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o c e a n

Expl ration & Research

The NOAA Ship Okeanos ExplorerEducation Materials Collection oceanexplorer.noaa.gov

Section 3: Multibeam Mapping

for Volume 2: How Do We Explore?

Section 3: Multibeam Mapping

for Volume 2: How Do We Explore?

NOAA Ship Okeanos Explorer: Americas Ship for Ocean Exploration.

Image credit: NOAA. For more information, see the following

Web site:

http://oceanexplorer.noaa.gov/okeanos/welcome.html

FocusMultibeam sonar

Grade Level9-12 (Physical Science/Earth Science)

Focus QuestionHow does multibeam sonar help explore Earths deep ocean?

Learning Objectives Students will describe multibeam sonar. Students will explain why the velocity o sound in water must be measured beore

maps can be created with the Okeanos Explorers multibeam sonar system. Students will interpret three-dimensional multibeam data o underwater eatures

mapped by the Okeanos Explorer.

Materials

Copies o theSonar Background Review Worksheet, one copy or each student Copies o theIntroduction to Multibeam Imagery Worksheet, one copy or eachstudent group

Audio Visual Materials Video projector or large screen monitor or showing downloaded videos (see

Learning Procedure, Step 3)

Teaching TimeTwo or three 45-minute class periods

Seating Arrangement

Groups o three to our students

Maximum Number of Students30

Key Words and ConceptsOcean ExplorationOkeanos Explorer

Bathymetric mapMultibeam sonar

Watching in 3D

Okeanos Explorers prominent VSAT (Very small aperture

terminal) dome enables satellite communications between

explorers ashore and at sea and provides multiple high-denition video streams for widespread dissemination. Image

credit: NOAA.
http://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.html

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Volume 2: How Do We Explore?

Inquiry Topic: Multibeam Mapping Watching in 3D (9-12)

The NOAA Ship Okeanos ExplorerEducation Materials Collection

oceanexplorer.noaa.gov

Background InformationNOTE: Explanations and procedures in this lesson are written at a level appropriate

to professional educators. In presenting and discussing this material with students,

educators may need to adapt the language and instructional approach to styles that

are best suited to specic student groups.

On August 13, 2008, the NOAA Ship Okeanos Explorer was commissioned asAmericas Ship or Ocean Exploration; the only U.S. ship whose sole assignmentis to systematically explore Earths largely unknown ocean. The strategy oraccomplishing this mission is to use state-o-the-art technologies to search theocean or anomalies; things that are unusual and unexpected. When an anomalyis ound, the exploration strategy shits to obtaining more detailed inormationabout the anomaly and the surrounding area. An important concept underlying thisstrategy is the distinction between exploration and research. As a ship o discovery, therole oOkeanos Explorer is to locate new eatures in the deep ocean, and conduct

preliminary investigations that provide enough data to justiy ollow-up by utureexpeditions.

The Okeanos Explorer strategy involves three major activities: Underway reconnaissance; Water column exploration; and Site characterization.

Underway reconnaissance involves mapping the ocean foor and water column whilethe ship is underway, and using other sensors to measure chemical and physical

properties o seawater. Water column exploration involves making measurementso chemical and physical properties rom top to bottom while the ship is stopped.In some cases these measurements may be made routinely at pre-selected locations,

while in other cases they may be made to decide whether an area with suspectedanomalies should be more thoroughly investigated. Site characterization involves

more detailed exploration o a specic region, including obtaining high qualityimagery, making measurements o chemical and physical seawater properties, andobtaining appropriate samples.

In addition to state-o-the-art navigation and ship operation equipment, this strategydepends upon our types o technology:

Telepresence; Multibeam sonar mapping; CTD (an instrument that measures conductivity, temperature, and depth) and

other electronic sensors to measure chemical and physical seawater properties;and

A Remotely Operated Vehicle (ROV) capable o obtaining high-quality imagery

and samples in depths as great as 4,000 meters.

In many ways, telepresence is the key to the Okeanos Explorers exploration strategy.This technology allows people to observe and interact with events at a remotelocation. The Okeanos Explorers telepresence capability is based on advancedbroadband satellite communication through which live images can be transmitted

rom the seafoor to scientists ashore, classrooms, and newsrooms, and opens neweducational opportunities that are a major part oOkeanos Explorers mission oradvancement o knowledge.

Okeanos ExplorerVital Statistics:Commissioned: August 13, 2008; Seattle, WashingtonLength: 224 eetBreadth: 43 eetDrat: 15 eetDisplacement: 2,298.3 metric tonsBerthing: 46, including crew and mission support

Operations: Ship crewed by NOAA CommissionedOcer Corps and civilians through NOAAs Oce oMarine and Aviation Operations (OMAO); Missionequipment operated by NOAAs Oce o OceanExploration and Research

For more inormation, visithttp://oceanexplorer.noaa.gov/okeanos/welcome.html.Follow voyages o Americas ship or ocean exploration

with the Okeanos Explorer Atlas athttp://www.ncddc.noaa.gov/website/google_maps/

OkeanosExplorer/mapsOkeanos.htm

NOAA Ship Okeanos Explorer: Americas Ship for Ocean Exploration.

Image credit: NOAA. For more information, see the following

Web site:

http://oceanexplorer.noaa.gov/okeanos/welcome.html
http://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.html

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In the summer o 2010, years o planning, eld trials, and state-o-the-art technologycame together or the rst time on the the ships maiden voyage as part o theINDEX-SATAL 2010 Expedition. This expedition was an international collaborationbetween scientists rom the United States and Indonesia to explore the deep oceanin the Sangihe Talaud Region. This region is located in the Coral Triangle, whichis the global heart o shallow-water marine biodiversity. A major objective o theexpedition was to advance our understanding o undersea ecosystems, particularlythose associated with submarine volcanoes and hydrothermal vents. Among theExpeditions many rsts, this was the rst time scientists have been able to usean underwater robot to get a rst-hand look at deepwater biodiversity in the waterso the Sangihe Talaud Region. For more inormation about the INDEX-SATAL 2010Expedition, seehttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.html.

Sonar (which is short or SOund NAvigation and Ranging) systems are used todetermine water depth, as well as to locate and identiy underwater objects. In use, anacoustic signal or pulse o sound is transmitted into the water by a sort o underwaterspeaker known as a transducer. The transducer may be mounted on the hull o a

ship, or may be towed in a container called a towsh. I the seafoor or other objectis in the path o the sound pulse, the sound bounces o the object and returns anecho to the sonar transducer. The time elapsed between the emission o the sound

pulse and the reception o the echo is used to calculate the distance o the object.Some sonar systems also measure the strength o the echo, and this inormation canbe used to make inerences about some o the refecting objects characteristics. Hardobjects, or example, produce stronger echoes than soter objects. This is a generaldescription o active sonar. Passive sonar systems do not transmit sound pulses.Instead, they listen to sounds emitted rom marine animals, ships, and othersources.

Multibeam sonar is one o the most powerul tools available or modern deep-seaexploration. A multibeam system uses multiple transducers pointing at dierentangles on either side o a ship to create a swath o signals. The Okeanos Exploreris equipped with a Kongsberg Simrad EM 302 multibeam system that can produce

Map showing the Coral Triangle region the most diverse and bio-

logically complex marine ecosystem on the planet. The Coral Triangle

covers 5.7 million square km, and matches the species richness and

diversity of the Amazon rainforest. Although much of the diversity

within the Coral Triangle is known, most still remains unknown and

undocumented. Image courtesy ofwww.reefbase.org .

http://oceanexplorer.noaa.gov/okeanos/explorations/10index/

background/hires/coral_triangle_hires.jpg
http://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://www.reefbase.org/http://www.reefbase.org/http://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/coral_triangle_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/coral_triangle_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/coral_triangle_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/coral_triangle_hires.jpghttp://www.reefbase.org/http://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.html

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up to 864 depth soundings in a single swath. The time interval between signaltransmission and return echo arrival is used to estimate depth over the area o theswath. In some systems, the intensity o the return echo is also used to iner bottomcharacteristics that can be used or habitat mapping. In addition to high-resolutionmaps, multibeam data can be used to create three dimensional models or even fy-through videos that simulate a trip across the area being mapped. For a ascinatingexample o this, seehttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.html. This 3D fy-through movie shows the seafoor in the MagicMountain area o Explorer Ridge (near the coast o Vancouver Island) where thereare active hydrothermal vents. To see what the vents look like, you can view other fy-throughs o the same area athttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain.

Recently, a new generation o multibeam sonars has been developed that are able tomap eatures in the water column as well as the seafoor. This ability will potentiallyallow multibeam sonars to map the location o sh and marine mammals, as wellas a wide range o physical oceanographic processes. On May 17, 2009, the OkeanosExplorer was testing its multibeam sonar mapping system o the coast o Caliornia.

Suddenly, the multibeam image showed a plume o what scientists believe may bemethane gas rising vertically 1,000 meters rom the ocean foor. No such eature hadever been reported rom this area beore. You can see a video simulation that showshow multibeam sonar discovered this plume, and also provides a graphic overviewo how multibeam works here: (http://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.mov). For more inormation about sonar systems, seehttp://oceanexplorer.noaa.gov/technology/tools/sonar/sonar.html.

An important technique or studying multibeam images uses a three-dimensionaldata visualization system called Fledermaus (which is the German word or bat,and is pronounced FLEE-der-mouse). This lesson introduces students to multibeamtechnology and simple analysis o multibeam data using ree viewing sotware or

multibeam imagery in the Fledermaus le ormat. In the uture, students will havethe opportunity to apply their analytic skills to investigate new multibeam images asthe Okeanos Explorer continues its voyages o discovery in Earths deep ocean.Note: mention of proprietary names does not imply endorsement by NOAA.

Multibeam Mapping Systems Aboard the

Okeanos ExplorerOkeanos Explorer carries a Kongsberg Maritime EM302deepwater multibeam sonar system. Transducers or thesystem are installed on the ships hull in a custom-designed housing. The system can transmit up to 288beams, can collect as many as 432 depth measurementsin a single swath, and automatically compensates ormovements o the ship. The EM302 operates in depthsranging between 10 m and 7,000 m. The width o theswath is about 5.5 times the depth, to a maximum oabout 8 km. Depth resolution o the system is 1 cm. At a

depth o 4,000 m, the system can resolve eatures with adimension o approximately 50 m.

Sotware packages used to process data rom the EM302and to integrate these data with GPS inormationabout geographic position and sensor data about shipmovements to compensate or pitch and roll include:

Seafoor Inormation SystemCARISFledermausarcGISSonarWizHypackMapIno

This before and after image provides a glimpse ofOkeanos

Explorers EM302 mapping system capabilities in deep water. The

top image shows what we previously knew about the seaoor

terrain in the southern Mariana region from satellite altimetry

data. The bottom image includes an overlay of the information

provided by the ships EM302 multibeam system. Image courtesy of

NOAA Oce of Ocean Exploration and Research.


background/hires/em302_before_after_hires.jpg
http://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://oceanexplorer.noaa.gov/technology/tools/sonar/sonar.htmlhttp://oceanexplorer.noaa.gov/technology/tools/sonar/sonar.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/technology/tools/sonar/sonar.htmlhttp://oceanexplorer.noaa.gov/technology/tools/sonar/sonar.htmlhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.html

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Learning Procedure1. To prepare or this lesson:

a) Review: Introductory essays or the INDEX-SATAL 2010 Expedition (http://

oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.html); Minding the Multibeam at Midnight by Colleen Peters (http://oceanexplorer.

noaa.gov/okeanos/explorations/10index/logs/aug05/aug05.html); and

State o the Art Seafoor Survey by Meme Lobecker and Elaine Stuart (http://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/

july31.html).(b) Review background inormation about the Okeanos Explorer exploration

strategy and technologies.(c) I desired, download images to accompany discussions in Step 2. You may also

want to download this beore and ater image to illustrate the capabilities omultibeam sonar:

http://oceanexplorer.noaa.gov/okeanos/explorations/10index/back-

ground/hires/em302_before_after_hires.jpg,as well as one or more o the animations reerenced above to accompany

discussions in Step 3:http://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.html;

http://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmoun-

tain; andhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.mov.

(d) Review background inormation on multibeam sonar technology andquestions on theSonar Background Review andIntroduction to MultibeamImagery Worksheets and make copies oSonar Background Review or eachstudent, and copies oIntroduction to Multibeam Imagery Worksheetoreach student group.

(e) Download the iView4D sotware romhttp://www.ivs3d.com/products/

iview4d/, and Download the data le INDEX2010_mb_1.sdrom

http://oceanexplorer.noaa.gov/okeanos/edu/resources/media/INDEX2010_

mb_1.sd

and install these on computers that students will be using to complete theWorksheetactivity. Alternatively, you may have students download theseresources onto their own computers.

() ReviewHands-On Activity Guide Multibeam Mapping: PING))) SonarSimulation included with theMapping the Ocean Floor lesson, and decidewhether you wish to include the activity as part o this lesson.

2. Provide each student with a copy o theSonar Background Review Worksheetashomework in preparation or the remainder o this lesson.

3. Briefy introduce the NOAA Ship Okeanos Explorer and the INDEX-SATAL2010 Expedition. Briefy discuss why this kind o exploration is important(or background inormation, please see the lesson,Earths Ocean is95% Unexplored: So What?;http://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/edu/media/so_what.pdf). Highlight theoverall exploration strategy used byOkeanos Explorer, including the ollowing

points:

STEM ConnectionsOcean exploration aboard the Okeanos Explorer is a

real-world example o STEM concepts in action:Science provides the overall objective to

better understand Earths ocean as well as amethodology or systematically acquiring thisunderstanding;

Technologyincludes the tools, systems andprocesses that have been made to make deep-oceanexploration possible;

Engineeringdesigns the technologies that canunction in the deep-ocean environment;

Mathematics provides the basis or measurements,data analysis, and engineering design.

With increasing attention to developing integrated

approaches to STEM education and technologicalliteracy, theHow Do We Explore?theme oers anexciting context or educators who wish to bring moreSTEM content to their classrooms.

To assist with such eorts, most lessons developed ortheHow Do We Explore?theme identiy opportunitiesto include specic benchmarks and standards ortechnological literacy that have been developed by theInternational Technology and Engineering Education

Association (ITEA, 2007). While these standards havenot been widely adopted, they provide useul guidance

or eorts to enhance STEM content in advance o itsinclusion in ormal curricula.

In addition, theHow Do We Explore?suite olessons includes activities that are intended to

provide opportunities to apply design processes, buildtechnological devices, and develop some o the hands-on abilities that are an integral part o most conceptsabout STEM education. These activities are directly tiedto the technologies and scientic methodologies used

or ocean exploration aboard the Okeanos Explorer.

For more inormation, see:http://www.iteaconnect.org/TAA/Publications/TAA_Publications.html
http://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/aug05/aug05.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/aug05/aug05.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://www.ivs3d.com/products/iview4d/http://www.ivs3d.com/products/iview4d/http://oceanexplorer.noaa.gov/okeanos/edu/resources/media/INDEX2010_mb_1.sdhttp://oceanexplorer.noaa.gov/okeanos/edu/resources/media/INDEX2010_mb_1.sdhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/edu/media/so_what.pdfhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/edu/media/so_what.pdfhttp://www.iteaconnect.org/TAA/Publications/TAA_Publications.htmlhttp://www.iteaconnect.org/TAA/Publications/TAA_Publications.htmlhttp://www.iteaconnect.org/TAA/Publications/TAA_Publications.htmlhttp://www.iteaconnect.org/TAA/Publications/TAA_Publications.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/edu/media/so_what.pdfhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/edu/media/so_what.pdfhttp://oceanexplorer.noaa.gov/okeanos/edu/resources/media/INDEX2010_mb_1.sdhttp://oceanexplorer.noaa.gov/okeanos/edu/resources/media/INDEX2010_mb_1.sdhttp://www.ivs3d.com/products/iview4d/http://www.ivs3d.com/products/iview4d/http://ccom.unh.edu/NOAA_oceanexploration/PlumePoints2.movhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountainhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/jul08/media/sm2k.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/july31/july31.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/aug05/aug05.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/aug05/aug05.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.html

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The overall strategy is based on nding anomalies; This strategy involves

- Underway reconnaissance;- Water column exploration; and- Site characterization;

This strategy relies on our key technologies:- Multibeam sonar mapping system;- CTD and other electronic sensors to measure chemical and physical

seawater properties;- A Remotely Operated Vehicle (ROV) capable o obtaining high-quality

imagery and samples in depths as great as 4,000 meters; and- Telepresence technologies that allow people to observe and interact with

events at a remote location.You may want to show some or all o the images in the adjacent sidebar toaccompany this review.

4. Review students answers to questions on theSonar Background ReviewWorksheet. The ollowing points should be included:

Sound waves in water move as compression waves, while electromagnetic wavesare transverse waves.

The speed o sound waves travelling in water is aected by conditions o thewater such as salinity, pressure, and temperature; the speed o sound wavesunder a particular set o these conditions is called the local speed o sound. Inthe ocean, the speed o sound is about 1,500 meters per second.

The physical distance between two consecutive pressure ronts in a sound waveis wavelength.

The number o pressure ronts that pass a stationary point in a certain amount

o time is the requency o the wave.

The mathematical relationship between wavelength and requency is:

speed o sound = requency x wavelength

Typically, wavelength is measured in meters (m), and requency is measured incycles per second (Hz), so units or the speed o sound are meters per second.

When a sound wave moving through water encounters a change intemperature, the local speed o sound and wavelength change, but requencyremains constant.

When a sound wave moves through the water, energy is the thing that actuallymoves.

I one sound wave induces a greater pressure change than another sound wave,the rst sound wave contains more energy.

The pressure caused by a sound wave is directly related to the amplitude o thewave, which is related to the acoustic energy o the wave; higher amplitudewaves contain more energy.

The ROV Little Hercules descends through deep water to an

undersea volcano in the Celebes Sea to search for hydrothermal

vents and associated ecosystems. Image courtesy of NOAA

Okeanos ExplorerProgram, INDEX-SATAL 2010


logs/hires/1june29_hires.jpg

Okeanos Explorers EM302 multibeam sonar mapping system

produced this detailed image of the Kawio Barat seamount, which

rises around 3800 meters from the seaoor. Image courtesy of

NOAA Okeanos ExplorerProgram, INDEX-SATAL 2010


logs/hires/june26g1_hires.jpg

Scientists in the Exploration Command Center at NOAAs Pacic

Marine Environmental Laboratory in Seattle view live video from the

Okeanos Explorers ROV. Image courtesy NOAA

http://www.pmel.noaa.gov/images/headlines/ecc.jpg

Senior Survey Technician Elaine Stuart holds onto the CTD as it

comes aboard the Okeanos Explorer. Image courtesy NOAA

http://www.moc.noaa.gov/oe/visitor/photos/photospage-b/CAP%20

015.jpg
http://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/1june29_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/1june29_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/june26fig1_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/june26fig1_hires.jpghttp://www.pmel.noaa.gov/images/headlines/ecc.jpghttp://www.moc.noaa.gov/oe/visitor/photos/photospage-b/CAP%20015.jpghttp://www.moc.noaa.gov/oe/visitor/photos/photospage-b/CAP%20015.jpghttp://www.moc.noaa.gov/oe/visitor/photos/photospage-b/CAP%20015.jpghttp://www.moc.noaa.gov/oe/visitor/photos/photospage-b/CAP%20015.jpghttp://www.pmel.noaa.gov/images/headlines/ecc.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/june26fig1_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/june26fig1_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/1june29_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/1june29_hires.jpg

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When a sound wave moves through water, it gradually loses some o its energy,so its amplitude is reduced.

Sound waves with higher requencies lose energy more rapidly that lowerrequency sound.

When a sound wave moving through water encounters another medium, someo its energy is transerred into the new medium, some o it is refected o thesurace o the medium, and the rest is scattered in all directions. How muchenergy is refected and how much is scattered depends on the characteristicso the medium and the angle at which the wave strikes the medium (angle oincidence). The energy that is refected maintains the requency characteristicso the original sound wave.

5. Ask students what they know about sonar, and provide additional inormationas necessary. Be sure students understand that sonar (which stands or SOundNAvigation and Ranging) uses an acoustic signal or pulse o sound that istransmitted into the water by a sort o underwater speaker known as a transducer.

Transducers may be mounted on the hull o a ship, or may be towed in acontainer called a towsh. I the seafoor or other object is in the path o thesound pulse, the sound bounces o the object and returns an echo to the sonartransducer. The time elapsed between the emission o the sound pulse and thereception o the echo is used to calculate the distance o the object. Since the timebetween transmission o a pulse and the return o its echo is the time it takesthe sound to travel to the bottom and back, i we know this time and the localspeed o sound we can calculate the distance to the bottom (this distance is calledrange). The time measured between pulse transmission and echo return is theround trip time, so the pulse has travelled twice the range during this time. Forthis reason, the general ormula or range is:

range = (1/2) (local speed o sound) (echo time)

A multibeam sonar system uses multiple transducers pointing at dierent angleson either side o a ship to create a swath o signals. The time interval betweensignal transmission and return echo arrival is used to estimate depth over thearea o the swath. In addition to high-resolution maps, multibeam data canbe used to create three-dimensional models or even fy-through videos thatsimulate a trip across the area being mapped. You may want to show one or moreo the video clips reerenced in Step 1c.

Describe the role o multibeam sonar in ocean exploration aboard OkeanosExplorer. The image (see pg 4)http://oceanexplorer.noaa.gov/okeanos/

explorations/10index/background/hires/em302_before_after_hires.jpgshowshow much Okeanos Explorers EM302 mapping system adds to what we knowabout seafoor terrain. Students should realize that this is the key technology orthe reconnaissance component o the overall exploration strategy, and providesthe big picture view as explorers look or anomalies.

Show this imagehttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpgin which two scientistsare conducting an XBT cast during the INDEX-SATAL 2010 Expedition. Besure students understand that an XBT is an expendable bathythermograph

Physical Scientist Meme Lobecker teaches Indonesian scientist Cecep

Sujana how to conduct an XBT cast. The XBT measures temperature

through the water column. The XBT software calculates sound velocity,

which is applied to the multibeam data for accurate measure of

bathymetry. Image courtesy of NOAA Okeanos ExplorerProgram,

INDEX-SATAL 2010.

http://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/

hires/xbt_cast_hires.jpg
http://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/logs/hires/xbt_cast_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpghttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/background/hires/em302_before_after_hires.jpg

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which measures temperature through the water column. Ask students why thisinormation is important to accurate multibeam operations. Students shouldrealize that temperature aects the local speed o sound, which we have to knowin order to calculate range as described above.

6. Provide each student group with a copy o theIntroduction to MultibeamImagery Worksheet, and ensure that students have access to the sotware andle reerenced in Step 1e. Tell students that this activity is intended to amiliarizethem with multibeam imagery and how it can be manipulated to answer basicquestions about eatures on the ocean foor. You may also want to mention thatthis skill will enable them to investigate additional images that will be available

rom uture Okeanos Explorer missions.

7. When students have answered questions on the Worksheet, lead a discussion otheir results. This discussion should include: The northern and southern latitude boundaries or the image are about 4

44 49 N latitude and about 4 36 10 N latitude respectively. Reading thenumbers on the latitude and longitude scales can be dicult; an easier way

to nd this inormation is to rotate the image so that we are directly overhead,then placing the cursor near the edges o the image and reading the latitudeand longitude coordinates rom the window on the lower let.

The eastern and western longitude boundaries or this image are about 125 939 E longitude and about 125 01 02 E longitude, respectively.

The deepest parts o the image are approximately 5,400 meters deep (near thenorthwestern edge o the image).

The shallowest part o this volcano is about 1,870 meters deep.

We can estimate the diameter o the volcano by nding the north and southlatitude boundaries o the base. I we use the edge o the light blue shading asthe base (the actual base is deeper than this, but is not completely shown inthe image; students may select a dierent outer boundary, in which case the

ollowing calculations will need to be adjusted, but the calculation techniqueis the same), the northern latitude boundary is about 4 44 21 N, and thesouthern latitude boundary is about 4 36 16 N. The dierence betweenthese numbers is 8 5. Since one minute o arc is equal to 60 seconds o arc, 5seconds is equal to

5 60 = 0.083 minute

So the diameter is approximately 8.083 minutes, which is equal to 8.083

nautical miles, which is equivalent to8.083 nm 1.852 km = 14.97 km

To calculate the approximate slope o the volcano using the triangle hint, weneed to know the diameter and height o the volcano. I we continue to usethe edge o the light blue shading as the base, the depth at this point is about4,539 m. Since the shallowest part o the volcano is about 1,870 m, its heightis approximately 2,669 m. I the base o the triangle is one-hal the volcanosdiameter, this is equal to

0.5 14.97 km = 7.485 km = 7,485 m

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The slope o the volcano is the angle between the side o the triangle and itsbase. The tangent o this angle equal to the height divided by the base:

tan slope = 2,669 m 7,485 m = 0.357

The arctangent o 0.357 is the angle o the slope, which is equal to 19.6degrees. I we set the vertical exaggeration in the upper let window to 1.0 (noexaggeration), this estimation looks reasonable.

The deep valley on the southwestern side o the volcano, running roughlybetween 4 40 24 N, 125 5 11 E and 4 39 38 N, 125 4 44 E appearsto have relatively steep topography and would be an interesting place to look

or biological organisms.

8. Discussion o multibeam sonar technology may also include the ollowingcomponents o technological literacy (ITEA, 2007): Scope of technology: Development o multibeam sonar technology is the

result o specic, goal-directed research. Relationships between technologies and other elds of study:

Progress in the development o multibeam sonar technology is closely linked toadvancements in science and mathematics. Effects of technology on the environment: Multibeam sonar

technology provides a new way to monitor various aspects o the environmentto provide inormation or decision-making.

9. I desired, have students complete thePING))) Sonar SimulationActivity(Step 1). This activity addresses additional components o technological literacy,including:

Attributes o design; Understanding o engineering design; Problem-solving approaches;

Abilities to apply design processes; and Abilities to use and maintain technological products.

The BRIDGE Connectionwww.vims.edu/bridge/ Scroll over Ocean Science Topics in the menu on thelet side o the page, then Human Activities, then Habitats then select DeepOcean or activities and links about deep ocean ecosystems.

The Me ConnectionHave students write a brie essay describing a backpacking trip across a landscapehaving the topography shown in the multibeam image used or the Worksheetactivity.

Connections to Other SubjectsEnglish/Language Arts, Social Studies

AssessmentStudents answers to Worksheetquestions and class discussions provide opportunities

or assessment.
http://www.vims.edu/bridge/http://www.vims.edu/bridge/

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ExtensionsVisit the Okeanos Explorer Digital Atlas (http://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htm) and Web page (http://oceanexplorer.noaa.gov/okeanos/welcome.html) or reports, images, and other

products rom Okeanos Explorer cruises.

Multimedia Discovery Missionshttp://oceanexplorer.noaa.gov/edu/learning/welcome.html Click on the links toLessons 1, 5, and 6 or interactive multimedia presentations and Learning Activities onPlate Tectonics, Chemosynthesis and Hydrothermal Vent Lie, and Deep-Sea Benthos.

Other Relevant Lesson Plans fromNOAAs Ocean Exploration Program

The Ridge Exploring Robot(rom the INSPIRE: Chile Margin 2010 expedition)http://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/

robot.pdf

Focus: Autonomous Underwater Vehicles/Marine Navigation (Grades 9-12; Earth

Science/Mathematics)Students explain a three-phase strategy that uses an autonomous underwatervehicle (AUV) to locate, map, and photograph previously-undiscoveredhydrothermal vents; design a survey program to provide a photomosaic o ahypothetical hydrothermal vent eld; and calculate the expected position o the

AUV based on speed and direction o travel.

Sound Pictures(rom the Cradle o the Earthquake: Exploring the Underwater San Andreas Fault

2010 Expedition)http://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/

media/soundpics912.pdf

Focus: Sonar (Grades 9-12; Physical Science)Students explain the concept o sonar, describe the major components o asonar system, explain how multibeam and sidescan sonar systems are useul toocean explorers, and simulate sonar operation using a motion detector and agraphing calculator.

Other ResourcesThe Web links below are provided for informational purposes only. Links outside

of Ocean Explorer have been checked at the time of this pages publication, but

the linking sites may become outdated or non-operational over time.

Anonymous. 2010. Web site or the INDEX-SATAL 2010 Expedition [Internet]. Oce oOcean Exploration and Research, NOAA [cited January 7, 2011]. Available romhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.

html Includes links to lesson plans, career connections, and other resources

Anonymous. Ocean Explorer [Internet]. NOAA Oce o Ocean Exploration and Research[cited January 4, 2011]. Available rom:http://oceanexplorer.noaa.gov.

Anonymous. 2011. Okeanos Explorer Education Materials Collection [Internet]. NOAAOce o Ocean Exploration and Research [cited January 4, 2011]. Available

rom:http://oceanexplorer.noaa.gov
http://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/edu/learning/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/robot.pdfhttp://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/robot.pdfhttp://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/soundpics912.pdfhttp://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/soundpics912.pdfhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/explorations/10index/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/soundpics912.pdfhttp://oceanexplorer.noaa.gov/explorations/10sanandreas/background/edu/media/soundpics912.pdfhttp://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/robot.pdfhttp://oceanexplorer.noaa.gov/explorations/10chile/background/edu/media/robot.pdfhttp://oceanexplorer.noaa.gov/edu/learning/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://oceanexplorer.noaa.gov/okeanos/welcome.htmlhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htmhttp://www.ncddc.noaa.gov/website/google_maps/OkeanosExplorer/mapsOkeanos.htm

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Anonymous. 2009. [Internet]. University o New Hampshire [cited January 14, 2011].Available rom:http://ccom.unh.edu/NOAA_oceanexploration/; Videosimulations oOkeanos Explorer discovering a midwater plume on May 17,2009 using multibeam sonar; video ormats are provided or PC users andMacintosh users

Anonymous. 2002. Magic Mountain Virtual site [Internet]. NOAA Oce o OceanExploration and Research [cited January 14, 2011]. Available rom:http://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/

welcome.html; Links to virtual fy-throughs and panoramas o the MagicMountain hydrothermal vent site on Explorer Ridge in the NE Pacic Ocean,

where two tectonic plates are spreading apart and there is active eruption osubmarine volcanoes

Anonymous. 2000. Multibeam Sonar Theory o Operation [Internet]. L-3Communications SeaBeam Instruments [cited January 24, 2011]. Available

rom:http://www.ldeo.columbia.edu/res/pi/MB-System/sonarfunction/SeaBeamMultibeamTheoryOperation.pdf

Anonymous. Okeanos Explorer Americas Ship For Ocean Exploration [Internet].NOAA Oce o Ocean Exploration and Research [cited January 24, 2011].

Available rom:http://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_

Explorer_for_WOC_-_FINAL.pdf; NOAA Fact Sheet about Okeanos Explorer

Doucet M., C. Ware, R. Arsenault, T. Weber, M. Malik, L. Mayer, and L. Gee. AdvancedMid-Water Tools or 4D Marine Data Fusion and Analysis. Paper presented atOCEANS 2009, Biloxi, Mississippi, October 26-29, 2009; available online athttp://www.ivs3d.com/news/PID985675.pdf

Gardner, J. V., M. A. Malik, and S. Walker 2009. Plume 1400 Meters High Discovered atthe Seafoor o the Northern Caliornia Margin. EOS Transactions, AmericanGeophysical Union, 90(32): 275 - 275.

Goodwin, M. H. 2004. Discover Your World with NOAA.http://celebrating200years.noaa.gov/edufun/book/welcome.html#book; A ree printable book or homeand school use introduced in 2004 to celebrate the 200th anniversary o NOAA;nearly 200 pages o lessons ocusing on the exploration, understanding, and

protection o Earth as a whole system

National Science Education StandardsContent Standard A: Science As Inquiry

Abilities necessary to do scientic inquiry Understandings about scientic inquiry

Content Standard E: Science and Technology Abilities o technological design Understandings about science and technology
http://ccom.unh.edu/NOAA_oceanexploration/http://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://www.ldeo.columbia.edu/res/pi/MB-System/sonarfunction/SeaBeamMultibeamTheoryOperation.pdfhttp://www.ldeo.columbia.edu/res/pi/MB-System/sonarfunction/SeaBeamMultibeamTheoryOperation.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://www.ivs3d.com/news/PID985675.pdfhttp://celebrating200years.noaa.gov/edufun/book/welcome.html#bookhttp://celebrating200years.noaa.gov/edufun/book/welcome.html#bookhttp://celebrating200years.noaa.gov/edufun/book/welcome.html#bookhttp://celebrating200years.noaa.gov/edufun/book/welcome.html#bookhttp://www.ivs3d.com/news/PID985675.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://explore.noaa.gov/special-projects/indonesia-u-s-scientific-and-technical-cooperation-in-ocean-exploration/files/Okeanos_Explorer_for_WOC_-_FINAL.pdfhttp://www.ldeo.columbia.edu/res/pi/MB-System/sonarfunction/SeaBeamMultibeamTheoryOperation.pdfhttp://www.ldeo.columbia.edu/res/pi/MB-System/sonarfunction/SeaBeamMultibeamTheoryOperation.pdfhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://oceanexplorer.noaa.gov/explorations/02fire/logs/magicmountain/welcome.htmlhttp://ccom.unh.edu/NOAA_oceanexploration/

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Content Standard F: Science in Personal and Social Perspectives Natural resources Environmental quality Science and technology in local, national, and global challenges

Content Standard G: History and Nature of Science

Nature o scientic knowledge

Ocean Literacy Essential Principles and Fundamental ConceptsBecause most Fundamental Concepts are broad in scope, some aspects of some

Concepts may not be explicitly addressed in this lesson. Such aspects, however,

can be easily included at the discretion of the individual educator.

Essential Principle 1.The Earth has one big ocean with many features.

Fundamental Concept b. An ocean basins size, shape and eatures (such as islands,trenches, mid-ocean ridges, rit valleys) vary due to the movement o Earthslithospheric plates. Earths highest peaks, deepest valleys and fattest vast plains are

all in the ocean.

Essential Principle 5.The ocean supports a great diversity of life and ecosystems.

Fundamental Concept e. The ocean is three-dimensional, oering vast living spaceand diverse habitats rom the surace through the water column to the seafoor. Mosto the living space on Earth is in the ocean.Fundamental Concept g. There are deep-ocean ecosystems that are independento energy rom sunlight and photosynthetic organisms. Hydrothermal vents,submarine hot springs, and methane cold seeps rely only on chemical energy andchemosynthetic organisms to support lie.

Essential Principle 6.The ocean and humans are inextricably interconnected.

Fundamental Concept b. From the ocean we get oods, medicines, and mineral andenergy resources. In addition, it provides jobs, supports our nations economy, servesas a highway or transportation o goods and people, and plays a role in nationalsecurity.Fundamental Concept g. Everyone is responsible or caring or the ocean. Theocean sustains lie on Earth and humans must live in ways that sustain the ocean.Individual and collective actions are needed to eectively manage ocean resources orall.

Essential Principle 7.The ocean is largely unexplored.

Fundamental Concept a. The ocean is the last and largest unexplored place onEarthless than 5% o it has been explored. This is the great rontier or the nextgenerations explorers and researchers, where they will nd great opportunities orinquiry and investigation.Fundamental Concept b. Understanding the ocean is more than a matter o curiosity.Exploration, inquiry and study are required to better understand ocean systems and

processes.Fundamental Concept c. Over the last 40 years, use o ocean resources has increasedsignicantly, thereore the uture sustainability o ocean resources depends on our

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Send Us Your FeedbackWe value your eedback on this lesson, including how you

use it in your ormal/inormal education settings.Please send your comments to:

[email protected]

For More InformationPaula Keener, Director, Education Programs

NOAA Oce o Ocean Exploration and ResearchHollings Marine Laboratory

331 Fort Johnson Road, Charleston SC 29412

843.762.8818 843.762.8737 (ax)

[email protected]

AcknowledgmentsProduced by Mel Goodwin, PhD, Marine Biologist andScience Writer, Charleston, SC or NOAA.. Design/layout:

Coastal Images Graphic Design, Charleston, SC. I

reproducing this lesson, please cite NOAA as the source,and provide the ollowing URL:http://oceanexplorer.

noaa.gov

understanding o those resources and their potential and limitations.Fundamental Concept d. New technologies, sensors and tools are expanding ourability to explore the ocean. Ocean scientists are relying more and more on satellites,driters, buoys, subsea observatories and unmanned submersibles.Fundamental Concept f. Ocean exploration is truly interdisciplinary. It requires closecollaboration among biologists, chemists, climatologists, computer programmers,engineers, geologists, meteorologists, and physicists, and new ways o thinking.
http://localhost/var/www/apps/conversion/tmp/scratch_12/[email protected]://../Library/Caches/Adobe%20InDesign/Version%206.0/en_US/InDesign%20ClipboardScrap.pdfhttp://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://oceanexplorer.noaa.gov/http://../Library/Caches/Adobe%20InDesign/Version%206.0/en_US/InDesign%20ClipboardScrap.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_12/[email protected]

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Sonar Background Review Worksheet

1. How are sound waves in water dierent rom electromagnetic waves such as lightor radio waves?

2. What are some conditions that aect the speed o sound waves travelling in water?

3. Sound waves may be thought o as a sequence o moving pressure ronts. What isthe term or the physical distance between two consecutive pressure ronts?

4. What is the term or the number o pressure ronts that pass a stationary point ina certain amount o time?

5. What is the mathematical relationship between the properties described inQuestions 3 and 4?

6. When a sound wave moving through water encounters a change in temperature,what happens to the properties described in Questions 3 and 4?

7. When a sound wave moves through the water, what is it that is actually moving?

8. Instruments called hydrophones measure the changes in pressure caused bythe pressure ronts o a sound wave. I one sound wave is ound to cause greater

pressure changes than another sound wave, what does this indicate about the twowaves?

9. The pressure caused by a sound wave is directly related to a third property owaves. What is this property?

10. What happens to the property identied in Question 9 as a sound wave movesthrough water?

11. How is the eect identied in Question 10 related to the property identied inQuestion 4?

12. When a sound wave moving through water encounters another medium, suchas rock or sand, what are three things that happen to the quantity identied inQuestion 7.

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Introduction to Multibeam Imagery Worksheet

1. Launch the iView4D sotware. Your screen should resemble Figure 1. Note theRotation Control Rings near the top center and mid-let side o the screen. I your

screen doesnt look like Figure 1, be sure Bounds is checked under the Viewdrop-down menu.

2. Open the le, INDEX2010_mb_1.sd. Now your screen should resembleFigure 2. This is a multibeam sonar image o the Kawio Barat submarine volcano

which was identied as a priority or exploration during the INDEX-SATAL 2010

Expedition.

The ocean foor is shown as a three-dimension image. The x-axis representslongitude, the y-axis represents latitude, and the z-axis represents depth. When

Figure 1.

Figure 2.

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you move the cursor over the image, the window near the bottom o the screenshows the geo coordinates (x, y, and z) or the location beneath the cursor.

The Rotation Control Ring near the top allows you to rotate the image around the

vertical axis, and the Rotation Control Ring on the let allows you to rotate theimage around the horizontal axis. Alternatively, you can let-click (simple clickon a Macintosh platorm) and drag up or down to rotate the image around thehorizontal axis, or let-click and drag let or right to rotate the image around the

vertical axis.

You can zoom the image by right-clicking (or control-clicking on a Macintoshplatorm) in the middle o the image then dragging to zoom in or out.

Some images use vertical exaggeration to show eatures more clearly. Thismeans that the vertical scale is larger than the horizontal scale so vertical eaturesare magnied. You can control the amount o vertical exaggeration by clicking

and dragging the cone-shaped object on the vertical scale line near the middle othe image. Numbers on the scale lines show the relative horizontal and verticalscales.

Experiment with these controls to nd out how they allow you to manipulate theimage, then answer the ollowing questions:

3. What are the northern and southern latitude boundaries or this image? (Hint:The Rotation Control Ring on the let allows you to rotate the image so that youare looking straight down.)

4. What are the eastern and western longitude boundaries or this image?

5. The deepest parts o the image are approximately how deep?

6. How deep is the shallowest part o this volcano? (Hint: Increasing the verticalexaggeration will make it easier to spot the shallowest portion.)

7. What is the approximate diameter o the volcano at its base? (Hint: One minute olatitude is equal to one nautical mile, which is equal to 1.852 km.)

8. What is the approximate slope o the volcano? (Hint: Think o the volcano as aright triangle whose base is one-hal the volcanos diameter.)

9. Oten, areas where local topography is steep or very changeable will also be areasthat have a variety o biological organisms. What is the approximate location oan area on the volcano that seems to have this kind o topography? (Hint: This iseasier to see without vertical exaggeration.)

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