Marine Life Zones
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Methane Cold Seeps As Biological Oases in the High‐
LIMNOLOGY and Limnol. Oceanogr. 00, 2017, 00–00 VC 2017 The Authors Limnology and Oceanography published by Wiley Periodicals, Inc. OCEANOGRAPHY on behalf of Association for the Sciences of Limnology and Oceanography doi: 10.1002/lno.10732 Methane cold seeps as biological oases in the high-Arctic deep sea Emmelie K. L. A˚ strom€ ,1* Michael L. Carroll,1,2 William G. Ambrose, Jr.,1,2,3,4 Arunima Sen,1 Anna Silyakova,1 JoLynn Carroll1,2 1CAGE - Centre for Arctic Gas Hydrate, Environment and Climate, Department of Geosciences, UiT The Arctic University of Norway, Tromsø, Norway 2Akvaplan-niva, FRAM – High North Research Centre for Climate and the Environment, Tromsø, Norway 3Division of Polar Programs, National Science Foundation, Arlington, Virginia 4Department of Biology, Bates College, Lewiston, Maine Abstract Cold seeps can support unique faunal communities via chemosynthetic interactions fueled by seabed emissions of hydrocarbons. Additionally, cold seeps can enhance habitat complexity at the deep seafloor through the accretion of methane derived authigenic carbonates (MDAC). We examined infaunal and mega- faunal community structure at high-Arctic cold seeps through analyses of benthic samples and seafloor pho- tographs from pockmarks exhibiting highly elevated methane concentrations in sediments and the water column at Vestnesa Ridge (VR), Svalbard (798 N). Infaunal biomass and abundance were five times higher, species richness was 2.5 times higher and diversity was 1.5 times higher at methane-rich Vestnesa compared to a nearby control region. Seabed photos reveal different faunal associations inside, at the edge, and outside Vestnesa pockmarks. Brittle stars were the most common megafauna occurring on the soft bottom plains out- side pockmarks. -
Coastal and Marine Ecological Classification Standard (2012)
FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard Marine and Coastal Spatial Data Subcommittee Federal Geographic Data Committee June, 2012 Federal Geographic Data Committee FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard, June 2012 ______________________________________________________________________________________ CONTENTS PAGE 1. Introduction ..................................................................................................................... 1 1.1 Objectives ................................................................................................................ 1 1.2 Need ......................................................................................................................... 2 1.3 Scope ........................................................................................................................ 2 1.4 Application ............................................................................................................... 3 1.5 Relationship to Previous FGDC Standards .............................................................. 4 1.6 Development Procedures ......................................................................................... 5 1.7 Guiding Principles ................................................................................................... 7 1.7.1 Build a Scientifically Sound Ecological Classification .................................... 7 1.7.2 Meet the Needs of a Wide Range of Users ...................................................... -
Grade 3 Unit 2 Overview Open Ocean Habitats Introduction
G3 U2 OVR GRADE 3 UNIT 2 OVERVIEW Open Ocean Habitats Introduction The open ocean has always played a vital role in the culture, subsistence, and economic well-being of Hawai‘i’s inhabitants. The Hawaiian Islands lie in the Pacifi c Ocean, a body of water covering more than one-third of the Earth’s surface. In the following four lessons, students learn about open ocean habitats, from the ocean’s lighter surface to the darker bottom fl oor thousands of feet below the surface. Although organisms are scarce in the deep sea, there is a large diversity of organisms in addition to bottom fi sh such as polycheate worms, crustaceans, and bivalve mollusks. They come to realize that few things in the open ocean have adapted to cope with the increased pressure from the weight of the water column at that depth, in complete darkness and frigid temperatures. Students fi nd out, through instruction, presentations, and website research, that the vast open ocean is divided into zones. The pelagic zone consists of the open ocean habitat that begins at the edge of the continental shelf and extends from the surface to the ocean bottom. This zone is further sub-divided into the photic (sunlight) and disphotic (twilight) zones where most ocean organisms live. Below these two sub-zones is the aphotic (darkness) zone. In this unit, students learn about each of the ocean zones, and identify and note animals living in each zone. They also research and keep records of the evolutionary physical features and functions that animals they study have acquired to survive in harsh open ocean habitats. -
World Ocean Thermocline Weakening and Isothermal Layer Warming
applied sciences Article World Ocean Thermocline Weakening and Isothermal Layer Warming Peter C. Chu * and Chenwu Fan Naval Ocean Analysis and Prediction Laboratory, Department of Oceanography, Naval Postgraduate School, Monterey, CA 93943, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-831-656-3688 Received: 30 September 2020; Accepted: 13 November 2020; Published: 19 November 2020 Abstract: This paper identifies world thermocline weakening and provides an improved estimate of upper ocean warming through replacement of the upper layer with the fixed depth range by the isothermal layer, because the upper ocean isothermal layer (as a whole) exchanges heat with the atmosphere and the deep layer. Thermocline gradient, heat flux across the air–ocean interface, and horizontal heat advection determine the heat stored in the isothermal layer. Among the three processes, the effect of the thermocline gradient clearly shows up when we use the isothermal layer heat content, but it is otherwise when we use the heat content with the fixed depth ranges such as 0–300 m, 0–400 m, 0–700 m, 0–750 m, and 0–2000 m. A strong thermocline gradient exhibits the downward heat transfer from the isothermal layer (non-polar regions), makes the isothermal layer thin, and causes less heat to be stored in it. On the other hand, a weak thermocline gradient makes the isothermal layer thick, and causes more heat to be stored in it. In addition, the uncertainty in estimating upper ocean heat content and warming trends using uncertain fixed depth ranges (0–300 m, 0–400 m, 0–700 m, 0–750 m, or 0–2000 m) will be eliminated by using the isothermal layer. -
MARINE ENVIRONMENTS Teaching Module for Grades 6-12
MARINE ENVIRONMENTS Teaching Module for Grades 6-12 Dear Educator, We are pleased to present you with the first in a series of teaching and learning modules developed by the DEEPEND (Deep-Pelagic Nekton Dynamics) consortium and their consultants. DEEPEND is a research network focusing primarily on the pelagic zone of the Gulf of Mexico, therefore the majority of the lessons will be based around this topic. Whenever possible, the lessons will focus specifically on events of the Gulf of Mexico or work from the DEEPEND scientists. All modules in this series aim to engage students in grades 6 through 12 in STEM disciplines, while promoting student learning of the marine environment. We hope these lessons enable teachers to address student misconceptions and apprehensions regarding the unique organisms and properties of marine ecosystems. We intend for these modules to be a guide for teaching. Teachers are welcome to use the lessons in any order they wish, use just portions of lessons, and may modify the lessons as they wish. Furthermore, educators may share these lessons with other school districts and teachers; however, please do not receive monetary gain for lessons in any of the modules. Moreover, please provide credit to photographers and authors whenever possible. This first module focuses on the marine environment in general including biological, chemical, and physical properties of the water column. We have provided a variety of activities and extensions within this module such that lessons can easily be adapted for various grade and proficiency levels. Given that education reform strives to incorporate authentic science experiences, many of these lessons encourage exploration and experimentation to encourage students to think and act like a scientist. -
Lake Ecology
Fundamentals of Limnology Oxygen, Temperature and Lake Stratification Prereqs: Students should have reviewed the importance of Oxygen and Carbon Dioxide in Aquatic Systems Students should have reviewed the video tape on the calibration and use of a YSI oxygen meter. Students should have a basic knowledge of pH and how to use a pH meter. Safety: This module includes field work in boats on Raystown Lake. On average, there is a death due to drowning on Raystown Lake every two years due to careless boating activities. You will very strongly decrease the risk of accident when you obey the following rules: 1. All participants in this field exercise will wear Coast Guard certified PFDs. (No exceptions for teachers or staff). 2. There is no "horseplay" allowed on boats. This includes throwing objects, splashing others, rocking boats, erratic operation of boats or unnecessary navigational detours. 3. Obey all boating regulations, especially, no wake zone markers 4. No swimming from boats 5. Keep all hands and sampling equipment inside of boats while the boats are moving. 6. Whenever possible, hold sampling equipment inside of the boats rather than over the water. We have no desire to donate sampling gear to the bottom of the lake. 7. The program director has final say as to what is and is not appropriate safety behavior. Failure to comply with the safety guidelines and the program director's requests will result in expulsion from the program and loss of Field Station privileges. I. Introduction to Aquatic Environments Water covers 75% of the Earth's surface. We divide that water into three types based on the salinity, the concentration of dissolved salts in the water. -
Environmental Science
LIVING THINGS AND THE ENVIRONMENT • Ecosystem: – All the living and nonliving things that ENVIRONMENTAL SCIENCE interact in a particular area – An organism obtains food, water, shelter, and other Populations and Communities things it needs to live, grow and reproduce from its surroundings – Ecosystems may contain many different habitats Science 7 Science 7 LIVING THINGS AND THE LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Habitat: • Biotic Factors: – The place and organism – The living parts of any lives and obtains all the ecosystem things it needs to survive – Example: Prairie Dogs – Example: • Hawks • Prairie Dog • Ferrets • Needs: • Badgers – Food • Eagles – Water • Grass – Shelter • Plants – Etc. Science 7 Science 7 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors: • Abiotic Factors con’t – Water: – Sunlight: • All living things • Necessary for require water for photosynthesis survival • Your body is 65% • Organisms which water use the sun form • A watermelon is the base of the 95% water food chain • Plants need water for photosynthesis for food and oxygen production Science 7 Science 7 1 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors Con’t • Abiotic Factors con’t – Oxygen: – Temperature: • Necessary for most • The temperature of living things an area determines • Used by animals the type of for cellular organisms which respiration can live there • Ex: Polar Bears do not live in the tropics • Ex: piranha’s don’t live in the arctic Science 7 Science -
HOLT Earth Science
HOLT Earth Science Directed Reading Name Class Date Skills Worksheet Directed Reading Section: What Is Earth Science? 1. For thousands of years, people have looked at the world and wondered what shaped it. 2. How did cultures throughout history attempt to explain events such as vol- cano eruptions, earthquakes, and eclipses? 3. How does modern science attempt to understand Earth and its changing landscape? THE SCIENTIFIC STUDY OF EARTH ______ 4. Scientists in China began keeping records of earthquakes as early as a. 200 BCE. b. 480 BCE. c. 780 BCE. d. 1780 BCE. ______ 5. What kind of catalog did the ancient Greeks compile? a. a catalog of rocks and minerals b. a catalog of stars in the universe c. a catalog of gods and goddesses d. a catalog of fashion ______ 6. What did the Maya track in ancient times? a. the tides b. the movement of people and animals c. changes in rocks and minerals d. the movements of the sun, moon, and planets ______ 7. Based on their observations, the Maya created a. jewelry. b. calendars. c. books. d. pyramids. Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt Earth Science 7 Introduction to Earth Science Name Class Date Directed Reading continued ______ 8. For a long time, scientific discoveries were limited to a. observations of phenomena that could be made with the help of scientific instruments. b. observations of phenomena that could not be seen, only imagined. c. myths and legends surrounding phenomena. d. observations of phenomena that could be seen with the unaided eye. -
Can't Catch My Breath! a Study of Metabolism in Fish. Subjects
W&M ScholarWorks Reports 2017 Can’t Catch My Breath! A Study of Metabolism in Fish. Subjects: Environmental Science, Marine/Ocean Science, Life Science/ Biology Grades: 6-8 Gail Schweiterman Follow this and additional works at: https://scholarworks.wm.edu/reports Part of the Marine Biology Commons, and the Science and Mathematics Education Commons Recommended Citation Schweiterman, G. (2017) Can’t Catch My Breath! A Study of Metabolism in Fish. Subjects: Environmental Science, Marine/Ocean Science, Life Science/Biology Grades: 6-8. VA SEA 2017 Lesson Plans. Virginia Institute of Marine Science, College of William and Mary. https://doi.org/10.21220/V5414G This Report is brought to you for free and open access by W&M ScholarWorks. It has been accepted for inclusion in Reports by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Can’t catch my breath! A study of metabolism in fish Gail Schwieterman Virginia Institute of Marine Science Grade Level High School Subject area Biology, Environmental, or Marine Science This work is sponsored by the National Estuarine Research Reserve System Science Collaborative, which supports collaborative research that addresses coastal management problems important to the reserves. The Science Collaborative is funded by the National Oceanic and Atmospheric Administration and managed by the University of Michigan Water Center. 1. Activity Title: Can’t Catch My Breath! A study of metabolism in fish 2. Focus: Metabolism (Ecological drivers); The Scientific Method (Formulating Hypothesis) 3. Grade Levels/ Subject: HS Biology, HS Marine Biology 4. VA Science Standard(s) addressed: BIO.1. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations (including most Essential Understandings and nearly all Essential Knowledge and Skills) BIO.4a. -
Harmful Algal Blooms (Habs) and Desalination: a Guide to Impacts, Monitoring, and Management
Manuals and Guides 78 Harmful Algal Blooms (HABs) and Desalination: A Guide to Impacts, Monitoring, and Management Edited by: Donald M. Anderson, Siobhan F.E. Boerlage, Mike B. Dixon UNESCO Manuals and Guides 78 Intergovernmental Oceanographic Commission Harmful Algal Blooms (HABs) and Desalination: A Guide to Impacts, Monitoring and Management Edited by: Donald M. Anderson* Biology Department, Woods Hole Oceanographic Institution Woods Hole, MA 02543 USA Siobhan F. E. Boerlage Boerlage Consulting Gold Coast, Queensland, Australia Mike B. Dixon MDD Consulting, Kensington Calgary, Alberta, Canada *Corresponding Author’s email: [email protected] UNESCO 2017 Bloom prevention and control 7 BLOOM PREVENTION AND CONTROL Clarissa R. Anderson1, Kevin G. Sellner2, and Donald M. Anderson3 1University of California, Santa Cruz, Santa Cruz, CA USA 2Chesapeake Research Consortium, Edgewater MD USA 3Woods Hole Oceanographic Institution, Woods Hole MA USA 7.1 Introduction ........................................................................................................................................... 205 7.2 Bloom prevention .................................................................................................................................. 207 7.2.1 Nutrient load reduction .................................................................................................................. 207 7.2.2 Nutrient load ................................................................................................................................. -
Marine Plants in Coral Reef Ecosystems of Southeast Asia by E
Global Journal of Science Frontier Research: C Biological Science Volume 18 Issue 1 Version 1.0 Year 2018 Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals Online ISSN: 2249-4626 & Print ISSN: 0975-5896 Marine Plants in Coral Reef Ecosystems of Southeast Asia By E. A. Titlyanov, T. V. Titlyanova & M. Tokeshi Zhirmunsky Institute of Marine Biology Corel Reef Ecosystems- The coral reef ecosystem is a collection of diverse species that interact with each other and with the physical environment. The latitudinal distribution of coral reef ecosystems in the oceans (geographical distribution) is determined by the seawater temperature, which influences the reproduction and growth of hermatypic corals − the main component of the ecosystem. As so, coral reefs only occupy the tropical and subtropical zones. The vertical distribution (into depth) is limited by light. Sun light is the main energy source for this ecosystem, which is produced through photosynthesis of symbiotic microalgae − zooxanthellae living in corals, macroalgae, seagrasses and phytoplankton. GJSFR-C Classification: FOR Code: 060701 MarinePlantsinCoralReefEcosystemsofSoutheastAsia Strictly as per the compliance and regulations of : © 2018. E. A. Titlyanov, T. V. Titlyanova & M. Tokeshi. This is a research/review paper, distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Marine Plants in Coral Reef Ecosystems of Southeast Asia E. A. Titlyanov α, T. V. Titlyanova σ & M. Tokeshi ρ I. Coral Reef Ecosystems factors for the organisms’ abundance and diversity on a reef. -
HARMFUL ALGAL BLOOMS in COASTAL WATERS: Options for Prevention, Control and Mitigation
Science for Solutions A A Special Joint Report with the Decision Analysis Series No. 10 National Fish and Wildlife Foundation onald F. Boesch, Anderson, Rita A dra %: Shumway, . Tesf er, Terry E. February 1997 U.S. DEPARTMENT OF COMMERCE U.S. DEPARTMENT OF THE INTERIOR William M. Daley, Secretary Bruce Babbitt, Secretary The Decision Analysis Series has been established by NOAA's Coastal Ocean Program (COP) to present documents for coastal resource decision makers which contain analytical treatments of major issues or topics. The issues, topics, and principal investigators have been selected through an extensive peer review process. To learn more about the COP or the Decision Analysis Series, please write: NOAA Coastal Ocean Office 1315 East West Highway Silver Spring, MD 209 10 phone: 301-71 3-3338 fax: 30 1-7 13-4044 Cover photo: The upper portion of photo depicts a brown tide event in an inlet along the eastern end of Long Island, New York, during Summer 7986. The blue water is Block lsland Sound. Photo courtesy of L. Cosper. Science for Solutions NOAA COASTAL OCEAN PROGRAM Special Joint Report with the Decision Analysis Series No. 10 National Fish and WildlifeFoundation HARMFUL ALGAL BLOOMS IN COASTAL WATERS: Options for Prevention, Control and Mitigation Donald F. Boesch, Donald M. Anderson, Rita A. Horner Sandra E. Shumway, Patricia A. Tester, Terry E. Whitledge February 1997 National Oceanic and Atmospheric Administration National Fish and Wildlife Foundation D. James Baker, Under Secretary Amos S. Eno, Executive Director Coastal Ocean Office Donald Scavia, Director This ~ublicationshould be cited as: Boesch, Donald F.