615.761.82 - Intro To Oceanography
Description
This course covers the physical concepts and mathematics of the exciting field of oceanography and can be taken as an elective. It is designed for the student who wants to learn more about oceanography. Topics range from fundamental small waves to planetary-scale ocean currents. There will be a strong emphasis on understanding the basic ocean processes. Initial development gives a description of how the ocean system works and the basic governing equations. Additional subjects include boundary layers, flow around objects (seamounts), waves, tides, Ekman flow, and the Gulf Stream. Also studied will be the ocean processes that impact our climate such as El Nino and the Thermohaline Conveyor Belt. Prerequisite(s): Mathematics through calculus.
Instructors
David L. Porter
Jason Kalirai
Course Structure
The course is divided into 14 Modules.
Each Module has nominally:
- Module at a Glance
- Readings
- Lectures and Content
- Module Discussion
- Module Problem Set
Course Topics
Module | Module Title |
Module 1 | Introduction and Kinematic Description of Ocean |
Module 2 | Water, Equation of State, and Buoyancy Frequency |
Module 3 | Energy |
Module 4 | El Niño and Climate Change |
Module 5 | The Navier-Stokes Equation and Satellite Altimetry |
Module 6 | The Effect of Earth’s Rotation on Atmospheric and Oceanic Flows |
Module 7 | The Gulf Stream and Kuroshio Currents |
Module 8 | The Other Ocean Currents of Earth |
Module 9 | The Distribution of Temperature and Salinity and Smaller Scale Currents |
Module 10 | Linear Surface Waves |
Module 11 | Surface Waves, Tsunamis, Seiches and Rossby Waves |
Module 12 | Internal Waves |
Module 13 | Tides, Enclosed Seas and Bays, and the Arctic Ocean |
Module 14 | Active and Passive Sonar, iBuoy, and the Sonar Equation |
Course Goals
To develop an understanding and appreciation of the Ocean and the processes that drive it. And also to be able to apply oceanic knowledge, data collection and analysis procedures, and the scientific method of discovery to your specific discipline, e.g. military, climate, engineering, etc.
Course Learning Outcomes (CLOs)
- Describe the general physical nature of the ocean, i.e. the oceanic temperature and salinity distribution, the major ocean currents, the bathymetry, and the Earth’s energy budget.
- Differentiate which major sensors and systems, e.g. Conductivity, Temperature, and Depth Sensor; space borne altimeters, tide-gauges, sonar, etc., can be employed to measure specific ocean phenomena.
- Associate the Navier-Stokes equation components with the physical processes of: time-dependent and advective acceleration, the Coriolis acceleration, and the forces of pressure, gravity and viscosity.
- Delineate, by starting with the Navier-Stokes equation and making various assumptions, the oceanic processes of: a) Geostrophy, b) Ekman transport, c) Inertial currents, d) Surface waves, e) Internal waves, and f) sound propagation.
- Describe large scale phenomena such as El Niño/El Niña, Western Boundary Intensification (e.g. the Gulf Stream and Kuro Shio), and the Thermohaline conveyor belt.
- Derive the tides and their forcing function.
- Explain the controlling physics of Sonar and how it is employed.
Textbooks
Knauss, J. A. and N. Garfield, (2017) Introduction to Physical Oceanography (3rd ed.). Waveland Press, Inc.
ISBN 10: 1-4786-3250-X
ISBN 13: 978-1-4786-3250-4
Textbook information for this course is available at https://bncvirtual.com/jhu-ep.htm.
Required Software
This course will require the use of plotting software (MATLAB, Excel, C++, etc.). Feel free to use whatever software you feel comfortable with employing.
Student Coursework Requirements
Preparation and Participation (20% of Final Grade Calculation)
You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.
Module Discussions
As part of your Participation grade you will also need to participate in the Module Discussions. Post your initial response to the discussion questions by the evening of Day 4 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).
The second part of your grade for Module Discussions is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). You are being asked as part of Introduction to Oceanography to post responses to weekly Discussion Topics (see below) and to respond to your fellow students' posts. Here is what is required:
1) Post at least one reference or more for the work you are presenting. Did it come from the text, an article, the lecture, etc., if so, then post that reference.
2) When you respond to a fellow students post it must include:
- A reference(s) (see #1 above) for your posting.
- It should include at least one or more of the following components:
- A compliment on the students' work. Not just a 'good job,' but why you think it is good and a reference.
- A comment on the students' work. For example: Your discussion brought to light the following topic (expound upon it), which I didn't know about, and a reference.
- A connection on the students' work. For example: Your discussion is similar to the work I read in the paper by .... and a reference to that paper. Or to your work. Always include a reference.
- A question on the students' work. For example: You said that F=ma, is that true in a relativistic reference frame?
3) My goal here is to get all of us collaborating and to learn from me and each other. Introduction to Oceanography Discussions are an important part of this course, and you will all be the better, as will I, for participating in it!
I will monitor module discussions and will respond to some of the discussions as they are posted. In some instances, I will summarize the overall discussions and post the summary for the module.
Refer to the Discussion Rubric for specific information on participation and grading of Discussions.
Chartroom Chats
During these weekly, live conversations you will hear sea stories (all true), poetry, learn to love the ocean more, learn how to study it, and also get help with course topics.
You are required to attend or listen to just one of the first four weekly-chats and graded on participation. It will be counted as a Discussion unit and worth 10 points.
During the rest of the course (Modules 5-14) there will be Chartroom Chats. Attending or listening to the chat will be worth 1 point for up to 10 points over the remaining modules, which are extra credit points.
Evaluation of preparation and participation is based on contributions to Module Discussions and Chartroom Chat attendance.
Assignments (40% of Final Grade Calculation)
Assignments will include a mix of qualitative assignments (e.g. conclusions given various assumptions) and quantitative problem sets. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately. I cannot stress enough how important it is to properly label axes and give units. It would be just wrong to say Porter weighs 249 without giving the proper units, in this case pounds (troy) which is different than pounds (advp).
All assignments are due according to the dates in the Calendar.
Late submissions may be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors). Always talk to the instructor as he is very flexible.
If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.
Refer to the Problem Set Rubric for specific information on submission and grading of Problem Sets.
Term Paper (25% of Final Grade Calculation)
Throughout the course, you will develop a Term Paper, starting with idea generation in Module 1. This will be a paper that investigates a topic of interest for you. It is an opportunity to ‘dig into’ a topic maybe not covered in the course with the depth desired. It could also be about some research you did, too. You will submit a 1-2 paragraph proposal for instructor approval in Module 7. The Term Paper will be due the last day of Module 14.
Refer to the Term Paper Instructions for information on how the Term Paper will be evaluated.
Adrift on the Gulf Stream Discussion (5% of Final Grade Calculation)
In Module 7, you will watch the film “Adrift on the Gulf Stream” with a friend or family member and then record yourself explaining to them how the Gulf Stream works. Then you will post this video and a short report to the Module 7 Discussion board to discuss the experience and results with the class. This will operate and be graded similar to a normal Discussion, but will be weighted heavier since there is additional effort involved in creating the recording.
Refer to Module 7 for specific instructions.
Adopt a Float Project (10% of Final Grade Calculation)
In Module 9, you will start a project where you select and track an Argo float. You will “adopt” the float and create a PowerPoint presentation report where you discuss the float, its drift, and any analysis you might draw from the data. Your preliminary report is due in Module 9 and then you will update it throughout the last 6 modules of the course and submit the final report at the end of Module 14.
Refer to the Adopt a Float Project Instructions for specific guidelines and instructions.
Grading Policy
Assignments are due according to the dates posted in your Blackboard course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. I/We will post grades one week after assignment due dates.
We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that will detract from your grade.
A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.
A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.
EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10). You should contact your Program Chair for guidance on the breakdown used by your program.
Final grades will be determined by the following weighting:
Item | % of Grade |
Preparation and Participation | 20% |
Assignments | 40% |
Term Paper | 25% |
Adrift on the Gulf Stream Discussion | 5% |
Adopt a Float Project | 10% |
Course Evaluation
Grading is given in the course rubrics.
EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog).
| Score Range | Letter Grade |
|---|---|
| 100-98 | = A+ |
| 97-94 | = A |
| 93-90 | = A− |
| 89-87 | = B+ |
| 86-83 | = B |
| 82-80 | = B− |
| 79-77 | = C+ |
| 76-73 | = C |
| 72-70 | = C− |
| 69-67 | = D+ |
| 66-63 | = D |
| <63 | = F |
Course Policies
On the use of Artificial Intelligence, e.g. ChatGPT, in the course.
As in all scholarly works you are expected to present your work as your own. Your goal as a student is to acquire this knowledge for yourself and use it in your career and for the good of society. That being said, you may use, for example, ChatGPT as a resource, as one would use Wikipedia. However, remember that it is not reliable, much as Wikipedia is not reliable. If you do use it, then please cite it as a resource and save its output as a PDF file, that you can retrieve for the instructors/graders, if so requested. As we adjust to the use of Artificial Intelligence in the work place, it will be interesting to have some of our “Chats” discuss what you found and how it impacted your research from its use.
Academic Policies
Deadlines for Adding, Dropping and Withdrawing from Courses
Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.
Academic Misconduct Policy
All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.
This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.
Students with Disabilities - Accommodations and Accessibility
Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.
For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.
Student Conduct Code
The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically.
For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/
Classroom Climate
JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity.
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).
Course Auditing
When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.