Natural Bridges Field Trip Activity

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1 Natural Bridges Field Trip Activity This is due in class on MONDAY- March 1 - not in sections! Name TA: NOTE ON THE GRADING OF THIS ASSIGNMENT: Many of the questions below (especially in the tidepool part) are open ended - they ask you to observe, describe, draw or think about things. There is no single right answer. YOUR GRADE will depend mainly on the amount of care/ thought you put into them! If you put down very short answers that show minimal effort and thought--you will get minimal points. PART I: Beach Activity (done in groups). Each group needs: Kit with Plastic Bags, Hand lens. First visit Locations #1, #2, and #3 marked on the map below. Collect samples of sand and answer beach questions. You NOT need to go in order! Groups should spread themselves out. Pg 1

2 Introduction and background: Sand, Sediments and rocks make up beaches and coastlines, and are constantly changing. By looking closely at the sand in a given place, you can tell a great deal about not only where it may have come from, but also the different physical processes that put it there. Sand has many possible sources- these include being transported from far up the coast by wave action, being brought directly to a beach from erosion in coastal mountains by rivers, being blown by wind, or being eroded locally from rocks pounded by wind and rain. Each of these processes would create a sand type that not only often looks different (ie, rocks on a given beach may not match at all rocks up in faraway mountains), but also the sediment sizes (called texture ) tell you a great deal about its history. For example, high energy processeslike powerful waves or raging rivers, can transport a wide range of sizes- from large rocks to the finest sands and clay. On the other hand, low energy processes- such as the wind, or very gentle rivers, can only move very small (fine-grain) sediments. The bigger the grain size you see, the higher energy processes you know were at work. Finally, over time sediments tend to become sorted that is similar size sediments travel and accumulate together, depending on the transport energy available. If you see a sediment deposit where all the grains are exactly the same size, it means some process has been at work sorting out the grain sizes for some time, and it is called mature or well sorted sediment. Now visit and think about various features of this coastal environment. Try to pick the best answers. Since we may not have covered beach process lectures, this exercise will be an introduction to these ideas. Discuss things among your group, and with Matt and the Teaching Assistants if you have questions. Point 1 on map 1) What is the main feature of the landscape at this point? a. sand beach b. rock cliff c. dune d. shoreline 2) What is the main physical factor shaping this location? a. waves b. wind c. rain d. storms 3) The coastal environment is often subjected to continuous changes. Do you think that the sand of this locality will soon be moved away? a. yes, because of the lack of vegetation. b. yes, because of the action of the wind. c. no, because vegetation prevents wind erosion. d. yes, because of water moving sand away Take a sample from the ground (use the plastic spoon) and mark the sample bag with the label L1. Point 2 on map. 1) What is the main feature of the landscape at this point? a. sand beach b. rock cliff c. dune d. shoreline 2) What do you think is the main physical factor shaping this location: a. waves b. wind c. rain d. storms 3) Look to the SE, towards the ocean and you ll see a natural bridge and the remains of a natural bridge that suddenly collapsed a few years ago. Suggest a hypothesis explaining this collapse: Pg 2

3 a. the arch was too large to support the weight of the overlying rock. b. earthquakes c. Tsunamis. d. Erosion by wave action over time 4) Look along the coast and consider the shape of this beach and cove. Refer back to the introduction text, and suggest some ideas for why why there is lots of sand here on this beach, but none either up (West) or down (East) the rocky coastline: Take a sample from the ground (use the plastic spoon) and mark the sample bag with the label L2. Point 3 on map 1 ) Look to the North, at a small amount of water, separated from the ocean water and waves. Do you think the water is fresh or salty? Why? 3) Where do you think the water most likely comes from? a. It was delivered up the beach from the ocean during storms. b. It comes from a small river or stream draining down to this coastline. c. It comes from ocean by waves washing in during high tides. 3) Most of the year, there is a stagnating pond at this location, which means that current velocities are very close to zero. Based on this information, do you think this river is a major source of terrigenous (land) sediments and sand to this beach? Suggest a hypothesis for what size characteristics (ie, how large or small) sand and sediments delivered to this beach from this water source would have: General Questions Now gather near the wind-protected cliffs at the west end of the beach. Look at each sediment sample you collected from each site (use magnifying glass if one is available). Pg 3

4 1) Which of the samples has larger grains: ( ) a. Is L1 well sorted (ie, does it have all similar size grains)? b. Is L2 well sorted? 2) Suggest a reasonable mechanism for transporting and sorting the sands from each location. a. Point 1: b. Point 2: c. What is the underlying reason that these transport mechanisms might result in different grain-sized sands? 3) In your opinion, what is the most important original source (= eroding rock) for most of the sand found here at Natural Bridges? a) A local rock formation now covered by the beach. b) A local rock formation that you can see outcropping on both sides of the beach. c) Not local rock formation, but different rock formations in far away areas transported here by ocean waves and currents. Briefly support your choice: Pg 4

5 PART II: WAVE OBSERVATIONS In addition to the tides, rocky inter-tidal zones are subject to large ranges in wave energy. First discuss the swell map on the last page with your group. Review together the process of wave formation that we learned in class, starting with wind, and then the sorting process of sea into swell. A. SWELL ORIGINS AND CHARACTER 1. Explain why the inner zones of the swell map for the origin of waves have shorter periods than the outer rings. 2. If waves originated from local fetch (ie, wind blowing fairly close to the CA coast), discuss several ways in which these waves might differ from those that originated very far away (say in the N. Pacific near Alaska). 3. Based on this map, what are the main likely wave sources for this time of year (Feb/March)? Do there appear to be few, or many possible sources for this season? Pg 5

6 4. Now observe the waves approaching shore. You should do this for 5-10 minutes. Watch until you can begin to see patterns in the wave sizes, direction and sets that repeat themselves. Are the waves uniform (all about the same height, coming in at a constant rate), or are they mixed (different heights, arriving at variable rate, coming from different directions? Generally describe the patterns you see: 5. Based on you re your answers to 1-3, what do these summary observations suggest about where and how the waves present today originated? 6. Watch as the waves get close to shore. Sketch the shoreline where you are standing, and draw the wave direction as they interact with the shore. Do they hit the beach straight-on, do they turn as they reach the shore, do they interact with points or turn corners? On your sketch, identify places (if any) where you think the wave energy will cause more or less erosion (where the energy is concentrated or diffused). Pg 6

7 B. QUANTIATIVE OBSERVATIONS For this next part, you will be observing the dominant waves moving in from offshore. You will collect data as a group. Make sure that at least one person in your group has a watch (or phone or other timer) that can measure seconds. 4) Data Collection (use table attached at end of assignment): Your group will now collect a series of wave observations that you will use to do a short homework assignment. Your task is to estimate wave direction, dominant wave periods, and set timing. Background: Recall from lecture that once wind-generated waves ( sea ) organize into regular swells, they travel across the ocean in groups called sets. There is typically a gap of time between each set of waves. If the waves are generated very nearby, it is possible that they have not yet really organized into setsinstead the waves could be almost constant, or even choppy and chaotic. On the other hand, if the waves are from very far away (say a storm 5000 miles distant in the south Pacific) there could be very long time - even sometimes as long as 10 minutes or more- between wave sets. What we will call the set interval is the time (usually in minutes) between each successive set of waves. The swell period (T; in seconds) is the time between each wave within a set. NOTE: if there are more than one major swell (waves from different regions) arriving at the same time, the time between sets may not be constant- because you would see the mixing together of two wave sources. However, each set of waves from each source should still have distinctive periods. But recall also that if two sets of waves from distinct sources happen to arrive at almost exactly the same time, you could have constructive interference (adding together), temporarily creating waves much larger than either of the source swells alone. Working in groups of 3-4, you are now going to calculate the wave period (T), which tells us about what type of wave we are watching. Choose an area where you can easily determine how many waves are passing a given point (it might help to look towards some fixed reference, so that you can see the waves moving past). We are primarily interested in the swell, the rolling waves that have uniform speed and height. Taking turns, time (with a watch) how many waves are passing a fixed point in some amount of time (60 seconds works well). Each of you should do this three times, so we can calculate how much variability there is. Record your data below. For example, if you count waves for 60 seconds each time, you would put 60 seconds in the last column, and the number of waves in each 60-second interval (repeating 3 times) in the other columns. YOU WILL USE THIS DATA TO COMPLETE THE TAKE-HOME ASSIGNMENT (SEE 2 nd TO LAST PAGE) Student 1: Student 2: Student 3: Student 4: # Waves (1) #Waves (2) # Waves (3) Time Pg 7

8 PART III: Intertidal organisms and adaptations Name TA Tidepool: Observations 1) Life in the intertidal zone (between high and low tides) is difficult due to the dynamic (constantly changing) conditions. Think about how the tides, sun, surf, and tide pool salinity (from rain or evaporation) may change throughout the day and throughout the year. All of these factors present difficulties for intertidal organisms. Conceptually, a transect through the intertidal zone also represents a gradient in these environmental conditions. Locations closer to the high tide mark undergo more dramatic changes that those closer to the low-tide mark. For example, organisms living close to high tide have to spend more time out of water, exposed to air, than organisms living at the low tide mark. Pick 3 environmental conditions that vary in the intertidal zone and explain how they change and how that might make life difficult for intertidal organisms. For each condition, give an example of how an organism could overcome its variability. 1) 2) 3) Pg 8

9 2) Working in groups, explore the tidepools and the shoreline [NOTE: because of the tides this weekend, you may not be able to get particularly far down into the tide pools]. Spend some time simply observing the organisms in their habitat. Ask yourself: How do they make a living? How do they protect their living space and themselves from becoming prey? How do they protect themselves from the energy of the crashing surf? Let the Teaching Assistant know if you spot anything unusual or exciting. Look at tidepools at different tidal heights (from high- to low tide). REMEMBER TO have one person WATCH THE SURF when working in lower pools, so you aren t surprised by rogue waves! Drawing forces us to focus on details we otherwise might normally miss. Draw and ID 5 organisms from the tide pools (Refer to the ID guide in kits). Pick two organisms that are well distributed, and three that appear to thrive only in one zone (high above the water or submerged). After you draw them, take a few minutes to watch and understand their behavior. What are they doing? For each one, describe how you think can these organisms are adapted to deal with availability of water, as well as 1 other environmental challenge listed above (use additional sheets of paper as necessary). Pg 9

10 This region of Santa Cruz is part of what we call the rocky intertidal coast. It is exposed to both changes in tides, and changes in wave energy. This combination is constantly scouring away the sand and debris, leaving behind only those organisms that can survive in a reasonably harsh environment. For this next exercise, you will think about how these physical forces affect the lifestyle of these organisms. Refer to the tide chart below, which is for Santa Cruz, February 27-28, Tidal Cycle Chart ( Choose one of the organisms you observed for the previous section and answer the following: 1) When you observed it, the tidal height was (refer to tide chart) 2) How does your organism protect itself from the wave energy? 3) Imagine that you are in the tidal mud flats of Elkhorn Slough, rather than at Natural Bridges. Would the adaptations you described in #2 still be useful in Elkhorn Slough? If not, what adaptations would help your organism in a soft (not rocky) region such as a mud flat? Pg 10

11 PART II-B, TAKE HOME ASSIGNMENT, DUE IN SECTIONS WEEK OF MARCH 1 Name TA: The next part of the assignment can be done at home (not at Natural Bridges): Make sure to write down the data from your table! For deep-water waves, we can approximate the speed of the wave as: Speed = 1.56 x T (m/s) Based on your data, you can calculate T, the period, by dividing the time by the number of waves. The average period from the data is (show your work below) The deep-water wave speed of these waves would be: Most people walk at 2-3 miles per hour. If 1 mile = m, how fast is the wave traveling, in miles per hour? Is this fast or slow compared to an average walking speed? Speed: Finally, compare your wave period (T) and your best guess of the wave height (H) to the diagram on the next page. Where do you think these waves came from? If you wanted to go surfing, which waves (think about the period, how often the waves are coming, and the height) would you, personally, want to surf, and why would you pick that wave type? Pg 11

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