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Introducing the Life in the Ocean Project.....
3/1/15-4/25/15
Part 1: On your campus, gauge a group's initial knowledge of marine debris. At the end of this project, you will ask the same group to complete a post survey. Their answers will be used solely to understand if the marine debris knowledge on your campus increased after you’ve participated in the Talking Trash & Taking Action program.
1. Create your Conservation Survey.....final student topics/surveys
2. Analyze your survey results to find the focus of your PSA or group presentation.
Part 2: Study marine debris in the context of land, air and ocean circulation and material types. Focus on how this trash affects marine life, especially migratory animals that follow the same circulation patterns.
1. Research your marine animal's migration patterns using live tracking data at http://www.seaturtle.org/stat/
2. Plot three legs of your animals trip including ocean and atmospheric patterns that may affect its route.
Part 3: Take action and think of new ideas for re-using and even up-cycling potential marine debris that you can implement campus wide.
3/1/15-4/25/15
Part 1: On your campus, gauge a group's initial knowledge of marine debris. At the end of this project, you will ask the same group to complete a post survey. Their answers will be used solely to understand if the marine debris knowledge on your campus increased after you’ve participated in the Talking Trash & Taking Action program.
1. Create your Conservation Survey.....final student topics/surveys
2. Analyze your survey results to find the focus of your PSA or group presentation.
Part 2: Study marine debris in the context of land, air and ocean circulation and material types. Focus on how this trash affects marine life, especially migratory animals that follow the same circulation patterns.
1. Research your marine animal's migration patterns using live tracking data at http://www.seaturtle.org/stat/
2. Plot three legs of your animals trip including ocean and atmospheric patterns that may affect its route.
Part 3: Take action and think of new ideas for re-using and even up-cycling potential marine debris that you can implement campus wide.
![Picture](/uploads/2/8/3/2/28329237/5492072.png)
Visualizing Vectors in 2-Dimensions
What were the two vectors pushing Laura Dekker's along on her voyage across the Atlantic? ___________ and _____________
Give some reasonable quantities for these vectors (remember: Vectors always have _________ and ___________!)
_________ south, 100mi/__, ________ and ______mi/day, _______
How do we sum these vectors? Watch Khan Academy's Visualizing Vectors in Two Dimensions see also Adding Vectors
Video clip
Working with Metrics
What were the two vectors pushing Laura Dekker's along on her voyage across the Atlantic? ___________ and _____________
Give some reasonable quantities for these vectors (remember: Vectors always have _________ and ___________!)
_________ south, 100mi/__, ________ and ______mi/day, _______
How do we sum these vectors? Watch Khan Academy's Visualizing Vectors in Two Dimensions see also Adding Vectors
Video clip
Working with Metrics
Now, research your marine animals to determine three average velocities on its migration route. Give two realistic vectors that push or pull your animal along it's route. Add in your vectors along each leg to determine the final location of your animal during its migration.
Activity-Animal Migration Routes
Total Displacement for an Object
Final Velocity for an Object
Activity-Animal Migration Routes
Total Displacement for an Object
Final Velocity for an Object