Course title
SCIPre-requisite
Chemistry or Physics, Earth ScienceCourse description
This is an upper level high school science course for students interested in moving beyond Earth Science into a greater understanding of the oceans and the interactions of humans in these environments. Students will conduct experiments; collaborative data collection; participate in class discussion on current events in our oceans; as well as take a culminating field trip to Catalina Island Marine Institute to apply all the knowledge gained in the classroom.
Oceanography Lab Syllabus
Ms. Klecker
Flagstaff High School
Phone: 773.8100 ext. 6662
Email: kklecker@fusd1.org
Classroom Lab Objectives:
? Use scientific inquiry to make inferences about scientific problems based on available data and data from labs
? Use technology to experiment and synthesize information about Earth?s oceans
? Employ critical thinking skills to better understand the world on our ocean planet
? Understand more about oceanic cycles and how this is affected by human behavior
? Work collaboratively with other students to test hypotheses and arrive at conclusions that they are able to understand and write up in a formal or informal report
Classroom Expectations:
? Be safe at all times
? Following the rules as decided in class?no horseplay; assign jobs and switch off each lab assignment; be careful with new things and chemicals; be prepared and aware of surroundings and tasks; no cell phones!
? Come prepared to work hard and try new things; even during dissection labs ?
? Be on time every day with science notebook and a writing utensil
? Be responsible for your own work and accountable to the group when necessary; i.e. job assignments and lab write-ups
Attendance Policy: Because of the participatory nature of this class; students must be present to perform and learn from their experiences. When presenting labs; points are only earned for full participation and engagement. Lab point must be made up in 2 school days of the missed day.
Assignments Policy: Each lab will require notebooks/paper; lab sheet; and a writing utensil. Lab assignments will be completed collaboratively but each student is to turn in their own lab sheets; unless otherwise directed. Students are expected to come to class prepared each day. For missed labs; points are available for make-up by completing an alternative assignment or completing lab after school independently.
Grading Policy: Your lab grade will be based on lab projects; group dissections; assignments; and mostly your lab write-ups. Grading is done on the following scale:
A = 100% - 90% B = 89% - 80% C = 79% - 70% N/C = 69% or below
Lab Schedule?Semester 2 (Biology Unit; Water Unit)
(Subject to change at teacher?s discretion)
Lab Name/Theme Date
Energy from the sun/Experiment; lab report January 19th
Light in the Ocean?Photic zone Experiment January 25th
Design a Food Web?Sargasso Sea ; Deep Ocean February 3rd
Organ Systems?Intro to Life Cycles February 7th
Linnaeus Classification System of Life February 11th
Plankton Lab /Microscope and lab report February 16th
All About Algae Lab February 23rd
Jellyfish Lab?Report in groups March 3rd
Dissection? Sea Anemone + Sea Star March 8th
Dissection?Sea Urchin + Sea Cucumber March 22nd
Dissection?Clam March 28th
Dissection?Octopus April 5th
Dissection?Dogfish Shark April 13th
Properties of Water April 21st
Thermal Properties of Water April 26th
Water Salinity Lab/ Lab Report due in groups May 4th
Water Density Lab May 17th
Ecosystem Diorama Lab/ Final report; present. May 26th
Lab Example:
All About Algae Group: ____________________________________
During this lab you will be examining several examples of marine algae. You will be making drawings and answering a variety of questions throughout. Reference your textbook (pgs 4-13 to 4-22 & 5-12 to 5-24)>
Part I: Phytoplankton: The micro algae
1) Diatoms ? Make a wet mount of the diatomaceous earth and observe under both low and high power. Most of the frustules will be broken; but find 2 different examples and draw them in the space below.
a. What are the frustules made of?
b. The frustules are heavy and normally would make the diatom sink. How do diatoms prevent this from happening?
c. Describe the symmetry of the Diatoms.
2) Dinoflagellates ? Use the pictures in your book to answer the following questions.
a. What does the name dinoflagellate mean?
b. Describe the symmetry of the dinoflagellate.
c. What unusual feature makes dinoflagellates obvious at night?
d. What might be the purpose of this feature?
e. Some species of dinoflagellates can become so numerous they are referred to as HAB?s. Describe what a Hazardous Algae Bloom is.
3) Rhodophytes ? Make a wet mount of Bangia (dark red) and Corallina (pink/purple). Draw each.
Bangia Corallina
a. What does the term Rhodophytes mean?
b. Describe why most of the world?s seaweeds are red algae.
c. How are red algae capable of photosynthesis in dim light?
d. The red algae deposit calcium carbonate in their membranes; what benefit does this have for the algae?
4) Chlorophytes ? Make a wet mount of Dunaliella. Observe and draw below.
a. What does the term chlorophyta mean?
b. What percent of marine algae are green?
c. If an algae is green it must live in what level of the water column?
Part II: Macro Algae ? Sea Weeds
1) Label the blade; holdfast; airbladder; holdfast; stipe; and thallus on the drawing to the right. Define the following terms:
a. Blade:
b. Airbladder:
c. Holdfast:
d. Stipe:
e. Thallus:
2) Chlorophytes ? Obtain a small section of Cladophora (green and fuzzy). Using the compound and dissecting microscopes draw examples of in the space provided below. Label as many parts from the terms listed in Step One above.
Cladophora (compound scope) Cladophora (dissecting scope)
3) Phaophytes ? Draw a simple diagram using the preserved sample of kelp and label as many parts as possible.
Kelp
Part III: Conclusion
1. What determines that the first group of algae you looked at is considered phytoplankton?
2. How do you define seaweed from other algae?
3. What group of algae produces the most Oxygen?
4. Why aren?t the parts of seaweed called leaves; stems; and roots ? they look a lot like them?
5. What is an environmental importance of kelp beds?
6. The microscopic glass frustules that make up diatoms are often added to toothpaste. Why?
7. When you touch seaweed you notice that it felt slightly slimy. This is mucilage that is produced by the seaweed. Give two purposes for the mucilage.
a)
b)
8. What are some commercial uses of algae?
9. Why are many tropical oceans basically a desert as far as plankton is concerned?
10. Why are algae important to life on the planet?
School country
United StatesSchool state
ArizonaSchool city
FlagstaffHigh school
Flagstaff High SchoolSchool / district Address
400 W. Elm AvenueSchool zip code
86001Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology