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Science 8 July 2011: Vol. 333 no. 6039 pp. 173-175 Galaxy Zoo Volunteers Share Pain and Glory of Research 1. Daniel Clery A project to "crowdsource" galactic classifications has paid off in ways the astronomers who started it never expected. Figure View larger version: * In this page * In a new window Space oddity. Greenish "voorwerp" spotted by a Dutch volunteer still intrigues scientists. "CREDIT: NASA, ESA, W. KEEL (UNIVERSITY OF ALABAMA), AND THE GALAXY ZOO TEAM" The automated surveys that are becoming increasingly common in astronomy are producing an embarrassment of riches for researchers. Projects such as the Sloan Digital Sky Survey (SDSS) are generating so much data that, in some cases, astronomers don't know what to do with them all. SDSS has compiled a list of more than 1 million galaxies. To glean information about galaxy evolution, however, astronomers need to know what type of galaxy each one is: spiral, barred spiral, elliptical, or something else. At present, the only reliable way to classify galaxies is to look at each one. But the SDSS list is so long that all the world's astronomers working together couldn't muster enough eyeballs for the task. Enter the "wisdom of crowds." An online effort called Galaxy Zoo, launched in 2007, set a standard for citizen-scientist participation projects. Zealous volunteers astonished the project's organizers by classifying the entire catalog years ahead of schedule. The results have brought real statistical rigor to a field used to samples too small to support firm conclusions. But that's not all. Buoyed by the curiosity and dedication of the volunteers, the Galaxy Zoo team went on to ask more-complicated classification questions that led to studies they hadn't thought possible. And in an online discussion forum on the Galaxy Zoo Web site, volunteers have pointed to anomalies that on closer inspection have turned out to be genuinely new astronomical objects. "I'm incredibly impres

"Will Deepwater Horizon Set a New Standard for Catastrophe? 1. Richard Kerr, 2. Eli Kintisch and 3. Erik Stokstad Summary The fiery destruction of an oil drilling platform in the Gulf of Mexico on 20 April may have triggered one of the worst environmental disasters in U.S. history. The impact of the crisis, which began with the deaths of 11 workers and then simmered for several days before an expanding oil slick grabbed worldwide attention, promises to test the federal government's ability to protect habitat, wildlife, and the economic well-being of a four-state region on a scale never before imagined. "

Warming and Melting Mass loss from the ice sheets of Greenland and Antarctica account for a large fraction of global sea-level rise. Part of this loss is because of the effects of warmer air temperatures, and another because of the rising ocean temperatures to which they are being exposed. Joughin et al. (p. 1172) review how ocean-ice interactions are impacting ice sheets and discuss the possible ways that exposure of floating ice shelves and grounded ice margins are subject to the influences of warming ocean currents. Estimates of the mass balance of the ice sheets of Greenland and Antarctica have differed greatly-in some cases, not even agreeing about whether there is a net loss or a net gain-making it more difficult to project accurately future sea-level change. Shepherd et al. (p. 1183) combined data sets produced by satellite altimetry, interferometry, and gravimetry to construct a more robust ice-sheet mass balance for the period between 1992 and 2011. All major regions of the two ice sheets appear to be losing mass, except for East Antarctica. All told, mass loss from the polar ice sheets is contributing about 0.6 millimeters per year (roughly 20% of the total) to the current rate of global sea-level rise.

December 18, 2012 The Ten Best Ocean Stories of 2012 | | | Share on redditReddit | Share on diggDigg | Share on stumbleuponStumble | Share on emailEmail | More Sharing ServicesMore Two market squids mating 2012 was a big year for squid science. Photo Credit: © Brian Skerry, www.brianskerry.com Despite covering 70 percent of the earth's surface, the ocean doesn't often make it into the news. But when it does, it makes quite a splash (so to speak). Here are the top ten ocean stories we couldn't stop talking about this year, in no particular order. Add your own in the comments! 2012: The Year of the Squid From the giant squid's giant eyes (the better to see predatory sperm whales, my dear), to the vampire squid's eerie diet of remains and feces, the strange adaptations and behavior of these cephalopods amazed us all year. Scientists found a deep-sea squid that dismembers its own glowing arm to distract predators and make a daring escape. But fascinating findings weren't relegated to the deep: at the surface, some squids will rocket themselves above the waves to fly long distances at top speeds. James Cameron Explores the Deep Sea Filmmaker James Cameron has never shied away from marine movie plots (See: Titanic, The Abyss), but this year he showed he was truly fearless, becoming the first person to hit the deepest point on the seafloor (35,804 feet) in a solo submarine. While he only managed to bring up a single mud sample from the deepest region, he found thriving biodiversity in the other deep-sea areas his expedition explored, including giant versions of organisms found in shallow water. Schooling sardines form a "bait ball." Small fish, such as these schooling sardines, received well-deserved attention for being an important part of the food chain in 2012. Photo Credit: © Erwin Poliakoff, Flickr Small Fish Make a Big Impact Forage fish-small, schooling fish that are gulped down by predators-should be left in the ocean for larger fish, marin

"Australian officials announced that part of a planned marine park will be set aside to help protect humpback whales; Mexico's legislature passed a strong, new climate change law"

Nature has evolved efficient strategies to synthesize complex mineralized structures that exhibit exceptional damage tolerance. One such example is found in the hypermineralized hammer-like dactyl clubs of the stomatopods, a group of highly aggressive marine crustaceans. The dactyl clubs from one species, Odontodactylus scyllarus, exhibit an impressive set of characteristics adapted for surviving high-velocity impacts on the heavily mineralized prey on which they feed. Consisting of a multiphase composite of oriented crystalline hydroxyapatite and amorphous calcium phosphate and carbonate, in conjunction with a highly expanded helicoidal organization of the fibrillar chitinous organic matrix, these structures display several effective lines of defense against catastrophic failure during repetitive high-energy loading events.

"Scientists Tag 20 Loggerhead Turtles off Mid-Atlantic Coast, Test Solar-Powered Tag"

"Some of the planet's most beautiful and diverse ecosystems are at risk. With temperatures on the rise, coral reefs are at greater risk for coral bleaching. Using ocean observing system data from NOAA's National Data Buoy Center, this classroom activity examines ocean temperatures off Puerto Rico to see how coral reefs are being impacted and predict what's on the horizon. Brought to you by Sea Grant's Bridge website and COSEE-NOW. This activity was developed in response to the 2005 massive coral bleaching event in the Caribbean caused by high sea surface temperatures. Using ocean observing system data, water temperatures can be monitored to evaluate the likeliness of other bleaching events. Via the COSEE-NOW online community, we were able to receive valuable feedback on making the graph of water temperature more user-friendly and expanding the discussion questions to evoke some higher level thinking from students. This activity has been demonstrated to teachers at the National Marine Educators Association conference and Virginia Sea Grant professional development institutes; and to graduate students in several different settings. http://www2.vims.edu/bridge/DATA.cfm?Bridge_Location=archive0406.html"

How is global temperature regulated? An experimental representation - Simple experiments to help pupils understand how different parameters regulate temperature at the Earth's surface. Interaction at the Air-Water Interface, part 1 - A very simple experiment to demonstrate gas exchange and equilibration at the boundary layer between air and water. Pupils will also observe acidification of water due to CO2 introduced directly in the water. Interaction at the Air-Water Interface, part 2 - A second set of experiment to demonstrate gas exchange and equilibration at the boundary layer between air and water. Pupils observe a high atmospheric CO2 concentration will produce water acidification. Uptake of Carbon Dioxide from the Water by Plants - The following experiments will demonstrate the role of plants in mitigating the acidification caused when CO2 is dissolved in water. Carbon Dioxide Fertilization of Marine Microalgae (Dunalliela sp.) Cultures: Marine microalgae in different atmospheric CO2 concentration - An experiment designed to illustrate the impact of carbon dioxide on microalgal growth in the aquatic environment. Introduction to the principles of climate modelling - Working with real data in spreadsheets to create a climate model, students discover the global carbon budget and make their own predictions for the next century. Global carbon budget between 1958 and 2007 - Working with real global carbon budget data, students produce graphs to find the best representation of the data to make predictions about human CO2 emissions for the next century. This activity is also a nice application of percentages. Estimation of natural carbon sinks - Working with real global carbon budget data, students estimate how much of the CO2 emitted into the atmosphere as a result of human activities is absorbed naturally each year. How does temperature affect the solubility of CO2 en the water? - The following experiments will explore effects of water temperature on sol

Webcast: 'We Sea Change,' a Climate Change Education Video 0 What is climate change, and how is it affecting coastal Carolina? That is the question that a group of teens from Isaac Bear Early College High School set out to answer for their Third National Student Summit on the Ocean & Coasts project. Representing the North Carolina Aquarium at Fort Fisher, four teens spent months researching climate change issues such as salt water intrusion in rivers, changes to barrier islands, disappearing beaches, and habitat loss in longleaf pine forests in the Wilmington, N.C., region. The students presented a video documenting this research during the National Student Summit on February 15, 2011 at the Smithsonian's National Museum of Natural History. After the Summit, the team broadened the project's scope to include climate change education through the production of a second video. This film, We Sea Change, aims to give their local community in Wilmington an understanding of climate change, impacts on the coastal Carolina region, and how people can be part of the climate change solution. We Sea Change will be broadcast live to the Ocean Portal from the North Carolina Aquarium at Fort Fisher on Wednesday, September 28, 2011 at 7pm. There will be a panel discussion on climate change immediately following the 7pm screening. Meet the team! The Cape Fear Beach Bears: Sandy Paws for a Cause team members include students Jessica Lama, Keela Sweeney, Evan Lucas, and Dustin Chambers. They have conducted research and produced their videos under the guidance of teachers Bryan Bishop from Isaac Bear Early College High School and Megan Ennes from the North Carolina Aquarium at Fort Fisher.

"Scientific Workforce NSF Touts Family-Friendly Policies as Boon to Women 1. Jeffrey Mervis Young women are forever asking Meg Urry, an astrophysicist at Yale University, if it's possible "to have a successful scientific career and a family." A tenured professor with both, Urry tells them "yes." Perhaps more telling, however, is that the issue doesn't seem to interest half of her students. "I've never been asked that question by a man," she says. This week, the National Science Foundation (NSF) rolled out a set of family-friendly policies that it hopes will reduce the number of young women who jettison scientific careers because of responsibilities outside the lab. "Too many women give up because of conflicts between their desire to start a family and their desire to ramp up their careers," says John Holdren, the president's science adviser and head of the Office of Science and Technology Policy. It was a rare moment in the spotlight for the low-profile basic research agency: First Lady Michelle Obama announced the policies at a White House ceremony touting the importance of women to the nation's economic recovery and, in particular, the need to improve the proportion of women in the so-called STEM (science, technology, engineering, and mathematics) workforce. Figure View larger version: * In this page * In a new window Lending a hand. First Lady Michelle Obama applauds the work of young women in science at a White House event. "CREDIT: NATIONAL SCIENCE FOUNDATION" The new policies will allow both male and female grant recipients to defer an award for up to 1 year or receive a no-cost extension of an existing grant. NSF also hopes to increase its use of "virtual reviews" of grant proposals so that scientists don't need to travel as often to the agency's Arlington, Virginia, headquarters. The only change with any price tag attached is a new program of supplemental awards to investigators going on family leave, allowing them to hi

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

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

About the College Board Standards for College Success (CBSCS) The College Board Standards for College Success (CBSCS) define the knowledge and skills students need to develop and master in English language arts, mathematics and statistics, and science in order to be college and career ready. The CBSCS outline a clear and coherent pathway to Advanced Placement® (AP®) and college readiness with the goal of increasing the number and diversity of students who are prepared not only to enroll in college, but to succeed in college and 21st-century careers. The College Board has published these standards freely to provide a national model of rigorous academic content standards that states, districts, schools and teachers may use to vertically align curriculum, instruction, assessment and professional development to AP and college readiness. These rigorous standards: provide a model set of comprehensive standards for middle school and high school courses that lead to college and workplace readiness; reflect 21st-century skills such as problem solving, critical and creative thinking, collaboration, and media and technological literacy; articulate clear standards and objectives with supporting, in-depth performance expectations to guide instruction and curriculum development; provide teachers, districts and states with tools for increasing the rigor and alignment of courses across grades 6-12 to college and workplace readiness; and assist teachers in designing lessons and classroom assessments.