SEMESTER AT SEA COURSE SYLLABUS

Colorado State University, Academic Partner

Voyage: Spring 2021

Discipline: Natural Resources

Course Number and Title: NR150 Oceanography (Section 1)

Division: Lower

Faculty Name: Ursula Quillmann

Semester Credit Hours: 3

Prerequisites: None

COURSE DESCRIPTION

Studying the ocean while voyaging on the ocean is a dream-come-true. We will study in the

classroom the fundamentals of the four major disciplines in oceanography (geologic,

chemical, physical, and biological) and how together they shape our environment. The

exciting part is that we will see the interaction of these four disciplines coming to life

throughout the voyage. We will spend time together on the deck, observing the ocean and

hopefully seeing wildlife. We will also discuss the changing ocean environments, including

ocean warming, acidification, sea level rise. We will also discuss the pressures humans exert

on the marine environments, including pollution, overfishing, destroying coastal habitats.

Port discovery will give us a chance to evaluate the role the ocean plays in ten countries and

to compare the health of the marine environment in these countries. We will allow ample

time to share our experiences with one another and learn from one another. Our field class

will take us to Mauritius where we can observe the roles various ecosystems play in the

health of the island and survey damages (both natural and man-made) to various

environments. This voyage allows the unique opportunity to see the big picture on how our

ocean provides essential services to us. The overarching goal of studying the ocean on our

voyage is to become aware that the ocean is our lifeline and we must protect our ocean if we

want to live on a healthy planet.

LEARNING OBJECTIVES

By the end of this class students will be able to:

Outline the fundamentals of oceanography by acquiring insights to four of the main

disciplines in oceanography (geological, physical, chemical, and biological

oceanography) in the classroom and through readings.

Analyze how the main disciplines in oceanography function as a whole by analyzing

real-time observations throughout the voyage by applying what they learned in the

classroom.

Examine the key role the ocean plays in moderating Earth's climate and weather by

studying various oceanic feedback mechanisms, including general atmospheric and

ocean circulation patterns, the greenhouse effect, the thermohaline circulation, and

the carbon cycle.

Evaluate the human impact on the ocean, coastlines, and marine environments

through first-hand observations throughout the voyage and through lectures,

readings, port discovery, and documentaries.

REQUIRED TEXTBOOKS

AUTHOR: Tom Garrison

TITLE: Oceanography: An Invitation to Marine Science

PUBLISHER: Cengage Learning

ISBN #: 10: 1305105168

DATE/EDITION: 2016/9th Edition

On the first day of class a list with additional resources will be handed out.

TOPICAL OUTLINE OF COURSE

Embarkation: Tokyo — January 5

A1—January 7: Introductions, Syllabus,

Mapping the course: overview of the various ports and countries we will

be visiting.

The silent services of the Ocean - Overview

A2— January 9: The Ocean and the Environment (Readings: Chapter 18, “China Says It

Will Ban Plastics That Pollute Its Land and Water” – [PDF], “The Chinese

import ban and its impact on global plastic waste trade” - [PDF]

Preparation for China: China has imported about 45% of plastic waste since 1992. Recently China stopped accepting plastic waste from foreign countries, leaving many countries with the dilemma of how to dispose of the plastic waste.

Image: Sorting plastic bottles for recycling on the outskirts of Beijing in 2015. Credit.Fred Dufour/Agence France-Presse — Getty Images ns)

Shanghai, China —January 11-16

A3— January 17: Debriefing: China

The Origin of the Ocean (Readings: Chapter 1)

A4— January 19: Earth Structure and Plate Tectonics (Readings: Chapter 3.1-3.6)

A5— January 21: Circulation of the Atmosphere and Monsoons (Readings: Chapter 8.1-

8.4)

Exam 1

Ho Chi Minh City, Vietnam —January 23-28

A6—January 29: Debriefing: Vietnam

Plate Tectonics and the Ring of Fire (Readings: Chapter 3.7-3.8)

Tsunami (Readings: Chapter 10.11)

River Blue Documentary

A7—January 31: Ocean Basin (Readings: Chapter 4; Indonesia, Geology – [PDF])

Drain the Ocean Documentary

Image: Vietnamese fisherwomen process the day's catch on the shoreline of the fishing harbor. Photo

Credit: Karasev Victor/ Shutterstock

Preparation for Vietnam: The role of women in the global fisheries workforce is often invisible, but according to Harper et al. (2017) “subsistence fisherwomen are often the foundation of food security in some of the world’s poorest communities, serving as primary caregivers who provide their families with dependable, healthy protein when other food sources prove unreliable. https://doi.org/10.1080/08920753.2017.1278143

Image: Mount Bromo (2,329 meters (7,641 ft)) is an active volcano near our port. The volcano erupted

the last time in 2015. (wikicommons, Robert Machacek (lighthunt.net))

Surabaya, Indonesia—February 1-5

Community Programming — February 6 (No Class)

A8— February 8: Debriefing Indonesia

Water and Ocean Structure (Readings: Chapters 6)

A9— February 10: Ocean Chemistry (Readings: Chapter 7)

Cochin, India—February 12-17

A10— February 18: Waves (Readings: Chapter 10) & Tides (Readings: Chapter 11)

A11— February 20: Life in the Ocean (Readings: Chapter 13)

Exam 2

A12— February 22: Getting ready for our field class in Mauritius

Marine Communities (Readings: Chapter 15.1-15.15.4)

Corals (Readings: Chapter 16.5)

Mangroves (Readings: Chapter 14.8)

Coastal erosion (Readings: Chapter 12.1-12.5)

Preparation for Indonesia: Indonesian archipelago consists of >18,000 islands. The area is tectonically very active. Since the 1500s, at least 95 volcanoes have erupted. The eruption of Tambora in 1815 affected global climate in the northern hemisphere and 1816 was declared the “year without summer” because of ashes in the air from the eruption. Crops failed and caused famines.

Figure: Cantilevered Chinese boats dating back to the 13th century, are still being used in the backwaters of Cochin. (Wiki Commons)

Preparation for Cochin Cochin has been an important port since 1341. Today, shipbuilding, shipping/transportation, and fishing and spice export are economically important. The Vembanad Wetland system includes estuaries, lagoons, and canals. The wetlands are home to over 20,000 waterfowls.

Port Louis, Mauritius — February 23

A13—February 25: Debriefing Mauritius

Student Group Presentations: Mauritius

A15—March 1: Ocean Currents and Climate; Readings TBA

South African Penguin – [PDF]

Aliwal Shoal Documentary

Cape Town, South Africa – March 2-7

A16—March 16: Debriefing: South Africa

A close look: Atlantic Ocean – tectonics and coastlines

Exam 3

A17— March 18: Selected readings from:

Geology of St. Helena – [PDF]

Charles Darwin’s ecological experiment on Ascension isle – [PDF]

Figure: Aerial view of Mauritius. The island is surrounded by coral reefs that protect the island from wave action. The reefs are challenged by pollution and global warming.

(www.birdseyeviewphotography.com.au)

Preparation for Mauritius Mauritius is an island nation in the Indian Ocean,~2,000km off SE coast of Africa. The country has some of the world’s scarcest flora and fauna. Originally there were no terrestrial mammals but a number of endemic flightless birds (including the Dodo (Raphus cucllatus)) and large reptiles. Humans introduced invasive species and destroyed habitats with consequential loss of endemic species.

Preparation for South Africa: The rich marine biodiversity of South Africa results from the interaction of different water masses, the tropical Agulhas Current from the Indian Ocean (tropical waters) and the cold Benguela current in the Atlantic Ocean to South Africa. Animals commonly seen along the Cape coast include whales, sharks, the African penguin, sea turtles, seals, and dolphins.

Figures: Clockwise -- Ocean current regime at the confluence of the Indian and the Atlantic Ocean; South African Penguin; Southern right whale; Cape fur seal

(Wiki Commons)

St. Helena Ecoregions – [PDF]

Jamestown, St. Helena (UK) – March 12

A18— March 14: Debriefing: St. Helena

Primary Producers (Readings: Chapter 14)

A19— March 16: Environmental Issues in the Amazon basin and along the coast

Readings: Estuary and Amazon Coast – [PDF] and

Massive coral reef discovered in the Amazon river mouth – [PDF]

Salvador, Brazil – March 18-23

A20— March 24 Debriefing Brazil

Marine Animals – Fishes (Readings: Chapter 15.7-15.8)

Radical ocean futures-scenario development using science fiction

prototyping – [PDF]

A21— March 26 Marine Communities (Readings: Chapter 16.1-16.6)

Figures: Clockwise – whale sharks are the largest fish that can be sighted around St. Helena between December and March; the rough-tooth dolphin is one of the three species of dolphins around St. Helena; green turtle; flame-back angelfish and the Chilean devil ray. Images: http://divemagazine.co.uk/destinations/st-helena/7787-st-helena-marine-life

Preparation for St. Helena St. Helena is an isolated sub-tropical volcanic island surrounded by nutrient-rich waters with both eastern and western Atlantic marine species. The island has over 50 endemics, including the orange cup coral. Migratory species that visit the island include whale sharks, humpback whales, and sea turtles. St. Helena also boasts resident populations of dolphins. Nine species of seabirds breed on the island. (St. Helena Marine Management Plan)

Preparation for Brazil: Salvador is one of Brazil’s oldest cities, founded in 1549 by Portuguese. Salvador ha 80km (50mi) of beaches. The beaches include calm inlets as well as open sea inlets with strong waves.

Figure: Porta da Barra beach is according to The Guardian one of the world’s best beaches https://www.anna.aero/2019/10/24/salvador-soars-internationally-with-2018-its-record-year-to-date/

Community Programming — March 28

A22— March 29 Final Exam: Group Presentations (science fiction)

A23— March 31 Final Exam: Group Presentations (science fiction)

Casablanca, Morocco – April 2-7

A24—April 8: Debriefing: Morocco

Port Observation (Japan, Ursula)

Student Port Observation Presentation (China, Vietnam, Indonesia,

India)

LaCoruna, Spain — April 10-14

Study Day / Global Studies Exam — April 15 (No Class)

A25— April 16 Debriefing: Spain

Student Port Observation Presentation (Cape Town, St. Helena, Brazil)

Port Observations (Morocco, Spain, Ursula)

Preparation for Morocco The Atlantic coastal plains of Morocco are densely populated. Urbanization, agriculture, and tourist resorts threaten coastal wetlands and dune ecosystems. March to May is the main season for the millions of birds migrating from Africa to Europe, including flamingos, plovers, and gulls. The coastal wetlands are also wintering grounds for the European spoonbill and the breeding ground for marbled ducks and glossy ibis.

Figure: Glossy ibis (Wiki Commons)

Preparation for Spain Coruna is the capital of Galicia in the northwestern part of Spain, where the river Mero meets the Atlantic Ocean. Coruna is an important port along the sea route from northwestern Europe and Latin America. From here, Spain exports farm produce, especially onions and potatoes, coal, salt, and manufactured goods. Encyclopedia Britannica

Figure: La Coruna, “Pathway to Galicia) https://www.express.co.uk/travel/beach/669249/Best-things-to-do-in-La-Coruna-Spain

Arrive Amsterdam, The Netherlands — April 20

FIELD WORK

Semester at Sea® field experiences allow for an unparalleled opportunity to compare, contrast,

and synthesize the different cultures and countries encountered over the course of the voyage.

In addition to the one field class, students will complete independent field assignments that

span multiple countries.

Field Class & Assignment

[Field Class proposals listed below are not finalized. Confirmed ports, dates, and times will be

posted to the Spring 2021 Courses and Field Class page when available.]

Field Class attendance is mandatory for all students enrolled in this course. Do not book

individual travel plans or a Semester at Sea sponsored trip on the day of your field class.

Field Classes constitute at least 20% of the contact hours for each course, and are developed

and led by the instructor. Field Class attendance is mandatory for all students enrolled in this

course. Do not book individual travel plans or a Semester at Sea sponsored trip on the day of

your field class. Field Classes constitute at least 20% of the contact hours for each course, and

will be developed and led by the instructor.

Idea:

In the morning:

visit a mangrove ecosystem, plant mangroves

In the afternoon:

students rotate through three stations:

o glass bottom boat to the reef

o snorkeling near shore

o sea grass, estuary, coastal erosion

together:

o over lunch listen to a talk about desalination

o beach clean-up

Objectives

Evaluate the roles various ecosystems play in the overall health of the island by doing

field work under the guidance of local experts.

Utilize various tools oceanographers use to conduct research under the guidance of

experts.

Survey damages (both natural and man-made) to various environments though first-

hand observations.

Develop recommendations towards solutions by discussing environmental issues of

tourism and other pressures on the island with experts.

Assessment:

Students will be graded based on:

The field notebook (5%)

The field report students generate based on their field notebook. Discussing of

findings and observations with peers is encouraged, but each student has to hand in

their own report. (10%)

Group presentations in class (5%)

INDEPENDENT FIELD ASSIGNMENTS

Port Discovery: Our port countries provide a life laboratory for our course. Students in groups

will be assigned three ports-of-calls countries. In the port and in the country, students should

note anything they deem relevant to our course, which could include coastal erosion;

manmade structures to prevent erosion; seafood consumption and seafood offered in stores

and markets; aquaculture; fishing practices; – just to name some examples. Students are

also encouraged to interview fellow voyagers on their experiences in the port country and

solicit for images. Students should reflect which impact humans have on the ocean,

coastlines, and marine environments through first-hand observations. Students should

recommend solutions.

Groups will prepare short power point presentations per port, including own photos and

sketches, and turn in an essay per port (1-2 pages). The students will be graded on their

creativeness and ability to apply concepts we covered in class to their observations, quality

of their essays and PPP.

METHODS OF EVALUATION

Class participation 9% 54

In-class reflections 10% 60

Exams (3) 18% 108

Observation journal 10% 60

Port Discovery (3) 21% 126

Final Exam 12% 72

Field Class 20% 120

Total 100% 600 points

Class participation (9%): I expect students to come to class prepared and participate in class.

In-class reflections (10%): Instructor will provide questions at each class session for students

for reflection. Student answers will provide feedback to the instructor

Exams (18%): Three take-to-your-cabin exams (6% each) will be giving during the semester.

Format: short answer questions. Students have to work individually on their exams.

Observation journal (10%): Students will be assigned days on which they note the speed,

weather, wind strength, wave height, cloud cover. Maps will be provided for students to keep

track of the voyage. If possible, we will take water samples and identify the content of the

samples under a microscope.

The journal should include wildlife sightings, other ships we will see (fishing boats, cargo ships,

etc.) Students should note what kind and size of plastic debris they see. A more complete list

what students should watch out for will be discussed at the beginning of the class.

Port Discovery (21%): The student presentations and papers are based on the three ports-of-

call reports (7% each). Details are outlined under “Independent Field Assignments.”

Final Exam (12%): Students will write and present in groups of two a short science fiction

story based on marine and coastal environmental problems we encountered on our voyage

or discussed in class.

Field Class (20%): See Field class

GRADING SCALE

The following Grading Scale is utilized for student evaluation. Pass/Fail is not an option for

Semester at Sea® coursework. Note that C-, D+ and D- grades are also not assigned on

Semester at Sea® in accordance with the grading system at Colorado State University (the SAS

partner institution).

Pluses and minuses are awarded as follows on a 100% scale:

Excellent Good Satisfactory/Poor Failing

97-100%: A+

93-97%: A

90-93%: A-

87-90%: B+

83-87%: B

80-83%: B-

77-80%: C+

70-77%: C

60-70%: D

Less than 60%: F

ATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAM

Attendance in all Semester at Sea® classes, including the Field Class, is mandatory.

Students must inform their instructors prior to any unanticipated absence and take the

initiative to make up missed work in a timely fashion. Instructors must make reasonable

efforts to enable students to make up work which must be accomplished under the

instructor’s supervision (e.g., examinations, laboratories). In the event of a conflict in regard

to this policy, individuals may appeal using established CSU procedures.

LEARNING ACCOMMODATIONS

Semester at Sea® provides academic accommodations for students with diagnosed learning

disabilities, in accordance with ADA guidelines. Students who will need accommodations in a

class, should contact ISE to discuss their individual needs. Any accommodation must be

discussed in a timely manner prior to implementation.

A letter from students’ home institutions verifying the accommodations received on their

home campuses (dated within the last three years) is required before any accommodation is

provided on the ship. Students must submit verification of accommodations to

academic@isevoyages.org as soon as possible, but no later than two months prior to the

voyage. More details can be found within the Course Registration Packet, as posted to the

Courses and Field Classes page no later than one month prior to registration.

STUDENT CONDUCT CODE

The foundation of a university is truth and knowledge, each of which relies in a fundamental

manner upon academic integrity and is diminished significantly by academic misconduct.

Academic integrity is conceptualized as doing and taking credit for one’s own work. A

pervasive attitude promoting academic integrity enhances the sense of community and adds

value to the educational process. All within the University are affected by the cooperative

commitment to academic integrity. All Semester at Sea® courses adhere to this Academic

Integrity Policy and Student Conduct Code.

Depending on the nature of the assignment or exam, the faculty member may require a

written declaration of the following honor pledge: “I have not given, received, or used any

unauthorized assistance on this exam/assignment.”

RESERVE BOOKS FOR THE LIBRARY

Field Guide to Corals Of Mauritius, ISBN: 9789990395891

Field guide to coastal fishes of Mauritius: Hiroaki Terashima

Birds of Madagascar and the Indian Ocean Islands (Helm Field Guides),

An Illustrated Guide to the Flora of Mauritius and the Indian Ocean Islands, Isbn: 99903-

964-2-6,

Marine Life of St Helena, Isbn: 978-1-874357-64-3, Publisher: NatureBureau Publishing

FILMS

RiverBlue (2017) 95min Directors: David McIlvride, Roger Williams

Drain the Ocean

Lethal Seas (NOVA, PBS)

ELECTRONIC COURSE MATERIALS

Noted above under section ‘Topical Outline of the Course’

ADDITIONAL RESOURCES

None