Spatial Scales of Benthic and Pelagic Producer Biomass in a Coastal Upwelling Ecosystem
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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. -
Wave Equations Matt Am Rtin Royal Holloway, University of London
The Goose Volume 15 | No. 1 Article 38 9-1-2016 Wave Equations Matt aM rtin Royal Holloway, University of London Part of the Critical and Cultural Studies Commons, Literature in English, North America Commons, Nature and Society Relations Commons, Place and Environment Commons, and the Poetry Commons Follow this and additional works at / Suivez-nous ainsi que d’autres travaux et œuvres: https://scholars.wlu.ca/thegoose Recommended Citation / Citation recommandée Martin, Matt. "Wave Equations." The Goose, vol. 15 , no. 1 , article 38, 2016, https://scholars.wlu.ca/thegoose/vol15/iss1/38. This article is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in The Goose by an authorized editor of Scholars Commons @ Laurier. For more information, please contact [email protected]. Cet article vous est accessible gratuitement et en libre accès grâce à Scholars Commons @ Laurier. Le texte a été approuvé pour faire partie intégrante de la revue The Goose par un rédacteur autorisé de Scholars Commons @ Laurier. Pour de plus amples informations, contactez [email protected]. Martin: Wave Equations skerry bride = beach breacher = strand strider = whale wake = trilobite’s headstone = acrobattleship = baker of laver bread = moray eel yawn = blade in fjord-scabbard = captain cook’s skillet = fiddler crab tremolo = cliff licker = dying undine = cove carver = dolphin’s counterpane = estuary’s peristalsis = grammar lesson at the school of fish = halibuttress = icebreak-dancer = ghost porpoise -
The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg
Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg To cite this version: Simone Borg. Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots. Patrick Chaumette. Transforming the Ocean Law by Requirement of the Marine Environment Conservation - Le Droit de l’Océan transformé par l’exigence de conservation de l’environnement marin., Marcial Pons, 2019, 978-84-9123-635-1. halshs-02396008 HAL Id: halshs-02396008 https://halshs.archives-ouvertes.fr/halshs-02396008 Submitted on 11 Dec 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. CHAPTER 3 CONSERVatION OF THE MARINE ENVIRONMENT AND THE EXPLOItatION OF THE SEABED «The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots» Simone Borg Resident Professor and Head, Department of Environmental Law and Resources Law, Resident Professor Department of International Law, Faculty of Laws, University of Malta, Malta Visiting Professor IMO International Maritime Law Institute, Malta RÉSUMÉ: L’application d’une approche intégrée est largement reconnue comme un aspect essentiel de toute politique et de tout régime juridique pour la conserva- tion des ressources naturelles. -
The Open Ocean
THE OPEN OCEAN Grade 5 Unit 6 THE OPEN OCEAN How much of the Earth is covered by the ocean? What do we mean by the “open ocean”? How do we describe the open oceans of Hawai’i? The World’s Oceans The ocean is the world’s largest habitat. It covers about 70% of the Earth’s surface. Scientists divide the ocean into two main zones: Pelagic Zone: The open ocean that is not near the coast. pelagic zone Benthic Zone: The ocean bottom. benthic zone Ocean Zones pelagic zone Additional Pelagic Zones Photic zone Aphotic zone Pelagic Zones The Hawaiian Islands do not have a continental shelf Inshore: anything within 100 meters of shore Offshore : anything over 500 meters from shore Inshore Ecosystems Offshore Ecosystems Questions 1.) How much of the Earth is covered by the ocean? Questions 1.) How much of the Earth is covered by the ocean? Answer: 70% of the Earth is covered by ocean water. Questions 2.) What are the two MAIN zones of the ocean? Questions 2.) What are the two MAIN zones of the ocean? Answer: Pelagic Zone-the open ocean not near the coast. Benthic Zone-ocean bottom. Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Answer: Photic zone- where sunlight penetrates Aphotic zone- where sunlight cannot penetrate Neritic zone- over the continental shelf Oceanic zone- beyond the continental shelf Questions 4.) What is inshore? What is offshore? Questions 4.) What is inshore? What is offshore? Answer: Inshore: anything within 100 meters of shore Offshore: anything over 500 meters from shore . -
COURSE OUTLINE Marine Biology
COURSE OUTLINE Marine Biology Rutherford High School Rutherford, New Jersey 1 I. BASIC PHILOSOPHY Recognizing that a student's attitudes or feelings about marine biology are just as important in the long run as his or her acquisition of specific concepts, it is our goal to instill in our students the belief that marine biology is an exciting, relevant, human activity that can be enjoyable to study. To this end, the extensive use of laboratory experimentation, demonstrations and other hands-on activities are an integral part of the course. II. METHODS EMPLOYED direct teacher instruction demonstrations laboratory experiments mini-activities (e.g. simulations) and laboratories computer-assisted instruction cooperative learning - problem solving filmstrips and videos library research problem and question & answer sessions homework III. TEXT An Introduction to the Biology of Marine Life James L. Sumich Wm. C. Brown Company, 1988. IV. OBJECTIVES 1. GENERAL OBJECTIVES A. To introduce students to the marine environment and its indigenous organisms. B. To develop an understanding of man’s effect on the marine environment. C. To develop an awareness of the career possibilities available to students in this area. 2. SPECIFIC OBJECTIVES A. To study the principles, concepts and facts through which the student can better understand and appreciate the nature of the sea and its inhabitants. 2 B. To acquaint the student with the interrelationships of plants and animals and the environment within the sea. C. To develop an understanding of man’s effect on the balance of nature in the marine environment. D. To explore the wise and effective use of the natural resources of the sea as a food source. -
Benthic Ecology and Demersal Resources
Benthic Ecology and Demersal Resources Dr. Dattesh V Desai CSIR-NIO, Dona Paula, Goa [email protected] Divisions of the Marine Environment Benthos Community of organisms - live on, in, or near the seabed, also known as the benthic zone Live in or near marine sedimentary environments, from tidal pools along the foreshore, out to the continental shelf, and down to the abyssal depths Most organisms in the benthic zone are scavengers or detritivores Ecology • Factors regulating the distribution and abundance of organisms in the ocean • Influence of physical and chemical parameters on organisms in the various ecosystems • Ecosystem - includes the living (biotic) and non-living (abiotic) portions of the environment. – e.g., coral reefs, estuary, rocky intertidal habitats, Mangroves, etc. Benthic Ecology Environmental factors Benthic Lifestyle influencing benthos include -temperature • Benthos -salinity • Epibenthic -pressure • Burrowers -nutrients • Borers -dissolved gases -currents • Infaunal, Semi- -light infaunal -suspended sediments • Benthic swimmers -substrate (bottom • Interstitial material) -river inflow -tides and waves. Classification – Based on size Macrobenthos - The larger, more visible benthic organisms – greater than or equal to 0.5mm (shortest dimension) e.g. Polychaete worms, bivalves, echinoderms, sea anemones, corals, sponges, sea squirts, turbellarians, larger crustaceans (crabs, lobsters, etc) Meiobenthos - Tiny benthic organisms that are less than 0.5mm but greater than 0.1 mm in size. e.g. nematodes, foraminiferans, water bears, gastrotriches and smaller crustaceans such as copepods and ostracodes, amphipods. Microbenthos - Microscopic benthic organisms that are less than 0.1 mm in size. e.g. Some examples are bacteria, diatoms, ciliates, amoeba, flagellates. Classification – Based on feeding mode • Suspension feeders • Deposit feeders • Herbivores (macroalgae or microalgae) • Carnivores • Scavengers Classification – Based on feeding guild Herbivores – Eat non-microscopic plants (seaweeds, sea grass) e.g. -
A Resource Guide for Oceanography and Coastal Processes. INSTITUTION Southern Mississippi Univ., Ocean Springs
DOCUMENT RESUME ED 448 052 SE 064 349 AUTHOR Walker, Sharon H., Ed.; Damon-Randall, Kimberly, Ed.; Walters, Howard D., Ed. TITLE A Resource Guide for Oceanography and Coastal Processes. INSTITUTION Southern Mississippi Univ., Ocean Springs. Inst. of Marine Sciences/J.L. Scott Marine Education Center and Aquarium. PUB DATE 1998-00-00 NOTE 282p.; This publication has been funded by the National Sea Grant College Program, the Office of Naval Research/Naval Research Laboratory, the National Ocean Partnership Program, the Consortium for Oceanographic Research and Education, the Institute of Marine Sciences--The University of Southern Mississippi, and Mississippi's Department of Marine Resources (Tidelands Trust Funds). AVAILABLE FROM J.L. Scott Marine Education Center and Aquarium, P.O. Box 7000, Ocean Springs, MS 93566-7000; phone: 228-374-5550; FAX: 228-974-5559; e-mail: [email protected]. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Earth Science; Elementary Secondary Education; Lesson Plans; Marine Education; *Oceanography; *Science Activities; Science Instruction; *Teaching Methods IDENTIFIERS *Coastal Management; *Coastal Zones; National Oceanic and Atmospheric Administration; Naval Research Laboratory; Sea Grant Program ABSTRACT This resource guide was developed for elementary, middle, and high school teachers to teach about oceanography and coastal processes. This guide contains information on the program's history and names and contact information for all Operation Pathfinder participants since 1993. The body is divided into 6 topics. Topic 1 is on Physical Parameters, topic 2 is on Plate Tectonics, topic 3 is on Marine and Aquatic Habitats, topic 4 is on Marine and aquatic Pollution, topic 5 is on Marine and Aquatic Resources, and topic 6 is on Deep Sea Technology. -
Benthic Structures in the Namibian Upwelling Region and the Pelago-Benthic Coupling
University of Hamburg Institute for Hydrobiology and Fisheries Science Benthic structures in the Namibian Upwelling Region and the Pelago-benthic coupling. Master Thesis by Matthias Mertzen MN: 6367570 born 17th February 1987 November 2013 1st Supervisor: Prof. Dr. Christian Möllmann 2nd Supervisor: Dr. Rolf Koppelmann Table of Contents Table of Contents List of Figures ........................................................................................................................ V List of Tables ....................................................................................................................... VII Abstract .............................................................................................................................. VIII Zusammenfassung ................................................................................................................ IX 1 Introduction ......................................................................................................................... 1 2 Materials and Methods ........................................................................................................ 6 2.1 Research area ................................................................................................................ 6 2.2 Satellite Data ................................................................................................................. 8 2.3 Field Sampling ............................................................................................................. -
Microscopic Analysis of Activated Sludge. Training Manual
DOCUMENT RESUME L ED 209 119 SE 035 928 A . TITLE' . Microscopic Analysis, of Activated Sludge. Training - Manual. IP 'INSTITUTION A Office of Viatr--4graik Operations(EPA)r, Cincin L'Ohio. FatipAil Training and Operational Technology , . , '. - Center. :' ''' , * 3, FEPORT NO EPA-430/1-80-007 , , POP ODE Jun 80 NOTE 250p.; Contains,occasional light and broken type. -Pages'1-198 ',Field Key to Some Genera of Algae', and . ',Ciliated isiotoZoa removed due.to copyright % 'restrictions. H AVAILABLE FROMEPA Indtructional'Reiources Center, 1200 Chambers , Rd., 3rd,ylbor, Columbus, OH 432124$1.00 plus $0.:03 . ..... per Otge). O . .. EDRS PRICE MF01/PC10 Plus Postage. * . DESCRIPTORS .Biological Stiences; Data Analysis; *Laboratory Equipment; *Laboratory Procedures; AIMicrobiology; . - *Microscopes:, Postsecondary Education; *Water , , 'Pollution; :water lesouices 'IDENTIFIERS Activated Sludge; Analytical Methods; *Waste Water Treatment * a7tBSTRACT ---/-: 4 , This trIiniA4 manual pwents material on the useA Of a compound microscope to analyze microscope communities, present in wastewater tteatient procefses, for operational control. Course topics includei sampling techniques, sample ha moiling, lairdratory analysis, iderftificatiot, of organisms, data interpretation,. and use '4 heecomOcund microscope: This manual contains 26 chapters including reading material,- 'laboratory activities, 'and selected references. Prior expgriende ip-microscopy is not necessary. (Co) .. ' tr **********i***************************************4*************i.***** -
6.0 Biological Oceanography 7.0 Chemical Oceanography 8.0 Oceans and Climate Change 9.0 Conclusion
OCEANOGRAPHY – AN OUTLINE BY PROF.A.BALASUBRAMANIAN Oceanography – an outline Table of Contents 1.0 Introduction 2.0 Scientific Curiosity 3.0 Oceanography -An inter-disciplinary subject 4.0 Geological Oceanography 5.0 Physical Oceanography 6.0 Biological Oceanography 7.0 Chemical Oceanography 8.0 Oceans and Climate change 9.0 Conclusion OBJECTIVES After attending this lesson, the user would be able to understand, basics of oceanography and the wide spectrum of studies carried out in the subject of oceanography. In addition, the concepts, methods, and developments of oceanography and its branches will also be understood. The role of oceanographers and the trends of research activities in the subject of oceanography will be known to progress further in this subject. 1.0 Introduction Oceanography is a science concerned with the physico-chemical characteristics of oceanic water, its depth, temperature, salinity, movements like tides, waves and currents, flora and fauna found at various zones of seas and oceans. As it deals with the distribution and processes of these water bodies, it comes under earth sciences in general. The subject deals with the physical, chemical and biological conditions of oceans. It is an inter-disciplinary subject and an emerging area for marine engineering. It is the science of seas and oceans. Ever since people started sailing the oceans, attempts have been made to map them. Ptolemy’s oldest map is an example. Ocean exploration began around 5000 B.C. with the first ocean diving and the first sailing vessels. Many advances that were made in the subject of oceanography, were all through the great ocean expeditions and explorations. -
Part 1 – Freshwater Ecology
PART 1 – FRESHWATER ECOLOGY Physical and chemical properties of water · Water is 775 times as dense as air at 0 o C · Exists in liquid form at normal atmospheric temperature and pressure · Water is found on earth in three forms – liquid, solid and gas · Density – maximum density is at 4o C not at freeing point of 0 o C and expands as it freezes so ice floats · The boiling point of water is 100 o C · The H20 molecule is polar and hydrogen bonding is present · Water molecules are attracted to other water molecules termed cohesion · Cohesion of water molecules at the surface of a body of water (surface tension) is very high · Water is attracted to other types of molecules termed adhesion · Water is an excellent solvent for ions and polar molecules · Capillary action due to stickiness (cohesion) of water molecules allows water to go up a small tube 1 Water Cycle 97 % of the water on earth is salt water in the ocean. Of the 3% of water that is fresh water, 2% is frozen in ice caps and only 1% is usable by organisms as liquid water or water vapor found in lakes, rivers, streams, ponds, in the ground water, and as vapor in the atmosphere The six major process in the water cycle are · Precipitation – water from the clouds fall to earth rain, snow, hail or sleet · Surface Runoff – water on the surface of the land that flows downhill into bodies of water such as streams, rivers, ponds, and lakes · Infiltration – rain water soaks into the ground through soil and rock layers under the soil with some remaining underground as groundwater · Evaporation – liquid water changes to a gaseous state as water vapor · Transpiration – water that has been absorbed by plants will evaporate through the leaves as water vapor · Condensation – water vapor is changed into a liquid Water vapors join dust particles to form clouds 2 Watershed A watershed or drainage basin is an area of land where water from rain and melting snow or ice drains downhill into a body of water, such as a river, lake, reservoir , wetland.