DOCSLIB.ORG

A Database for Ocean Acidification Assessment in the Iberian Upwelling

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Database for Ocean Acidification Assessment in the Iberian Upwelling Earth Syst. Sci. Data, 12, 2647–2663, 2020 https://doi.org/10.5194/essd-12-2647-2020 © Author(s) 2020. This work is distributed under the Creative Commons Attribution 4.0 License. ARIOS: a database for ocean acidification assessment in the Iberian upwelling system (1976–2018) Xosé Antonio Padin, Antón Velo, and Fiz F. Pérez Instituto de Investigaciones Marinas, IIM-CSIC, 36208 Vigo, Spain Correspondence: Xosé Antonio Padin ([email protected]) Received: 13 March 2020 – Discussion started: 24 April 2020 Revised: 21 August 2020 – Accepted: 30 August 2020 – Published: 4 November 2020 Abstract. A data product of 17 653 discrete samples from 3343 oceanographic stations combining measure- ments of pH, alkalinity and other biogeochemical parameters off the northwestern Iberian Peninsula from June 1976 to September 2018 is presented in this study. The oceanography cruises funded by 24 projects were primarily carried out in the Ría de Vigo coastal inlet but also in an area ranging from the Bay of Biscay to the Por- tuguese coast. The robust seasonal cycles and long-term trends were only calculated along a longitudinal section, gathering data from the coastal and oceanic zone of the Iberian upwelling system. The pH in the surface waters of these separated regions, which were highly variable due to intense photosynthesis and the remineralization of organic matter, showed an interannual acidification ranging from −0:0012 to −0:0039 yr−1 that grew towards the coastline. This result is obtained despite the buffering capacity increasing in the coastal waters further inland as shown by the increase in alkalinity by 1:1±0:7 and 2:6±1:0 µmol kg−1 yr−1 in the inner and outer Ría de Vigo respectively, driven by interannual changes in the surface salinity of 0:0193±0:0056 and 0:0426±0:016 psu yr−1 respectively. The loss of the vertical salinity gradient in the long-term trend in the inner ria was consistent with other significant biogeochemical changes such as a lower oxygen concentration and fertilization of the surface waters. These findings seem to be related to a growing footprint of sediment remineralization of organic matter in the surface layer of a more homogeneous water column. Data are available at https://doi.org/10.20350/digitalCSIC/12498 (Pérez et al., 2020). 1 Introduction absorption of atmospheric CO2 by the oceans decreases sea- water pH, causing ocean acidification, which conditions the Emissions of anthropogenic origin CO2 (fossil fuels, land use buffering capacity of seawater and in turn the exchange of and cement manufacturing) into the atmosphere are the main CO2 between the ocean and the atmosphere (Caldeira and cause behind the warming of the Earth due to the greenhouse Wickett, 2003; Raven et al., 2005). The Intergovernmental effect (IPCC, 2013). Given the constant exchange of gases Oceanographic Commission of the UNESCO identified the through the air–sea interface, the oceanic reservoir plays a chemical change in seawater brought about by ocean acid- key role as a sink for about 31 % of anthropogenic CO2 emis- ification as an indicator of a stressor on marine ecosystems sions (Sabine et al., 2004), controlling the partial pressure of with a negative impact on socio-economic activities such as carbon dioxide in the atmosphere and regulating global tem- fishing and shellfish farming. Hence, it was necessary for the peratures. oceanography community to observe and gather data about The CO2 uptake by the oceans produces changes in the in- pH and other parameters of the marine carbon system to organic carbon system in spite of being partially dampened conduct accurate measurements of pH and ancillary param- by the seawater buffering capacity. This ability of seawater to eters and provide data products to help a sustainable man- withdraw anthropogenic CO2 becomes more limited as more agement of the marine resources. The effect of ocean acid- CO2 is absorbed, which will make it difficult to stabilize at- ification on marine ecosystems has stimulated impetus in mospheric CO2 in the future (Orr et al., 2009). The gradual Published by Copernicus Publications. 2648 X. A. Padin et al.: ARIOS the international community for gathering high-quality time- series measurements of the marine inorganic carbon system (Hofmann et al., 2011; Andersson and MacKenzie, 2012; McElhany and Busch, 2013; Takeshita et al., 2015; Wahl et al., 2016) and for predicting the future evolution of the pH caused by climate change. The threat for oceanic acidification of marine ecosystems is especially significant in regions like coastal upwelling ar- eas, which are more sensitive and appear to respond faster to anthropogenic perturbations (Feely et al., 2008; Gruber et al., 2012; Lachkar, 2014; Hauri et al., 2013). These ecosystems are characteristic for their complex physical and biogeo- chemical interactions and for sustaining enormous biologi- cal productivity and productive fisheries (Pauly and Chris- tensen, 1995; Haury et al., 2009). The photosynthetic activ- ity in these regions is also an important mechanism for the seawater CO2 uptake, converting most of these areas into at- mospheric CO2 sinks (Pérez et al., 1999; Cobo-Viveros et al., 2013). However, the high physical/chemical variability in short temporal and spatial scales of upwelling systems and the lack of regular sampling in these waters prevents a com- plete picture of the acidification of these ecosystems. In the Iberian upwelling system, the researchers of the In- stituto de Investigaciones Marinas (IIM-CSIC) since 1976 commenced accurate measurements of marine inorganic car- bon system and associated parameters. As a result, a collec- tion of pH observations and ancillary biogeochemical infor- mation along the Galicia coast (40 and 45◦ N, 11◦ W) has been gathered under the framework of different projects over Figure 1. Map of all stations (red dots) including the geographi- the past 40 years. The current database, hereinafter called the cal areas selected to classify the ARIOS database from isobath of ARIOS (Acidification in the Rías and the Iberian Continen- 250 m (dark blue line) and 75 m (light blue line), latitudinal crite- tal Shelf) database, holds biogeochemical information from rion (green lines), and geographical lines (black lines). 3357 oceanographic stations, giving 17 653 discrete sam- ples. This unique collection is a starting point (i) for evalu- ating the ocean acidification in the Iberian upwelling system characterized by intense biogeochemical interactions as an Water (ENACW) (Ríos et al., 1992). Under these condi- observation-based analysis or (ii) for use as inputs in a cou- tions, the Rías Baixas act as an extension of the continen- pled physical–biogeochemical model to disentangle these in- tal shelf (Rosón et al., 1995; Souto et al., 2003; Gilcoto et teractions at the ecosystem level. al., 2017), where upwelling filaments extending westward export primary production from the coast into the ocean (Álvarez-Salgado et al., 2001). In the opposite direction, the 2 Data provenance prevalence of northward winds (Blanton et al., 1984) moves 2.1 Data spatial coverage the surface waters towards the coast, where they accumu- late, sink and thus isolate the coast. This process, known as The main characteristic of the Galician coastline, located in downwelling, is typical during the autumn–winter along with the northwest of the Iberian Peninsula, is the Rías Baixas, other characteristics such as the warm, salty waters from the four long coastal estuaries or rias (> 2.5 km3) between 42 Iberian Poleward Current (IPC) of subtropical origin (Fraga and 43◦ N (Fig. 1). The water exchange between the Rías et al., 1982; Alvarez-Salgado et al., 2006) that flows con- Baixas and open waters is drastically affected by the coastal strained to the Iberian shelf break (Frouin et al., 1990). The wind pattern as part of the Canary Current upwelling system runoff from local rivers also contributes to the presence of (Wooster et al., 1976; Fraga 1981; Arístegui et al., 2004). river plumes over the shelf (Otero et al., 2008). These hy- Under the predominance of northeasterly winds (Blanton et drodynamic conditions, the meteorological forcings and the al., 1984) during spring–summer, the surface offshore trans- alternation of periods of upwelling and downwelling (Ál- port of surface waters leads to a rising cold, nutrient-rich, varez, 1999; Gago et al., 2003c; Cobo-Viveros et al., 2013) deep water mass called the Eastern North Atlantic Central stimulate the development of intense primary production and Earth Syst. Sci. Data, 12, 2647–2663, 2020 https://doi.org/10.5194/essd-12-2647-2020 X. A. Padin et al.: ARIOS 2649 high rates of recycling and downward carbon export (Alonso- scale, summer and autumn were the preferred seasons to ad- Pérez and Castro, 2014). The result of this biogeochemical dress the different research purposes, with 37 % and 36 % of variability in terms of air–sea CO2 exchange is that the sur- the total samples respectively. The observations taken dur- face waters act as a net CO2 sink that is especially intense ing less favourable winter conditions, especially aboard the and variable over the shelf compared to offshore or in the coastal vessels usually available, only accounted for the 10 % inner Rías Baixas (Padin et al., 2010). of the ARIOS database. Besides the short-term and seasonal variability, signifi- cant changes in the long-term scale have been reported in 2.3 Data sources this region. In addition to changes such as the weakening and shortening of the upwelling events (Lemos and Sansó, The ARIOS database is a compilation of biogeochemical 2006; Pérez et al., 2010; Alvarez-Salgado et al., 2008), the properties with discrete measurements of temperature, salin- warming (González-Pola et al., 2005; Pérez et al., 2010), and ity, oxygen, nutrients, alkalinity, pH and chlorophyll that changes in the composition of phytoplankton (Bode et al., were sampled in waters off the northwest of the Iberian 2009; Pérez et al., 2010), the acidification in the first 700 m Peninsula from 1976 to 2018 and measured by IIM-CSIC for the geographical area from the Iberian Peninsula to the (Table 1).
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Lesson Plan – Ocean in Motion
    Lesson Plan – Ocean in Motion Summary This lesson will introduce students to how the ocean is divided into different zones, the physical characteristics of these zones, and how water moves around the earths ocean basin. Students will also be introduced to organisms with adaptations to survive in various ocean zones. Content Area Physical Oceanography, Life Science Grade Level 5-8 Key Concept(s) • The ocean consists of different zones in much the same way terrestrial ecosystems are classified into different biomes. • Water moves and circulates throughout the ocean basins by means of surface currents, upwelling, and thermohaline circualtion. • Ocean zones have distinguishing physical characteristics and organisms/ animals have adaptations to survive in different ocean zones. Lesson Plan – Ocean in Motion Objectives Students will be able to: • Describe the different zones in the ocean based on features such as light, depth, and distance from shore. • Understand how water is moved around the ocean via surface currents and deep water circulation. • Explain how some organisms are adapted to survive in different zones of the ocean. Resources GCOOS Model Forecasts Various maps showing Gulf of Mexico surface current velocity (great teaching graphic also showing circulation and gyres in Gulf of Mexico), surface current forecasts, and wind driven current forecasts. http://gcoos.org/products/index.php/model-forecasts/ GCOOS Recent Observations Gulf of Mexico map with data points showing water temperature, currents, salinity and more! http://data.gcoos.org/fullView.php Lesson Plan – Ocean in Motion National Science Education Standard or Ocean Literacy Learning Goals Essential Principle Unifying Concepts and Processes Models are tentative schemes or structures that 2.
    [Show full text]
  • A Database for Ocean Acidification Assessment in the Iberian Upwelling
    Earth Syst. Sci. Data, 12, 2647–2663, 2020 https://doi.org/10.5194/essd-12-2647-2020 © Author(s) 2020. This work is distributed under the Creative Commons Attribution 4.0 License. ARIOS: a database for ocean acidification assessment in the Iberian upwelling system (1976–2018) Xosé Antonio Padin, Antón Velo, and Fiz F. Pérez Instituto de Investigaciones Marinas, IIM-CSIC, 36208 Vigo, Spain Correspondence: Xosé Antonio Padin ([email protected]) Received: 13 March 2020 – Discussion started: 24 April 2020 Revised: 21 August 2020 – Accepted: 30 August 2020 – Published: 4 November 2020 Abstract. A data product of 17 653 discrete samples from 3343 oceanographic stations combining measure- ments of pH, alkalinity and other biogeochemical parameters off the northwestern Iberian Peninsula from June 1976 to September 2018 is presented in this study. The oceanography cruises funded by 24 projects were primarily carried out in the Ría de Vigo coastal inlet but also in an area ranging from the Bay of Biscay to the Por- tuguese coast. The robust seasonal cycles and long-term trends were only calculated along a longitudinal section, gathering data from the coastal and oceanic zone of the Iberian upwelling system. The pH in the surface waters of these separated regions, which were highly variable due to intense photosynthesis and the remineralization of organic matter, showed an interannual acidification ranging from −0:0012 to −0:0039 yr−1 that grew towards the coastline. This result is obtained despite the buffering capacity increasing in the coastal waters further inland as shown by the increase in alkalinity by 1:1±0:7 and 2:6±1:0 µmol kg−1 yr−1 in the inner and outer Ría de Vigo respectively, driven by interannual changes in the surface salinity of 0:0193±0:0056 and 0:0426±0:016 psu yr−1 respectively.
    [Show full text]
  • 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 .
    [Show full text]
  • Marine Science
    ICES Journal of Marine Science ICES Journal of Marine Science (2014), 71(4), 907–908. doi:10.1093/icesjms/fst219 Contribution to the Themed Section: ‘Larval Fish Conference’ Introduction The early life history of fish—there is still a lot of work to do! Howard I. Browman* and Anne Berit Skiftesvik Downloaded from Institute of Marine Research, Austevoll Research Station, 5392 Storebø, Norway *Corresponding author: tel: +47 9886 0778; e-mail: [email protected] Browman, H. I., and Skiftesvik, A. B. 2014. The early life history of fish—there is still a lot of work to do! – ICES Journal of Marine Science, 71: 907–908. http://icesjms.oxfordjournals.org/ Received 6 November 2013; accepted 16 November 2013; advance access publication 9 January 2014. The themed set of articles that follows this introduction contains a selection of the papers that were presented at the 36th Annual Larval Fish Conference (ALFC), convened in Osøyro, Norway, 2–6 July 2012. The conference was organized around four theme sessions, three of which are represented with articles in this collection: “Assessing the relative contribution of different sources of mortality in the early life stages of fishes”; “The contribution of mechanistic, behavioural, and physiological studies on fish larvae to ecosystem models”; “Effects of oil and natural gas surveys, extraction activity and spills on fish early life stages”. Looking back at the main themes of earlier conferences about the early life history of fish reveals that they were not very different from those of ALFC2012. Clearly, we still have a lot of work to do on these and other topics related to the biology and ecology of fish early life stages.
    [Show full text]
  • Herbivores Pelagic Food
    Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Review Pelagic Food Web: Herbivores • Primary Producers • Primary Consumers – Diatoms – Microzooplankton • www.ucl.ac.uk/GeolSci/micropal/foram.htm www.radiolaria.org – Crustaceans – Dinoflagellates • Copepods • Herbivorous krill – Pteropods – Microflagellates – Larvae – Chordates 1 2 Barnacle Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Carnivores Pelagic Food Web: Carnivores • Secondary consumers preying on zooplankton • Tertiary consumers preying on herbivorous & – Gelatinous zooplankton carnivorous zooplankton • Medusae – Fish (“baitfish,” “forage fish”) • Ctenophores • Herring • Siphonophores • Anchovy • Chaetognaths • Sardine – Crustaceans • Smelt • Carnivorous krill • Sand Lance – Amphipods & juveniles shrimp • Juvenile salmon • Predatory copepods – Invertebrates – Fish larvae & juveniles • Squid 3 4 http://jaffeweb.ucsd.edu/pages/celeste/copepods.html Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Oceanography 101, Richard Strickland Lecture 26 © 2006 University of Washington Pelagic Food Web: Carnivores Pelagic Food Web: Carnivores • Tertiary consumers preying on herbivorous & • Predators on krill zooplankton & small fish carnivorous zooplankton • Mammals – Planktivorous Fish – Baleen whales
    [Show full text]
  • Fungus Populations M Marine Waters and Coastal Sands of the Hawaiian, Line, and Phoenix Islands' CAROL WRIGHT STEE LE2
    Fungus Populations m Marine Waters and Coastal Sands of the Hawaiian, Line, and Phoenix Islands' CAROL WRIGHT STEE LE2 ABSTRACT: Saprophytic and facultative parasitic fungi present in the coastal waters and adjacent pelagic areas of the Hawaiian Islands, and in coastal sands of the H awaiian, Line, and Phoenix islands, were isolated by plating methods. Isolates from all areas sampled indicate that abundant and varied fungus popu­ lations do exist in these environments. The number of fungi obtained from the inshore neritic zone was seven times that obtained from the oceanic zone. The fungus Anreobasidium pltllttla11S ( De Bary) Arnaud was isolated repeatedly from oceanic waters. A comparison is made between the genera and the average number of isolates per liter of water known from the Atlantic Ocean with those found in this study of the Pacific Ocean. The number of fungi isolated from sand samples of the different islands ranged from 2 to 1,600 per gram. Species diversity was evident throughout the samples. The leeward Hawaiian islands had a higher aver­ age number of isolates per gram than any other island group. In conclusion the problems of defining a marine fungus are discussed. OCEA NIC AREAS in different parts of the world also are very limited. These include a few rec­ have been shown to be habitats for marine ords of higher fungi collected in the Marshall fungi (Johnson and Sparrow, 1961) . Investi­ Islands (Rogers, 1947) , the Society Islands gators, however, have usually concentrated on (Olive, 1957, 1958) , and Raroia in the Tua­ particular groups of fungi by use of selective motu Archipelago (Cooke, 1961); Phyco­ isolation methods ( Barghoorn and Linder, mycetes recovered by plating soils of the atolls 1944; Moore and Meyers, 1959; Jones, 1962) .
    [Show full text]
  • Central South Pacific Thermocline Water
    Central South Pacific thermocline water circulation from a high-resolution ocean model validated against satellite data: Seasonal variability and El Niño 1997-1998 influence Elodie Martinez, Alexandre Ganachaud, Jérôme Lefèvre, Keitapu Maamaatuaiahutapu To cite this version: Elodie Martinez, Alexandre Ganachaud, Jérôme Lefèvre, Keitapu Maamaatuaiahutapu. Central South Pacific thermocline water circulation from a high-resolution ocean model validated against satellite data: Seasonal variability and El Niño 1997-1998 influence. Journal of Geophysical Research. Oceans, Wiley-Blackwell, 2009, 114, pp.C05012. 10.1029/2008JC004824. hal-00406938 HAL Id: hal-00406938 https://hal.archives-ouvertes.fr/hal-00406938 Submitted on 20 Jun 2014 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. JOURNAL OF GEOPHYSICAL RESEARCH, VOL. 114, C05012, doi:10.1029/2008JC004824, 2009 Central South Pacific thermocline water circulation from a high-resolution ocean model validated against satellite data: Seasonal variability and El Nin˜o 1997–1998 influence Elodie Martinez,1,2 Alexandre Ganachaud,3,4,5 Jerome Lefevre,3,4 and Keitapu Maamaatuaiahutapu1 Received 21 March 2008; revised 12 January 2009; accepted 28 January 2009; published 13 May 2009. [1] The oceanic circulation in French Polynesia, central South Pacific, is investigated based on a high-resolution model validated with satellite data.
    [Show full text]
  • Section 3.5.1, the ROI for Consideration of Impacts on Marine Plants and Invertebrates Is the GOA TMAA
    3.5 Marine Plants and Invertebrates GULF OF ALASKA NAVY TRAINING ACTIVITIES EIS/OEIS FINAL (MARCH 2011) 3.5 MARINE PLANTS AND INVERTEBRATES 3.5.1 Affected Environment For purposes of this Environmental Impact Statement/Overseas Environmental Impact Statement (EIS/OEIS), the Region of Influence (ROI) for marine plants and invertebrates includes the Gulf of Alaska (GOA) Temporary Maritime Activities Area (TMAA). The TMAA is more than 12 nautical miles (nm) (22 kilometers [km]) from land and is therefore outside of United States (U.S.) territorial seas. 3.5.1.1 Existing Conditions The GOA forms a large, semicircular bight opening southward into the North Pacific Ocean (Royer and Muench 1977, Stabeno et al. 2004; Figure 3.5-1). The region is bounded by the mountainous coast of Alaska to the west, north, and east and encompasses watersheds of the Alaskan Peninsula from 176º west (W) to the Canadian mainland on Queen Charlotte Sound (127.5ºW) (Mundy and Olsson 2005). The GOA is characterized by a broad and deep continental shelf containing numerous troughs and ridges, and the region receives high amounts of freshwater input, experiences numerous storms, and undergoes intense variability in waters overlying the continental shelf (Whitney et al. 2005). The GOA is one of the world’s most productive ocean regions and the habitats associated with these cold and turbulent waters contain identifiable collections of macrohabitats that sustain resident and migratory species including seabirds, marine mammals, invertebrates, and fishes (e.g., salmon and groundfish; Mundy and Cooney 2005, Mundy and Spies 2005); these habitats support some of the largest fisheries in the United States.
    [Show full text]
  • Eastern Tropical and Temperate Pacific Ocean
    5 Ecologically or Biologically Significant Marine Areas (EBSAs) Special places in the world’s oceans EastErn tropical and TempEratE pacific ocEan Areas described as meeting the EBSA criteria at the CBD Eastern Tropical and Temperate Pacific Regional Workshop, in Galapagos, Ecuador, 28 to 31 August 2012 Published by the Secretariat of the Convention on Biological Diversity. ISBN: 9789292257002 Copyright © 2020, Secretariat of the Convention on Biological Diversity. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the Convention on Biological Diversity concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The views reported in this publication do not necessarily represent those of the Secretariat of the Convention on Biological Diversity. This publication may be reproduced for educational or non-profit purposes without special permission from the copyright holders, provided acknowledgement of the source is made. The Secretariat of the Convention on Biological Diversity would appreciate receiving a copy of any publications that use this document as a source. Citation: Secretariat of the Convention on Biological Diversity (2020). Ecologically or Biologically Significant Marine Areas (EBSAs). Special places in the world’s oceans. Volume 5: Eastern Tropical and Temperate Pacific Ocean. 69 pages For further information, please contact: Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, Canada H2Y 1N9 Phone: 1 (514) 288 2220 Fax: 1 (514) 288 6588 E-mail: [email protected] Website: www.cbd.int Design: Em Dash Design Cover photo: Galapagos penguin.
    [Show full text]
  • Lesson Plans
    LESSON PLANS mmmmmm UNIT 1 INTRODUCTION TO MARINE SCIENCE UNIT 2 KINGDOMS OF LIFE IN THE SEA UNIT 3 MARINE INVERTEBRATES UNIT 4 MARINE VERTEBRATES UNIT 5 THE WATER PLANET UNIT 6 ENERGY IN THE OCEAN UNIT 7 MARINE ECOLOGY UNIT 1 INTRODUCTION TO MARINE SCIENCE Chapter 1 / Exploring the Oceans INTRODUCTION In Chapter 1, the student learns about the history of ocean studies and travels, from exploratory worldwide sailing voyages to pioneering voyages into the ocean’s depths. The story of the Titanic is told to introduce the student to concepts—such as buoyancy—that are related to early ocean travel and to the more recent advances in technology that have enabled greater exploration of “inner space.” ■ The incentive for early ocean travel was usually the search for new trade routes, riches, and knowledge about new lands. ■ Technological innovations have increased scientific exploration of the oceans, facilitating charting of cur- rents, location of shipwrecks, and investigations into deep-sea life-forms and seafloor features. out of 10 times, the spot touched will be an LESSON 1 (page v: To the Student) ocean. Aim: What is marine science? 2. KEY QUESTION: Why is Earth called a “water planet”? Ask students to estimate what per- centage of Earth’s surface is water. Tell them Instructional Objectives that the ocean covers about 71 percent of Earth’s surface. Students will be able to: 3. WRITE THE AIM: What is marine science? 1. Define marine science. Explain that marine science is a field of knowl- 2. Distinguish between marine biology and edge about the ocean, composed of marine oceanography.
    [Show full text]