BIOLOGY FOR LIFE
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research

CHOW

6/14/2018

 
Last week was “Capitol Hill Ocean Week” (CHOW)and the National Marine Sanctuary Foundation hosted a series of events to raise awareness around ocean systems, pollution and protection.  I was able to attend three events that I found both educational and inspirational.
The first event was a pop-up exhibit on the National Mall called the Ocean Plastics Lab.  The exhibit was sponsored by NOAA to showcase the global problem of ocean plastic pollution.  Four shipping containers were modified for the exhibit so that the public could learn about the problem of plastic in our ocean.  There was a lot of sample waste from ocean plastic and marine debris, interactive displays about the effects of plastic on marine life.  
Picture
The Ocean Plastics Lab on the National Mall.
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Carrick viewing microplastics within microscopic aquatic organisms.
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Facts about Ocean Plastic during Capitol Hill Ocean Week.
Fellow fellow Kelly was volunteering at the LUCid display, an interactive experience that is traveling with the Ocean Plastics Lab. Wearing a biosensor headband, volunteers control the video display.  Apparently, in a more meditative state of mind the imagery shifts from swimming through plastic in ocean waters to seeing whales in clear water. I was pretty good at getting into a zen state!
Picture
Carrick trying to control the LUCid display with just his mind!

A little tough to see with the reflectivity but Gretel's zen state of mind helped us see clearer oceans! If you haven't tried it yet, make sure you visit the Ocean Plastics Lab Exhibit on the National Mall! We're there everyday 10 a.m. -7pm until June 17! □□□□□□ #oceanplasticslab #oceanplasticslabdc #einsteinfellows @ibbioteacher

10 Likes, 1 Comments - Kelly Marie (@kelly_marie_mc) on Instagram: "A little tough to see with the reflectivity but Gretel's zen state of mind helped us see clearer..."

The other two events I attended for CHOW were scientific talks about the status of ocean ecosystems.  I went to sessions that related both to my personal interests and content that is part of the IB Biology curriculum I teach.  The first session was titled, “Recovering Coral Reefs.” I’ve had an interest in coral health ever since I traveled to the Bahamas in 2009 to assist with a coral reef survey. Covering less than 1 percent of the ocean, coral reefs support 25 percent of marine life globally to provide an estimated $1 trillion in value to the world economy, including $300 to $400 million annual in value for food and livelihoods from tourism, fisheries, and medicine. Reefs are integral to the livelihoods and well-being of billions of people. But, we risk losing these valuable ecosystems. Nearly 75 percent of the world’s coral reefs are threatened by overfishing, habitat destruction, water pollution, climate change, and ocean acidification. Efforts to conserve and restore coral reefs are lagging far behind their rate of destruction. To preserve this amazing biodiversity, we must protect these valuable ecosystems and develop new conservation solutions and restoration techniques to protect these invaluable ecosystems.
There was a discussion by a panel of three scientists who monitor coral reefs.  Greg Asner from the Carnegie Institution for Science studies global ecology and earth systems using remote sensing via satellite or airplane.  He observes and maps coral reef fragmentation in effort to determine where restoration efforts should be focused.  Erinn Muller is a coral health and disease scientist with the Mote Marine Laboratory in Florida. Documenting coral decline was understandably depressing for her, so she now focuses on recovery of reefs, by “outplanting” genetically variable and disease resistant coral starters.  Early results suggest the outplanting effort is working, and her goal is for another 50,000 outplants next year however the program’s success will depend on the government response and dedication of funds for research and restoration of reefs.  Luiz Rocha is an ichthyologist with the California Academy of Sciences.  He studies mesophilic coral reef ecosystems; these are deeper reefs (200-500 ft).  With each dive he discovers new species because these deep reefs are unknown and unexplored.  However, the reefs are still at human induced risk. Recently he found plastic on the reef, brought to the depths when a hurricane passed through the region.  
Picture
Coral out-planting as a reef recovery effort in Florida.
The three scientists all communicated a vision of hope and a desire to scale up the restoration projects occurring at a local level to a more global scale. The effort will required international collaboration between nations, increased funding, public-private partnerships and a continued reliance on solid science.  Members of the public who support these efforts should amplify the message via social media, influence others, decrease use of plastic, and encourage governments to address climate change. #oceanoptimism
The other session I attended was about Predicting, Detecting and Preparing for Ocean Acidification.  The oceans absorb 25% of our emitted CO2, a rate that is increasing with time. The effects of ocean acidification reach throughout the ocean, impacting numerous ecosystems and economies that depend on them. There is estimated to be a 1 TRILLION dollar annual impact of acidification, with 70,000 job in Alaska alone being effected.  Of course, the impacts of ocean acidification also radiate through different ecosystems; declines in shellfish and fish threaten fisheries and aquaculture, deteriorated reefs weaken coastal protection, and declining reefs and mammal populations impact tourism.  
Picture
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What is Ocean Acidification?
In this session, I learned how states are coping with local effects of ocean acidification as state and federal policymakers draft legislation to mitigate and adapt to ocean acidification.  My home state of Washington has been particularly affected by acidification, and I was able to make some personal connections to the impacts of acidification. In fact, the University of Washington  now hosts the Washington Ocean Acidification Center within the College of the Environment.
Picture
Ecological Impacts of Ocean Acidification.
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Economic Impacts of Ocean Acidification.
The panel include experts from a diverse set of perspectives.  Jan Newton is an oceanographer in the Applied Physics Laboratory at the University of Washington School of Oceanography and School of Marine and Environmental Affairs.  Karina Nielsen is a biologist and the director of the Estuary and Ocean Science Center at San Francisco State University. Nichole Price is a research scientist and director of the Center for Venture Research on Seafood Security at the Bigelow Laboratory for Ocean Sciences.  Joseph Salisbury is a research professor of Oceanography at the University of New Hampshire and Brett Veerhusen is the head of Ocean Strategies and is an Alaskan commercial fisherman.
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My notes from the Ocean Acidification panel at the Capital Hill Ocean Week session.
As with all my experiences as an Einstein Fellow, I am so thankful for my opportunity to be here, learning and engaging with issues of concern that resonate with me.  I will take my learning back to the classroom for my students benefit.
    Picture

    Author

    I’m Gretel von Bargen and I was an Einstein Fellow in the Department of Energy, Office of Science.  During my fellowship year (2017-2018) I worked within the Workforce Development for Teachers and Scientists (WDTS) office.  Aligned with the goals of the WDTS office, I am committed towards creating a sustained pipeline of skilled science, technology, engineering and math (STEM) workers and teachers. As a dedicated STEM educator, I work to develop my students understanding and appreciation for the nature of science and the natural world.  In addition to the important work I did related to the National Science Bowl, I had three goals for my Fellowship year.  First, I was looking to build relationships and connections between the scientific and education communities, aiming for increased opportunity for high school students to gain authentic experiences with practicing scientists.  Second, I wanted to deepen my understanding of the complexities of the national STEM teacher shortage, specifically exploring the role active classroom teachers play in communicating the joys and challenges of a STEM teaching career.  Third, I was looking to broaden my own scientific content knowledge so that students benefit from an added depth, breadth and interdisciplinary connections in future lessons. 

    Viewpoints are my own and not representative of the Fellowship Program or the agency in which I was placed.  ​​

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"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." 
 John Muir,   1911
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research