MARINE LIFE EXPLORATION
Aboard the
TALLSHIP AMERICAN PRIDE
Teacher Preparation Package
And
Student Syllabus
CHILDRENS MARITIME FOUNDATION
LONG BEACH, CALIFORNIA
June 2008
Children’s Maritime Foundation
4676 Lakeview Avenue #109-E
Yorba Linda, CA 92886-9933
(714) 970-8801 office
(714) 970-8474 fax
Welcome Aboard!
Recommended for grades:
Available:
Minimum group size:
Maximum group size:
Times:
2 through 12
Year-round 7 days a week
55 students and adults
100 students and adults
10:00AM to 1:00 PM
You and your students are about to experience a unique educational journey aboard
the schooner American Pride.
Students help raise the sails to begin their adventure in the search for the amazing
variety of California’s Marine Life. From December to April we will be watching for the
majestic California Gray Whale as it makes its annual migration between Baja California
and the coastal waters of Alaska. We will also be watching for curious dolphins that
enjoy riding the crest of water off our bow. Seagulls and brown Pelicans will hover
nearby watching us.
Students will be engaged in many activities while aboard that require cooperative
effort, problem solving, communication and leadership. It is our goal to help the
student to develop these skills and to leave the program with greater self-esteem and
confidence. We hope to help each student restructure their viewpoint to accept greater
challenges, and to demand more of themselves.
We look forward to having your group aboard and sharing with you a memorable
adventure.
The Crew and Staff of the American Pride.
“History is not simply the ebb and flow of impersonal forces but is shaped and
changed by the ideas and actions of individuals and governments… we learn form
sometimes painful, sometimes exhilarating, often humdrum experiences of these
who preceded us. We want our students to understand how people in other times
and places have grappled with fundamental questions of truth, justice, and
personal responsibility and to ponder how we deal with the same issues today…
History should be presented as an exciting and dramatic series of events in the past
that helped to shape the present. The teacher should endeavor to bring the past to
live, to make vivid the struggles and triumphs of men and women who lived in
other times and places. The story of the past should be lively and accurate as well
as rich with controversies and forceful personalities… the teacher should never
neglect the value of good storytelling as a source of motivation for the study of
history…This framework supports methods that engage students actively in the
learning process. Local and oral history projects, writing projects, debates,
simulations, role playing, dramatizations and cooperative learning are
encouraged”
H I S T OR Y - S OC I A L S C I E NC E F R A M E WOR K
F OR C A LI F OR N I A P UB LI C S C H O O LS K - 1 2
“…fruitful learning, real learning- leading to new understandings, new
attitudes, new behaviors- will occur only when the person as a whole is actively
engaged intellectually, emotionally and practically through doing...Classroom
teachers, however, have the excuse that they are cut off from real experiences by
the walls of the classroom, the asphalt playground and the chain link fence…Way
back in history the Chinese passed on these words of wisdom: „I hear and I forget;
I see and I remember; I do and I understand.‟ The National Parks Translation of
this proverb reads: “Learning requires activity on the part of the learner. People
learn best from firsthand experiences. People retain about 10% of what they hear,
30% of what they read, 50% of what they see and 90% of what they
do.‟…Teaching really means creating situations where discovery can occur.”
You Talk Too Much
Article written by Bob Flacher,
Interpretive Specialist
Table of Contents
Children’s Maritime Foundation ..................... ii
BOATSWAINS CREW ................................... 13
Welcome Aboard! .................................................... ii
FOREDECK CREW ....................................... 13
NOTES ............................................................ 2
MAINDECK CREW ....................................... 13
CHECKLIST ................................................... 3
RIGGER’S CREW .......................................... 13
TEACHER / LEADER PREPERATION ...... 4
THE OCEAN AND ITS MARINE ANIMALS . 14
ACADEMIC PREPARATION ......................... 4
INTRODUCTION TO MARINE LIFE ....... 16
SAFETY ABOARD ............................................ 4
THE PINNIPEDS ......................................... 17
CREW PREPARATION ................................... 4
CALIFORNIA SEA LION.............................. 19
Tallship American Pride ................................. 5
STELLER OR NORTHERN SEA LION ...... 21
IMPORTANT INFORMATION .................... 6
CETACEANS ................................................ 22
PAYMENT.......................................................... 6
GRAY WHALE ............................................... 24
SAFETY OFFICERS ......................................... 6
ORCA—KILLER WHALE ............................ 26
TRANSPORTATION ........................................ 6
DOLPHINS AND PORPOISES ..................... 28
FUNDING ........................................................... 6
WHALE VOCABULARY ............................. 30
NAMETAGS ....................................................... 6
KNOTS .......................................................... 33
CLOTHING ........................................................ 7
KNOT TYING ACTIVITY ............................ 34
Medical, Health, and Photo Registration
Form ............................................................... 8
Knots and Their Uses ...................................... 34
SHIP‟S BELL TIME .................................... 35
MAP ............................................................... 10
SCHOONER‟S POEM ................................. 37
SOUVENIR ORDER FORM ....................... 11
THE SAILOR‟S ALPHABET ...................... 38
STUDENT PREPARATION ........................ 12
USEFUL VOCABULARY .............................. 12
AMERICAN PRIDE RIGGING PLAN QUIZ
........................................................................ 39
CLASS ENSIGN ............................................... 12
AMERICAN PRIDE RIGGING PLAN ....... 40
DESCRIPTION OF STUDENT CREW ...... 13
ACROSTIC POEM ....................................... 41
BUOYANCY ACTIVITY .............................. 42
Activity- Air Pressure ...................................... 49
THE COMPASS ........................................... 44
BLOCK AND TACKLE DEMONSTRATION
........................................................................ 50
MAKING A MAGNET .................................... 45
TAKING A BEARING .................................... 45
AMERICAN PRIDE QUIZ .......................... 53
COMPASS CARD ............................................ 46
AMERICAN PRIDE QUIZ ANSWERS ...... 55
HOW SAILS WORK ..................................... 47
SAILOR‟S HARDTACK RECIPE ............... 56
Activity—Ping Pong Balls and Funnels.......... 48
GLOSSARY OF SAILING TERMS ............. 57
2
NOTES
-2-
M A R I N E
L I F E
E X P L O R A T I O N
3
M A R I N E
L I F E
E X P L O R A T I O N
CHECKLIST
Upon receipt of this package…
 Arrange transportation if you have not already done so.
 Organize teaching materials relevant to the programs.
One month prior to your arrival…
 Implement mandatory pre-trip lesson plans.
 Recruit your Safety Officers.
 Distribute medical forms to student/adult participants.
 Distribute Souvenir Order Form.
One week prior to your arrival…
 Fax or Call in your Souvenir Order Form
 Go over details of program with Safety Officers.
 Collect completed medical forms.
 Confirm transportation.
 Make name tags.
 Pick 4 mates and divide into crews.
One day prior to your arrival…
 Check to be sure all medical forms have been turned in.
 Check weather conditions and confirm with office.
 Prepare student’s
 Appropriate clothing- long pants and a jacket (it gets cold on the water)
 Behavioral expectations onboard the American Pride
 Sack lunch with a drink
At arrival…
 Arrival 9:30am
 Have students and adults take their seasickness medicine if any
 Use restrooms
 Check in with American Pride crew
 Meeting at 9:45 with the First Mate for all the safety Officers
Complete all of the above by 10:00am so that your program starts on time
-3-
4
M A R I N E
L I F E
E X P L O R A T I O N
TEACHER / LEADER PREPERATION
This packet has been sent to help you prepare for your program aboard American Pride. We
sincerely hope you will take advantage of this information, reference material, instructions and
activities—we cannot stress enough the importance of preparing the student for this
program. The success of the program depends upon the participants and their willingness to take
this experience seriously. The program is strenuous and tasks are hard, but through challenge
comes growth. They need to know that they are a ―team‖ working together, and succeeding
through communication, listening and keeping a positive attitude. The American Pride crew is
always there to help each student reach his/her potential.
ACADEMIC PREPARATION
The students should have completed all the Activities suggested. It is helpful to give the student a
good overview of sailing ships and their dynamics. The students should know why they are
attending the program.
SAFETY ABOARD
Upon your arrival you will be informed of safety rules you will need to know. Most dangers are
readily apparent once aboard. During the entire voyage we require students to wear sturdy, rubbersoled shoes, stay aboard the ship, stay off of and away from the rails, stay out of the rigging, follow
orders, do not run and keep decks orderly and clean. The American Pride crew will quickly point
out safety violations to an offender.
CREW PREPARATION
Your class is the ―crew‖ and the Safety Officers are also included in those crews. Your class
should be divided into four groups, each with a student ―mate‖ who will be in charge. You or the
group can select the mates; however, it is wise to select students who can accept the responsibility
and the pressure of leadership. The student mates are always addressed as ―Mr. _______‖. Each
crew group will have a different job aboard and the student mate will relay orders to his sailors,
make certain theirs tasks are done well and watch for their safety. The mate will take orders from
and be assisted by the American Pride crew, and of course, by the all-powerful Captain. There will
be four adult Safety Officers, one for each crew.
-4-
5
M A R I N E
Tallship American Pride
-5-
L I F E
E X P L O R A T I O N
6
M A R I N E
L I F E
E X P L O R A T I O N
IMPORTANT INFORMATION
PAYMENT
The Institute can only accept a single check for the total amount of the program; less the
deposit you have already paid. We cannot accept multiple checks. Payment must be brought
with group or sent before group arrives.
SAFETY OFFICERS
It is necessary that the minimum of four Safety Officers, who will be assigned to each crew,
accompany participants. Safety Officers help keep discipline and will keep an eye out for safety
problems. Plan to recruit and involve your Safety Officers early. The children will be divided
into crews and will experience many ―team work‖ activities; throughout these activities we
encourage development of problem solving skills, responsibility and self-confidence.
You will also be alert to any possible safety or discipline problems. Play along with the role—
always be ready to lend a hand. The children will learn best if they do the problem solving—it is
the process that is encouraged. As a ―tall sailor‖ the children will expect you to have the answers,
but since you are a greenhand too, you will seem not to have the answers. Your attitude
influences the success of the entire voyage. Be positive, energetic and most of all have fun!
TRANSPORTATION
Student transportation should be arranged well in advance.
1. School buses—arranged through your District Office
2. Buses—privately contracted
3. Private cars—subject to district policy
FUNDING
1. Parents of the PTA
2. Student fund raisers
3. Community service organizations
4. Business and corporations
5. Scholarships—for information call the Institute.
NAMETAGS
We ask that each child have a nametag to be worn through out the voyage. The tag should
have only the student’s last name and crew to which he belongs. Only the Mate should have a
―Mr.‖ in front of their last name.
-6-
7
M A R I N E
L I F E
E X P L O R A T I O N
CLOTHING
All students are required to wear rubber soled shoes. All students will need a sweat shirt or
wind breaker along with a warm jacket and sun screen. A hat is also recommended. A sunny
day can turn into a cold, windy and wet afternoon at sea. Students are not to bring gloves,
scarves or jewelry- this is for their own safety.
-7-
8
M A R I N E
L I F E
E X P L O R A T I O N
CHILDREN’S MARITIME FOUNDATION
PARTICIPANT’S NAME (Please print)
AGE
BIRTHDATE
/
SEX
/
Male
Female
DAY PHONE
ADDRESS (include city and zip)
(
–
)
EVENING PHONE
(
NAMES OF CUSTODIAL PARENT/GUARDIAN(s)
EMERGENCY CONTACT NAME (1)
EMERGENCY CONTACT NAME (2)
–
)
E-MAIL
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
(
DAY PHONE
)
–
(
EVENING PHONE
)
–
(
CELL PHONE
)
–
HEALTH HISTORY: The following information must be filled in by the parent/guardian. Please complete the form in detail so
that we can be aware of your child’s needs.
PLEASE NOTE ANY HEALTH PROBLEMS YOUR CHILD MAY HAVE EXPERIENCED IN THE MONTH PRIOR TO
ATTENDING:
Has/does the participant:
YES
NO
Ever have bleeding / clotting disorders?
Have convulsions?
Have diabetes?
Ever have chronic ear infections?
Have heart defects / hypertension?
Ever had psychiatric treatment?
Have epilepsy?
Ever had seasickness?
Ever had back problems?
Ever had joint problems?
PLEASE EXPLAIN ANY “YES” ITEMS CHECKED:
YES
NO
Have asthma?
Have hay fever?
Ever had poison oak?
Ever been allergic to penicillin?
Ever been allergic to iodine?
Ever been allergic to latex?
Ever been allergic to bee stings?
Any physical impairment?
Wear contact lenses or glasses?
Other (Please list)
EXPLAIN ANY ACTIVITY RESTRICTIONS:
ANY SPECIAL NEEDS YOU WOULD LIKE YOUR CHILD’S COUNSELOR TO KNOW ABOUT:
MEDICAMEDICATION Please list ALL medications (including over-the-counter or nonprescription drugs) taken
routinely. Bring enough medication to last the entire time. Keep it in the original packaging/bottle that identifies the
prescribing physician (if a prescription drug), the name of the medication, the dosage, and the frequency of
administration.
This person takes NO medications on a routine basis.
This person takes medications as follows:
Med #1
Dosage:
Specific time taken each day:
Med #2
Dosage:
Specific time taken each day:
Med #3
Dosage:
Specific time taken each day:
Does the participate carry:
An Inhaler?  Yes  No
An EpiPen?  Yes  No
Non- Prescription Medications: I authorize the following medications to be administered as needed:
Tylenol
 Yes  No
Chloraseptic  Yes  No
Benadryl
 Yes  No Tums
Cough Drops  Yes  No Ibuprofen
 Yes  No
 Yes  No
Sudafed
 Yes  No
Calamine Lotion  Yes  No
-8Over, please
Name (last, first):_____________________________ School/Organization__________________ Date: ____________
Medical, Health, and Photo Registration Form
9
M A R I N E
L I F E
E X P L O R A T I O N
PARTICIPANT’S NAME (Please print)
HEALTH QUESTIONNAIRE:
DATE OF LAST COMPLETE PHYSICAL EXAMINATION:
LIST ANY ALLERGIES (Food, Medications, other):
DIETARY RESTRICTIONS EXPLAIN:
 Vegetarian  Vegan Nut Allergy
NAME OF PHYSICIAN:
ADDRESS:
(
PHYSICIAN’S
TELEPHONE:
)
–
I eat:  Chicken  Pork Beef  Kosher
DOES PARTICIPANT
CARRY ANY MEDICAL
INSURANCE?
Yes
CARRIER:
POLICY NO:
No
WAIVER: Please review, initial and check one box in each of the following sections. When complete, please sign at the X at the
end.
A. AUTHORIZATION FOR TREATMENT:
As parent/guardian, I certify that my child is in excellent health and has no physical, mental or emotional problems which are likely
to prevent participation in strenuous physical activity. I give permission for participant to be medically treated for illness occurring or
injury sustained during such participation. I certify that I have completed the Health History and Health Questionnaire fully and
accurately, and accept full responsibility for any errors or omissions. I have read the foregoing and fully understand it.
 I agree
 I disagree
Initial: ___________
B. PHOTOGRAPH/INTERVIEW AUTHORIZATION: I agree that any photographs and videos taken by any Children’s Maritime
Foundation (CMF) personnel shall be the property of CMF, and may be used by CMF, at its discretion, for any publicity, marketing
and/or advertising purposes, and I hereby consent to and authorize such use without restriction. I also give permission for my child
to be interviewed about CMF by the news media.
 I agree  I disagree Initial: ___________
C.WAIVER OF LIABILITY INDEMNIFICATION AND HOLD HARMLESS AGREEMENT
1. In consideration of being allowed to participate I hereby RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE THE
CHILDREN’S MARITIME FOUNDATION, THEIR OFFICERS AND EMPLOYEES (hereinafter collectively referred to as the
“RELEASEES”) from any and all liabilities, claims, demands, actions and causes of action whatsoever arising out of or related to
any loss, damage, or injury, including death, that may be sustained by minor, or to any property belonging to me or minor,
WHETHER CAUSED BY THE NEGLIGENCE OF THE RELEASEES, or otherwise, while participating in such activity, or while in,
on or upon the premises where the activity is being conducted.
2. I am fully aware of risks and hazards connected with the activity of CHILDREN’S MARITIME FOUNDATION, the risk of which
include but are not limited to risks associated with water activities, hiking, tide pooling, kayaking and snorkeling activities and
transportation to and from sites, and I hereby elect to voluntarily participate in said activity, and to enter the above-named premises
and engage in such activity knowing that the activity may be hazardous to participant and my property. I VOLUNTARILY ASSUME
FULL RESPONSIBILITY FOR ANY RISKS OF LOSS, PROPERTY DAMAGE OR PERSONAL INJURY, INCLUDING DEATH, that
may be sustained by participant, or any loss or damage to property owned by me, as a result of being engaged in such an activity,
WHETHER CAUSED BY THE NEGLIGENCE OF RELEASEES or otherwise.
3. I further hereby AGREE TO INDEMNIFY AND HOLD HARMLESS the RELEASEES from any loss, liability, damage or costs,
including court cost and attorney’s fees, that they may incur due to participation in said activity, WHETHER CAUSED BY
NEGLIGENCE OF RELEASEES or otherwise.
4. It is my express intent that this Release, and Hold Harmless Agreement shall bind the members of my family and spouse, if I am
alive, and my heirs, assigns and personal representative, if I am deceased, and shall be deemed as a RELEASE, WAIVER,
DISCHARGE AND COVENANT NOT TO SUE the above-named RELEASEES. I hereby further agree that this Waiver and Liability
and Hold Harmless Agreement shall be construed in accordance with the laws of the State of California.
IN SIGNING THIS RELEASE, I ACKNOWLEDGE AND REPRESENT THAT I have read the foregoing Waiver of Liability
Indemnification and Hold Harmless Agreement, understand it and sign it voluntarily as my own free act and deed; no oral
representations, statements, or inducements, apart from the foregoing written agreement, have been made. As parent/guardian, I
certify that he/she is in excellent health and has no physical, mental or emotional problems which are likely to prevent participation
in strenuous physical activity. I give permission for participant to be medically treated for illness occurring or injury sustained during
such participation and certify that he/she is covered by medical insurance.  I agree  I disagree
Initial: ___________
X
Signature of Parent / Guardian
Date
-9-
1 0
M A R I N E
L I F E
E X P L O R A T I O N
MAP
Tallship AMERICAN PRIDE
Rainbow Harbor, Dock #3
Long Beach, CA
From Los Angeles:
Take the 405 Freeway south to the 710 Freeway south. Follow signs to downtown Long
Beach and the Aquarium Exit. The Aquarium exit will lead to the American Pride. Make
a right on Aquarium Way and park in the parking structure. The American Pride is
located in Rainbow Harbor, Dock #3 across from the Aquarium of the Pacific.
From Orange County:
Take the 405 Freeway north to the 710 Freeway south. Follow signs to downtown Long
Beach and the Aquarium Exit. The Aquarium exit will lead to the American Pride. Make
a right on Aquarium Way and park in the parking structure. The American Pride is
located in Rainbow Harbor, Dock #3 across from the Aquarium of the Pacific.
Parking in the Aquarium Structure is $6 per day per vehicle with Validation.
For More Information Call:
Children’s Maritime Foundation
(714) 970-8801
- 10 -
1 1
M A R I N E
L I F E
E X P L O R A T I O N
SOUVENIR ORDER FORM
TALLSHIP AMERICAN PRIDE
CHILDREN’S MARITIME FOUNDATION
T-SHIRTS- High quality Hanes Beefy-T’s Sizes- Small, Medium, Large, X-Large, XX-Large
□
□
□
□
□
□
□
□
□
□
□
□
□ □
□ □
□ □
□ □
BURGUNDY (With White Logo/ PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
WHITE (With Burgundy Logo / PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
FRONT
XX-Large
XX-Large
NAVY (With White Logo / PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
XX-Large
BACK
NATURAL (With Burgundy Logo /PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
XX-Large
** Please enter the number of shirts in the Boxes**
TOTAL NUMBER OF SHIRTS __________ @ $12.00 each = _____________
□ □
□ □
□
LONGSLEEVE SHIRTS- NAVY ONLY (With White Logo / PRE-SHRUNK ADULT SIZES ONLY)
Small
Medium
Large
X-Large
XX-Large
** Please enter the number of shirts in the Boxes**
TOTAL NUMBER OF SHIRTS __________ @ $16.00 each = _____________
HATS (Beige with Burgundy Embroidered Logo) One Size Fits All
TOTAL NUMBER OF HATS ____________ @ $15.00 each = ________________
COLOR POSTCARDS (A 5½” x 7” picture of the American Pride)
TOTAL NUMBER OF POSTCARDS __________ @ $0.75 each = _____________
PATCHES (Embroidered Logo 3.5” iron on)
TOTAL NUMBER OF PATCHES _________@ $2.00 each = _____________
SWEATSHIRTS (Hooded ZIP-UP Navy Blue only with Logo on Front & Back)
□ □
Small
□ □
**Adult Sizes Only**
Medium
Large
X-Large
**Please enter the number of sweatshirts in the Boxes**
□
XX-Large
TOTAL NUMBER OF SWEATSHIRTS ___________@ $25.00 each =___________
TOTAL AMOUNT OF YOUR ORDER $____________
You MUST Fax or mail your “GROUP” order 5 days before your arrival to the ship!
Your group order will be waiting for you at the American Pride.
If you have any questions, please call the:
Children’s Maritime Foundation
Office (714) 970-8801/ FAX (714) 970-8474
4676 Lakeview Ave. #109-E Yorba Linda, CA 92886
- 11 -
1 2
M A R I N E
L I F E
E X P L O R A T I O N
STUDENT PREPARATION
The better prepared the students are before coming to the American Pride, the more they will gain
from the program and the more enjoyable it will be. PLEASE take advantage of the following
material provided in this preparation package. You may also wish to show a Nautical or Maritime
Video to your class before the program. Please contact us if we can be of assistance.
USEFUL VOCABULARY
In the interest of realism, the following nautical words are used aboard. The students must know
their meaning.
1. Avast: Stop
2. Aye, Aye: I understand the order and I will carry out the order -―Yes‖
3. Carry-on: Continue what you are doing or begin the order now. If given a
series of orders, the student will wait for the ―carry-on‖ order before they begin.
4. Sir: This is the Captain’s title and he alone will always be addressed as Sir or
Captain.
5. Mr.: You will use this title when speaking to one of the American Pride’s
Officers, or one of the student ―mates‖. Remember the Captain is ―Sir‖.
Other nautical terms they might like to become acquainted with are listed in the Glossary.
CLASS ENSIGN
Some classes make a creative and fun project out of designing and making a flag, or ensign. We
will be happy to fly the class ensign on American Pride, along with the Captain’s personal ensign and
the American flag. Hint an old white pillow cover makes a great and sturdy flag.
- 12 -
1 3
M A R I N E
L I F E
E X P L O R A T I O N
DESCRIPTION OF STUDENT CREW
BOATSWAINS CREW
Pronounced: Bo-sun
This crew is responsible for the schooner’s maintenance. They should know essentially the same
things as the rigger’s crew and at least the bow-line knot.
FOREDECK CREW
This crew is responsible for raising and lowering the sails on the foredeck. They should practice
the bow-line, reef, clove hitch and figure eight knot.
MAINDECK CREW
This crew is responsible for raising and lowering the sails on the maindeck. They should practice
the bow-line, reef and figure eight knots.
RIGGER’S CREW
The Rigger’s will be responsible for rigging a ―block and tackle‖ system. They should have an
understanding of the concept of mechanical advantage.
- 13 -
1 4
M A R I N E
L I F E
E X P L O R A T I O N
THE OCEAN AND ITS MARINE ANIMALS
The ocean is every creature’s ancestral home. Some creatures have always lived in the ocean, but
other creatures lived on land for millions of years before returning to live again as ocean dwellers.
We owe our very life to the oceans of the world since they help to regulate the temperature here
on Earth. The oceans cover over two-thirds or 70.3% of our planet and from space Earth appears
blue because of the blue water. The water ―appears‖ blue because it absorbs the red color from
the sunlight (the same red you see in a rainbow) and reflects, or send back, the blue color for you
to see. In a small container the sea water would be almost as clear as drinking water.
It was believed for many years that the bottom of the ocean was made of sand and was smooth
like a big bowl. Since the development of advanced under water technology we now have seen
that the ocean floor looks much like the land. Remotely Operated Vehicles (ROV’s) and side scan
sonar, which gives us a picture of the ocean floor using sound reflected off the ocean bottom are
just two of the advancing technologies that allow us to look at our sea floor. With these tools we
have seen that the sea floor has hills, valleys, mountain ranges, and very deep trenches. The
Marianas Trench off the coast of Japan is over six miles deep.
The ocean is shallower near the continents; this is a 10 foot to 50 mile wide band of rock and sand,
called a ―Continental Shelf‖. Huge ―forests‖ of algae, called kelp, grow in rocky areas of the
Continental Shelf. Kelp has similar structure to that of land plants, but the structures perform
different functions than those of its land-based counterparts. The roots of a land plant are similar
to the holdfast on kelp, but the holdfasts function is to act as an anchor, it does not absorb any
nutrients as in land plants. Kelp can grow up to 200 feet from the ocean bottom and grow up to 2
feet per day. It collects it nutrients through it’s blades from the surrounding ocean and utilizes the
sunlight just as land plants do. To utilize the sunlight, kelp has airbladders full of carbon dioxide
that keep it floating near the surface. We may see bunches of it floating like a raft in the water. It is
often found on the beach, washed up by waves.
Kelp is very important to ocean life because it releases oxygen into the ocean and provides a home
and protection to fish. Kelp is our friend too; because it is used in many products we use
everyday, such as medicines, ice cream, toothpaste and cosmetics as an emulsifier. Ocean
pollution has killed large forests of kelp and people are working now to clean up the ocean and let
them kelp grow back.
Waves move kelp in the ocean and they are constantly changing the ocean’s surface. When there is
little wind the ocean can be smooth as glass, but when the wind blows very hard waves can be 50
feet high or more. These waves are dangerous, but the ocean needs wave action because it helps
circulate oxygen and food to plants and animals.
Two other natural forces circulate and move ocean water—tides and currents. Tides are caused by
the gravitational pull of the moon and sun. In California and most of the world, there are two
high tides and two low tides each 24 hours, but in some areas of the world they only have one high
- 14 -
1 5
M A R I N E
L I F E
E X P L O R A T I O N
and one low tide every day. Currents are ―rivers‖ of water in the ocean that move great distances
and touch many shores. The word ocean comes from the Greek word okeanas, which mean river.
The early Greeks thought that a river encircled the Earth. This river or current moves the most
important plant life in the ocean, phytoplankton, which is countless numbers of microscopic
plants. Phytoplankton is at the bottom of the food chain and very necessary to marine life.
Scientists continue to learn about sea life everyday. Fossilized bones and shells give us clues to the
ancient creatures of the sea. We know that life originated in the great oceans billions of years ago,
and that some creatures changed form over the millions of years and became land dwellers. We
know too, that some land mammals about 50 million years ago moved back to the sea. They
could not have done so without many physical changes. These physical changes were streamlined
shape for gliding through the water, a thick cushion of blubber for insulation, flukes instead of
legs, hairless skin, and blowholes instead of nostrils. Sensory systems were also changed and some
like the sense of smell were lost altogether in some species. New ones were developed to help
them survive in their watery world. One of the most unique is echolocation, which is similar to
the sonar used by submarines to navigate. Sound waves are produced, when they strike a solid
object they ―bounce‖ back to the spot where they originated. By this means the distance to
another object can be determined. Whales, dolphins and porpoises use echolocation to explore
their environment and to communicate. Their scientific family name is Cetaceans.
Cetaceans have blowholes through which they breathe. Some of the whales have double
blowholes. Whales before diving or ―sounding‖, fill their lungs with air and normally stay under
water from 10 to 20 minutes; a few can remain under water for 45 minutes and they may dive to
depths to 3,000 feet. Rising to the surface head first, they instantly have nasal valves open and the
air in the lungs released. The breath escaping under pressure makes a low metallic sound and
produces a steamy ―spout‖. Whale species can be identified by their spouts.
Cetaceans are animals that were once land-dwellers who, millions of years ago, returned to the sea.
They are not fish, but mammals that give birth to live young, are warm blooded, have hair at some
point in their life and have milk glands with which they suckle the young. They also have
unusually large brains indicating that they may be among the most intelligent animals. There are
over 75 species identified to date. We have several members in our Southern California watersthe Gray Whale, Blue Whale, Pacific Bottlenose Dolphin, and Pacific White-sided Dolphin.
These animals share many traits. They communicate with pings, clicks, moans, grunts, snorts,
whistles, barks and squeaks. They show fear, anger or excitement with slapping tails (flukes) and
flippers. They have a sense of touch and respond to gentle stroking, scratching and petting. They
also have a well-developed sense of sight.
They are social animals that live in groups and form such a strong bonds that they will defend one
of their group when in danger, play ―nursemaid‖ to the young in the group, and come to the aid of
the sick or injured. The groups endure many years and possibly lifetimes. When clashes do occur
it usually involves head jerking, charging, pushing, shoving and raking teeth over the opponent.
- 15 -
1 6
M A R I N E
L I F E
E X P L O R A T I O N
Whales are divided into two suborders: baleen and toothed (includes dolphins and porpoises).
Baleen whales are generally the largest whales. Instead of teeth they have long, thin plates called
baleen, made of keratin similar to your hair and fingernails, that hang from their upper jaw and are
used as strainers to capture zooplankton (animal plankton) and small schooling fish from huge
mouthfuls of sea water. The bowhead, minke, humpback, finback, sei, gray and blue whales are all
species of baleen whales. The blue whale is the largest living animal and can grow over 100 feet in
length and weigh nearly 150 tons. It requires about 4 tons of plankton each day.
Toothed whales include: Sperm, Narwhal, Orca, Pilot, Cuvier’s beaked, Baird’s, dolphins and
porpoises. Their diet is squid, fish, seals, shrimp, and for Orca whales, birds, porpoises, dolphins
and blue whales hunt in pods.
Females form the core of most mammal societies and the cetaceans are no exception. Females
often form groups with their female relatives to care for the young, look for food and for
protection. Males expend much of their energy finding and competing for mates. In courtship
the males often perform acrobatics or dances to attract the female. Courting involves nuzzling,
rubbing, chasing, and vocalizing. Males breed with as many females as possible and there is no
pair bonding. The gestation period for whales is 10-13 months for baleens, 16 moths for Orca,
sperm and pilot whales, and 8-11 months for dolphins and porpoises. There is usually a single calf
although occasionally twins are born.
The females give birth, usually assisted by another female from the group. The calf is born headfirst and must immediately be pushed to the surface for its first breath or it will drown. If the
mother cannot do this, the ―nurse‖ female will nudge the baby up. The closest bonding among
cetaceans is the mother/calf bond and cetacean mothers are very protective of their babies. The
calves will grow fast on a diet of rich milk, containing up to 40% fat, from their mothers and will
nurse for a year or more. Gradually, they are weaned by eating the small bits of food left floating
in the water after their mothers have eaten. The calves will stay with their mother for years and in
some whale groups the calf spends their entire life with their mother and her group. Whales can
live to be between 60-80 years old.
Over 35 marine mammals live off the coast of California during the course of the year. With luck,
you may see 5 or 6; harbor seals, California sea lions, Stellar sea lions, gray whales, Orca whales
and in the summer blue whales.
INTRODUCTION TO MARINE LIFE
- 16 -
1 7
M A R I N E
L I F E
E X P L O R A T I O N
Mammals are a special group of animals, with a combination of characteristics that separate them
from all others: mammals are warm-blooded, have hair or fur at some point in their life, breathe
air through lungs, bear live young, and nurse young with milk produced by mammary glands.
Marine mammals have the same characteristics as all other mammals, but they have adapted or
adjusted to life in the ocean. To keep warm in the ocean, most of them depend more upon a thick
layer of blubber or fat than on thick fur. They have streamlined bodies to help them swim faster.
They can stay under water for a long time, but must come to the surface to breathe. To be able to
stay under water for long periods, they store extra oxygen in their muscles and blood. They also
have more blood than land mammals in proportion to their body sizes, can direct their blood flow
to only their vital organs (such as their heart and lungs), and can slow their heartbeat down so they
are using less oxygen in a dive.
All marine mammals are protected in the United States by the Marine Mammal Protection Act of
1972. There are also international laws and treaties that protect marine mammals. Unfortunately,
there are still threats to marine mammal populations, such as illegal hunting, pollution, and habitat
loss.
Mother and Calf California Gray Whale
THE PINNIPEDS
SEALS, SEA LIONS, AND WALRUSES
- 17 -
1 8
M A R I N E
L I F E
E X P L O R A T I O N
The word pinniped means fin-footed, and refers to the marine mammals that have front and hind
flippers. These include the seals, sea lions, and walruses. Most of these animals live in the ocean
but are able to come on land for long periods of time. Millions of years ago, the ancestors of
pinnipeds lived on land. These were probably weasel or bear-like animals that spent more and
more time in the ocean, and eventually adapted to this marine environment.
There are three families of pinnipeds: phocids, otariids, and odobenids, and each of them is a little
different. One family is the true seals (phocids). There are many different kinds of
true seals,
but you can always recognize them by looking at their ears and flippers. True seals have ear holes,
but no external ear flaps. They also have small flippers and move on land by flopping along on
their bellies. At sea, they move their rear flippers back and forth like a fish’s tail to power
themselves along. Two of the true seal species that live in the Pacific Ocean are the Pacific harbor
seal and the northern elephant seal. Even though they are both true seals, they are very different.
Harbor seals have spotted fur and tend to stay near shore. Males and females are about the same
size, reaching a maximum of 300 pounds (140 kg). Northern elephant seals are grayish and tan in
color, only come onshore to mate, give birth, and molt (shed) their fur. Males and females are very
different in size and appearance. Female elephant seals reach up to 1,500 pounds (600 kg). Males
can grow up to 4,500 pounds (2,000 kg) and they develop a large nose or proboscis that looks like
an elephant’s trunk. Scientists have found that elephant seals can dive to over 5,000 feet (1,524 m)
below the ocean’s surface and stay under water for two hours!
Harbor Seal
Another group of pinnipeds includes sea lions and fur seals (otariids). You can also recognize
these animals by their flippers and ears. Unlike true seals, they have external ear flaps. Their
flippers are large, and on land, they are able to bring all four flippers underneath their bodies, and
walk on them. In the water, they swim using their front flippers like oars. Fur seals have longer
flippers and thicker coats than sea lions. Two sea lion species live along the California coast: the
California sea lion and the Steller sea lion. California sea lions have brown fur, act playful, like to
stay together in large groups, and sound like barking dogs. You can often see them hauled out on
offshore rocks or floating together in large groups. Males can weigh up to 850 pounds (390 kg),
while females may weigh up to 220 pounds (110 kg). Steller sea lions have light brown or auburn
fur. The Steller sea lion is the largest otariid species, and males can weigh over 2,000 pounds (1,120
kg). Most Steller sea lions live in Alaskan waters, but about 500 live in California. The population
is dropping, and they are on the endangered species list. Scientists are not sure why their numbers
- 18 -
1 9
M A R I N E
L I F E
E X P L O R A T I O N
are dropping, but think it could be due to a change in the ocean ecosystem and competition from
commercial fishing.
Another type of otariid found in California is the fur seal. The fur seal species most commonly
seen in California is the northern fur seal. They tend to stay far offshore and are often seen
floating on their backs with their flippers sticking out of the water, a behavior called ―jughandling.‖
This behavior is done to help the animal regulate it’s body temperature using the sun and outside
air. As their name implies, they are very furry. With over 300,000 hairs per square inch, they spend
a lot of time grooming themselves. Years ago, people made fur coats from their fur. The northern
fur seal population is now considered depleted, and thousands of them are caught each year in
plastic trash and nets. Another fur seal, the Guadalupe fur seal, is found in Mexico and sometimes
off the California coast. Once there were many of them in California, but they almost became
extinct due to over hunting for their fur. With protection from the Mexican and U.S.
governments, there are now 7,400 Guadalupe fur seals.
The third family of pinnipeds is the walruses (odobenids). They have a combination of the traits
found in seals and sea lions; like seals they have no external ears, but like sea lions they can rotate
their hind flippers forward. Both males and females have tusks, vacuum-like mouths for sucking
up shellfish from the ocean floor. Males have air sacs in their neck that they can inflate to allow
them to float as if they were wearing life preservers. They have a bell-like call. Walruses are one of
the largest pinnipeds, with males reaching over 3,000 pounds (1,500 kg). They live in the North
Atlantic and Pacific Oceans, in the arctic region. Walruses are protected under U.S. and Canadian
laws, but limited hunting by the Inuit people is allowed.
CALIFORNIA SEA LION
Zalophus californianus
meaning of Latin name: with crest and of California
DESCRIPTION: California sea lions are known for their intelligence, playfulness, and noisy
barking. Their color ranges from chocolate brown in males to a lighter, golden brown in females.
Males may reach 1,000 lbs. (more often 850 lbs., or 390 kg) and seven feet (2.1 m) in length.
Females grow to 220 lbs. (110 kg) and up to six feet (1.8 m) in length. They have a ―dog-like‖ face,
and at around five years of age, males develop a bony bump on top of their skull called a sagittal
crest. The top of a male’s head often gets lighter with age. These members of the otariid or walking
seal family have external ear flaps and large flippers that they use to ―walk‖ on land. The trained sea
lions in zoos and aquariums are usually California sea lions.
- 19 -
2 0
M A R I N E
L I F E
E X P L O R A T I O N
California Sea Lion
RANGE/HABITAT: California sea lions are found from Vancouver Island, British Columbia to
the southern tip of Baja California in Mexico. They breed mainly on offshore islands, ranging from
southern California’s Channel Islands south to Mexico, although a few pups have been born on
Año Nuevo and the Farallon Islands in central California. There is a distinct population of
California sea lions at the Galapagos Islands. A third population in the Sea of Japan became
extinct, probably during World War II.
BEHAVIOR: California sea lions are very social animals, and groups often rest closely packed
together at favored haul-out sites on land, or float together on the ocean’s surface in ―rafts.‖ They
are sometimes seen porpoising, or jumping out of the water, presumably to speed up their
swimming. Sea lions have also been seen ―surfing‖ breaking waves. California sea lions are
opportunistic eaters, feeding on squid, octopus, herring, rockfish, mackerel, and small sharks. In
turn, sea lions are preyed upon by Orcas (killer whales) and great white sharks.
MATING AND BREEDING: Most pups are born in June or July and weigh 13-20 lbs. (6-9 kg).
They nurse for at least five to six months and sometimes over a year. Mothers recognize pups on
crowded rookeries through smell, sight, and vocalizations. Pups also learn to recognize the
vocalizations of their mothers. Breeding takes place a few weeks after birth. Males patrol territories
and bark almost continuously during the breeding season.
STATUS: Their population is growing steadily, and California sea lions can be seen in many
coastal spots such as Seal Rock or PIER 39 in San Francisco. The current population is
approximately 200,000.
AT THE MARINE MAMMAL CENTER: Each year, many California sea lions are treated at
The Marine Mammal Center. Sea lions are known to have such diseases as pneumonia, caused by a
parasitic lungworm, and a bacterial infection called leptospirosis, which affects their livers and
kidneys. In 1998 and again in 2000, large numbers of sea lions were treated for domoic acid
poisoning, a condition caused by harmful algal blooms which causes the animals to have seizures.
Other problems for California sea lions involve humans. Sea lions have been found illegally shot
and also caught in drift or gill nets and other marine debris. Between January 1986 and September
- 20 -
2 1
M A R I N E
L I F E
E X P L O R A T I O N
1998, 7.5% of all the seals and sea lions treated by The Marine Mammal Center had human-related
injuries. The majority of these incidents involved California sea lions.
STELLER OR NORTHERN SEA LION
Eumetopias jubatus
meaning of Latin name: having a broad forehead and mane
DESCRIPTION: Steller or northern sea lions are sometimes confused with California sea lions,
but are much larger and lighter in color. Males may grow to 11 feet (3.25 m) in length and weigh
almost 2,500 pounds (1120 kg). Females are much smaller, and may grow to nine feet (2.9 m) in
length and weigh 1,000 pounds (350 kg). Steller sea lions are light tan to reddish brown in color.
They have a blunt face and a boxy, bear-like head. Adult males do not have a visible sagittal crest
(the bump on the top of their heads) as is seen in adult male California sea lions. Stellers have a
bulky build and a very thick neck, which resembles a lion’s mane, hence the name ―sea lion.‖
Male & Female Stellar Sea Lion
RANGE/HABITAT: Stellers are found throughout the North Pacific Rim from Japan to central
California. Unlike California sea lions, Stellers tend to remain off shore or haul out in unpopulated
areas. Breeding occurs along the North Pacific Rim from Año Nuevo Island in central California
to the Kuril Islands North of Japan, with the greatest concentration of rookeries (breeding
grounds) in the Gulf of Alaska and Aleutian Islands.
MATING AND BREEDING: Pups are born on offshore islands from mid-May to mid-July,
and weigh 35-50 pounds (16-23 kg). Mothers stay with pups for one to two weeks before hunting
at sea. Then they spend roughly equal amounts of time hunting and nursing pups on land. Pups
usually nurse for a year, but some continue to nurse for up to three years. Mating occurs 10-14 days
- 21 -
2 2
M A R I N E
L I F E
E X P L O R A T I O N
after the pups are born. Dominant mature males maintain territories for one to two months and
mate with many females. During the breeding season, males do not eat.
BEHAVIOR: Steller sea lions eat a variety of fishes, invertebrates, and occasionally other
pinnipeds. Known predators are killer whales (orcas) and white sharks.
STATUS: The current population of Steller sea lions is about 40,000, with about 500 living in
California. However, there is great concern about this population, which has dropped by 80% in
the last 30 years. In 1997, the western stock in Alaska was listed as endangered and the eastern
stock of the Continental United States and Canada was listed as threatened. Reasons for this
decline are not known. However, researchers believe that a decline in the fish they eat is the biggest
cause. The decline of fish could be due to increasing commercial fisheries in the Gulf of Alaska.
Drowning, entanglement in nets, and gunshot are all possible reasons for the Stellers’ decline.
Stellers are protected under the Marine Mammal Protection Act, which forbids the killing, harming,
or harassing of any marine mammal, as well as the Endangered Species Act. With this federal
protection, there is hope for the recovery of the Steller sea lion population.
AT THE MARINE MAMMAL CENTER: The Marine Mammal Center has not rescued
many Steller sea lions because they haul out on offshore rocks. Most Steller sea lions that The
Center rescues are orphaned pups. In addition, Stellers are susceptible to many of the same
diseases as California sea lions, such as leptospirosis and San Miguel sea lion virus. Because of their
threatened status, Steller sea lions released from The Center are fitted with a satellite tag. This has
enabled them to track their movements. To date, the three Steller pups released, Artemis, Mozart,
and Bethoven, have thrived in the wild; foraging and hauling out with other Steller sea lions.
CETACEANS
WHALES, DOLPHINS, AND PORPOISES
Marine mammals in the cetacean family include whales, dolphins, and porpoises. Although whales
spend all their time in the oceans, they are mammals just like us. This means that they are warm
blooded, give birth to live young, nurse their young, have traces of hair or fur, and must come to
the surface to breathe air through their lungs.
Millions of years ago, the ancestors of whales lived on land. Scientists believe these land ancestors
looked like small dogs, were more closely related to hippos, and went into the ocean about 60
million years ago. Over time, these ancestors changed or adapted, to survive in their new ocean
environment. Their front legs turned into paddle-shaped flippers, they lost their back legs, their
tails grew larger and widened to form flukes, and they developed a thick layer of fat, called blubber,
to keep warm in the ocean. Also, their skulls elongated and the nostrils shifted to the back of their
heads to aid in breathing at the ocean’s surface. They developed a series of adaptations related to
diving, which include the ability to store more oxygen in their blood and muscles, and more blood
volume relative to their body size than land mammals.
- 22 -
2 3
M A R I N E
L I F E
E X P L O R A T I O N
Cetaceans are separated into two groups: toothed and baleen whales. As their name suggests,
toothed whales or odontocetes have teeth. They also have one opening at their blowhole. There
are over 73 species of toothed whales, including sperm and beaked whales, belugas and narwhals,
porpoises and dolphins, and even fresh water dolphins that live in rivers. They range in size from
the 60-foot (21.1 m) sperm whale to the 5-foot (1.5 m) vaquita. Some toothed whales are quite
unusual. For instance, the beaked whales spend most of their time in the deep water so they are
rarely encountered, and new species are still being discovered! Some beaked whales are odd
looking, and often only the males will have teeth (and only two at that). The straptoothed whales
have only two teeth, which wrap around the top of their jaws so they cannot fully open their
mouths!
Toothed whales tend to be social and live in groups. Like bats, they use echolocation or sonar to
detect objects in their environment. They produce sounds in the air passages in their heads, which
are then projected out in front of them. The sounds bounce off solid objects and return to them
(like an echo), so the animals are able to get a ―picture‖ of what is around them. A lot of research is
being done on whale sounds. Many species, such as the sperm whale, seem to have individually
identifiable calls. Orcas (killer whales) live in groups or pods and each pod has a dialect or accent,
just like we have accents depending upon which part of the world we are from.
The baleen whales or mysticetes are the other group of cetaceans. This group includes 11 species
ranging from the smallest baleen whale, the pygmy right whale at 21 feet (6.4 m) to the largest
baleen whale, the blue whale at 100 feet (30.5 m). Baleen whales have two blowholes and instead of
teeth in their mouths, have hundreds of rows of baleen plates, which are made of keratin, a
substance in our hair and fingernails. They act as filters for catching food. Most baleen whales feed
by taking a large mouthful of food and water, and then push the water out through their baleen
plates with their tongues. The food gets trapped behind the baleen. Most baleen whales eat krill
(shrimp-like animals) or small fish. Right and bowhead whales are baleen whales that feed in a
slightly different way called skimming. Water and food flows through a gap in the front of their
baleen plates, the food gets trapped inside the baleen, and the water flows out through gaps on the
sides of their mouths.
Even though baleen whales eat very small animals, which are low on the food chain, they are very
large. For instance, the blue whale is the largest animal on earth, weighing 150 tons. Baby blue
whales gain 10 pounds (4.5 kg) an hour.
Many whales are endangered, largely due to past hunting. Years ago, people used the oil from the
blubber of whales for all sorts of items, including oil burned in lamps and ingredients for
manufacturing lipstick. They also used whale meat to eat or make pet food, sinews for tennis
racquet strings, and even used baleen as stays or supports in ladies underwear. A waxy substance
called ambergris, which is from a sperm whale’s digestive system, was used in making perfume.
Ambergris was very valuable, and a large lump found by a beachgoer was worth a fortune.
Since 1986, there has been a temporary ban or moratorium on hunting the large whales for
commercial uses. However, some countries still kill whales for ―scientific‖ purposes and others
have illegally resumed commercial whaling. This is controversial, because the products from these
- 23 -
2 4
M A R I N E
L I F E
E X P L O R A T I O N
whales are still used commercially. Many scientists question whether the whales really need to be
killed to learn the sorts of things being studied.
Many people are concerned about the fate of the small whales (the dolphins and porpoises).
Thousands die every year from getting caught in fishing nets and plastic trash. Toxins and pollution
in the ocean could be affecting the health of these animals and their ability to fight off diseases.
Around the world, there has been an increase in reported strandings of marine mammals. Other
species are suffering due to loss of their habitat. Sometimes, even whale watching can interfere with
and harass whales, if the boats venture too close to the whales or separate mothers from calves.
Small whales are sometimes captured for display in aquaria and even hotels, and many people
question the quality of life and health for these animals. Still others are being hunted and eaten in
some parts of the world.
GRAY WHALE
Eschrichtius robustus
meaning of scientific name: Eschrichtius-named after the Danish professor who worked with these
animals; robustus-strong
DESCRIPTION: Gray whales are medium sized whales, reaching up to 45 feet (14 m) in length,
with the females usually being larger than the males. They are gray with white patches, which
mostly consist of areas where barnacles and lice have attached themselves to the whales. In fact,
they carry over 400 pounds of barnacles and whale lice. Gray whales have no dorsal (back) fins.
Instead, they have a low hump and a series of six to twelve knuckles or bumps. Gray whales are
baleen whales, and each has approximately 300 plates of cream-colored baleen hanging from its
upper jaw. Two to five throat creases allow their throats to expand during feeding. Sparse hairs are
found on the snout, especially in young whales. Their blows are usually low and puffy or heartshaped.
RANGE/HABITAT: Gray whales are found only in the Pacific Ocean, with a population of
approximately 26,000. The largest group of gray whales summers north of Alaska in the Bering and
Chukchi Seas and winters in the waters of Baja California, Mexico. Another group in the Pacific,
found in the waters of Korea and Japan, is close to extinction with only 100-250 individuals.
Another group of gray whales once lived in the North Atlantic Ocean and became extinct in the
17th century, due to hunting. Gray whales generally stay around the continental shelf and are truly a
coastal species.
- 24 -
2 5
M A R I N E
L I F E
E X P L O R A T I O N
GR A Y W HA L E P A R TS
1.
2.
3.
4.
Parasites
Blowhole
Eye
Dorsal “Knucles”
5.
6.
7.
8.
Baleen
Ventral Groove
Flipper
Flukes
BEHAVIOR: Gray whales have one of the longest migrations of any mammal. During
summer, they live in the Arctic in areas rich in their food, bottom-dwelling organisms. As fall
approaches, there is less sunlight, less food, and the water turns cold. This is when the whales
travel to Baja California, where they enter lagoons to give birth and mate. Gray whales can be
seen passing by California in December and January during their southern migration, and again
in March and April on their northern journey back to the Bering Sea.
Since gray whales migrate relatively close to shore, whale watching has become very popular.
Many opportunities are available for viewing gray whales from coastal cliffs and headlands or
from whale watching boats. In the seventies, ―friendly whales‖ were first encountered in San
Ignacio Lagoon in Baja California, Mexico. Here, gray whales will sometimes swim near small
boats and allow themselves to be touched. Concern has grown about the impact of boat traffic
- 25 -
2 6
M A R I N E
L I F E
E X P L O R A T I O N
around whales, and the number of boats allowed in the breeding lagoons is restricted. Along the
migration route, boats’ proximity to whales is also limited. Gray whales feed by sucking in
bottom-dwelling animals, mostly amphipods (which are related to shrimp). Muddy patches of
water are often seen in places where gray whales are feeding. They feed primarily in the Arctic,
although some have been observed feeding during the migration.
MATING AND BREEDING: Female gray whales usually give birth every two to three years,
and their pregnancies last twelve months. Newborn calves average 16 feet (4.9 m) in length and
weigh about 1,500 pounds (680 kg). Calves are weaned at about eight months, after they have
journeyed with their mothers back to the northern feeding grounds.
STATUS: Gray whales have returned from the brink of extinction. In the late 1800s, the gray
whale breeding grounds were discovered, and whalers killed a large percentage of the
population. The drop in population made it no longer profitable to hunt gray whales; they were
left alone and their numbers recovered. However, the early 1900s brought the invention of
factory ships, which processed whales aboard the vessels. This new technology allowed intensive
hunting on the grays once again, and their population again dangerously dropped to probably
fewer than 2,000 individuals. Protection finally came in 1946 through an international agreement
to stop hunting them. Since that time, the population has grown to over 26,000, similar to what
it was before modern-day whaling. As a result of this population recovery, gray whales were
removed from the endangered species list in 1994. In 1998 the International Whaling
Commission reinstated a treaty made between the U.S. Government and the Makah Indians in
1855, giving the Native American group the permission to hunt gray whales. Under the new
agreement, the Makah are able to take 20 whales through the year 2004. After a 70-year ban on
gray whale hunting, the Makah took their first whale in May of 1999. The revival of the treaty is
very controversial. Since the Makah have been allowed to continue gray whale hunting for its
importance to their native culture, the environmentalists are calling for no exceptions to the
hunting ban. This is because of the fear that the treaty revival will start a trend toward hunting
other marine mammals.
ORCA—KILLER WHALE
Orcinus orca
meaning of Latin name: a kind of whale
DESCRIPTION: Orcas are the largest member of the dolphin family. Their familiar black and
white coloration is actually a strategy of camouflage. From above, their dark back blends in with
the darker water below them, while from below, their whiter bellies blend in with the sunlit
water above. Male orcas reach 30 feet (9.5 m) in length, weigh over eight tons, and have a dorsal
(back) fin up to six feet (1.8 m) tall. Females grow to 22 feet (7 m), weigh about four tons, and
have a three-foot dorsal fin. Orcas have 50 teeth, which are conical-shaped and three inches
long.
- 26 -
2 7
M A R I N E
L I F E
E X P L O R A T I O N
Orcas
RANGE/HABITAT: Orcas are found in all the oceans of the world and favor coastal
temperate or cool waters. However, they also range into polar ice areas. Some orca populations
remain local and travel along predictable routes. Others are transient and move over great
distances.
BEHAVIOR: Orcas are very social. Most pods, or groups, consist of 5-50 individuals. Studies
have shown that each pod has its own distinctive dialect or accent, and through this dialect,
members of the same pod can recognize each other. Three distinctive sub-groups
of orcas have been described, residents, transients, and offshores. Residents live in pods of
between 5-50 individuals consisting of two or three older females and their descendants
(children, grandchildren, etc.), living together throughout their lives. This is called a matriarchal
society. Residents move in more predictable areas than transients, primarily eat fish, and tend to
be more vocal. Transients live in smaller pods consisting of one to seven individuals, travel
longer and in unpredictable patterns, and primarily eat marine mammals. Transient will eat any
marine mammal including whales, dolphins, porpoises, sea otters, and pinnipeds as well as
sharks and sea birds. By hunting in groups, transient orcas are able to hunt animals much larger
than themselves and have been known to kill blue whales. Transients are also distinct from
residents because their dorsal fins are more pointed and they are less vocal. Offshores, as the
name suggests, are pelagic and as a result are rarely observed. They are known to live in large
pods of over 70 and feed primarily on fish and squid. Orcas do not migrate in the same sense as
baleen whales, but have seasonal movements, which are tied into prey movement and
environmental changes. People often wonder why orcas are also called killer whales. Mariners
and whalers observed transient orcas eating other whales. Thus they were named ―whale killer.‖
The name has since been reversed to ―killer whale.‖ There are no confirmed records of orcas
ever killing a person in the wild. Capture of orcas for display has become controversial and more
restricted. Warner Brothers’ hit film ―Free Willy‖ prompted people from around the world to
demand that Keiko (the film’s star) be moved to a better home and eventually returned to the
wild. Never before has a captive orca been returned to the ocean. Keiko has many obstacles to
- 27 -
2 8
M A R I N E
L I F E
E X P L O R A T I O N
overcome before he can survive in the wild. However, people remain optimistic about his
future.
MATING AND BREEDING: Mating and birth take place mainly in autumn and winter.
During breeding season, pods exchange members. Gestation (pregnancy) lasts 16-17 months. At
birth, orcas are about six to seven feet long and weigh almost 400 pounds (180 kg). When they
are born, their ―white‖ patches are creamy white to yellow, changing to white at about one year
of age. They nurse for two years.
STATUS: Orcas are not endangered, with at least 180,000 individuals in the Antarctic waters
alone. However, a resident orca population in the Pacific Northwest has suffered a 20% decline
in population over a five-year period, prompting the Canadian government to list them as
threatened. Concerned scientists and conservation groups are also asking the United States
government to list this population on the Endangered Species List.
One reason for the decline may be starvation, due to a decrease in their favored prey (salmon).
It is also possible that whale watching boats interfere with their hunting. Another possible cause
may be the effect of pollution such as polychlorinated biphenyls (PCBs). These chemicals were
once used in many industrial processes but were banned in the United States in the 1970s when
they were found to be dangerous. Despite the ban on their use in the United States, they are still
used in other countries, and there are still high levels of the chemicals found in the environment.
They get filtered up by bottom-dwelling organisms, which are then eaten by fish, which are then
eaten by other animals, such as orcas. The chemicals concentrate themselves in the blubber of
these mammals and weaken their immune and reproductive systems. As resident orcas eat more
bottom-dwelling fish instead of salmon, they accumulate more PCBs. Recently, transient orcas
have been classified as the ―most polluted‖ animal on earth with PCB levels nearly 500 times
that found in humans. The United Nations is discussing a worldwide ban of these persistent
pollutants.
DOLPHINS AND PORPOISES
Delphinidae and Phocoenidae
People have long been fascinated with dolphins and porpoises. They have been celebrated in art
and literature since ancient Greek times. Even today, dolphins and porpoises are among the
most popular animals. Few people would forget an encounter with dolphins, especially one in
which a group of wild dolphins comes over to a boat to bow ride (surf the wave that the boat
makes as it travels through the water).
Dolphins and porpoises are cetaceans, which are mammals in the whale family. Dolphins and
porpoises are considered to be small whales. All dolphins and porpoises are toothed whales, or
odontocetes. However, dolphins and porpoises differ in the type of teeth they have. Dolphins
have sharp conal teeth, while porpoises have teeth that are spade or shovel shaped. In fact,
scientists generally use tooth shape as a way of classifying an animal as a dolphin or a porpoise.
- 28 -
2 9
M A R I N E
L I F E
E X P L O R A T I O N
Dolphins generally tend to have a pointy mouth or ―beak‖ and a curved dorsal fin, but there are
exceptions.
All dolphins and porpoises use echolocation, which is something like the sonar used on ships.
Dolphins and porpoises produce a sound in the air passages in their heads, which they then
send from the front of their heads. There, an oil-filled organ called the melon, focuses or directs
the sound. A sound wave might hit an object, such as a fish, and the sound wave then bounces,
or echoes back to the dolphin or porpoise. They can use this echo to tell what kind of fish or
other object it hit, how large it is, and much more information about their environment. It is like
seeing with their ears, but in some ways even better!
Dolphins and porpoises tend to be very social animals, living in groups. Sometimes thousands
of individuals are seen together. Dolphin and porpoise mothers generally take care of their
calves for one to two years until they are old enough to survive on their own. Like all mammals,
they provide milk to their young.
Dolphins and porpoises are found in virtually all oceans and major seas of the world. One
family, the river dolphins, is even found in large freshwater rivers such as the Amazon in South
America and rivers in China and India. Dolphins and porpoises range in size from the Orca
(killer whale) at a maximum of 30 feet (9.5 m) in length and a weight of up to eight tons, to the
small vaquita, five (1.5m) long and weighing less than 200 pounds (90 kg).
In the Pacific off the California Coast, several species of dolphins and porpoises are found. They
include the beautiful, fast, black and white Dall’s porpoise, the numerous but shy harbor
porpoise, the gregarious and friendly Pacific white sided dolphin, common dolphins, and the
deep diving Risso’s dolphin.
Large numbers of dolphins and porpoises are a sign of the health and vitality of our oceans. But
unfortunately, tens of thousands of porpoises and dolphins are dying every year due to
problems caused by people. Many accidentally get caught in fishing nets and drown. Others get
entangled in old nets, which are loose and floating freely. Many near-shore dolphins and
porpoises are exposed to pollution and toxins that can make them sick. In recent years, large
numbers of sick and dying bottlenose dolphins have washed up on the East Coast of the United
States. In some places, people still catch and eat dolphins and porpoises for food or to use as
fishing bait.
Many scientists are concerned that dolphins and porpoises now need to be protected in the
same way that people worked to save and protect large whales from hunting in the recent past.
You can help dolphins and porpoises by keeping informed on current issues, by writing to
government officials about your concerns, and by supporting laws that protect dolphins and
their ocean home. You can also recycle your trash and use less plastic (which is dangerous to
these animals), buy products that are dolphin safe, and participate in beach clean ups.
- 29 -
3 0
M A R I N E
L I F E
E X P L O R A T I O N
WHALE VOCABULARY
Amphipod a small crustacean with a laterally flattened body (order Amphipoda). Four families
of amphipods make up 90% of gray whale diet.
Aphotic zone a zone in the ocean lacking light
Baleen plates that grow from the upper jaw of whales in the suborder Mysticeti. These plates
form a fringe like sieve to filter food from seawater. The hardened tissue that makes up baleen
is keratin which is made up of fingernails, hooves, and horns.
Benthic division the zone at the bottom of the ocean including the ocean floor
Blowhole the nostril(s) of a whale that opens on top of the head
Blubber the layer of fat beneath the skin of marine mammals
Breaching the leaping of a whale above the water’s surface
Carnivore a flesh-eating organism
Cetacean of the order Cetacea of aquatic marine mammals including the whales, dolphins, and
porpoises
Community all of the plants, animals, and nonliving components living in the same area
Competition the active demand by two or more organisms, or kinds or organisms, for some
environmental resource in short supply
Consumer an organism which obtains food by preying on other organisms or eating organic
matter
Decomposer -an organism that returns organic substances to ecological cycles by feeding on
and breaking down tissues
Diatom any of a class of small planktonic unicellular or colonial algae with a silica based
skeleton
Dorsal upper surface of an organism, the area along the backbone for whales
Dorsal fin the somewhat triangular appendage protruding above the backbone of some
cetaceans It acts to keep the cetacean from spiraling while swimming.
Dorsal ridge the area along the backbone of some species of whales (when viewed from the
side, looks like a series of knuckles). Gray whales have a dorsal ridge instead of dorsal fin. It
may act as a keel to help keep the whale oriented upright.
Ecosystem the sum total of interacting communities, biotic (living) and abiotic (nonliving)
components, in a unit of the environment
Euphotic zone the uppermost layer of ocean water that receives sufficient light for
photosynthesis and the growth of green plants
Fluke the tail of a whale; when swimming the whale’s fluke moves up and down, not side to
side like a fish tail; used for propulsion through the water
Food chain a method to illustrate the transfer of body-building substances and energy when
one organism eats another
Food web the multiple interrelationships between all species in an ecosystem or habitat; a series
of organisms related by predator-prey and consumer-resource interactions; the entirety of
interrelated food chains in an ecological community.
Forestomach the first stomach of a baleen whale which is surrounded by
- 30 -
3 1
M A R I N E
L I F E
E X P L O R A T I O N
muscles to aid in grinding food
Habitat the place in the ecosystem where populations of organisms live and grow
Herbivore a plant-eating organism
Invertebrate an animals without a backbone
Krill small shrimplike marine crustaceans (order Euphausiacea); principal food of some baleen
whales, not typically eaten by gray whales
Lagoon a shallow body of water located near, and at times connected with, a larger body of
water
Latitude the angular distance north or south of the equator, measured in degrees along a
meridian, as on a map or globe.
Longitude the angular distance east or west of the prime meridian in Greenwich, England,
measured in degrees along a meridian, as on a map or globe.
Mammal a warm-blooded animals that breathes air, has hair, gives birth to live young, and
nurses their young with milk from mammary glands
Midstomach the second stomach of a baleen whale which further digests food for nutrient
absorption
Migration a seasonal movement from one region to another, usually for breeding or feeding
Migration route the general path of travel used by most animals in a species for their seasonal
movements
Mottled color variegated pattern of shading with spots or blotches
Neuritic province well lighted zone of the ocean with seasonal variations in light,
temperature, salinity, dissolved oxygen, nutrients, wave action, currents, and organisms. It has
the greatest abundance and variety of fish.
Niche the ecological role, position, or function of an organism in a community of plants and
animals; ―profession‖
Oceanic province a less productive zone than the neuritic province, but with less
seasonal variation
Odontocete a toothed whale (suborder Odontoceti)
Omnivore one that eats both animal and vegetable substances
Organism a living species
Parasite an organism living in or on another organism
Pectoral flippers appendages located on either side of a whale, used to balance and steer
Peduncle muscles that run length of whale’s tail, and attach to fluke
Pelagic division living in open oceans
Plankton the drifting sea life floating near the surface of water. Zooplankton (animal in origin)
examples include fish eggs, amphipods, larvae, and krill. Phytoplankton (plant in origin)
examples include diatoms and other photosynthesizers.
Pod a group of traveling whales, usually segregated by age or sex
Population a number of individuals of the same species living in a distinct geographical area
Producer an organism such as a plant which can produce its own food and serves as a food
source for other organisms
Pyloric stomach the third stomach of a baleen whale
- 31 -
3 2
M A R I N E
L I F E
E X P L O R A T I O N
Rostrum the long, flat ridge on dorsal side of a baleen whale’s head, extending from blowhole
to tip of mouth
Scavenger an organism feeding on dead things or garbage
Sounding a whale’s dive from the ocean surface into the depths. As the whale begins a long
dive, you may get a chance to see the fluke propelling the whale downward.
Species a distinct type of animal or plant. Members of the same species can breed naturally.
Members of different species cannot interbreed naturally.
Spouting the exhalation of a whale at the water’s surface. Warm air from the lungs condenses
in the cooler air and creates the telltale ―geyser‖ appearance, like a puff of smoke.
Spy-hopping a whale poking its head vertically above the water’s surface
Stewardship choices and actions to protect our environment
Trachea passageway that carries air from nostrils to lungs. In humans, tracheas are for
breathing and eating; in whales the trachea only carries air.
Umbilicus a small opening or depression similar to a navel
Upwelling the vertical movement of cold, nutrient-rich water from depths to surface
Ventral pleats grooves on the underside of a whale’s mouth that allow the mouth cavity to
expand when feeding. Gray whales have two to four ventral pleats.
Whalebone the term used by early whalers for baleen
- 32 -
3 3
KNOTS
Figure Eight
Bowline
Clove Hitch
Reef or Square
- 33 -
M A R I N E
L I F E
E X P L O R A T I O N
3 4
M A R I N E
L I F E
E X P L O R A T I O N
KNOT TYING ACTIVITY
This activity should increase the student’s understanding of how to tie knots that used by the
sailors, and what their purpose was.
You should begin by teaching the students the four basic knots that are pictured in this packet.
To do this you will need at least 18‖ if rope, ―line‖, per student. We recommend clothes line
because it is inexpensive.
Begin with the figure eight knot and clove hitch. Next move to the reef knot and finally, teach
them the bowline. The bowline is the hardest and will take some patience, but it is also one of
the most important knots to know in sailing.
Knots and Their Uses
Bend- A knot used in joining two ropes often of different diameters, or the securing
of a rope to an eye, ring, Becket, spar, etc. and may be easily cast off if required.
Examples: sheet or Becket bend, anchor bend.
Hitch- A knot whose constituent loops jam together in use, particularly under strain,
yet remain easily separable when the strain is removed. Examples: clove hitch and half
hitch.
Knot- Some combination of loops, mostly interlocking, used to fasten ropes together
or to objects, or to enlarge the end of a rope as in a stopper knot like the figure eight
knot. One simply cannot intertwine or tangle a piece of rope and call it a knot. A knot
must be able to be ―broken‖, meaning that it has a way in which it can be easily undone
when required- each knot has its own trick that must be learned.
When the students have mastered these knots, pretend that they are depending upon their skills
as knot-tiers to get a place aboard a ship as a Marlinespike sailor. This was the term used for a
sailor who is particularly adept at tying knots.
The student must tie at least four knots in front of the First Mate and explain their uses. If the
First Mate is still not convinced of your skill and tells you the following:
―Many time a sailor is required to work aloft in the rigging at night when there is no
or very little moon, it is very dark and difficult to see. A sailor’s life can depend on the
quality of the knot he ties no matter what the conditions are. If you can tie these knots
with your eyes closed and then behind your back, the job is yours‖.
- 34 -
3 5
M A R I N E
L I F E
E X P L O R A T I O N
SHIP’S BELL TIME
Ship's bells are a system to indicate the hour by means of bells, used aboard a ship to
regulate the sailors' duty watches. Unlike civil clock bells, the strikes of the bell do not
accord to the number of the hour. Instead, there are eight bells, one for each half-hour
of a four-hour watch. Bells would be struck every half-hour, and in a pattern of pairs for
easier counting, with any odd bells at the end of the sequence.
The classical system was:
First Last
Number of bells Middle Morning Forenoon Afternoon dog dog First
watch watch watch
watch
watch watch watch
0:30
4:30
8:30
12:30 16:30 18:30 20:30
One bell
1:00
5:00
9:00
13:00 17:00 19:00 21:00
Two bells
1:30
5:30
9:30
13:30 17:30 19:30 21:30
Three bells
2:00
6:00
10:00
14:00 18:00
22:00
Four bells
2:30
6:30
10:30
14:30
22:30
Five bells
3:00
7:00
11:00
15:00
23:00
Six bells
3:30
7:30
11:30
15:30
23:30
Seven bells
4:00
8:00
12:00
16:00
20:00 0:00
Eight bells
Most of the crew of a ship would be divided up into between two and four groups called
watches. Each watch would take its turn with the essential activities of manning the
helm, navigating, trimming sails, and keeping a lookout.
The hours between 16:00 and 20:00 are so arranged because that watch (the "dog watch",
which is cur-tailed) was divided into two. The odd number of watches aimed to give each
man a different watch each day. It also allows the entire crew of a vessel to eat supper,
the normal time being at 1700 with First Dog watchmen eating at 1800. Some "ship's
bell" clocks use a simpler system:
The number of bells may be used to refer to the hour so indicated.
Number of bells
One bell
Two bells
Three bells
Four bells
Five bells
Six bells
Seven bells
Eight bells
Hour (a.m. and p.m.)
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
- 35 -
4:30
5:00
5:30
6:00
6:30
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
3 6
M A R I N E
L I F E
Whale Song
By: Kelli O. Kersell
Listen now, my calf,
To the luring song of the sea,
Of all that has come to pass,
And all that is yet to be.
We’ve swum among the rising tide
Within our sapphire world,
As generations of waves and foam
Slowly came unfurled.
We’ve watched the seals and dolphins
Playing against the sun,
And seen the web that connects us all,
That weaves all into one.
Our song sings of our light and future,
Of past times and sorrows,
Of the hopes we hold for each new calf,
And of all our new tomorrows.
Learn our song, my child dear,
And sing to your calf at its birth.
Sing of the beauty of light and life,
Sing of the bounty of the earth.
Our song remembers each spirit true,
Each name of those before,
To swim and teach their calves to sing,
Each watery soul to soar.
Remember our song and pass it on,
As through the waters you fall,
And now your name is added to
Our echoing, ocean call.
- 36 -
E X P L O R A T I O N
3 7
M A R I N E
SCHOONER’S POEM
I am 80 yeas old and somewhat
But I give to God the praise
That they made a sailor of me
In the good old schooner days.
Then men loved ships like women
And going to sea was more
Than signing on as a deckhand
And scrubbing a cabin floor,
Or chipping rust from iron
And painting, and chipping again—
In the days of schooner sailing
The sea was the place of men.
You could spy our great ships running
White-clouded, tier on tier,
You could hear their tramping thunder
As they leaned-to racing near;
And it was “Heigh-ho and ho, my lad,”
When we were outward bound,
And we sang full many a chanty
As we walked the capstan round.
Aye, we sang full many a chanty
As we drove through wind and wet,
To the music of five oceans
That rings in memory yet.
Go, drive your dirty freighters
That fill the sky with reek—
But we — we took in skysails
High as a mountain peak...
Written by Harry Kemp
(Cassell’s Magazine 1940)
- 37 -
L I F E
E X P L O R A T I O N
3 8
M A R I N E
L I F E
THE SAILOR’S ALPHABET
A is the anchor that holds a bold ship,
B is the bowsprit that often does dip,
C is the capstan on which we do wind, and
D is the davits on which the jolly boat hangs.
Oh, hi derry, hey derry, ho derry down,
Give sailors their grog and there’s nothing goes wrong,
So merry, so merry, so merry are we,
No matter who’s laughing at sailors at sea.
E is the ensign, the red, white, and blue,
F is the fo’c’sle, holds the ship’s crew,
G is for the galley where the cook hops around,
H is the hawser that seldom does strand.
I is the irons where the stuns’l boom sits,
J is the jib-boom that often does dip,
K are the keelsons of which you’ve told, and
L are the lanyards that always will hold.
M is the main mast, so stout and so strong,
N is the north point that never points wrong,
O are the orders of which we must be’ware, and
P are the pumps that cause sailors to swear.
Q is the quadrant, the sun for to take,
R is the riggin’ that always does shake,
S is the starboard side of our bold ship, and
T are the topmasts that often do split.
U is the ugliest old Captain of all,
V are the vapours that come with the squall,
W is the windlass on which we do wind, and
X, Y, and Z, well, I can’t put in rhyme!
- 38 -
E X P L O R A T I O N
3 9
M A R I N E
L I F E
AMERICAN PRIDE RIGGING PLAN QUIZ
1.______________________
2.______________________
3.______________________
4.______________________
5.______________________
6.______________________
7.______________________
8.________________________
9.________________________
10._______________________
11._______________________
12._______________________
13._______________________
14._______________________
- 39 -
E X P L O R A T I O N
4 0
M A R I N E
L I F E
AMERICAN PRIDE RIGGING PLAN
1. BOW
2. STERN&RUDDER
3. FOREMAST
4. MAINMAST
5.MIZZENMAST
6. BOWSPRINT
7. OUTERJIB
- 40 -
8. INNERJIB
9. STAYSAIL
10. FORESAIL
11. MAINSAIL
12. MIZZENSAIL
13. HULL
14. HELM
E X P L O R A T I O N
4 1
M A R I N E
L I F E
E X P L O R A T I O N
ACROSTIC POEM
A______________________________________________
M______________________________________________
E______________________________________________
R______________________________________________
I_______________________________________________
C______________________________________________
A______________________________________________
N______________________________________________
P_______________________________________________
R______________________________________________
I_______________________________________________
D______________________________________________
E______________________________________________
By ____________________________
- 41 -
4 2
M A R I N E
L I F E
E X P L O R A T I O N
BUOYANCY ACTIVITY
A body of water naturally pushes upward. That’s the water’s buoyancy. You can feel buoyancy
by pushing the palm of your hand against a water surface. An object floats or sinks depending
upon its displacement. Increasing the volume (area that an object occupies) increases the
amount of displacement. This increases the buoyancy, or ability or float. Increasing the volume
an object occupies increases its surface are, and thus increases the friction it experiences as it
moves through the water. Thus, the shape of an object in liquid can serve two purposes. An
object designed for speed must have the minimum displacement to decrease the friction, i.e. a
speed boat. Conversely, an object designed to carry heavy weights (like the American Pride, a
cargo vessel) must be designed to maximize displacement, thus increasing buoyancy and
friction.
In other words, any body of water is always striving to be level. When you place a boat in the
water, gravity pulls it down and the water has to move out of the way (becomes displaced). The
water is no longer level. So, you have two forces at work against the hull of the boat; the
pressure of the water pushing up trying to regain a level plain, and the gravity pulling the boat
down.
The hulls of boats are designed to transfer, or spread out the force of the water under it over a
larger area, thereby decreasing the force at any particular point. If the pressure of the water
pushing on the hull is greater than the force of gravity pulling it down, then the boat floats!
Why? There is no longer sufficient water displacement to counteract gravity and the desire for
water to maintain a level plain.
CHANGE IN BUOYANCY
Some water has more buoyancy than other water. Here’s how to find out. You may want to
take this one out side. It can get wet and messy.
Items needed:
Plasticine clay- one third sick per student ( you can purchase plasticine clay at craft stores)
A dishpan full of water
Sand or cornstarch
Pennies
A large spoon
Salt
Note: You may use aluminum foil instead of Clay
Here’s what you do:
1. Give each student one-third stick of clay.
2. Have the student’s role the clay into a ball.
3. Drop the ball into the water—IT SINKS!
- 42 -
4 3
M A R I N E
L I F E
E X P L O R A T I O N
NOW BUILD A BOAT
1. Have the students shape their own boats out of their clay. You may want to suggest that
the boats can be like a raft (flat), sailboat (curved but pointed on the bottom), bowl
(round and curved), etc.
2. Have each student place their boats into the water.
3. Using the pennies, have the students place pennies one at a time onto the boats. Which
design floats the longest? Why?
4. Carefully lift the boats out of the water, and remove the coins.
5. Pour 1-2 cups of salt into the water and stir until the salt dissolves.
6. Now see how many coins the boats can hold. Why does adding salt to the water make
the boats float better?
7. Again, carefully lift the boats out of the water. Add 1-2 cups sand or cornstarch to the
water and stir.
8. See how many coins each boat can carry before it sinks.
- 43 -
4 4
M A R I N E
L I F E
E X P L O R A T I O N
THE COMPASS
This activity will help the students gain a basic understanding of magnetism. To gain an
understanding of how a compass works and how one is used:
The students will be able to:
Identify and read a compass card.
Make a simple magnetic compass.
Take a bearing with their handmade compass and a real compass in the classroom.
Understand the meaning of true North and magnetic North.
Vocabulary:
Magnetize
Compass
Magnetic North
True North
Bearing
Navigation
Poles
Magnetism is the measurable relation of the physical force between two objects of metal,
usually iron or an alloy of iron and other metals, of which one has been previously magnetized.
This magnetized metal is commonly referred to as a magnet. The area around the magnet that
the force can be detected is called the magnetic field.
Each magnet has separate poles where the magnetic force seems to be concentrated. These
opposing poles are termed North and South. The basic law of magnetism states the opposites
attract and like poles repel each other.
The earth has magnetic properties which distribute the poles towards the geographical poles of
the earth. The magnetic properties of the earth are distributed unevenly and as a results the
poles are not directly parallel with geographical poles, commonly called the North and South
poles (this is why there is a difference between true North and magnetic North). The magnetic
poles are called the North magnetic pole and the South magnetic pole. These poles refer to
where the concentration of magnetic force is located.
The compass is a simple device consisting of a magnet and a way of allowing the magnet to
rotate freely. The ―north seeking‖ end of the magnet will reliably point toward the North
magnetic pole, thus allowing a direction to be established. For the purpose of navigation, it is
this direction that can be used as a constant means of finding a location. The compass card is a
non-magnetic disc to which the magnet is attached. It is round and is marked in degrees
around its circumference from which the magnet can be read. The card rest on a pivot at is
center. It is important to note that as the boat changes direction, the compass card does not
change direction (the needle always points to magnetic North).
- 44 -
4 5
M A R I N E
L I F E
E X P L O R A T I O N
MAKING A MAGNET
Here’s what you need:
Shallow clear dishes (Petri dish), water, magnet, needles, compass card, and simple
compasses to verify accuracy, corks (cut in several pieces)
Here’s what you do:
1. Photocopy and cut the enough compass cards for every four students.
2. Magnetize the needle by passing the needle over a strong magnet for 20 seconds.
3. Fill the dish with water and place the dish on the compass card.
4. Float the slice of cork on the water.
5. Balance the needles on the corks.
6. Move the compass card so the North is lined up with the needle.
7. Use the compass to verify the accuracy of the needle in the dish.
8. Pass the magnet over the dish to change the direction of the needle. What happens?
Why? Does the needle return North? Why?
TAKING A BEARING
Here’s what you need:
Student made compasses, four compasses, classroom.
Here’s what you do:
1. Place a text book on top the teacher’s desk.
2. Divide the students in four groups.
3. Mark each of the four corners of the room, i.e., A, B, C, D.
4. Have one group stand at each corner (one group per corner)
5. Using their hand made compasses, have the student take a bearing of the text book
from their corner and write it down.
6. Now have the groups rotate counter clockwise until each group has taken a bearing
from each corner and written it down or logged it.
- 45 -
4 6
M A R I N E
L I F E
E X P L O R A T I O N
7. Compare the bearings from each group.
8. Now follow the same procedure using a real compass and compare the results.
Questions:
1. Is the needle in the dish accurate enough to navigate? Why or Why not?
2. Is there room for error in navigation? Why? What factors affect taking an accurate
bearing?
3. How would you verify the accuracy of your compass
COMPASS CARD
- 46 -
4 7
M A R I N E
L I F E
E X P L O R A T I O N
HOW SAILS WORK
This activity will help the students gain an understanding of air pressure and how it relates to a
sailing vessel.
The students will be able to:
1.
2.
3.
4.
5.
Understand the concept of force and air pressure.
Understand the concept of air pressure as a force
Understand the meaning of high and low air pressure and how it works.
Understand how a sail of a ship is pulled rather than pushed by the wind.
Create high and low air pressure systems.
Even though we cannot see air, it is a mass made up of molecules we can feel. Wind is created
by differences in air pressure. If the air pressure is even the air is still, if the air pressure is
uneven the air moves. Air under higher pressure moves towards or is pulled towards air under
lower pressure. The amount of difference in pressure will determine the velocity or strength of
the wind or movement of air. A sailing ship follows the same principles of an airplane wing.
The shape of the sail along with the direction the ship is moving in relation to the wind
direction determines how air pressure affects the movement of the boat. An airplane wing is
shaped to create a wind foil. This wind foil creates a low pressure on top of the wing and high
pressure on the bottom of the wing (the air speeds up going over the curve to keep up with the
air moving across the flatter bottom half of the wing). This increase in air speed over the top of
the wing is what creates the low pressure, causing the lift which is what allows the plane to fly!
A sail on a boat follows the same principle. It is a modern sail maker’s art to cut the sail with the
proper amount of curve creating the desired wind foil shape. Old squares rigged ships did not
have efficient wind foiled sails-the sails were made to be pushed instead of pulled by the wind.
As more was learned about the concept of air pressure and lift, it was soon realized that a sailing
vessel could actually sail more efficiently and faster being pulled by wind than being pushed by
the wind. A strong aerodynamic force is exerted in a sideways direction by the wind as shown
in the illustration. The keel, situated under the boat, prevents the boat from moving sideways by
creating a lateral resistance force. These two forces combine to create the resultant force which
moves the boat in a forward direction. The interaction of forces is what propels the boat up
wind. Thus the evolution of sail! See Figure 1
- 47 -
4 8
M A R I N E
L I F E
E X P L O R A T I O N
Figure 1
Activity—Ping Pong Balls and Funnels
Materials needed (for each group):
Ping pong or small Styrofoam ball
Large funnel
Alcohol wipes (to clean the funnel)
Procedure:
1. Explain to the students that they will now see an example of Bernoulli’s Principle in
action. In the last activity they learned how moving air creates less pressure. Here
they can experience this principle up close.
2. Divide the class into groups of three to four students each.
3. Give each group a ping pong ball, a funnel, and a few alcohol wipes.
4. Instruct the students to place the ping pong ball into the funnel. One student in
each group should now blow through the hole in the bottom of the funnel to try to
blow the Ping pong ball out of the funnel. Try as they might, they shouldn’t be able
to blow the ball out of the funnel.
5. Now tell the students to blow very hard over the top of the funnel. Some of them
may be able to blow hard enough to blow the ball out of the funnel. If not, they
should at least notice that the ball jumps up the side of the funnel.
6. Have the students clean off the end of the funnel and let the next person in their
group try. Continue until each student has had a chance to blow through and over
the Funnel.
Note: if the funnel is too small, and the students have strong lungs, they can usually
Pop the ball out of the funnel easily. Try this activity first and find funnels that are
the right size.
- 48 -
4 9
M A R I N E
L I F E
E X P L O R A T I O N
Activity- Air Pressure
Materials needed (for each group):
Two books of equal size
One sheet of notebook paper
One drinking straw
Procedure:
1. Position the books 10 cm apart on the table.
2. Lay the sheet of paper across the space between the books.
3. Place the end of the straw just under the edge of the paper.
4. Blow s hard as you can through the straw and watch the paper flop down when air is
blown under it. Why doesn’t the paper blow away?
Before you blew in the straw, the air was pushing on all sides of the paper. As the speed of air
increases, the sideways pressure of the air decreases. Forcing a stream of fast-moving air under
the paper reduces the upward pressure on the paper. The air pushing down on the paper is
greater than the air pushing up, thus the paper is sucked down.
Air Flow over a Wing
- 49 -
5 0
M A R I N E
L I F E
E X P L O R A T I O N
BLOCK AND TACKLE DEMONSTRATION
Introduction
How much easier is it to lift a heavy object using a pulley system? Use this simple broomstick
pulley system to effectively demonstrate why a block and tackle pulley system is so useful.
Science Concepts
 Pulleys • Simple machines • Mechanical advantage
Materials
2-Broom handles (or dowel rods), 1 to 11⁄29 diameter (or 3⁄49 PVC pipe), 2–3 feet long,
String or rope, strong, thin, 25 feet long, 3-Student volunteers
Safety Precautions
Please follow normal laboratory safety guidelines. Do not jerk on the rope. Pull the rope gently
with an even force.
Procedure
1. Select three student volunteers.
2. Assign two volunteers as broom-handle holders and the other as the rope puller.
3. Have the two broom-handle holders stand about 5 to 6 feet apart and extend
their arms to hold the broom handles parallel to the floor at waist level.
4. Securely tie one end of the rope to the middle of one of the broom handles.
5. Wrap the rope around the middle of the other broom handle (see Figure 1) and
give the free end to the rope puller. The rope puller should stand behind, and
slightly to the side of one of the holders, so that the rope will be pulled
perpendicular to the length of the broom handles. The free end of the rope
should go under the arms of the broom-handle holder so that the rope is pulled
parallel to the ground as well. See Figure 2.
6. Have the two broom handle holders try as hard as they can to prevent the broom
handles from coming together as the rope puller pulls on the rope. Can the single
rope puller draw the two broom handle holders together? What is the mechanical
advantage of this pulley system?
7. Repeat steps 5 and 6 several times. For each new trial wrap the rope around the
broom handles a different number of times (see Figure 1). How much more
difficult is it for the holders with each new trial? How much easier is it for the
- 50 -
5 1
M A R I N E
L I F E
E X P L O R A T I O N
puller? What is the mechanical advantage of the puller as a new loop is added to
the pulley system? How close are the broom handle holders drawn together
compared to the amount of rope pulled by the rope puller during each new trial?
Figure 1
Figure 2
Figure 3
- 51 -
5 2
M A R I N E
L I F E
E X P L O R A T I O N
Tip

To enhance the effect of mechanical advantage use two ―strong‖ volunteers to hold the
broom handles and a ―weak‖ volunteer to pull the rope.
Discussion
Pulleys are used extensively when heavy objects need to be lifted, especially in cranes in
shipping and construction areas. Pulleys are one of six types of simple machines used to easily
change the direction and/or the magnitude of an applied force. (The lever and fulcrum, inclined
plane, wheel and axle, wedge, and screw are the five other types of simple machines.) How does
a pulley decrease the amount of force necessary to lift an object? The advantage of a pulley is its
ability to change the number of ―ropes‖ lifting an object. This gives a lifter a greater mechanical
advantage. Mechanical advantage is a ratio of the output force compared to the input force. The
greater the mechanical advantage is for a system, the greater the output force is compared to the
input force. The greater the mechanical advantage, the easier it is to do the work. For a block
and tackle pulley system, the mechanical advantage is determined by the number of support
ropes that are lifting the object (see Figure 3). Therefore, the more times the rope is wrapped
around the broom handles, the greater the mechanical advantage is for the puller. However, a
pulley does not give something for nothing. A block and tackle pulley system gives a high
mechanical advantage, but the sacrifice is that the applied force must be carried over a longer
distance compared to the distance the lifted object actually moves. Ideally, due to the
conservation of energy, the work in must be equal to the work out. Work is defined as a force
times a distance. Therefore, even though a pulley (or any simple machine) makes it easier to lift
a heavy object, the total amount of work necessary to lift the object will be equal. A smaller
force will be used over a larger distance in order to lift a heavy object a short distance.
- 52 -
5 3
M A R I N E
L I F E
E X P L O R A T I O N
AMERICAN PRIDE QUIZ
Matching: Choose the best definition for the following terms.
Aloft
Amidships
Anchor
Belay
Blight
Binnacle
Bitter End
Block
Captain
Fathom
Forecastle
Head
Poop
Port
Reeve
Sheave
Slack Away
Spar
Tackle
Thwart
Yard
_______________ 1. Wood or metal case for sheaves.
_______________ 2. In the rigging, above the deck.
_______________ 3. Six feet, a measurement of length.
_______________ 4. Figure eight tied around the top and bottom of a pin.
_______________ 5. Horizontal poles that hold sails.
_______________ 6. Line rigged through and around pulleys to increase the effect of pull.
_______________ 7. The very end of a piece of rope.
_______________ 8. First in command on any vessel.
_______________ 9. Iron device to hold ship in place by digging into bottom
_______________ 10. Raised part of deck in the bow or the crew’s quarters.
_______________ 11. The left side of a vessel.
_______________ 12. Any support for sails or rigging (a mast, yard, boom, etc.)
_______________ 13. The ship’s toilet.
_______________ 14. Seat in a boat, for the rowers to sit on.
_______________ 15. The highest deck at the stern.
_______________ 16. The middle of the ship.
_______________ 17. A bend or loop in a rope.
_______________ 18. Housing for the ship’s compass.
_______________ 19. To let out line without losing control of the line.
_______________ 20. The grooved pulley wheel in a block.
_______________ 21. To pass a line through a hole, as in a block
- 53 -
5 4
M A R I N E
L I F E
E X P L O R A T I O N
Fill in the Blank: Choose the word that best completes each sentence.
Aft
Avast
Aye, Aye
Bilge
Carry on
Doctor
Ensign
First Mate
Galley
Greenhand
Hatch
Line
Salt
Sir
Starboard
Stow
22. Everyone meet over on the ____________________side of the boat, or the right side.
23. When the __________________, the one right below the captain, gave me an order I
knew I better do what he said.
24. Go ___________________ your gear in its proper place below deck.
25. The watchman walked to the _______________, or the rear of the boat.
26. The lowest internal part of the hull is where the ________________water collects.
27. Every morning we raised our _________________ up with the America flag.
28. Only the Captain is called ____________ on board ship.
29. After receiving the command, the sailor replied, ―________________‖, and went to
work.
30. When the Captain said ―_________________‖ we knew that he had finished giving us
an order and it was then time to do it.
31. The _______________________ called out and said it was dinner time.
32. ―__________________‖ mate, its time to stop what you are doing.
33. We could smell dinner being cooked down in the ________________.
34. We knew the new sailor was a ____________________ because he was inexperienced
aboard the vessel.
35. Open up the ___________________ and climb down.
36. The ____________________ showed his experience by how he handled the rigging.
37. Hold on to that __________________ and hoist the sail up.
- 54 -
5 5
M A R I N E
L I F E
E X P L O R A T I O N
AMERICAN PRIDE QUIZ ANSWERS
1. Block
21. Reeve
2. Aloft
22. Starboard
3. Fathom
23. First Mate
4. Belay
24. Stow
5. Yard
25. Aft
6. Tackle
26. Bilge
7. Bitter End
27. Ensign
8. Captain
28. Sir
9. Anchor
29. Aye, Aye
10. Forecastle
30. Carry On
11. Port
31. Doctor or Cookie
12. Spar
32. Avast
13. Head
33. Galley
14. Thwart
34. Greenhand
15. poop
35. Hatch
16. Amidships
36. Salt
17. Bight
37. Line
18. Binnacle
19. Slack Away
20. Sheave
- 55 -
5 6
M A R I N E
L I F E
E X P L O R A T I O N
SAILOR’S HARDTACK RECIPE
Ingredients:
4 cups flour (preferable whole wheat)
2 teaspoons salt
2 cups of water
Pre-heat oven to 375 degrees F.
Makes about 10 pieces
Mix the flour and salt together in a bowl. Add just enough water (no more than the
2 cups), and mixing with the hands, produce a mixture that will stick together but won’t
stick to the hands, rolling pin or pan Roll the dough out, shaping it roughly in a rectangle. Cut
the dough into squares about 3 x 3 inches and ½ inch thick.
After cutting the squares, press a pattern of four rows of four holes each into each square, using
a nail or other such object. Do not punch through the dough. The appearance you want is
similar to that of a modern saltine cracker. Turn each square over and do the same thing to the
other side.
Place squares on an ungreased cookie sheet and place in the oven to bake for 30 minutes. Turn
each piece over and bake for another 30 minutes. The crackers should be slightly brown on
both sides.
The fresh crackers are easily broken but as they dry, they harden and assume the consistency
of fired brick!
- 56 -
5 7
M A R I N E
L I F E
E X P L O R A T I O N
GLOSSARY OF SAILING TERMS
Abaft - Toward the rear (stern) of the boat. Behind.
Abeam - At right angles to the keel of the boat, but not on the boat.
Aboard - On or within the boat.
Above Deck - On the deck (not over it - see ALOFT)
Abreast - Side by side; by the side of.
Adrift - Loose, not on moorings or towline.
Aft - Toward the stern of the boat.
Aground - Touching or fast to the bottom.
Ahead - In a forward direction.
Alee - Away from the direction of the wind. Opposite of windward.
Aloft - Above the deck of the boat.
Amidships - In or toward the center of the boat.
Anchorage - A place suitable for anchoring in relation to the wind, seas and bottom.
Astern - In back of the boat, opposite of ahead.
Athwartships - At right angles to the centerline of the boat; rowboat seats are generally athwart
ships.
Aweigh - The position of anchor as it is raised clear of the bottom.
Avast- Command meaning ―stop what you’re doing‖.
Baggywrinkle - Clumps of frayed rope that protect the sails from chafing against the lines.
Ballast Weight - usually metal, placed low in a boat to provide stability.
Batten Down - Secure hatches and loose objects both within the hull and on deck.
Beam - The greatest width of the boat.
Bearing - The direction of an object expressed either as a true bearing as shown on the chart,
or as a bearing relative to the heading of the boat.
Belay- To temporarily secure a line to a cleat, or as a command ―disregard the last order‖
Below - Beneath the deck.
Bight - The part of the rope or line, between the end and the standing part, on which a knot is
formed.
Bilge - A rounding of the hull along the length of the boat where the bottom meets the side.
Binnacle - A support for the compass, raising it to a convenient position.
Bitter End - The last part of a rope or chain. The inboard end of the anchor rode.
Boat - A fairly indefinite term. A waterborne vehicle smaller than a ship. One definition is a
small craft carried aboard a ship. A submarine
Boat Hook - A short shaft with a fitting at one end shaped to facilitate use in putting a line
over a piling, recovering an object dropped overboard, or in pushing or fending off.
Bobstay - Wire Stay underneath the bowsprit; helps to counteract the upward pull exerted by
the forestay.
- 57 -
5 8
M A R I N E
L I F E
E X P L O R A T I O N
Doctor – Also know as the cook
Boom - free swinging spar attached to the foot of the sail with forward end pivoting on the
mast.
Bow - The forward part of a boat.
Bowline - Knot used to form a temporary loop in a line
Bowsprit - A short spar extending forward from the bow. Normally used to anchor the
forestay.
Brightwork - Varnished woodwork and/or polished metal.
Bulkhead - An interior partition commonly used to stiffen the hull. May be watertight.
Bulwark - A vertical extension above deck level designed to keep water out of and sailors in
the boat
Bunk - Sleeping Berth
Cabin - A compartment for passengers or crew.
Cap - A piece of trim, usually wood, used to cover and often decorate a portion of the boat,
i.e., caprail.
Capsize - To turn over.
Cast Off - To let go.
Chafing Gear - Tubing or cloth wrapping used to protect a line from chafing on a rough
surface.
Chain plate - The fitting used to attach stays to the hull.
Chart - A map for use by navigators.
Chock - A fitting through which anchor or mooring lines are led. Usually U-shaped to
reduce chafe.
Cleat - A fitting to which lines are made fast. The classic cleat to which lines are belayed is
approximately anvil-shaped.
Clove Hitch - A knot for temporarily fastening a line to a spar or piling.
Coach Roof - Also trunk. The cabin roof, raised above the deck to provide headroom in
the cabin.
Coaming - A vertical extension above the deck to prevent water from entering the
cockpit. May be broadened to provide a base for winches.
Coil - To lay a line down in circular turns.
Companionway - The main entrance to the cabin, usually including the steps down into
the cabin.
Course - The direction in which a boat is steered.
Current - The horizontal movement of water.
Davits - Small cranes used to raise or lower small boats and light items from deck to water
level.
Dead Ahead - Directly ahead.
Dead Astern - Directly aft.
Deck - A permanent covering over a compartment, hull or any part thereof.
Dinghy - A small open boat. A dinghy is often used as a tender for a larger craft.
Displacement - The weight of water displaced by a floating vessel, thus, a boat’s weight.
- 58 -
5 9
M A R I N E
L I F E
E X P L O R A T I O N
Ditty Bag - Small bag used for carrying and stowing small personal items or kits
Dock - A protected water area in which vessels are moored. The term is often used to
denote a pier or a wharf.
Draft - The depth of water a boat draws.
Ebb - A receding current.
Fathom - Six feet.
Fender - A cushion, placed between boats, or between a boat and a pier, to prevent
damage.
Fid - Tool used by riggers in splicing line
Figure Eight Knot - A knot in the form of a figure eight, placed in the end of a line to
prevent the line from passing through a grommet or a block.
Fo’c’sle- An abbreviation of forecastle. Refers to that portion of the cabin which is
farthest forward. In square-riggers often used as quarters for the crew.
Fore And Aft - In a line parallel to the keel.
Forepeak - The compartment farthest forward in the bow of the boat. Often used for
anchor or sail stowage. In larger ships the crews quarters
Forestay - Wire, sometimes rod, support for the mast, running from the bowsprit or
foredeck to a point at or near the top of the mast.
Forward - Toward the bow of the boat.
Fouled - Any piece of equipment that is jammed or entangled, or dirtied.
Frames - Ribs that form the shape of the hull
Gaff - a free swinging spar attached to the top edge of a sail
Galley - The kitchen area of a boat.
Gangway - The area of a ship’s side where people board and disembark.
Grab Rails - Hand-hold fittings mounted on cabin tops and sides for personal safety when
moving around the boat.
Halyards - lines used to haul up or lower the sails and the wooden spars (boom and gaff)
that hold the sails in place. Lines used to hoist or lower flags.
Hatch - an opening in the deck for entering below.
Head - Marine toilet.
Heading - The direction in which a vessel’s bow points at any given time.
Headsails - Any sail forward of the foremast.
Headway - Forward motion of boat opposite to sternway
Helm - The wheel or tiller controlling the rudder.
Helmsman - Sailor who steers the boat.
Hitch - A knot used to secure a rope to another object or to another rope, or to form a
loop or a noose in a rope.
Hold - A compartment below deck in a vessel, used solely for carrying cargo.
Hull - The main body of a vessel.
Inboard - More toward the center of a vessel; inside; an engine fitted inside a boat.
Jacobs Ladder - A rope ladder, lowered from the deck, as when pilots or passengers come
aboard.
- 59 -
6 0
M A R I N E
L I F E
E X P L O R A T I O N
Jetty - A structure, usually masonry, projecting out from the shore; a jetty may protect a
harbor entrance.
Jettison - To throw overboard.
Jib - A triangular foresail in front of the foremast.
Keel -the timber at the very bottom of the hull to which frames are attached.
Knot - A measure of speed equal to one nautical mile (6076 feet) per hour.
Knot - A fastening made by interweaving rope to form a stopper, to enclose or bind an
object, to form a loop or a noose, to tie a small rope to an object, or to tie the ends of two
small ropes together.
Latitude - The distance north or south of the equator measured and expressed in degrees.
Lazy Jack - Light lines from the topping lift to the boom, forming a cradle into which the
mainsail may be lowered.
Lee - The side sheltered from the wind.
Leeward - The direction away from the wind. Opposite of Windward.
Leeway - The sideways movement of the boat caused by either wind or current.
Lines - Rope or cordage used for various purposes aboard a boat.
Log - A record of courses or operation. Also, a device to measure speed.
Longitude - The distance in degrees east or west of the meridian at
Mainmast - the tallest mast of the ship; on a schooner, the mast furthest aft.
Mainsail - The lowest square sail on the mainmast.
Marline - A light twine size line which has been tarred.
Mast - Main vertical spar used to support sails and their running rigging and in turn is
supported by standing rigging
Mechanical advantage (or purchase) - A mechanical method of increasing an applied
force. Disregarding the effects of friction, if a force of 100 pounds applied to a tackle is
magnified to a force of 400 pounds, the purchase or mechanical advantage is said to be
four to one, or 4: 1.
Midship - Approximately in the location equally distant from the bow and stern.
Mizzen - A fore and aft sail flown on the mizzenmast.
Mooring - An arrangement for securing a boat to a mooring buoy or a pier.
Nautical Mile - One minute of latitude; approximately 6076 feet - about 1/8 longer than
the statute mile of 5280 feet.
Navigation - The art and science of conducting a boat safely from one point to another.
Oar - Device used to propel small boats by rowing
Outhaul - Usually a line or tackle, an outhaul is used to pull the clew of the mainsail
towards the end of the boom, thus tightening the foot of the sail.
Overboard - Over the side or out of the boat.
Pier - A loading platform extending at an angle from the shore.
Planking - wood boards that cover the frames outside the hull.
Port - The left side of a boat looking forward. A harbor.
Quarter - The sides of a boat aft of amidships.
Rake - The fore or aft angle of the mast. Can be deliberately induced (by adjustment of
- 60 -
6 1
M A R I N E
L I F E
E X P L O R A T I O N
the standing rigging) to flatten sails, balance steering, etc. Normally slightly aft.
Reef points - A horizontal line of light lines on a sail which may be tied to the boom,
reducing the area of the sail during heavy winds.
Rigging: - the lines that hold up the masts and move the sails (standing and running
rigging).
Rode - The anchor line and/or chain.
Rope - In general, cordage as it is purchased at the store. When it comes aboard a vessel
and is put to use it becomes line.
Rudder - A vertical plate or board for steering a boat.
Run - To allow a line to feed freely.
Running rigging -The adjustable portion of the rigging, used to control sails and
equipment.
Running Lights - Lights required to be shown on boats underway between sundown and
sunup.
Sail - a piece of cloth that catches or directs the wind and so powers a vessel.
Sailing Rig - the equipment used to sail a bost, including sails, booms and gaffs, lines and
blocks.
Schooner - Sailing ships with at least 2 masts (foremast and mainmast) with the mainmast
being the taller. Word derives from the term ―schoon/scoon‖ meaning to move smoothly
and quickly. ( a 3-masted vessel is called a ―tern‖).
Screw - A boat’s propeller.
Scupper - Drain in cockpit, coaming, or toe-rail allowing water to drain out and
overboard. When in toe rail, properly known as ―freeing port‖
Seamanship - All the arts and skills of boat handling, ranging from maintenance and
repairs to piloting, sail handling, marlinespike work, and rigging.
Sea Room - A safe distance from the shore or other hazards.
Seaworthy - A boat or a boat’s gear able to meet the usual sea conditions.
Secure - To make fast.
Set - Direction toward which the current is flowing.
Sheets-Lines used to control the position of a sail.
Shrouds-Lateral supports for the mast, usually of wire or metal rod.
Ship - A larger vessel usually thought of as being used for ocean travel. A vessel able to
carry a ―boat‖ onboard.
Slack - Not fastened; loose. Also, to loosen.
Sounding - A measurement of the depth of water.
Spring Line - A pivot line used in docking, undocking, or to prevent the boat from
moving forward or astern while made fast to a dock.
Squall - A sudden, violent wind often accompanied by rain.
Square Knot - A knot used to join two lines of similar size. Also called a reef knot.
Standing Part - That part of a line which is made fast. The main part of a line as
distinguished from the bight and the end.
- 61 -
6 2
M A R I N E
L I F E
E X P L O R A T I O N
Standing rigging - Permanent rigging used to support the spars.
Starboard - The right side of a boat when looking forward.
Stay - a line or wire from the mast to the bow or stern of a ship, for support of the mast (fore,
back, running,
and triadic stays).
Staysail - A sail that is set on a stay, and not on a yard or a mast.
Stem - the timber at the very front of the bow.
Stern Line - A docking line leading from the stern.
Stow - To put an item in its proper place.
Sweat And Tail - Sweat is the act of hauling a halyard to raise a sail or spar done by pulling all
slack outward and then downward. Tail is controlling, coiling, and securing the running end of
the halyard.
Tack - On a triangular sail, the bottom forward corner. Also, to turn the bow of the boat
through the wind so the wind exerts pressure on the opposite side of the
sail.
Thwart – Seat in a boat, for the rowers to sit on.
Tide - The periodic rise and fall of water level in the oceans.
Topping lift - A line or wire rope used to support the boom when a boat is anchored or
moored.
Topsides - The sides of a vessel between the waterline and the deck; sometimes referring to
onto or above the deck.
Transom - The flat, or sometimes curved terminating structure of the hull at the stern of a
boat.
Trim - Fore and aft balance of a boat.
Underway - Vessel in motion, not moored or aground
V bottom - A hull with the bottom section in the shape of a ―V‖.
Wake - Moving waves, track or path that a boat leaves behind it, when moving across the
waters.
Waterline - A line painted on a hull which shows the point to which a boat sinks when it is
properly trimmed.
Way - Movement of a vessel through the water such as headway, sternway or leeway.
Wheel - device used for steering a boat.
Widow-maker - a term for the bowsprit (many sailors lost their lives falling off the bowsprit
while tending sails).
Windward - Toward the direction from which the wind is coming.
Yard – is a horizontal spar on a mast from which square sails are set made from wood.
- 62 -