The great ocean conveyor moves water around the globe.
The ocean is not a still body of water. There is constant motion in the ocean in the form of a global ocean conveyor belt. This motion is caused by a combination of thermohaline currents (thermo = temperature; haline = salinity) in the deep ocean and wind-driven currents on the surface. Cold, salty water is dense and sinks to the bottom of the ocean while warm water is less dense and remains on the surface.
The ocean conveyor gets its &#;start&#; in the Norwegian Sea, where warm water from the Gulf Stream heats the atmosphere in the cold northern latitudes. This loss of heat to the atmosphere makes the water cooler and denser, causing it to sink to the bottom of the ocean. As more warm water is transported north, the cooler water sinks and moves south to make room for the incoming warm water. This cold bottom water flows south of the equator all the way down to Antarctica. Eventually, the cold bottom waters returns to the surface through mixing and wind-driven upwelling, continuing the conveyor belt that encircles the globe.
haichuan contains other products and information you need, so please check it out.
Idea for Use in the Classroom
Have students study the currents in the Global Conveyor Belt infographic. As they view the infographic, ask students to consider the following questions: Do you see that the oceans (Arctic, Pacific, Atlantic, and Indian) are connected? What does this mean for marine life in the ocean? What does this mean for how we can treat ocean pollution?
After studying the currents, have students use information from the infographic to write a travel journal detailing their journey along the global conveyor belt and what they experience along the way. Instruct students to write at least six entries with the itinerary beginning and ending near Greenland. Tell students that they must include Antarctica and a point near the equator. Have them consider how long their journey will take. Encourage students to research the different animals and landforms they might see at each location on their journey. As they write, ask students to include the following information:
If time permits, have students write an entry about how climate change slowed down or stalled their journey.
If you are looking for more details, kindly visit Special Conveyor Belt.