Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 1 Oceanography 10 Name: Practice Exam #4 This test is worth a total of 73 pts. You will have approximately 1.75 hours to finish the test. Write the answers into the blank spaces provided, or circle the best answers to the multiple-choice questions. If you disagree with all, some, or parts of the answers to a multiple-choice question, please write your own understanding or even your own answer in the exam next to the answer that you selected. (If you select the wrong answer but add correct information, it may improve your score. However, if you select the best answer and add incorrect information, it may lower your score.) When answering short-answer questions, write as if you were trying to explain the concepts to a friend or family member who has NOT taken the class: carefully explain your reasoning, and use evidence, examples, and pictures to support your claims. Student Score Value Subject 19 8A Atmosphere & Winds 20 9A Ocean Currents 26 10A Phytoplankton 6 14C Pier ASA 2 Identifying Elements of the Scientific Method Boon 73 Total Were there any questions that you did not expect to see on the exam? Which question or questions did you find to be the most confusing or the most misleading? What made them confusing or misleading?
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 2 The Atmosphere & Winds (Topic 8A) B 1. Sketch a side-view of how air will move in a convection cell into the side-view picture on the right (add arrowheads to the lines). Sketch clouds and rain into an appropriate place in your picture. Explain why the air moves in these directions in the table below. A D C Warm Cold Arrow Why the Air Moves in the Direction Shown A B C D 2. What causes winds? In other words, what provides the energy to the Earth that creates the major wind belts that blow over the surface of the Earth? 3. What conditions are necessary to create winds at the surface of the Earth? Earth rotates Sun is in the sky there is a temperature difference between 2 spots Graviy Moon is in the sky there is a warm spot and a cold spot 4. Why is there a Coriolis effect on the Earth? What causes it? 5. If an object moves in the Northern Hemisphere, Right / Left / Does Not Bend will the Coriolis effect cause it bend to its right or left? 6. If an object moves in the Southern Hemisphere, Right / Left / Does Not Bend will the Coriolis effect cause it bend to its right or left?
7. Show how the wind on right will bend owing to the Coriolis effect. The wind is blowing in the Northern Hemisphere. Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 3 8. Show how the wind on right will bend owing to the Coriolis effect. The wind is blowing in the Southern Hemisphere. 9. Is the Coriolis effect stronger near the Equator Equator / Poles / or near the Poles? Same Strength at Equator & Poles 10. Is rising air associated with clear skies or cloudy skies? Cloudy Skies / Clear Skies Is sinking air associated with clear skies or cloudy skies? Cloudy Skies / Clear Skies 11. Describe how and why clouds form. When air & water vapor (A or D), they (B). This causes the (C) to (D) into clouds and rain. A: rise, sink, move over to the warm spot, move over to the cold spot B: warm, cool, do not change temperature C: air, water vapor, air & water vapor D: evaporate, condense, evaporate & then condense, condense & then evaporate 12. Label the latitudes where cloudy (& rainy) and clear skies are more common. Note: Make sure that you clearly point towards the specific latitudes where skies are cloudy and clear. 90 o N 60 o N 30 o N North Pole Based on your sketch does air typically rise or sink near the latitude of southern California? Rises Sinks Does Not Rise or Sink 0 o 30 o S 60 o S 90 o S Equator South Pole
13. Most of our drinking water was originally in the ocean. Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 4 True: salt evaporates from the ocean, leaving behind fresh water that we take from the ocean True: water evaporates from the ocean, leaving the salt behind, and then falls as rain and snow True: we use desalinization plants to remove the salt False: most of our water comes from snow melting up in the mountains False: most of our water comes from aquifers (underground water, groundwater ) 14. Where is the atmospheric pressure lower, beneath warm air or beneath cold air? Why is the pressure lower there? 15. Why are the Poles colder than the Equator? At the Poles, sunlight strikes the surface at an angle, so it is spread out. The Earth s surface is darker at the Poles, so it reflects more sunlight. The Poles are farther from the Sun than the Equator. The thicker atmosphere at the Poles absorbs sunlight before it reaches the surface. 16. If it is fall in the Northern Hemisphere, Spring / Summer / Fall / Winter what season is it in the Southern Hemisphere? Why are there seasons (summers are warmer, winters are cooler)? Earth is closer to Sun during summer, farther away during winter. Earth is tilted towards the Sun during summer, and away during the winter, because of the Earth s orbit around the Sun Earth is tilted towards the Sun during summer, and away during the winter, because the Earth s tilt changes ( wobbles ) during a year The Earth rotates slower during the summer (longer days) and faster during the winter (shorter days). The Sun gets brighter during the summer and dimmer during the winter. 17. The Earth is closest to the Sun during the (northern hemisphere) summer. True / False 18. What are the 2 most common gases found in the atmosphere? (1) (2) 19. Does the motion of the atmosphere (for example, the winds) warm the Equator and the Poles (making them hotter than they would otherwise be) or cool the Equator and the Poles (making them cooler than they would otherwise be)? Warms / Cools / No Change in Temperature at the Equator and Warms / Cools / No Change in Temperature at the Poles
Winds and Major Surface Ocean Currents (Topics 8A and 9A) Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 5 You may use the abbreviations N, NE, NW, E, W, S, SE, and SW for the directions of the winds and currents. 20. Sketch the major wind belts at the surface of the Earth into the map below. Then, write the direction of the winds next to each set of arrows (each wind belt ). Note: Only draw the surface winds. Do not draw the convection cells. 21. Sketch the major currents of the ocean (the 6 gyres & the currents around Antarctica) into the map below. 22. What is the direction of the prevailing winds at 45 o N and 50 o W? 23. What is the direction of the major ocean current at 45 o N and 50 o W? Note: The question asks for the direction of the major ocean current (the direction that the water actually moves), NOT the Ekman transport (the direction that the prevailing winds are trying to push the water in).
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 6 Ocean Currents (Topic 9A) 24. Sketch the California Current, the Gulf Stream, and the Kuroshio into the map. Use a large arrow to represent each current, and clearly label each arrow with the name of the current. Which sides of the following oceans have warm water? Speed California Current Fast / Slow South Atlantic West Side / East Side Width Wide / Narrow North Pacific West Side / East Side Depth Shallow / Deep South Pacific West Side / East Side Temperature Warm / Cold Indian West Side / East Side Effect on Coastal Climate Warms / Cools More / Less Humid Which coast of Austrailia, east or west, has colder water? East Coast / West Coast Does this make the coastal climate more humid (wetter) or less humid (dryer) More Humid / than it would otherwise be (if the water was neither warm nor cold)? Dryer How and/or why does the ocean s temperature make the climate more humid or dryer (less humid)?
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 7 25. What create ( push ) most surface ocean currents? 26. Sketch the overall motion of the water (e.g., gyre) given the winds in the map below. If there is no gyre, sketch the currents that would be created. Do not show the Ekman transport (the direction that the water is pushed by the wind); instead, show the overall currents that result from the Ekman transport. (These winds blow in the Southern Hemisphere.) Land 27. Does the motion of the ocean (the surface currents, the gyres) Warms / Cools / warm or cool the Poles? No Change in Temperature Does the motion of the ocean (the surface currents, the gyres) Warms / Cools / warm or cool the Equator? No Change in Temperature 28. List the 3 major places where upwelling is common in the oceans: (1) East Coasts / West Coasts / All Coasts (2) (3) 29. How does upwelling affect the water temperature, salinity, and life at the surface of the ocean? Warmer / Cooler / No Change in Temperature and Fresher / Saltier / No Change in Salinity and More Life / Less Life / No Change in the Amount of Life 30. Oceanographers spend time and money monitoring ocean currents and learning to predict them. Who uses this information? How does it benefit them? (Mark all that apply.) fishermen look for where currents come together (converge), because there are more fish in these spots power companies use major currents like the California Current to generate clean, sustainable electricity ship captains avoid big currents because the currents could capsize their ships ship captains save fuel by going with, not fighting against, ocean currents ship captains try avoid going against currents, because the currents would slow them down ship captains can use ocean currents to generate electrical power for their ships
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 8 31. Suppose a drifter is placed in the water at 50 o N and 160 o E, and later it is found at 40 o N and 145 o W. Plot these locations in the map below. In other words, put dots at these locations in the map below. What direction is the drifter going? north northeast east southeast south southwest west northwest A D B C 32. Examine the drifter tracks shown in the map below. Which drifter is moving fastest? Drifter #2 Drifter #3 Drifter #4 Which drifter is moving slowest? Drifter #2 Drifter #3 Drifter #4 Explain your reasoning. As part of your answer, discuss how or why the drifter tracks reveal the relative speeds of the drifters.
33. Sketch the direction(s) that water is pushed by the winds (the Ekman transport ) in the map on the right. (These winds blow in the Southern Hemisphere.) Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 9 Circle places where upwelling and/or downwelling are occurring in the map. Label each circle A, B, C, and so on, and also write the words upwelling or downwelling. Land Why is upwelling happening at the places that you circled and labeled above? Explain what causes water to upwell in each place. Why is downwelling happening at the places that you circled and labeled above? Explain what causes water to downwell in each place.
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 10 Phytoplankton (Topic 10A) 34. List 2 examples of nutrients & describe why phytoplankton need each nutrient. (In other words, what do they use them for?) (1) is used for (2) is used for 35. Phytoplankton filter-feed nutrients out of ocean water. In what ways is this statement incorrect or misleading? How would you correct or fix the statement? 36. Describe the benefits that phytoplankton provide to humans. Discuss how and why phytoplankton provide these benefits. 37. How do most new nutrients naturally enter the ocean? In other words, what supplies (carries) nutrients into the ocean? ( New means that these nutrients have not been in the ocean before, and naturally means that humans are not involved in the process.) (Circle one answer.) Ocean Currents Rivers & Rainwater Sewage & Storm Drains Waves & Tides Winds Where do they get most of the new nutrients from? (Circle one answer.) Bacteria Fecal Matter ("Poop") In the Soil (in the Land) Ocean Sediments
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 11 38. How do upwelling zones affect phytoplankton? (Circle all that apply.) easier to float and get sunlight, because upwelling lifts them up easier to float and get sunlight, because upwelling brings up Warm / Cold, High- / Low-density water harder to float and get sunlight, because upwelling pushes them down harder to float and get sunlight, because upwelling bring up Warm / Cold, High- / Low-density water get more nutrients, because upwelling brings up nutrient-rich water get more nutrients, because upwelling pushes them down where nutrients are more abundant get fewer nutrients, because upwelling brings up nutrient-poor water get fewer nutrients, because upwelling brings them up where nutrients are less abundant 39. Phytoplankton like sediment-filled water, because sediments from the land dissolve in ocean water, releasing nutrients into the water. In what ways is this statement incorrect? How would you correct or fix the statement? (Class) 40. Where is there more life in the ocean, close to the coasts or out in the middle of the ocean? Why? Discuss the most important reason. Close to Coasts / Middle of the Ocean
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 12 41. Do bacteria add or remove nutrients from ocean water? Add Nutrients / Remove Nutrients What do bacteria do that changes the amount of nutrients in the ocean water? 42. Which layer is at the surface of the ocean? Mixed Layer / Thermocline 43. In the middle of the ocean (far from land), Mixed Layer / Thermocline which layer of the ocean contains the most oxygen? (Class) Why are there more oxygen in this layer? In other words, what adds oxygen to this layer and what removes oxygen from the other layer? 44. In the middle of the ocean (far from land), Mixed Layer / Thermocline which layer of the ocean contains the most nutrients? Why are there more nutrients in this layer? In other words, what adds nutrients to this layer and what removes nutrients from the other layer?
45. What are red tides? In other words, why does the water become red? Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 13 Lots of red-colored Bacteria / Phytoplankton / Toxic Chemicals / Zooplankton / Viruses in the water. 46. How can humans cause red tides that can kill humans? Humans add substances to the ocean which can create deadly red tides. (Circle ONE answer from the list below. There is more than one satisfactory answer.) Dumping untreated sewage into the ocean. Fecal matter washed down storm drains and into the ocean. Fertilizers washed off farmers fields and into rivers. Mercury pollution getting into the ocean. Oil washed off the roads and down storm drains. Pesticides (like DDT) washed off fields or dumped into sewers. Humans cannot cause harmful red tides. How or why does adding this substance to the ocean cause phytoplankton to bloom? How do red tides typically kill humans? Human are poisoned by: eating ocean animals that have absorbed toxic chemicals from ocean water. eating ocean animals that have been infected by Bacteria / Viruses. eating ocean animals that have eaten lots of toxic plankton. water that gets into their Ears / Eyes / Mouth (swallowed) / Skin when they swim in the ocean. The water contains high concentrations of Bacteria / Toxic Chemicals / Toxic Phytoplankton / Toxic Zooplankton / Viruses. 47. How do the algae (phytoplankton) in a red tide become toxic? absorb toxins from the water (toxins were dumped by humans) eat toxic zooplankton make the toxins themselves
48. How can humans cause dead zones in the ocean? Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 14 Humans add substances to the ocean which can create dead zones. (Circle ONE answer from the list below. There is more than one satisfactory answer.) Dumping untreated sewage into the ocean. Fecal matter washed down storm drains and into the ocean. Fertilizers washed off farmers fields and into rivers. Mercury pollution getting into the ocean. Oil washed off the roads and down storm drains. Pesticides (like DDT) washed off fields or dumped into sewers. Humans cannot cause dead zones. How or why does adding this substance to the ocean cause phytoplankton to bloom? Why do the animals in the dead zone to die? (Circle ONE answer.) cannot breathe, because (A) remove most of the oxygen from the water when they poisoned by eating toxic plankton poisoned by swallowing or absorbing Bacteria / Toxic Chemicals / Viruses in the water starve: not enough food because the plankton die Humans do not add any substances to the ocean that can cause dead zones. 49. What kills the phytoplankton in a dead zone? 50. Where do the bacteria in the dead zone come from? The bacteria are naturally occurring bacteria that live in the ocean. The bacteria live on fecal matter that enters the ocean through untreated sewage and storm drains. The bacteria are washed out of the atmosphere by rain. 51. How do dead zones typically harm humans? (Circle the ONE best answer.) Fewer ocean animals to catch for food Get sick from eating ocean animals Infected by Bacteria / Filled with Toxic Chemicals Swimmers get sick from Bacteria / Toxic Chemicals in the water A: bacteria, benthos, chemicals, dead bodies that sink down, nutrients, phytoplankton, seaweed, small fish, sunlight, viruses, zooplankton
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 15 52. Where are there more phytoplankton in the open ocean, Warm Water of the Tropics / in the tropics (low latitudes) or near the Poles (high latitudes)? Cold Water of the Poles Why do phytoplankton prefer to live in water of this temperature? (Circle all that apply.) Get more sunlight: Sunlight is more abundant in this place. Get more sunlight: It is easier to float owing to the water s High / Low density. Get more sunlight: is more common and lifts them up to the surface. Get more nutrients: Water with this temperature always has more nutrients. Get more nutrients: Nutrients float up to the surface owing to the water s High / Low density. Get more nutrients: It is easier for to bring nutrients up from below in this place. 53. Why are nutrients unavailable in the open ocean (away from the coasts) in some places during certain seasons? In other words, why are phytoplankton sometimes unable to obtain lots of nutrients? Downwelling takes the nutrients down, away from the phytoplankton. Not enough upwelling. Surface water is too warm, making it hard for waves to bring up nutrients. Weak tides are unable to bring nutrients. Weak winds (few storms) to stir the surface of the ocean. 54. Phytoplankton turn nutrients into food. In what ways is this statement incorrect? How would you correct or fix the statement? (Class) 55. Seasonal Blooms Is there a bloom in the spring in the mid-latitudes? If not, why not? Yes, there is a bloom. No bloom: not enough sunlight No bloom: not enough nutrients Is there a bloom in the summer in the mid-latitudes? If not, why not? Yes, there is a bloom. No bloom: not enough sunlight No bloom: not enough nutrients Is there a bloom in the fall in the mid-latitudes? If not, why not? Yes, there is a bloom. No bloom: not enough sunlight No bloom: not enough nutrients Is there a bloom in the winter in the mid-latitudes? If not, why not? Yes, there is a bloom. No bloom: not enough sunlight No bloom: not enough nutrients 56. When and where is the largest bloom in the open ocean? (Select ONE season and ONE place.) Season: Spring Summer Fall Winter Place: In the Tropics In the Mid-Latitudes At the Poles
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 16 Pier ASA (Topic 14C) 57. Why were the plankton captured in the net not representative of the plankton in the harbor? In other words, why did we miss some plankton? How could they have avoided capture? (Mark all that apply.) Plankton are not spread equally through the ocean; they are found in patches. Some are smaller than the holes in the net. Some swam quickly out of the way of the net. We only collected plankton from the surface: most species live deep below the surface. The plankton in the net are representative: none could have escaped. 58. Where are phytoplankton more abundant, Near the Coast near the coast or out in the ocean, far from land? Out in the Ocean What did you observe during the ASA that supports your belief? Explain how or why the observations support your belief. 59. When are phytoplankton more abundant near our coast, Summer Months / Winter Months during summer or winter months? Why? Clearer water (less murky ) Fewer predators More rain Colder water: easier to float More hours of sunlight Less rain
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 17 60. List natural processes that affect the temperature and salinity of ocean water and were discussed during the ASA. (a) What natural process (aside from variations in sunlight) could make the ocean water along our coast warmer than normal? (b) What natural process (aside from variations in sunlight) could make the ocean water along our coast colder than normal? (c) What natural process could make the ocean water along our coast saltier than normal? (d) What natural process could make the ocean water along our coast less salty than normal? 61. How are humans making ocean water more acidic? (Identify the primary way.) accidental oil spills carbon dioxide from burning fossils fuels leaks into the ocean fecal matter ( poop ) washed down storm drains pesticides washed down storm drains illegal dumping of industrial wastes 62. As more and more carbon dioxide leaks into the ocean from the atmosphere, how will ocean life be affected? (Circle all that apply.) Animals cannot breathe Dissolves calcium-carbonate shells Dissolves silica shells 63. How does the water beneath waves move when non-breaking, deep-water waves pass by? Easier to carry out photosynthesis Easier to float (much easier) (Note: Do not list the name of motion. Describe the motion of the water.) 64. Were the waves that we observed inside the harbor created by local winds (the winds we felt) or winds far away? The waves inside the harbor were created by Local Winds / Winds Far Away. Why do you believe this? Use your observations during the ASA to support your answer, and explain your reasoning.
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 18 65. Where is the beach wider, north or south of King Harbor? North of the Harbor / In other words, where is there more sand on the beach? South of the Harbor Why are they wider in this location and smaller in the other location? (Make sure that you discuss both why one is larger and the other is smaller.) 66. Why was the entrance to King Harbor built on south side of the harbor? Hint: What would happen to the entrance if it was built on the north side of the harbor? 67. What effect can a seawall have on the public beach in front of the seawall? For example, what effect did seawalls have on the beaches of New Jersey? 68. Which of the bird s-eye-view pictures shows a seawall? (Circle the picture.) What is the purpose of a seawall? to hold onto the sand on a beach and capture more sand to build up the beach to keep sand from blocking a harbor to keep the shoreline from eroding to keep water in a harbor calm (to protect it from waves)
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 19 69. Where does the water that flows down storm drains go? What are the primary purposes of storm drains? (Select 2 answers.) to carry our wastes out of our homes to catch and collect water for Agriculture / Drinking / Washing to keep polluted runoff from going into the Ocean / Wetlands to keep the streets clean: storm drains help remove trash to prevent flooding which could damage our homes and other buildings to prevent flooding which could make driving dangerous 70. Sometimes beaches are closed to the public by government authorities. What is in the water that causes the authorities to close the beach? How does the contaminant get to our beaches and/or coastal waters? In other words, what carry or bring it to our beaches and/or the ocean? 71. How does plastic pollution (drifting bottles, bags, etc.) harm marine organisms? (Mark the THREE mechanisms that were discussed during the ASA.) block too much sunlight: phytoplankton cannot carry out as much photosynthesis choke when they eat it (mistake it for food) + caught and/or strangled by it eat the plastic and it fills up their stomachs, making it difficult to digest food larvae (baby plankton) stick to them and are poisoned poisoned by eating small plastic particles that absorb toxins from the water sink to bottom (when filled with water) and cover bottom dwellers (cannot feed) too much messes up their SONAR: cannot navigate or find food 72. Why is a harmful bloom more likely to become especially bad and long-lasting inside a harbor?
Practice Exam #4 (Topics 8A, 9A, 10A, & 14C) page 20 Identifying Elements of the Scientific Method 73. Identify which element of the scientific method each of the following statements represents. In other words, is an example of a hypothesis, a test, or an observation? The egg floated is salty water, but not in fresh water. Life began on land, not in the ocean. A scientist weighed a container full of a liquid a scale and looked at the markings on the side of a beaker to determine the volume of the liquid. Students placed 4 pennies into a small film canister and placed it into water to see if it would float. There is more life near the coast, because the concentration of nutrients is higher in coastal water. The waves in the harbor were smaller than the waves break on the sandy beach along the open coast.