23 Chapter 3: Time to Apply

Back in 1968, Science News published an article titled Drilling under the sea. The article was published the same month Glomar Challenger began its journey as part of the Deep Sea Drilling Project (DSDP). As you read the article, pay careful attention to the section that starts with the bold word Sediments (you will also find amusing in this section the mention of green cheese, no doubt!).

(a) The article states that the “first target” (part of Leg 1) will be the dome-like structures in the Gulf of Mexico. What did scientists believe these domes could be?

• • Now visit the Initial Report from Leg 1 that summarizes the results of Glomar Challenger‘s time at sea. Read through the first two paragraphs of the Report’s Introduction and make note of the scientific achievements.
  • Write an update to this article for Science News, now that you know the scientific results of DSDP Leg 1. Make reference to what was predicted in the 1968 article.

(b) Continue reading the Sediments section of the 1968 Science News article. Where was Glomar Challenger sailing for Leg 2? What did the scientists hope to learn?

• • Now visit the Initial Report from Leg 2. Read through the Report’s Introduction and summarize the successes and challenges (for science, and for the ship).

(c) Towards the end of the Science News article, the earlier research vessel HMS Challenger is described as “the great breakthrough in the development of oceanography as a science.” The last sentence of the article states, “The new Challenger… is, in our day, an equally important step.” What do you think “equally important step” is referring to? Is there anything from what you have learned about DSDP Leg 1 and Leg 2 that has you agreeing or disagreeing with regards to the importance of Glomar Challenger? Explain.

Paleoceanographer and sedimentologist Dr. Suzanne O’Connell published in GSA Today (2018) an excellent review of scientific ocean drilling, past and present. Titled Holes in the Bottom of the Sea: History, Revolutions, and Future Opportunities, the article is a snapshot of the history of the programs and the ships – and most importantly, the scientific results.

(a) According to Dr. O’Connell, what are the three major revolutions we now have in our understanding of Planet Earth, thanks to scientific ocean drilling?

(b) Go back to the page in this OER on Ocean Literacy. Which Ocean Literacy Principle(s) apply to each of the revolutions as defined by Dr. O’Connell, and how do they apply?

The Geotimes magazine cover featured in the CUSS I section of this chapter contains an article titled They said it couldn’t be done…Preliminary Mohole Drilling Project Successful.  The article describes the science and engineering accomplishments and discoveries  of this early phase of Project Mohole.

Page 12  notes that “cores from the Guadalupe test drilling have furnished abundant material for paleontological studies. As much as 80 per cent of the green, upper Miocene ooze brought to the surface in the cores consists of fossil remains. It has been tentatively estimated that these deposits accumulated at the rate of about two centimeters of ooze per thousand years. ” 

(a) If the ooze deposits in the Guadalupe test drilling accumulated at a rate of two centimeters per thousand years, estimate how long it would take to accumulate a 10-meter-thick layer of ooze. Note that 100 centimeters = 1 meter.

(b) What does the high percentage of fossil remains suggest about the ocean environment during the upper Miocene Period?

The following paragraph notes that the “scientific team concentrated on geophysical measurements in the fourth Guadalupe test hole. At a depth of 140 feet, the measured temperature was 7°C, and at 500 feet was 21°C.” 

(c) These values give scientists some idea of the geothermal gradient, the rate at which the Earth’s temperature increases with depth below the surface.  Based on the temperature                       measurements provided (7°C at 140 feet and 21°C at 500 feet), calculate the geothermal gradient (°C /foot) in the fourth Guadalupe test hole. 

(d) Your answer to the last question may not seem so profound since with each foot deeper, the temperature is only a fraction of  a °C higher. These numbers can add up though! Take these same measurements (7°C at 140 feet and 21°C at 500 feet) and calculate how deep a 1°C increase in temperature (feet/°C) would occur.

(e) Using this rate of increase, how far down below the seafloor in feet would the temperature reach 100°C (212°F, where water boils on Earth’s surface!)?

Visual info graphics are ways to interact with the public that may not be trained in reading traditional graphical forms of information. Additionally, they are intended to be more engaging and provide the reader a better understanding of the history of the topics as well. Info graphics favor using colors, recognizable images, collected data, and low jargon explanations to be accessible to a diverse background of audiences. Look at the below examples of info graphics or think about the ones you have enjoyed as an audience member. Think about the design components that kept you engaged and interested. Size of the text, the color choice, the images, the spacing and amount of text etc…

International Ocean Discovery Program (2013-2024)