I attached the links for the articles in the pictures please for each questions

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I attached the links for the articles in the pictures please for each questions that needs to be answered from the article refers to the article picture it has the link
10b1 Earlier in the semester we learned that most life relies upon phytoplankton for food, directly or indirectly. Some animals (like zooplankton) eat the phytoplankton directly. Other animals (like small fish) eat the animals that eat the phytoplankton. In other words, the small fish eat the zooplankton. If there would were no phytoplankton, the small fish would not have food (zooplankton) to eat, because the zooplankton would starve since they do not have food to eat (phytoplankton). Thus, if there were no phytoplankton, both zooplankton and small fish would have difficulty finding food.
Click here to read about the deep-ocean food chain. Then, answer the questions below.
1. Are there phytoplankton in the deep ocean (far below the surface)? Why or why not?
2. What do most deep-sea animals eat?
3. Which organisms (kind of living things) do deep-sea animals rely upon for their food, directly or indirectly? Explain your reasoning.
4. Why is there less food for animals in the deep-ocean than at the surface of the ocean?
10b2
Where will you find the most life on the deep ocean floor?
How and why is there more life at these locations than elsewhere on the ocean floor?
NOTE: As part of your answer to this question, you will need to contrast and compare two different kinds of locations on the deep ocean floor. You need to contrast and compare (i) conditions at the places with the highest concentrations of life with (ii) conditions at most places on the deep ocean floor. You will need to describe conditions at BOTH places, and explain why the conditions at the places with the highest concentrations of life are “better” in one or more ways.
11b))
In the Unit reading assignment, we learn about some of reasons that oceanographers and others study deep-sea sediments. For example, we learn that studying deep-sea sediments helps us:
(i) find new supplies of fossil fuels like oil & natural gas,
(ii) determine how fish populations went up and down in the past so that we can set catch limits that do not lead to overfishing, and
(iii) determine the temperature of the Earth in the past, which we need to know to figure out how the Earth’s climate system works and accurately predict how the Earth’s climate will change in the future.
The following questions ask you to apply what you learned from the Unit about the conditions under which each kind of deep-sea sediment (red clay, calcareous ooze, siliceous ooze) accumulates fastest to one of these reasons that we study ocean sediments. You will use the rates at which they build up on the ocean floor to explain how studying deep-sea sediments allows us to find oil & natural gas, estimate fish populations in the past, or estimate temperature in the past.
After reading the Unit, pick ONE of the following questions to answer (your choice).
Finding Oil and Natural Gas
Which kind or kinds of sediments are more likely to become solid rock that contains fossil fuels: calcareous ooze, red clay, or siliceous ooze? Why? Explain your reasoning.
Population Size of Phytoplankton, Zooplankton, or Fish
How can deep-ocean sediments reveal how big the populations of phytoplankton or animals are?
What should we look for in the sediments? How would we use what we find to figure out whether a population was increasing or decreasing in the past?
Estimating Temperature in the Past
Which kind of sediments will form thicker layers on the ocean floor when the climate is WARM calcareous ooze, red clay, or siliceous ooze? Why? Explain your reasoning.
Which kind of sediments will form thicker layers on the ocean floor when the climate is COLD: calcareous ooze, red clay, or siliceous ooze? Why? Explain your reasoning.
14c))) Answer ONE of the following questions using the information from the Redondo Beach Pier ASA (Lab 14C).
Some questions have multiple parts. Answer all parts of your chosen question: (a), (b), (c), and so on.
You may choose which question to answer.
Sampling Plankton
Suppose that you want to determine (a) the amount of plankton and (b) the kinds of plankton present along a coastline (5 miles along the coast and 1 mile out to sea). You can make measurements from a ship, and you have access to a satellite.
Describe how you will try to measure the plankton, especially phytoplankton, using at least two different methods. Discuss the equipment you would use, how you would use it, and where you would use it. Explain the reasoning underlying your decisions. If the equipment does not directly capture phytoplankton, explain how the equipment allows you to measure the abundance or kind of phytoplankton.
Contrast and compare each method for measuring phytoplankton. In other words, what are the advantages and disadvantages of each? In what ways is each method better than the others? In what ways is not as good as the others?
Bloom Cycles: California Coast vs. Open Ocean in the Mid-Latitudes
(a)
During which season (spring, summer, fall, or winter) is there a phytoplankton bloom along the coast of California?
(b)
During which season (spring, summer, fall, or winter) is the largest phytoplankton bloom far away from land (in the middle of the Pacific Ocean) at the latitude of California? (We learned about this cycle in class.)
(c)
Why do the bloom near the coast and the bloom in the middle of the ocean happen during different seasons? Explain. As part of your answer, discuss the things that phytoplankton need, why they need them, and why they are more abundant at one place than the other place during each season.
Observations of Temperature and Salinity, and Hypotheses about Recent Events Along the Coast of Southern California
When answering the following questions, discuss phenomena that affect water temperature and salinity that we considered during the ASA. Note: It may be necessary to use a combination of more than one cause to explain the unusual water temperature and/or salinity.
(a)
Suppose that the water along the coast is unusually cold and fresh for this time of year.
What could cause the water to be unusually cold and fresh?
Propose a reasonable hypothesis.
(b)
Suppose that the water along the coast is unusually warm and salty for this time of year.
What could cause the water to be unusually warm and salty?
Propose a reasonable hypothesis.
(c)
Suppose that the water along the coast is unusually cold and salty for this time of year.
What could cause the water to be unusually cold and salty?
Propose a reasonable hypothesis.
(d)
Suppose that the water along the coast is unusually salty.
What could cause the water to be unusually salty, but not usually warm or cold?
Propose a reasonable hypothesis.
Estuary Environments like King Harbor
(a)
Were the waves in the harbor larger or smaller than the waves outside the harbor?
Why is there a difference in wave size? In other words, why don’t the waves in the harbor and the waves outside the harbor have the same height?
(b)
Where are phytoplankton more abundant, inside the harbor or along the coast outside the harbor?
Why are phytoplankton more abundant in one environment than the other environment? As part of you answer, discuss the effect of the wave conditions in the harbor.
(c)
Why can a bloom of phytoplankton be “bad” for the environment?
In other words, describe how a bloom can cause harm to the environment.
(d)
Where is a harmful bloom more likely to occur, inside the harbor or out in the ocean? Why? Explain your reasoning. As part of you answer, discuss the effect of the wave conditions in the harbor.
(e)
Where is a harmful bloom more likely to last longer, inside the harbor or out in the ocean? Why? Explain your reasoning. As part of you answer, discuss the effect of the wave conditions in the harbor.

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