence of the

Yangon and Bago Rivers,

approximately 30 km (10

miles) inland from the Gulf

of Martaban and the

Indian Ocean.

The area around Yangon is part of the Irrawaddy Delta, which formed as sediments from the

rivers were deposited in the ocean. This low-lying delta is prone to serious flooding from storm

surge. In 2008, surge from Cyclone Nargis killed an estimated 130,000 people.

Coastal Processes Lab Exercise

Preparation for Vietnam – The Mekong Delta System (Supplemental

Readings)

Ho Chi Minh City, Vietnam — November 14-18

A17—November 19: Ocean Sediments and Primary Productivity (Textbook Chapter 14 –

Primary Producers)

Ocean Sediments Lab Exercise

Study Day — November 21: No Class

A18— November 22: Exam 3

Preparation for Shanghai – The Oceans as Highways (supplemental

readings)

The Mekong River in Vietnam is second only to the Amazon in biodiversity. Recent

changes to the rivers system caused by the construction of a series of agricultural dikes

and canals have helped Vietnam to become one of the largest producers of rice in the

world. However, these changes have changed the normal nutrient cycle of the river and

the coastal regions it flows into, threatening the extensive mangrove forests along the

shore. Left image from: pxhere.com/en. Right image from: vietnamartnews.com

Shanghai, China — November 24-29

A19—November 30: Marine Life (Textbook Chapter 13 – Life in the Ocean)

Preparation for Kobe – Earthquakes and Tsunamis (Textbook pages

230-231 and Supplemental readings)

Kobe, Japan — December 2-6

A20— December 7: The Open Sea (Textbook Chapters 15 and 16 – Marine Animals; Marine

Communities)

The Chinese have long been

explorers of the sea. At

their height, in pre-modern

times, the Chinese had vast

“treasure fleets” that traded

throughout Asia and the

Indian Ocean. Today,

Shanghai, China has the

world’s busiest port –

handling 755 million metric

tons of goods in 2014 and

37 million 20-foot shipping

containers in 2016. Image:

Dailymail.co.uk

Kobe, Japan is the sixth-largest city in Japan. It is one

of first cities that began trading with the West after

the Japanese policy of seclusion ended in 1853. In

1995 the city was devastated during the Great

Hanshin Earthquake. The earthquake was caused by

subduction of the Philippine Tectonic Plate beneath

Japan, which lies on the Eurasian Plate. Much of the

damage occurred due to liquefaction of the soil, as

much of Kobe was built on near-sea level sediments

with a high water table. Images from:

http://www.kobe-port-tower.com (top) and IBTimes UK

(bottom).

A21—December 9: Tide Pools, Coral Reefs, and Life at the Bottom (Textbook Chapters 15

and 16 – Marine Animals; Marine Communities)

A22—December 11: Marine Resources (Textbook Chapter 17 – Marine Resources;

Supplemental Readings)

Study Day — December 12: No Class (International Date Line Crossing (2 days)

A23—December 13: Marine Pollution (Textbook Chapter 18 – The Ocean and the

Environment)

A24— December 15: Oceans on Other Worlds? (Supplemental Readings)

Preparation for Hawaii – Of Volcanoes and Reefs (Supplemental

Readings)

Honolulu, Hawaii — December 16

Study Day — December 18: No Class

A25—December 19: Final Exam

Arrive San Diego, California — December 23

The Hawaiian Islands are the world’s most remote island archipelago. They were formed as

the Pacific Tectonic Plate moves over a mantle plume or hotspot. The only active volcanoes

are found on the Big Island of Hawaii, which is too young to have coral reefs. The Island of

Oahu is surrounded by a broad, fringing reef made up predominately of coralline algae and a

small variety of hard corals. Oahu is known as “The Gathering Place” and serves as the center

of travel of tourism in the Pacific.

FIELD WORK

Semester at Sea field experiences allow for an unparalleled opportunity to compare, contrast,

and synthesize the different cultures and countries encountered over the course of the

voyage. In addition to the one field class, students will complete independent field

assignments that span multiple countries.

Field Class & Assignment

The field class for this course is on Sunday, 16 December in Honolulu, Hawaii.

Field Class attendance is mandatory for all students enrolled in this course. Do not book

individual travel plans or a Semester at Sea sponsored trip on the day of your field class. Field

Classes constitute at least 20% of the contact hours for each course, and are developed and

led by the instructor.

Field Class Location: Oahu, Hawaii. Field excursion to the southern and windward coasts of

Oahu Island, snorkeling at Hanauma Bay (alternate: Waikiki Aquarium and Natatorium), hike

to Makapuu Lighthouse, beach processes at Waimanalo Beach.

Hanauma Bay State Park is a beach park and snorkeling area within the extinct Koko Crater

volcano. The volcano is one of the youngest on the island of Oahu and formed during the

resurgent stage of volcanism on the island. Atlantis Submarines offers a real submarine tour

to view wrecks and artificial reefs off of Honolulu and Wiakiki. I have taken many students on

the tour, where students get to experience or see, first-hand changes in light absorption and

pressure, and a variety of marine life not usually accessible at snorkeling depths.

Assignments

Students will be required to take field notes and photographs of their experience regarding

what they observe during snorkeling. From these notes and photographs, the students will be

required for complete a report of their trip as they answer the following questions:

1. What did differences did you observe between the size and distribution of fish in

Hanauma Bay?

2. What were the differences in the variety and density of coral at Hanauma Bay? What

might be reasons for the differences?

3. What type of interactions do observe between the various species of marine

organisms?

4. At Hanauma Bay, what is the state of the coral and the fish? How do the visitors

interact with the organisms of the bay? In what ways are those interactions positive

and in what ways are they negative? Give specific examples.

5. In what ways could the interaction between visitors and wildlife be improved?

In addition to answering the above questions, students will work with partners to identify

species of fish and coral and to determine the associations between species and substrate

with the organisms that they observe.

On the hike to Makapuu Lighthouse students will make observations related to the volcanic

history of the Hawaiian Islands, including early and late-stage volcanism and coastal erosion.

With luck, we will be able to observe humpback whales from the lighthouse overlook. If so,

students will note as many behaviors that they can and then identify the possible meaning

behind them.

If time allows, we will also visit Waimanalo Beach Park where will observe debris from the

“Pacific Garbage Patch” and do a beach clean-up project.

Students will be graded on their participation, thoroughness of their field notes, and how well

they tie their observations into a coherent whole.

Independent Field Assignments

Sea Conditions Log: While at sea, students will be required to record ocean conditions,

including sea state, weather, wind, marine life, etc. Detailed instructions of what, and

how, to record will be given in class. This log book will be turned in at the end of the

semester and compared with one kept by the instructor. It will be graded on accuracy

and thoroughness.

Ports-of-Call Report: Students are assigned to make note of human interaction with

the sea and marine organisms in all of the ports-of-call we visit. They will be asked to

record, specifically, local culture and/or history relative to the sea. The

features/subjects can include behaviors, attitudes, foods, architecture, art, cultural

and religious beliefs, etc. At the end of each port-of-call visit, students are required to

submit a short paragraph of what they observed.

At the end of the semester students are required to write a 5-page essay discussing

their interpretation of the connection, or lack of connection, between their

observations and the material discussed in the class, as well as their general

conclusions regarding human relationship to the sea. Students will be graded on how

well they present their observations and relate it to the course material.

Classroom Assignments/Labs

Throughout the semester students will be required to complete reading and homework

assignments. Each reading assignment will include a quiz that will require completion BEFORE

coming to class.

In-class lab assignments will be explained and assigned in class, but completed outside of

class. They will cover major areas of oceanography such as seafloor mapping, ocean salinity,

etc.

METHODS OF EVALUATION / GRADING SCALE

The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for

Semester at Sea coursework. Note that C-, D+ and D- grades are also not assigned on

Semester at Sea in accordance with the grading system at Colorado State University (the SAS

partner institution).

Pluses and minuses are awarded as follows on a 100% scale:

Excellent Good Satisfactory/Poor Failing

97-100%: A+

93-96%: A

90-92%: A-

87-89%: B+

83-86%: B

80-82%: B-

77-79%: C+

70-76%: C

60-69%: D

Less than 60%: F

A student’s grade will be calculated based on the total number of points that they earn on

assignments, exams, etc. as a percentage of the total number of points available in the class.

Whatever percentage of points that the students earn, that will determine their grade based

on the scale above. However, as a general note, the following is an estimate of the

percentage of a student’s final grade contributed by each assignment:

Exams (including Final) – 30%

Field Class Attendance and Report – 20%

Field Assignments (Ports-of-Call Report and Sea Conditions Log) – 15%

Lab Assignments – 15%

Reading Quizzes – 10%

Participation and Attendance – 10%

ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM

Attendance in all Semester at Sea classes, including the Field Class, is mandatory. Students

must inform their instructors prior to any unanticipated absence and take the initiative to

make up missed work in a timely fashion. Instructors must make reasonable efforts to enable

students to make up work which must be accomplished under the instructor’s supervision

(e.g., examinations, laboratories). In the event of a conflict in regard to this policy, individuals

may appeal using established CSU procedures.

LEARNING ACCOMMODATIONS

Semester at Sea provides academic accommodations for students with diagnosed learning

disabilities, in accordance with ADA guidelines. Students who will need accommodations in a

class, should contact ISE to discuss their individual needs. Any accommodation must be

discussed in a timely manner prior to implementation.

A letter from the student’s home institution verifying the accommodations received on their

home campus (dated within the last three years) is required before any accommodation is

provided on the ship. Students must submit this verification of accommodations to

academic@isevoyages.org as soon as possible, but no later than two months prior to the

voyage.

STUDENT CONDUCT CODE

The foundation of a university is truth and knowledge, each of which relies in a fundamental

manner upon academic integrity and is diminished significantly by academic misconduct.

Academic integrity is conceptualized as doing and taking credit for one’s own work. A

pervasive attitude promoting academic integrity enhances the sense of community and adds

value to the educational process. All within the University are affected by the cooperative

commitment to academic integrity. All Semester at Sea courses adhere to this Academic

Integrity Policy and Student Conduct Code.

Depending on the nature of the assignment or exam, the faculty member may require a

written declaration of the following honor pledge: “I have not given, received, or used any

unauthorized assistance on this exam/assignment.”

FILM REQUEST:

Title of Film: Drain the Ocean (2009)

Distributor: National Geographic

http://www.imdb.com/title/tt1485703/

Title of Film: Volcanoes of the Deep Sea (2003)

Distributor: Image Entertainment

http://www.imdb.com/title/tt0331068/?ref_=fn_al_tt_1

Title of Film: The Living Sea (1995)

Distributor: Image Entertainment

http://www.imdb.com/title/tt0113676/?ref_=fn_al_tt_1

ELECTRONIC COURSE MATERIALS

In addition to the course textbook, multiple articles and videos will be assigned and

accessible through the course page on the ship’s intranet.

These materials are meant to round out the course and provide students with additional

knowledge any insights into the science of oceanography and the marine environment.

ADDITIONAL RESOURCES

All other materials (additional readings, etc.) will be uploaded by the professor and made

available to students via the ships intranet.

Field and lab tools will also be supplied by the professor. However, if students wish to have

their own, it is recommended for students to bring the following:

- A small pair of binoculars or a monocular

- A small, clip-on, cell phone microscope: KINGMAS 60X Clip-On Microscope Magnifier

Universal Lens with LED/UV Lights:

(https://www.amazon.com/dp/B00PQ9XV2E/?coliid=I1597BWXZXXPYV&colid=11CPJ

WVRVQ8D9&psc=1&ref_=lv_ov_lig_dp_it)