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II.
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INTRODUCTION TO COASTAL ECOSYSTEMS OF NEW HAVEN HARBOR AND ADJACENT COASTLINES
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A.
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The purpose of this study is to give students the opportunity to examine the different environmental changes on the shoreline. These are dramatic and critical changes resulting from changes in sea level, wind, waves, temperature, salinity, pH, oxygen content, pressure and people.
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B.
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Shore areas include:
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1.
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Intertidal pools and rocky shores.
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2.
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Sandy beaches and dunes.
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3.
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Salt marshes and mud flats.
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4.
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Estuaries, where fresh and salt water meet.
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C.
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Open water ecosystems:
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1.
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Fish and plankton and floating organisms.
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D.
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Benthos or sea bottoms:
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1. Important for mollusks, bottom fish and the decomposers in the food chains.
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III.
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PHYSICAL OCEANOGRAPHY
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A.
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Experiments into the physical and chemical parts of water:
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1.
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Determining oxygen content both quantitatively and qualitatively.
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2.
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Determining salinity of water.
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3.
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Determining nitrate and phosphate content.
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4.
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Testing for heavy metals.
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5.
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Testing for other signs of pollution.
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B.
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Learning to use and make some oceanographic instruments:
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1.
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Nasen bottle for collecting water at certain levels.
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2.
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Using pH paper and meter (if on boat).
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3.
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Learning to read a DO meter for measuring dissolved oxygen in sea water.
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4.
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Recognizing a relationship between depth and pressure.
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5.
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Making a hydrometer and gathering data.
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6.
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Setting up an osmometer.
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7.
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Examining the relationship between temperature and salinity.
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IV.
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BIOLOGICAL OCEANOGRAPHY
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A.
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Studying the life cycles and food and reproductive habits of several animals:
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1.
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Comparing animals in different habitats.
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2.
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Comparing animals of the same phylum.
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a) Clam and squid of Phylum Mollusca, anatomy and life functions compared.
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b) Fish anatomy.
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3.
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Comparing populations and communities.
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B.
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Study animal behavior:
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1.
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Periwinkle and its response to water and food.
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2.
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Mole crab.
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3.
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Hermit crab.
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a) Story of Pogoo.
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4.
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Fish response to changing water temperatures.
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5.
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Observations and classification of a marine aquarium.
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a) Learning to use a Dichotomous Key for identifying unknown species.
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C.
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Identify food chains and webs in a community:
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a) Use of a food chain game.
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b) Identify the producers, consumers, first and second orders and the decomposers.
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c) Follow pollution through the food chain.
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D.
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Basic navigation and seamanship:
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a) Preparation for open sea trip.
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V.
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PLANNING FOR THE FIELD TRIP (SEE ACTIVITY #3)
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A.
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Prepare students with slides of areas to be visited:
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1.
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Slides available for tide marsh and rocky coast.
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B.
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Learn how to read a Tide Table.
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C.
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Learn preparatory tests, both chemical and physical.
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VI.
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SOCIAL AND ECONOMICAL ISSUES CONCERNING THE ENVIRONMENT
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A.
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Saving the Wetlands—understanding problems.
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B.
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Sharing marine knowledge with other students and schools.
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C.
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Gathering literature of legislation that is concerned about preserving our natural resources.
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VII.
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CAREER OPPORTUNITIES
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A.
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Examining the range of jobs available.
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B.
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Having speakers or visiting people in the marineoriented fields of work.
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C.
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Preparation for jobs researched.
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VIII.
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THE PROJECT
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A.
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Requirements
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1.
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Can be in any marine related field.
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2.
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Examination
of possibilities for research.
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3.
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Deadlines set early in the course.
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4.
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Ultimate goal—material to become an integral part of future courses.
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IX.
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EVALUATION
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A.
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Student standpoint:
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1.
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Suggestions for changes in curriculum.
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B.
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Proposed outlines for future courses.
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