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1 The carbon dioxide system in seawater: equilibrium chemistry and measurements 1.1 Introduction 1.2 Basic chemistry of carbon dioxide in seawater 1.3 The definition and measurement of pH in seawater 1.4 Implications of other acid-base equilibria in seawater on seawater alkalinity 1.5 Choosing the appropriate measurement techniques 1.6 Conclusions and recommendations 2 Approaches and tools to manipulate the carbonate chemistry 3 Atmospheric CO2 targets for ocean acidification perturbation experiments 4 Designing ocean acidification experiments to maximise inference 5 Bioassays, batch culture and chemostat experimentation 6 Pelagic mesocosms 7 Laboratory experiments and benthic mesocosm studies 8 In situ perturbation experiments: natural venting sites, spatial/temporal gradients in ocean pH, manipulative in situ p(CO2) perturbations 9 Studies of acid-base status and regulation 9.1 Introduction 9.2 Fundamentals of acid-base regulation 9.3 Measurement of pH, total CO2 and non-bicarbonate buffer values 9.4 Compartmental measurements: towards a quantitative picture 9.5 Overall suggestions for improvements 10 Studies of metabolic rate and other characters across life stages 10.1 Introduction 10.2 Definition of a frame of reference: studying specific characters across life stages 10.3 Approaches and methodologies: metabolic studies 10.4 Study of early life stages 10.5 Techniques for oxygen analyses 10.6 Overall suggestions for improvements 10.7 Data reporting 10.8 Recommendations for standards and guidelines 11 Production and export of organic matter 12 Direct measurements of calcification rates in planktonic organisms 13 Measurements of calcification and dissolution of benthic organisms and communities 14 Modelling considerations 15 Safeguarding and sharing ocean acidification data 15.1 Introduction 15.2 Sharing ocean acidification data 15.3 Safeguarding ocean acidification data 15.4 Harmonising ocean acidification data and metadata 15.5 Disseminating ocean

- Welcome to the Global Warming Wheel Card Classroom Activity Kit (PDF) (2 pp, 2.4 MB, About PDF) - Instructions for Making a Global Warming Wheel Card (unassembled) (PDF) (5 pp, 2.4 MB, About PDF) - Guide for Teachers (including Teacher Notes on Activities) (PDF) (3 pp, 1.3 MB, About PDF) - Frequently Asked Questions About Global Warming and Climate Change: Back to Basics (PDF) (8 pp, 1.6 MB, About PDF) - Activity #1: Using the Global Warming Wheel Card (PDF) (2 pp, 1.4 MB, About PDF) - Homework for Activity #1: Electricity Use and Carbon Dioxide (PDF) (1 pp, 1.3 MB, About PDF) - Activity #2: What You and Your Community Can Do to Reduce Carbon Dioxide (PDF) (1 pp, 1.3 MB, About PDF) - Activity #3: A Simple Energy Audit (PDF) (3 pp, 1.3 MB, About PDF)

Table of Contents About Science for All Americans and Atlas of Science Literacy.................................................. 4 From Chapter 1: The Nature of Science ............................... 5 From Chapter 3: The Nature of Technology ......................... 7 Map: Scientifi c Investigations ............................................. 11 Map: Interaction of Technology and Society ..................... 13 Map: Decisions about Using Technology ........................... 15 From Chapter 4: The Physical Setting ............................... 16 Recommended Reading ..................................................... 17 Map: Weather and Climate .................................................. 19 Map: Use of Earth's Resources ............................................ 21 From Chapter 8: The Designed World ................................ 22 From Chapter 5: The Living Environment .......................... 23 Map: Energy Resources ...................................................... 25 Map: Interdependence of Life ............................................ 27 Recommended Reading ..................................................... 28 Web Sites for Climate Change Resources ........................... 29

posted online with permission "Acid Rain and the Greenhouse Effect" (Fluid Earth, Unit 4, Topic 6)

OCEANSP@CE, Issue 127, Monday, April 4, 1999

"Slowing climate change requires overcoming inertia in political, technological, and geophysical systems. Of these, only geophysical warming commitment has been quantified. We estimated the commitment to future emissions and warming represented by existing carbon dioxide-emitting devices. We calculated cumulative future emissions of 496 (282 to 701 in lower- and upper-bounding scenarios) gigatonnes of CO2 from combustion of fossil fuels by existing infrastructure between 2010 and 2060, forcing mean warming of 1.3°C (1.1° to 1.4°C) above the pre-industrial era and atmospheric concentrations of CO2 less than 430 parts per million. Because these conditions would likely avoid many key impacts of climate change, we conclude that sources of the most threatening emissions have yet to be built. However, CO2-emitting infrastructure will expand unless extraordinary efforts are undertaken to develop alternatives. "

As the U.S. Food and Drug Administration (FDA) considers approving a genetically modified (GM) Atlantic salmon (Salmo salar), it faces fundamental questions of risk analysis and impact assessment. The GM salmon-whose genome contains an inserted growth gene from Pacific chinook salmon (Oncorhynchus tshawytscha) and a switch-on gene from ocean pout (Zoarces americanus)-would be the first transgenic animal approved for human consumption in the United States (1, 2). But the mechanism for its approval, FDA's new animal drug application (NADA) process (2), narrowly examines only the risks of each GM salmon compared with a non-GM salmon (2, 3). This approach fails to acknowledge that the new product's attributes may affect total production and consumption of salmon. This potentially excludes major human health and environmental impacts, both benefits and risks. Regulators need to consider the full scope of such impacts in risk analyses to avoid unintended consequences (4), yet FDA does not consider ancillary benefits and risks from salmon market expansion (2, 3), a result of what may be an overly narrow interpretation of statutes.

COSEE Network: The overall mission is "to spark and nurture collaborations among research scientists and educators to advance ocean discovery and make known the vital role of the ocean in our lives." Although each Center is funded individually, the Network of Centers has established its own set of goals: 1) Fostering the integration of ocean research into high-quality educational materials 2) Enabling ocean researchers to gain a better understanding of educational organizations and pedagogy 3) Enhancing educators' capacity to deliver high-quality educational programs in the ocean sciences 4) Promoting a deeper understanding of the ocean and its influence on each person's quality of life and our national prosperity

"The Orangeburg Scarp, a band of hard, crusty sediment teeming with tiny plankton fossils that runs from Florida to Virginia, marks an ancient shoreline where waves eroded bedrock 3 million years ago. That period, the middle Pliocene, saw carbon dioxide levels and temperatures that many scientists say could recur by 2100. The question is: Could those conditions also result in Pliocene-epoch sea levels within the next 10 to 20 centuries, sea levels that may have been as much as 35 meters higher than they are today? The answer, say climate scientists, may lie 17,000 kilometers away in East Antarctica. The East Antarctic Ice Sheet is the world's largest, a formation up to 4 km thick and 11 million km2 in area that covers three-quarters of the southernmost continent. Its glaciers were thought to sit mostly above sea level, protecting them from the type of ocean-induced losses that are affecting the West Antarctic Ice Sheet. But studies of ancient sea levels that focus on the Orangeburg Scarp and other sites challenge that long-held assumption. Not everybody believes the records from Orangeburg. But combined with several other new lines of evidence, they support the idea that parts of East Antarctica could indeed be more prone to melting than expected. "

Information Science Bounds and Vision Atlas of Science Visualizing What We Know by Katy Börner MIT Press, Cambridge, MA, 2010. 266 pp. $$29.95, £22.95. ISBN 9780262014458. 1. Mason A. Porter + Author Affiliations 1. The reviewer is at the Oxford Centre for Industrial and Applied Mathematics, Mathematical Institute, University of Oxford, Oxford OX1 3LB, UK, and at the CABDyN Complexity Centre and Somerville College, University of Oxford. 1. E-mail: porterm@maths.ox.ac.uk Visualization is a crucial but underappreciated part of science. As venues like the American Physical Society's Gallery of Fluid Motion and Gallery of Nonlinear Images illustrate every year, good visuals can make science more beautiful, more artistic, more tangible, and often more discernible. Katy Börner's continuing exhibition Places & Spaces: Mapping Science (1) and her book Atlas of Science: Visualizing What We Know arise from a similar spirit but are much more ambitious. Visualization is one of the most compelling aspects of science. Breathtaking visuals from sources like fractals and Disneyland's long-dead "Adventure Thru Inner Space" ride are what originally inspired me toward my personal scientific path, so I welcome any resource that promises to bring the visual joys of discovery to a wide audience. Importantly, Börner's exhibition and book are not mere artistic manifestations, although they would be impressive accomplishments even if that were her only goal. Some scientists have occasionally had great success in the visual arts; for example, physicist Eric Heller has long exhibited the gorgeous fruits of his research on quantum chaos and other topics (2). To fully appreciate Börner's efforts, however, one must be conscious that she is deeply concerned not just with visualization itself but with the science of visualization. Accordingly, her book discusses the history of the science of visualization, where it is now, and where she thinks it can go. Atlas of Scie

Isles of Abundance Britain has taken another step toward designating the world's largest marine reserve around the Chagos Islands, a group of 55 coral protrusions in the Indian Ocean. The government announced the end of a 4-month public comment period on 5 March and is expected to reach a final decision by May. The Chagos contain half of the Indian Ocean's remaining healthy reefs. The waters are said to be among the cleanest on Earth, allowing corals to grow in deep water less vulnerable to global warming. The islands are located in the equatorial "tuna belt," which hosts what a Royal Zoological Society of London report called one of the "most exploited, badly enforced fisheries in the world." A total ban on fishing in the 544,000-square-kilometer zone, an area the size of France, would make it an even larger protected area than the current record-holder, the 360,000-km2 Papahanaumokuakea Marine National Monument in the northwestern Hawaiian Islands. The Pew Environment Group has spearheaded a 3-year campaign for creation of a Chagos reserve. It would be "literally an island of abundance in a sea of depletion," says Pew's Jay Nelson. The islands are uninhabited except for the U.S. Navy base on Diego Garcia. Some 1500 Chagossians were deported to Mauritius in the 1970s for military security.

Keeping Coral Clean Seaweed overgrowth is a major problem for coral reefs and also seems to be a consequence of excessive harvesting of herbivorous fish. Dixson and Hay (p. 804) examined this effect on Fijian reefs. Species of small herbivorous gobies and coral-associated damselfish were compared for their effect on the toxic Chlorodesmis seaweed in experiments that required caging colonies of the branching coral Acropora nasuta and the associated fish species. Only the gobies actively removed algal fronds attached to the cages and only one species (itself toxic to predators) ate them; the damselfish simply defected from the arena when toxic algae were present. The hydrophobic toxins exuded in the algal mucus lysed coral polyps releasing cell constituents that, together with the algal toxin, attract the gobies, which then eat the algal fronds. Interestingly, the toxic goby became more toxic to predators after consumption of the seaweed, which may help to drive symbiosis with a coral colony.