Env & Ecology BIOL 124 Grading Criteria

Lab 01IntroductionSkill review worksheet- (complete in class)

Lab 02 Rapa Nui MysteryRapa Nui Mystery handout (complete in class)

Clue: Why weren’t the same kind of bones found in each of the layers?What do the different layers of bones indicate?

Clue: Dolphins are plentiful around the island and they may have been a source of food for the islanders.*What could have caused the people to stop harvesting dolphins?

Clue: Why did the people change from using obsidian material for tools, to using it for weapons? What does this tell us?

Clues What were the results of the pollen analysis? What does this information suggest happened to the forest in this part of the island? Why?Why were forests growing prior to A.D.750, but nearly gone after A.D.1400 in Rano Kau? What might have happened?

Clues How would you describe the physical appearance of the moai kavakava? Do you think this provides any clue to what was happening to the people of Rapa Nui? Why?• What do you think happened to the toppled over moai and to the white coral eyes of the moai? Why did it happen? What do you think was so significant about the eyes?• What does the legend about the old woman tell you about the people during thisperiod?• How could the people have moved the huge stone statues from the stone quarry to the coast? Could the transportation of the moai have anything to do with the depletion of their forest? How?

Clues Why were the islanders who greeted Dutch Admiral Jacob Roggeveen in 1722 having to bail out their canoes?What do most of the ships' logs tell us about finding foods or other resources on Rapa Nui?What does Cook’s description of the islanders tell you was happening to the population?

Lab 03 Biodiversity

Lab 04 Biomes

Lab 05 Plants/Geocashing

Lab 06 Population growth Age Pyramid.doc

o Individual Family Data" in the table 1o Analysis Questions:

1. What is the percentage of people under 20? Over 60? Is the population a young, growing one; an older, declining one; or a stable one?  2. Is there evidence in the diagram of the baby boom that followed World War II (1946-1964)? If so, is there evidence of the effect of this baby boom in more recent years? 3. From the class data, determine the average number of children per couple for each generation and compare the averages to the replacement level of 2.1 children per couple. Describe any changes that have occurred in family size over the generations.  4. How does the pyramid for the class compare to that for the United States? If the United States is now at, or slightly below, the replacement level, why is the population of the country still growing?

o Population Age.pdfo Activity Sheet Age Structure

Draw age structure diagram1. Take a look at the shape of the diagram you have

constructed. Would you say the diagram reveals a rapidly growing population, a numerically stable population, or a population facing negative growth? Explain how you made your decision.

2. Using the three age structure diagram examples from Mexico, Japan, and Iceland that you observed in the lecture portion of this activity, which one of these 3 countries is most comparable to the age structure diagram you constructed for the American Indian and Alaska Native?

o World Population.pdfPart I. Population Demographics – Ambassador reads statistics A, B, and C 1. Use the data on the following sheets to construct an age-structure diagram for the country in your assigned region.

Worksheet for Expert Groups2. What can you predict about the future population of this country based on the

above diagram? Human Population Dynamics Acton-Boxborough Regional High School 3. Use the information given on the ambassador card to calculate the growth rate for

your region. Show all calculations in the space below. 4. Use the information given on the ambassador card to calculate the doubling time

for your region. Show all calculations in the space below. Part II. Quality of Life – Ambassador reads statistics D, E, F, G 5. What percentage of boys and girls (ages 12-17) are enrolled in school in your

region. Do you consider this to be high or low? 6. What is the infant mortality rate in your region? Do you consider this to be high or

low? 7. Are women in your region reproducing below, at or above the replacement rate? 8. What is the life expectancy in your region? Do you consider this to be high or low? Part III. Land Use Patterns – Ambassador reads statistics H and I 9. What percentage of your people are living in urban areas? Do you think that this

number will increase or decrease in the future? Explain. 10. How many acres of arable land are available per person in your region?Worksheet for Base Groups

1. What is the current situation with world population? Why has the population increased so dramatically over the last century?

2. Rank the regions (countries) in order from highest population growth rate to lowest.

3. Based on the age-structure diagrams that you have created, which region do you expect to have the most rapid population growth? Explain.

4. Describe the population growth problems that China has had and how they have dealt with them.

5. Describe the population growth problems that India has had and how they have dealt with them.

6. Describe the population growth problems that Kenya has had and how they have dealt with them.

7. Describe the population growth problems that the United States has had and how they have dealt with them.

8. What is the connection between education, fertility rates, and infant mortality rates?

9. What is the connection between infant mortality rates and fertility rates? 10. What are some of the societal or cultural influences on population growth?

o Mark Recapture.doc1. What is Kaneohe Bay’s volume in m3? (Volume is calculated by length x

width x depth; don’t forget to convert to meters; 1 km = 1000m)How many gallons is this? (1 cubic meter = 264.1 gallons)

2.  A biologist collected 1 gallon of pond water and counted 50 paramecium.  Based on the sampling technique, how many paramecium could be found in the pond if the pond were 1,000 gallons?3.  What are some problems with this technique?  What could affect its accuracy?Technique 2 - Mark and Recapture DATA TABLE4. Calculations = Find your Population EstimateEstimated  Size ___________5.  Use the code-name on your bag to check with the instructor about how many “animals” are really in your population.  Analysis6.  Compare the actual size to the estimated size.  Did you overestimate or underestimate?7.  Continue the experiment by filling out the data table.  Recalculate your estimate using the formula.  (Show below)a.  Is the second estimate closer than the first one?  ______b.  To get the most accurate results, you would generally do [ more / less ] trials .  (circle)8. CALCULATE:

o Given the following data, what would be the estimated size of a tiger shark population in Pearl & Hermes Atoll?

o A biologist originally marked 10 sharks in coastal waters adjacent to Pearl & Hermes atoll.  Over a month long period, biologists caught 25 sharks.  Of those 25, 6 were found to have tags.  Based on this information, what is the estimated population size of the sharks in Pearl & Hermes?     SHOW WORK.

ANSWER:In order to protect the monk seal populations, scientists have begun a shark culling operation. Do you think this will help to reduce predation on the monk seal? Please

elaborate. What other factors affect monk seal populations? Review articles on my website for further information. (type and turn in next lab)

Lab 07 Invasive specieso Invasive Species Background information.doc

o Activityo Students are to prepare a written case study on a Hawaiian invasive

species. The report should include the native location of the species, how it was introduced to an ecosystem, where it became invasive, what impacts are associated with the invasive species, and what control measures are possible. Also, insert a picture of the species. Each pair of students should select a different invasive species to investigate.

o Invasive Species Concept Map Activity.doco Make a concept map of the species selected in class for the invasive

species background information.doc. Please include native terrestrial or marine species and the impacts posed by the invasive species.

o Zebra Mussel Graphing Exercise.docAnswer the following Questions:

1. How did the scientists collect the zebra mussel data? How long have they been collecting this data?

2. How do the scientists collect phytoplankton and water chemistry data?3. Why do you think long-term monitoring of ecosystems is important?4. What are the variables in this research project?5. In order to have an idea of how many zebra mussels exist in the Hudson

River, what would be better: to collect 10 rocks at 7 sites, 70 rocks at one site, or 2 rocks at 35 sites? Why? Why do you think the scientists involved in this study decided to collect 10 rocks at 7 sites?

Create three graphs to show the relationship between zebra mussels and the plankton in the river.

Graph A: Zebra mussels and phytoplankton (measured as chlorophyll a)Graph B: Zebra mussel and rotifersGraph C: Zebra mussels and cladocerans

Once you have completed your graphs, answer the following questions:

1. Why was the zebra mussel population at zero for the first part of the graph? When did the zebra mussel population increase? Describe the changes within the zebra mussel population since their arrival.

2. What happened to the native mussel population after the zebra mussels arrived?

3. Why do you think the zebra mussel population goes up and down over time?

4. Do you think there is a trend in the unionid population, or is it just by chance that the native population is decreasing? You can use statistics to prove this trend actually exists, and isn’t just something you think you observe. Scientists use statistics all the time. Add a trendline to the unionid data of your graph, and ask Excel to display the r2 value. To do this, click somewhere on the line of the unionid data, and right click for the option “Add trendline”. In the add trendline box that pops up, you can decide whether to display the r-squared value on the chart. If the r2 value is 1, it means that the model is explaining all the points. However, if the r2 value is zero, it means that there is no linear relationship. If it is somewhere in between, it gives you a good idea of how valid the

relationship is. Describe the trendline on the graph. What is the r2 value of the unionid population?

5. Create a trendline for the zebra mussel population, along with an r2 value. Explain what you see in the trendline, and give the r2 value. Why do you think this r2 is not as high as the unionid r2?

6. Based on Graph A, what can you say about the phytoplankton population based on the data you see? Is there a trend? What consequences might these changes have on other parts of the Hudson River food web?

7. Based on Graph B, what can you say about the rotifer population? What consequences might these changes have on other parts of the Hudson River food web?

8. Based on Graph C, what can you say about the cladoceran population? What consequences might these changes have on other parts of the Hudson River food web?

9. What principle of population ecology is demonstrated in the following graph, which shows the population levels of hare and lynx? Explain the relationship in the graph.Do the zebra mussels have the same effect on the plankton populations? Why or why not?

10. Do you think all of these changes are a direct result of the invasion of the zebra mussel? Is there anything else could have caused some of these changes? If so, what?

11. Scientists have used statistics to eliminate the possibility of other factors causing the large changes in phytoplankton and microzooplankton (rotifers and immature copepods). We cannot replicate their statistical analyses, however, because they use special computer programs that are not available in the classroom. Based on scientists’ understanding of the situation, they are confident that the changes that have taken place are a result of the zebra mussel invasion. Summarize the changes that have taken place in the Hudson since the arrival of the zebra mussel. Hypothesize how these observed changes might affect other parts of the food web.

Chemistry Changes1. Based on your graph of water transparency and zebra mussel population,

what can you conclude about the effects of the invasion?2. What factors regulate the transparency of the water? What factors do the

zebra mussels control? What else would you need to know before deciding if the invasion of the zebra mussels affected the transparency of the water?

3. If water transparency changes, how might that affect the other organisms in the Hudson River?

4. Using the second graph you created, explain how the chemistry of the Hudson River changed over time. Do you see a relationship between the changes in the chemistry and the zebra mussel population? Why or why not? What other factors might influence the change in water chemistry?

oLab 08 Plankton

o Lesson 1 Prelab questions (8 questions)o Lesson 1: Phytoplankton Microscopy Lab

o Draw planktonTABLE 1.1

o Lesson 3: Zooplankton Microscopy Labo Draw plankton

TABLE 3.1o Lesson 3 part 2

o Draw meroplanktonTABLE 3.2

o Lesson 4 Prelab questions (5 questions)o Lesson 4a: Introduction to Phyto Files

3. First search by attribute. Below the Quick Search box, you will find five different attributes: Shape, Class, Morphotype, Harmful, and Protrusions. Once you have selected an attribute, the choices associated with that feature are listed to the left. For example, if you select “Shape”, the choices are circular, feather‐shaped, and other.

a) View two circular species and list their scientific names.b) View two feather‐shaped species and list their scientific names.c) Select “other” and see what pops up. Describe or sketch one of these species.d) Click “Clear Search” (above Shape). Next, go to “Class.” How many diatom species are on this CD?

How many dinoflagellate species are on this CD?e) What are the options under Morphotype? View examples of each morphotype.f) Click “Clear Search.” How many harmful species are included on this CD?

How many species on this CD are not harmful?g) Click “Clear Search.” List the types of “Protrusions”? Describe how they look and their possible functions.

4. The image options are Blue, Green, UV, SEM (scanning electron microscope) view, 3D view, and In action. Answer the three questions below by clicking on the ? near epifluorescence.

a) What can you see with the blue light? Which cellular features are highlighted?b) What can you see with the green light? Which cellular features are highlighted?c) What can you see with the UV light? Which cellular features are highlighted?

5. For each statement below, write the scientific name of the species. Choose a different species for each view.

a) Find a species that offers a 3D view.b) Find a species that offers a SEM view.c) Find a species that offers a blue view.d) Find a species that offers a green view.e) Find a species that offers a UV view.f) Which view do you like best? Why?

6. Choose three organisms and read about them. List the species that you examined. If you need assistance with some of the vocabulary, refer to the glossary.

a) Describe three similarities among these phytoplankton species.b) Describe three differences among these phytoplankton species.

o Lesson 4b: Phytoplankton in the Water Column1. Environmental Factors that Affect Phytoplankton Growth and Distributiona. Sunlightb. Wind‐driven ______________________ (noun) which can impact:

i. Temperatureii. ______________________ (noun)

2. Phytoplankton Survival Requirementsa. Carbon – Choose one: abundant OR can be limitedb. _____________________ – Choose one: abundant OR can be limitedc. ____________________ _ – Choose one: abundant OR can be limited

3. Sunlighta. Define “photic zone”b. Depth of photic zone is determined by_____________ and __c. Tropical oceans appear very blue because there aren’t a lot of __________________ (noun) in the water and the photic zone is _________________ (adjective).d. More productive waters have more __________________ (noun) which scatter and absorb the sunlight, making the photic zone __________________(adjective).e. Ocean colors during a bloom can be ___________, ____________, ____________, or ____________.4. Nutrientsa. Nutrients accumulate in deeper waters.b. Nutrients are brought up to photic zone by ____________ (plural noun), ______________ (plural noun), and ___________ (plural noun).5. Bloomsa. Adequate sunlight and nutrients can cause blooms of ___________________________ (noun).b. Blooms of phytoplankton will deplete ____________ (noun) in the photic zone.c. Continued heating by the sun causes the upper ocean to become _________________ (adjective).d. Define “thermocline”e. ________________ (noun) can swim through the thermocline so they can travel between the sunlit surface waters and the deeper nutrient‐rich waters.f. ________________ (noun) feed on phytoplankton.g. All organisms eventually die and decompose, and contribute to the pool of _____________ (noun) in the ocean.

o Lesson 4c: Can You Make a Bloom?o Step #1

Trial 1 (table) Trial 2 (table Trial 3 (table)

o Step #2: Let’s look back at the conditions you needed to choose to create a bloom. Using your knowledge of phytoplankton needs, can you

hypothesize why those conditions favored a bloom in the Gulf of Maine? Write your answer in the box below.

o Step #3: bloom analysis tableo Step #4: Organism analysis tableo Step #5: Finally, let’s use our knowledge of phytoplankton characteristics

to further our understanding of your organism. A. Look at your organism’s “trophic type.” Is your organism

phototrophic, heterotrophic, or mixotrophic? What does this tell you about how your organism gets its nutrition?

B. Does your organism swim or suspend? What does this tell you about how your organism would respond to the development of a thermocline?

C. What other “cool characteristics” does your organism have that you think make it

Lab 09 Climate change

Climate Change Activity.doc1A.http://climate.jpl.nasa.gov/1A-1. What is Jason I?1A-2. What does TOPEX Poseidon measure?1A-3. How often does El Nino occur?1A-4. What impact does El Nino have on our climate?1A-5. What level on the Richter scale was the Sumatran earthquake? 1B. Sea level viewer: http://climatechange.jpl.nasa.gov/SeaLevelViewer/seaLevelViewer.cfm1B-1. What percentage of ice was lost in the Arctic from 1979 to 2007?1B-2. Which countries ice sheet, if melted, would cause a 5-7 meter rise in sea level?1B-3. How much has sea level risen since 1992? over this century?1B-4. What is our current CO2 level?1B-5. When in our past were levels this high?1B-6. What has been our average temperature change since 1895?1B-7. Is the ozone hole growing or shrinking?1B-8. What is ozone and how does it help our planet?1B-9. What destroys ozone?

Green House Gas.docGraph data set from Mauna Loa7. What will the CO2 levels be like in 10 years? 20 years? 100 years? Discuss why extrapolations are only estimates. What might affect the curve over the next few decades or centuries to make their extrapolations inaccurate. Discussion: (1) what is currently being done to reduce emissions globally, (2) carbon sequestration, and (3) increased fossil fuel consumption in some parts of the world.8. To put the data in a larger context (after the discussion questions are taken up), look at the atmospheric CO2 values covering the last several millennia (See fig. 3). What can we learn by looking at these even longer data sets? How was this data collected?10. Discuss where this historical data comes from (ice cores). Explain the difference between long-term data sets and historical data (data collected over a long-term versus data implied from current studies that look at data recorded naturally in a medium scientists can study and gather information i.e. archaeological information, ice cores, tree trunk cores etc).

Discussion:

How is atmospheric carbon dioxide measured? Why is it important for carbon dioxide data to be taken in a remote

location? Why does the data show a small oscillation pattern within the larger

shape? What is the overall trend in CO2 levels since the 1950s? What predictions for the future can we make using the graph? Why is it difficult to extrapolate future values of CO2 at this time? What other data would be useful in determining atmospheric changes and

how they relate to climate change? Green House Effect.doc from PASCO

Pre-Lab QuestionWhich test situation will cause heat from the lamp to be retained longer—with air only or with air plus added CO2?Analysis question

1. Which system retained the heat longer?Synthesis questions

1. Based on your results, what can you assume about the effect of CO2 on temperature in the atmosphere?

2. Results can vary depending on the experimental design of the activity. List the possible variables in your experiment.

3. How would a loose seal with the lid affect your data? Describe what you would expect the data to look like.

4. A skeptic could argue that your results do not demonstrate that CO2 is better than any other atmospheric gas in contributing to the greenhouse effect. This individual may claim that the temperature difference was simply due to an increased number of molecules (production of CO2) in the bottle. What is wrong with this claim?

5. List three gases that contribute to the greenhouse effect.6. How does Earth benefit from the greenhouse effect?

Ice Core Activities.doc

Lab 10 Waihe’e tunnelo Handout (complete and turn in next week)1. Where does water come from?2. Describe the hydrologic cycle.3. Describe the following terms: aquifer, artesian well, caprock, brackish

water.4. What are other sources of fresh water?5. At what elevation do rain clouds form?6. Will Hawaii have enough water in the future for its 1 million + consumers.7. What is the Hawaiian word for water and why was it considered so valuable?8. Which district receives this water?9. How do you personally reduce your use of water?

Lab 11 Oil spill Gulf Spill in the classroom.doc

Students observe oil spill spread on website located on handout. Complete in class, no grade given.

Sediment penetration exercise.doc

1. Choose one of the containers. Pour the molasses into one of the treatment areas, and mineral oil into the other.

Observe the immediate behavior of the liquids. Do they penetrate the sediment? How fast does this happen? What differences between the two liquids do you see?

2. Repeat these steps for the other two containers, then compare. Prince Williams Oily Mess Lesson.pdf

STEP 1c: State Your Predictions!STEP 2b: Record Your DataSTEP 3a: Plot Your DataStep 4a: Interpret Your Data and Write a Scientific Report

Exxon Spill.doc4. Calculate the area of the slick that forms. Then calculate the area of a slick formed by a liter of oil by multiplying by 1000. But the Exxon oil spill was measured in gallons! There are 3.785 liters in one gallon. Calculate the size of a slick formed by one gallon of oil. Then multiply by 11,000,000 to get the size of the slick in square centimeters. Next, tackle the problem of converting sq. cm. to sq. mi. (1 sq. ft. = 929 sq. cm. and 1 sq. mi. = 27,900,000 sq. ft.)6. Begin a discussion on the effects of mousse on intertidal life:

a. What happens to animals such as chitons, snails, and limpets, which normally crawl across the surface of rocks looking for food? Do you think they can remain attached and move in this gooey stuff?b. Barnacles normally attach themselves to rocks and reach their fragile legs out to capture food from the water. What happens to the barnacles if they are covered with mousse?Can the barnacles feed? How long can they live without feeding?c. Many shorebirds feed on the barnacles. What happens to the shorebirds if theirbarnacle food is covered with mousse?d. There are many kinds of crabs which live on the shore. Crabs breathe by means of gills which lie just under the top shell. What will happen if mousse gets into their gills?

SPECIES OF DEAD BIRDS RETRIEVED AFTER THE EXXON VALDEZ OIL SPILL, 1989

i. Use the dead bird chart to construct a graph of bird causalities discovered immediately following the Exxon Valdez oil spill.

PROCEDURE:1. Investigate various clean-up products and methods, such as: skimmers and booms, dispersants (detergents), oiled seaweed or pom-poms, absorbent pads, suctioning (eyedropper), and collecting with buckets. Discuss creative solutions to cleaning up oil spills. The problems you encounter will be similar to those that occurred in Prince William Sound in 1989.

2. Place a tablespoon of salad oil (mix with paprika if desired) in the water. First try containing the oil spill with booms. Decide on one material to use as a boom, and use it to contain the oil spill. How well does it work? What if there was rough weather? Simulate rough weather by blowing over the surface, or fanning the

surface with a card. Have students record their results on the Clean-up Data Sheet.

3. Now use at least two other techniques for cleaning up the oil spill such as dispersing the oil and absorbing the oil with various materials. Use a watch to determine the amount of time it takes to clean up the spill. Record your results on the data sheet.

4. Now perform the same procedures using a heavier oil such as motor oil. YOU CAN USE THE OILED WATER FROM YOUR PREVIOUS EXPERIMENTS. Are there differences in the amount of time or materials necessary to clean up heavy oil?

5. One of the conditions that hampered the Prince William Sound oil spill clean-up was rough weather. Set up the experiment again, and simulate rough weather by blowing over the surface or by moving a card through the water. Repeat two of the techniques with heavy oil and rough water. Record the data.Encourage students to experiment with various materials or to design their own clean-up device or technique.

6. Clean up the lab stations and DISPOSE OF THE OIL AND OILY WASTES PROPERLY (See instructions in the curriculum introduction). Now discuss the following questions:

A. With which method were you able to most rapidly clean up the oil spill?B. Ocean spills are often contained by placing booms, or barriers around the oil. What types of booms did you use to contain your oil spill? How well did they work in rough weather?C. Which of the techniques removed oil by absorption?D. Some people say that absorption techniques simply move the oil spill from the water to the land. What do you suppose they mean?E. What effect did detergent have on your oil spill?F. Did the detergent make your clean-up technique more effective or less effective? Please explain.G. Detergents are useful in cleaning because they kill bacteria. Does the fact that detergent skill living things present any problems when detergents are used to clean up oil spills? Please explain.H. Fire is another technique often used to remove oil spills. The oil spill is ignited and allowed to burn. Unfortunately, oil will only burn when it is fresh because the volatile aromatics will evaporate quickly. Where does the oil from the water go when it is burned? What kind of problems might this cause?

7. Discuss what you have learned about oil spill clean-up. Which environmental factors could influence clean-up efforts and oil composition. In your opinion, which was the best techniques to clean up an oil spill.

Chemistry1. students will look up the following chemicals found in oil and write down a description of the dangers associated with them.

CHEMICALS IN OILHexane __________________________________naphthalene__________________________________toulene__________________________________benzene__________________________________ethylbenzene__________________________________xylene__________________________________

2. Which is the most dangerous?

GNOME Kaneohe Bay: oil spill simulation (if time permits)

Lab 12 Fish pondo Water quality Questions

1. How do tides affect water temperature?2. How does water temperature affect the solubility of dissolved gasses like O2?3. What is water hardness?4. What are the results?5. Why are the samples so different?6. Why is salinity different in the samples?7. How is salinity related to water hardness?8. Why is dissolved oxygen less in saltwater than freshwater?9. When is dissolved O2 higher in the ponds- day or night?10. What did you observe about the fish behavior when dissolved O2 drops below

4 ppm?11. What is the role of phytoplankton in the fishpond? How does the amount of

phytoplankton in the pond affects the level of dissolved O2?12. Why is the shallow depth of a Hawaiian fishpond and ideal place for plankton

and limu growth?13. What are the natural fertilizers that keep the plankton and limu growing?14. What kind of fish were caught in the net using the pa’ipa’i method?15. Which fish were most common? Which were least common? 16. How does the pa’ipa’i we used to catch the fish benefit the pond?

o ID Plants handouto Group Sharing- Discussion Questions Plant Life Station

o What species of Limu (and plants) did you find?o Which were most abundant? Which were least abundant?o Where there any differences between the areas that you sampled? If

so, what factors might account for those differences? (For example, in the pind- proximity to currents; on the pond wall- protection from salt spray, shade versus sun, depth of soil)

o How could we use the data collected to estimate the density of plant species in the fishpond and along the shore? Calculate the density for the most common species found.

o Was the species with the highest density native of introduced?o What impacts are introduced plants having on the fishpond and

surrounding environment? Explain your ideas.o Assignment: LAB REPORT (due next lab)

Lab 13 Fish auction Fish Auction Questionnaire (answer 13 questions)

1. Who regulates the Fisheries in Hawaii?2. What is the main fishing method in Hawaii? Please describe it.3. How much fish on average daily is brought in to Hawaii?4. Were do the fleets go to catch fish?5. Can foreign fishing fleets catch fish in our waters?6. How do the fisheries reduce bycatch?7. What type of fish are the best sellers?8. What is the average price of tuna sold at auction and at market?9. What fish gets the most price per pound?10. Do we have a shark fishery?11. Do all vessels have fish observers? 12. Are fish observers paid by the fishermen or by the government?13. Are lobster fisheries still closed? Will any Hawaiian fisheries be closed in the

future?

Lab 14 Ocean acidification Prelab quiz (9 questions) Lesson 1a: Honolulu Declaration

o 1. What did scientists in Florida declare as “the largest and most significant threat that oceans face today”?

o 2. In your own words, what does the “Honolulu Declaration on Ocean Acidification and Reef Management” hope to accomplish?

o 3. In your own words, the two major strategies supported by the declaration are: a.& b.

o 4. What are two actions you could take to help support these strategies? o 5. If coral reefs in Hawai‘i are unable to survive due to ocean acidification,

what effects would this have on your life? List three examples

Lesson 1b: The Dangers of Ocean Acidification 1. Why was Mauna Loa chosen as a location to measure CO2

concentrations in the atmosphere? 2. Why are carbon dioxide levels in the atmosphere increasing? 3. How does carbon dioxide cause the pH of the ocean to decrease? 4. What types of organisms are threatened by ocean acidification? Why? 5. Are cold water or warm water ecosystems more susceptible to ocean acidification? Why? 6. What is one type of experiment the author suggests that scientists could perform to gain a better understanding of the threat that ocean acidification poses to marine environments? 7. If the geologic record shows that CO2 levels have been higher in the past than they are today, why are current changes in CO2 levels such a concern?

o Lesson 2: Yeast Experiment 1. Make a prediction! After the yeast is activated, what will happen to the pH and CO2 levels over time? Record your hypothesis here: 2. Record the readings from your sensor in the following table. Record a reading every 3 minutes. The value may jump around on the LabQuest, so watch it for 5 seconds, and record the highest value it gives you. You will be recording pH OR CO2 concentration. After the experiment, get the data for the other measurement from the other members of your group. Record any observations for each time period.

DATA SHEET3. What gas is the yeast producing?4. Create a graph of the change in pH or CO2 concentration (depending on which data you collected) over time using the grid below. Label your axes, and include units. Time (in minutes) will be on the x-axis.

GRAPH5. Examine your graph and the graph created by the other members of your group. Interpret the graphs. Did the CO2 concentration increase or decrease? What about the pH? 6. What is the relationship between CO2 and pH? Explain. 7. The following graphs show changes in the levels of atmospheric and oceanic carbon dioxide over the past 20 years, as well as a corresponding change in ocean pH. The x-axis measures time in years, from October 1988 until December 2007. The y-axis of the top graph measures CO2 concentration. This top graph shows how the CO2 concentration in both the atmosphere (red line) and ocean (blue line) change with time. The actual data collected are shown with dots, and

each line is the "best fit" to the data. The y-axis of the bottom graph measures pH of the ocean. Use the graphs to answer the following questions.

a. How much carbon dioxide was in the atmosphere in 1988? ________ 2007? __________ b. How much carbon dioxide was in the ocean in 1988? _________ 2007? ___________ c. What was the pH of the ocean in 1988? _________ 2007? ___________

8. How do the data in these graphs compare to the data you collected? 9. According to these data and the data you collected, how do you think increasing atmospheric CO2 will affect marine organisms?

Lab 15 Marine debrisWorksheet

Prelab quiz (9 questions) Lesson 1 Biological Impacts

o Albatross bolus activity worksheet (complete & turn in) Lesson 2 Geographical Distribution

Driving questions: From which river did the marine debris originate and which current(s) transported it?

Item description: Collection location: Collection date: Estimated time spent in the ocean: Language/country: Possible river(s): Hypothesis: Estimated release date: Final coordinates of trajectory from OSCURS model: River of origin: Relevant current(s): How do these currents compare with the one(s) you listed in your

hypothesis? Do they support your hypothesis? Trajectory distance: Daily current speed: Additional Questions:

1. How could you improve your estimates of the distances traveled by the debris? 2. How would better estimates of distance affect your estimates of current speed? Explain why. 3. The color scale on the right-hand side of the ocean currents map indicates current speed in meters per second. How do your estimates of current speed compare with those indicated on the map? (Hint: Make sure values have the same units) 4. What might cause a current’s speed or direction to change?

Lesson 3: Plastics and Society (complete worksheet in class)

Lab 16 Fisheries simulationExercise1 Fisheries Simulation Exercise (complete in class)Exercise 2 (Answer 2 questions)

1. What effects do you think the harvesting for curios, live fish trade, and the aquarium trade might be having on coral reefs?

2. How do you think the shells and skeletons used as curios are obtained?Exercise 3 Stakeholders Discussion (complete in class)

1. Name of stakeholder group: 2. What’s at stake, why do they care? 3. How would MPAs benefit this group? 4. How would MPAs cost this group? 5. Other thoughts about this stakeholder group?6. MPA Design: It has been found that a circle is generally the best shape for an MPA as it has the lowest perimeter to area ratio. What facts would you need to know about the species you’re trying to protect?7. In what different ways could MPAs be designed? To be effective at least 10% of an area needs to be protected. Your MPA is limited to 10% of the available area, draw your MPA designs below (Hint: you can have more than one MPA –a network)

Exercise 4 Homework Assignment1. Chose a MPA in Hawaii (Table 1).2. Which one did you chose and where is it located?3. What kinds of habitats are found there?4. What are the key species found there?5. How do these species interact with one another?6. Evaluate your MPA. What would you improve on or change? What worked? 7. How would you describe the overall mission of the Marine Sanctuaries Program?8. What do you think might happen to some of these marine environments if they

are not protected? 9. How does open ocean aquaculture affect a MPA?10. What is your relationship to the marine environment?11.Why should you care?

Exercise 5 Homework AssignmentVisit a beach, tide-pools, or other marine habitat. Describe the habitat.What plants, fish, and animals do you observe? Note any interesting observations.Answer one of the corresponding questions (1 paragraph) and how it relates to your beach visit.Type in a Word document (at least one page) and hand in next lab.

QUESTIONSQ1. The Hawaiian monk seal is one of the most critically endangered seal species in the world. How many are left? Where is its primary habitat?Q2. Fisheries and Conservation: The ocean is a tremendous source of food and recreation, but its resources need protection. If we want to ensure that future generations can enjoy the same ocean resources we have today, conservation of fisheries and marine habitats is vital. How can this be accomplished?Q3. Haunama Bay is not a complete coral reef ecosystem - why not? When was Haunama Bay designated as Hawaii's first Marine Life Conservation District? What did this signify in terms of human activities?