Texas Aquatic Science

Total Page：16

File Type：pdf, Size：1020Kb

Texas Aquatic Science | A guide for students from molecules to ecosystems, and headwaters to ocean Texas Aquatic Science A guide for students from molecules to ecosystems, and headwaters to ocean Home Chapters Glossary English-Spanish Glossary Read about Underwater Experience Aquatic Life Environments Texas Aquatic Science Chapters From Sun to Sunfish – Water is Life – Water: The Ultimate What’s Your Living in Water – Chapter 5 Chapter 1 Recyclable – Chapter Watershed Address? – Chapter 4 2 Chapter 3 Texas Aquatic Aquifers and Springs Streams and Rivers – Lakes and Ponds – Wetlands – Chapter Ecosystems – Chapter – Chapter 7 Chapter 8 Chapter 9 10 6 Bays and Estuaries – Oceans: The Gulf of Fishing for Water for People and Chapter 11 Mexico – Chapter 12 Conservation – the Environment – Chapter 13 Chapter 14 Working and Careers in Water and Aquatic Science Benthic Ecologist Conservation Officer Educator Environmental Fish Hatchery Protection Worker Biologist Fisheries Biologist Hydrologist Marine Biologist Park Ranger Stream Ecologist Water Qualty Water Treatment Wildlife Biologist Regulator Worker Aquatic Science Short Stories: About science and what you can do to help the environment Adaptation to Aquatic Be an Ethical Angler Environmental Recycle an Oyster Seaweed, Jellyfish, Ecosystems, from Contaminants in Fish Reef: Class Project and Beach Trash in Headwaters to Ocean Texas http://texasaquaticscience.org/[12/12/2016 5:11:28 PM] Texas Aquatic Science | A guide for students from molecules to ecosystems, and headwaters to ocean Texas’ great winged Tips for releasing fish What makes waves? Who Does What in You Can Make a migrations safely Texas Water Difference Aquatic Science Videos Water is Life Water – The Ultimate What’s your Living in the Water From Sun to Sunfish Recyclable Watershed Address? Texas Aquatic Aquifers and Streams Streams and Rivers Lakes and Ponds Wetlands Ecosystems Estuaries and Bays America’s Sea: the Fishing for Water for People and Gulf of Mexico Conservation the Environment Closed Captions in English and Spanish To display closed captioning for videos in either Spanish or English, click on the closed caption icon/button “CC” found along the menu bar at the bottom of the video window. Click the settings icon/button, select “Subtitles” then select Spanish or English. Texas Aquatic Science Online Video Lessons Dr. Rudy Rosen leads viewers through Texas Aquatic Science through these on-line video presentations arranged into 13 lessons and 110 videos in closed captioned and non-closed captioned versions. Each lesson covers a major subject area and is broken down into short sub-topic videos. These videos can be used in teaching instruction or for self-education. Aquatic Science Lesson Videos Video Lessons Closed Captioned Aquatic Science Lesson Videos Closed Captioned Video Lessons Contact About Teaching Resources Chapter Preview Contact [email protected] Texas Aquatic Science Buy Texas Aquatic Science Partners Textbook With financial support from the Ewing Halsell Foundation and the Sport Fish Restoration program Click Here to Purchase: Texas A&M University Press Shop Amazon (c) 2012-2016 Texas Aquatic Science Website by Rudolph Rosen - Web Theme by Jason Bobich http://texasaquaticscience.org/[12/12/2016 5:11:28 PM].

Copy Link

Recommended publications

The Economics of Dead Zones: Causes, Impacts, Policy Challenges, and a Model of the Gulf of Mexico Hypoxic Zone S
58 The Economics of Dead Zones: Causes, Impacts, Policy Challenges, and a Model of the Gulf of Mexico Hypoxic Zone S. S. Rabotyagov*, C. L. Klingy, P. W. Gassmanz, N. N. Rabalais§ ô and R. E. Turner Downloaded from Introduction The BP Deepwater Horizon oil spill in the Gulf of Mexico in 2010 increased public awareness and http://reep.oxfordjournals.org/ concern about long-term damage to ecosystems, and casual readers of the news headlines may have concluded that the spill and its aftermath represented the most signiﬁcant and enduring environmental threat to the region. However, the region faces other equally challenging threats including the large seasonal hypoxic, or “dead,” zone that occurs annually off the coast of Louisiana and Texas. Even more concerning is the fact that such dead zones have been appearing worldwide at proliferating rates (Conley et al. 2011; Diaz and Rosenberg 2008). Nutrient over- enrichment is the main cause of these dead zones, and nutrient-fed hypoxia is now widely at Iowa State University on January 27, 2014 considered an important threat to the health of aquatic ecosystems (Doney 2010). The rather alarming term dead zone is surprisingly appropriate: hypoxic regions exhibit oxygen levels that are too low to support many aquatic organisms including commercially desirable species. While some dead zones are naturally occurring, their number, size, and *School of Environmental and Forest Sciences, University of Washington, Seattle, Washington, USA; e-mail: [email protected] yCenter for Agricultural and Rural Development,
[Show full text]
Accessible Professional Development for Teaching Aquatic Science Inquiry: Final Report
Accessible Professional Development for Teaching Aquatic Science Inquiry: Final Report Curriculum Research & Development Group College of Education University of Hawai‘i at Mānoa Honolulu, Hawai‘i August 2014 Accessible Professional Development for Teaching Aquatic Science Inquiry: Final Report ________________________ Edited by Kanesa Duncan Seraphin Curriculum Research & Development Group College of Education University of Hawai‘i at Mānoa Honolulu, Hawai‘i August 2014 This is the final report of a project funded by the U.S. by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100091 to the University of Hawai‘i (UH) at Mānoa Curriculum Research & Development Group (CRDG), College of Education, Kanesa Duncan Seraphin, Principal Investigator (PI), Paul R. Brandon, co-PI, Thanh Truc Nguyen, co-PI. Supplementary funding was provided by the National Oceanic and Atmospheric Administration to the University of Hawai‘i (UH) Sea Grant College Program, Kanesa Duncan Seraphin, PI, Darren Okimoto, co-PI, and Darren Learner, co- PI. Authors of this final report include members of the TSI Aquatic PD project team (Duncan Seraphin and Philippoff), the learning technology team (Nguyen), and the evaluation team (Brandon, Harrison, Vallin, and Lawton). The project team developed and provided the professional development and associated materials for the PD recipients in addition to working with the learning technology team and the evaluation team. The learning technology team developed and assessed the online learning community. The research team conducted research and evaluation activities. Chapters of this summative final report were prepared by their corresponding team members. The project itself was an inquiry-based, year-long, modularized professional development (PD) for middle and high school teachers focused on aquatic science.
[Show full text]
Aquatic Science Overview 2020 - 2021 This Document Is Designed to Provide Parents/Guardians/Community an Overview of the Curriculum Taught in the FBISD Classroom
Department of Teaching & Learning _____________________________________________________________________________________________ Aquatic Science Overview 2020 - 2021 This document is designed to provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. This document supports families in understanding the learning goals for the course, and how students will demonstrate what they know and are able to do. The overview offers suggestions or possibilities to reinforce learning at home. Included at the end of this document, you will find: • A glossary of curriculum components • The content area instructional model • Parent resources for this content area To advance to a particular grading period, click on a link below. • Grading Period 1 • Grading Period 2 • Grading Period 3 • Grading Period 4 Process Standards The process standards describe ways in which students are expected to engage in the content. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use knowledge learned efficiently and effectively in daily life. 1(A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and 1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. 2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; 2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers.
[Show full text]
Heavy Metals Contamination in Fish: Effects on Human Health
Journal of Aquatic Science and Marine Biology Volume 2, Issue 4, 2019, PP 7-12 ISSN 2638-5481 Heavy Metals Contamination in Fish: Effects on Human Health Isangedighi Asuquo Isangedighi, Gift Samuel David* Department of Fisheries and Aquatic Environmental Management, University of Uyo, Uyo, PMB 1017, Nigeria *Corresponding Author: Gift Samuel David, Department of Fisheries and Aquatic Environmental Management, University of Uyo, Uyo, PMB 1017, Nigeria, Email: [email protected] ABSTRACT Fish is a rich source of nutrients, however, its nutritional value may be affected by the environment in which it exists. The threat of toxic and trace metals in the environment is more serious than those of other pollutants due to their non-biodegradable nature. This is coupled with their bio-accumulative and bio- magnification potentials. Within the aquatic habitat fish cannot escape from the detrimental effects of these pollutants. Heavy metal toxicity as a result of fish consumption can result in damage or reduced mental and central nervous system function, lower energy levels, and damage to blood composition, lungs, kidneys, bones, liver and other vital organs. Long term exposure may result in slowly progressing physical, muscular, and Alzheimer’s disease, Parkinson’s disease, muscular dystrophy, and multiple sclerosis. Allergies are not uncommon and repeated long term contact with some metals or their compounds may even cause cancer. Heavy metal toxicity is a chemically significant condition when it does occur. If unrecognized or inappropriately treated, toxicity can result in significant illness and reduced quality of life which can ultimately result in death. Recommended strategies to combat this menace involves environmental legislation, holistic planning, technological measures to improve the quality of waste discharges and environmental monitoring programs.
[Show full text]
Two Decades Supporting Diverse Students in Aquatic Sciences
JULY 2013 Two Decades Supporting Diverse Students in Aquatic Sciences: Evaluation of the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) Clarisse Haxton, Carmen Martínez, and Andrea Berger This material is based upon work supported by the National Science Foundation under research grant # OCE 1067212. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Two Decades Supporting Diverse Students in Aquatic Sciences: Evaluation of the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) July 2013 Clarisse Haxton, Carmen Martínez, and Andrea Berger 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 202.403.5000 | TTY 877.334.3499 www.air.org Copyright © 2013 American Institutes for Research. All rights reserved. 2289_07/13 Acknowledgments We would like to thank the many ASLOMP participants who, despite their busy schedules, took time to communicate with us about their experiences. We would like to thank Benjamin Cuker for his support and input as we developed this evaluation. Thanks also to the AIR staff who assisted in the development of this report: Jessica Aylward, Devin Bianco, Stacey Bielick, Matthew Borda, Sandra Eyster, Kyo Sin Kang, Rita Kirshstein, Katherine Landeros, Thomas Posey, Anna Sandoval Giron, and Celeste Stone. Finally, we would like to thank Roger Levine for his assistance in developing this evaluation.
[Show full text]
The Metabolism of Aquatic Ecosystems: History, Applications, and Future Challenges
Aquat Sci (2012) 74:15–29 DOI 10.1007/s00027-011-0199-2 Aquatic Sciences OVERVIEW The metabolism of aquatic ecosystems: history, applications, and future challenges Peter A. Staehr • Jeremy M. Testa • W. Michael Kemp • Jon J. Cole • Kaj Sand-Jensen • Stephen V. Smith Received: 18 June 2010 / Accepted: 15 March 2011 / Published online: 30 March 2011 Ó Springer Basel AG 2011 Abstract Measurements of the production and con- and managing aquatic systems. We identify four broad sumption of organic material have been a focus of aquatic research objectives that have motivated ecosystem metab- science for more than 80 years. Over the last century, a olism studies: (1) quantifying magnitude and variability of variety of approaches have been developed and employed metabolic rates for cross-system comparison, (2) estimating for measuring rates of gross primary production (Pg), res- organic matter transfer between adjacent systems or sub- piration (R), and net ecosystem production (Pn = Pg - R) systems, (3) measuring ecosystem-scale responses to within aquatic ecosystems. Here, we reconsider the range of perturbation, both natural and anthropogenic, and (4) approaches and applications for ecosystem metabolism quantifying and calibrating models of biogeochemical measurements, and suggest ways by which such studies can processes and trophic networks. The magnitudes of whole- continue to contribute to aquatic ecology. This paper system gross primary production, respiration and net eco- reviews past and contemporary studies of aquatic ecosys- system production rates vary among aquatic environments tem-level metabolism to identify their role in understanding and are partly constrained by the chosen methodology. We argue that measurements of ecosystem metabolism should Electronic supplementary material The online version of this be a vital component of routine monitoring at larger scales article (doi:10.1007/s00027-011-0199-2) contains supplementary in the aquatic environment using existing ﬂexible, precise, material, which is available to authorized users.
[Show full text]
Ecosystem Services of Wetland
International Journal of Aquatic Science ISSN: 2008-8019 Vol 12, Issue 03, 2021 Ecosystem Services Of Wetland Mukunda Madhab Phukan Department of Botany, Sikkim University, Tadong, Gangtok, Sikkim 737102, India Abstract: Wetlands provide important and diverse benefits to people around the world, contributing various ecosystem services. The assessment of provisioning and cultural ecosystem services provided by Satajan wetland of North Lakhimpur, Assam revealed that wetlands provide livelihood benefits to the local people especially the Mishing tribe as well as it providesvarious other services to the human being like irrigation water, enhancement of soil fertility, habitat provision to various aquatic animals and plants for which further study is suggested. For the valuation of the provisioning services in the wetland different pricing methods were used such as Market Cost Valuation method, Alternative Valuation method, etc.The evaluated value of the provisioning services of Satajan wetland and Bird sanctuary of Assam was recorded and evaluated which indicates that this wetland contributes several benefits to the villagers nearby and also to the people as a whole. Though, Provisioning Ecosystem services give more livelihood support than that of other Ecosystem services. Keywords: Ecosystem service, wetland, bird sanctuary 1. INTRODUCTION An Ecosystem is a natural community that is made up of all kinds of living organisms and non-living components, which include a network of interactions between organisms and their environment. However, they are linked up with human society and human welfare. Human civilizations have been aware of the benefits of the goods and services provided from the environment or nature, mainly food, fuel and fiber.
[Show full text]
Primary Production in the Delta: Then and Now Journal Issue: San Francisco Estuary and Watershed Science, 14(3) Author: Cloern, James E., U.S
Peer Reviewed Title: Primary Production in the Delta: Then and Now Journal Issue: San Francisco Estuary and Watershed Science, 14(3) Author: Cloern, James E., U.S. Geological Survey Robinson, April, San Francisco Estuary Institute–Aquatic Science Center Richey, Amy, San Francisco Estuary Institute–Aquatic Science Center Grenier, Letitia, San Francisco Estuary Institute–Aquatic Science Center Grossinger, Robin, San Francisco Estuary Institute–Aquatic Science Center Boyer, Katharyn E., San Francisco State University Burau, Jon, U.S. Geological Survey Canuel, Elizabeth A., Virginia Institute for Marine Science DeGeorge, John F., Resource Management Associates, Inc. Drexler, Judith Z., U.S. Geological Survey Enright, Chris, Delta Science Program Howe, Emily R., University of Washington Kneib, Ronald, University of Georgia Mueller–Solger, Anke, U.S. Geological Survey Naiman, Robert J., University of Washington Pinckney, James L., University of South Carolina Safran, Samuel M., San Francisco Estuary Institute–Aquatic Science Center Schoellhamer, David, U.S. Geological Survey Simenstad, Charles, University of Washington Publication Date: 2016 Permalink: http://escholarship.org/uc/item/8fq0n5gx Acknowledgements: The Delta Science Program and the U.S. Geological Survey provided funding for the workshop summarized in this essay. Keywords: Sacramento–San Joaquin Delta, ecosystem restoration, primary production, historical ecology, food quality, habitat connectivity, land-use change Local Identifier: jmie_sfews_32799 eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. Abstract: doi: http://dx.doi.org/10.15447/sfews.2016v14iss3art1 To evaluate the role of restoration in the recovery of the Delta ecosystem, we need to have clear targets and performance measures that directly assess ecosystem function.
[Show full text]
Marine Dead Zones: Understanding the Problem Name Redacted Specialist in Natural Resources Policy
Marine Dead Zones: Understanding the Problem name redacted Specialist in Natural Resources Policy August 13, 2007 Congressional Research Service 7-.... www.crs.gov 98-869 CRS Report for Congress Prepared for Members and Committees of Congress Marine Dead Zones: Understanding the Problem Summary An adequate level of dissolved oxygen is necessary to support most forms of aquatic life. While very low levels of dissolved oxygen (hypoxia) can be natural, especially in deep ocean basins and fjords, hypoxia in coastal waters is mostly the result of human activities that have modified landscapes or increased nutrients entering these waters. Hypoxic areas are more widespread during the summer, when algal blooms stimulated by spring runoff decompose to diminish oxygen. Such hypoxic areas may drive out or kill animal life, and usually dissipate by winter. In many places where hypoxia has occurred previously, it is now more severe and longer lasting; in others where hypoxia did not exist historically, it now does, and these areas are becoming more prevalent. The largest hypoxic area affecting the United States is in the northern Gulf of Mexico near the mouth of the Mississippi River, but there are others as well. Most U.S. coastal estuaries and many developed nearshore areas suffer from varying degrees of hypoxia, causing various environmental damages. Research has been conducted to better identify the human activities that affect the intensity and duration of, as well as the area affected by, hypoxic events, and to begin formulating control strategies. Near the end of the 105th Congress, the Harmful Algal Bloom and Hypoxia Research and Control Act of 1998 was signed into law as Title VI of P.L.
[Show full text]
Scientific Assessment of Hypoxia in U.S. Coastal Waters
Scientific Assessment of Hypoxia in U.S. Coastal Waters 0 Dissolved oxygen (mg/L) 6 0 Depth (m) 80 32 Salinity 34 Interagency Working Group on Harmful Algal Blooms, Hypoxia, and Human Health September 2010 This document should be cited as follows: Committee on Environment and Natural Resources. 2010. Scientific Assessment of Hypoxia in U.S. Coastal Waters. Interagency Working Group on Harmful Algal Blooms, Hypoxia, and Human Health of the Joint Subcommittee on Ocean Science and Technology. Washington, DC. Acknowledgements: Many scientists and managers from Federal and state agencies, universities, and research institutions contributed to the knowledge base upon which this assessment depends. Many thanks to all who contributed to this report, and special thanks to John Wickham and Lynn Dancy of NOAA National Centers for Coastal Ocean Science for their editing work. Cover and Sidebar Photos: Background Cover and Sidebar: MODIS satellite image courtesy of the Ocean Biology Processing Group, NASA Goddard Space Flight Center. Cover inset photos from top: 1) CTD rosette, EPA Gulf Ecology Division; 2) CTD profile taken off the Washington coast, project funded by Bonneville Power Administration and NOAA Fisheries; Joseph Fisher, OSU, was chief scientist on the FV Frosti; data were processed and provided by Cheryl Morgan, OSU); 3) Dead fish, Christopher Deacutis, Rhode Island Department of Environmental Management; 4) Shrimp boat, EPA. Scientific Assessment of Hypoxia in U.S. Coastal Waters i Peter Eldridge (1946 – 2008) This report is dedicated to the memory of Dr. Peter Eldridge, who was a member of the hypoxia report writing team and a research scientist with the U.S.
[Show full text]
Marine Organisms in Science Teaching
TANU-E-80-003 t:.Z Marine Organisms in Science Teaching Texas A8rM University Sea Grant College Program' TANU-SG-80-403 Marine Organisms in Science Teaching John D. Hunt, Editor Sea Grant College Program Texas ASrM Unlverslty TAMU-SG-80%03 September 1980 Reproductionof any part of this book, exceptfor classroominstructional use, is prohibitedwithout prior approvalfrom the publishers,the Texas A&M University Sea Grant Cofiege Program. Copyright 1980. Paritallysupported through InstitutionalGrant NA79AA-D-00127to Texas A&M Universityby the National Oceanicand Atmospheric Administration's Office of Sea Grant, Department of Commerce and to Texas Education Agency Education Service Center Region Xll and Waco Independent School District. Introduction Marine Organisms in Science Teaching was The facts are basic information for the teacher. developed in 1980 to fulfill a need for a laboratory- They are examples and are not exhaustive. oriented scienceprogram for grades four through twelve. The Suggested Prerequisite Skills lists those It presentsaction-oriented experiences with hardyorgan- skills the student should possessbefore starting the isms that can be maintained for periods of time at very activity. little expense and effort in any classroom. The Materials list contains items needed by each Each activity presented has been classroom tested. student, unless specified otherwise, to complete experi- The material consists of "hands-on" student investi- ences. gationswhich should be consideredsample lessons only. The Time indicates the length of each investigafion. To be of maximum value, the activities should be The reference to class period represents55 minutes. supplemented and integrated with other lessons, prefer- The Caution section deals with do's and don't's ably in units.
[Show full text]
Aquatic Science, Beginning with School Year 2010-2011 (One Credit)
Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 112. Science Course Title §112.32. Aquatic Science, Beginning with School Year 2010-2011 (One Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisites: one unit of high school Biology. Suggested prerequisite: Chemistry or concurrent enrollment in Chemistry. This course is recommended for students in Grade 10, 11, or 12. (b) Introduction. (1) Aquatic Science. In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills. (2) Nature of Science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative.
[Show full text]