Using Satellite Data and Google Earth to Explore the Shape of Ocean Basins and Bathymetry of the Sea Floor
This page is authored by Molly Palmer, Stanford University.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html.
- First Publication: June 11, 2009
- Reviewed: November 25, 2019 -- Reviewed by the On the Cutting Edge Activity Review Process
Summary
In the ocean, the shape of the sea floor varies based on physical, geological, and biological processes that occur on different temporal and spatial scales. In turn, the shape of the sea floor controls the physical and biological processes that happen there. For example, currents and tides are largely controlled by the overall shapes of the ocean basins, as well as by the smaller scale shapes of ocean ridges and seamounts. Similarly, biological processes are controlled by ocean depth and terrain. In this activity, we explore the ocean basins and the sea floor and discuss the different processes that influence their shapes, and how their shapes may influence different processes. We compare various ways of mapping the sea floor, focusing mainly on ship-based measurements and satellite altimetry data.
Learning Goals
Objectives:
- Compare and contrast different methods for mapping the sea floor;
- Use satellite data to explore the shape of the sea floor;
- Describe the basic pattern of sea floor bathymetry;
- Compare various ocean provinces (continental margins, deep ocean basins, etc.) and describe what processes control the shape of the sea floor in different regions;
- Hypothesize different ways in which the shape of the sea floor may impact physical and biological processes in the ocean.
This activity emphasizes group work, connecting biological and physical processes in the ocean, learning how to use the technological tools utilized by oceanographers, and synthesis of ideas.
Context for Use
This activity is intended for undergraduates at an introductory level. Students are expected to have some prior knowledge of ocean processes (such as from book reading or lectures), but most of the key topics are described in the document. This is a 1-3 hour project designed for small-group or independent work. It could be completed as a homework assignment, although working in small groups of students (2-5) would likely substantially benefit the student's learning. This activity could be easily adapted to a shorter length by removing different sections, or completing some parts ahead of time or as homework. Computers are necessary for the Google Earth section (Part 3) of this activity.
Teaching Materials
For this activity, you will need: student handouts, instructor handouts, and access to Google Earth. An optional Google Earth map is included below which highlights bathymetry much better than the standard Google Earth map.
Student Handout for Bathymetry Assignment (Microsoft Word 2007 (.docx) 893kB Jun11 09)
Instructor Handout for Bathymetry Assignment (Microsoft Word 2007 (.docx) 228kB Jun12 09)
Google Earth map for bathymetry activity (KMZ File 25kB Jun11 09)
Teaching Notes and Tips
This activity will be best administered with frequent breaks to compare and contrast answers as a class. This will help ensure that the learning points are met, and to avoid confusion which will make later portions of the activity more difficult.
Assessment
It is anticipated that grading on this activity will be subjective depending on learning outcomes of the particular instructor and class. In the case that this activity was designed for, the student handouts will be turned in to the instructor and scanned for both completion and demonstration of understanding. In addition, participation in the in-class discussion that is suggested after each segment of the activity will be assessed.
References and Resources
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