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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.

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

"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. "

http://www.alaskafisheries.noaa.gov/newsreleases/2011/orangesubstance081811.pdf Alaska - NOAA determines "orange goo" in Alaska's Kivalina village is fungal spores The "orange goo" that washed ashore earlier this month in the remote Eskimo village of Kivalina along Alaska's northwest coast is fungal spores, not microscopic eggs as preliminary analysis indicated. Scientists at the NOAA Alaska Fisheries Science Center's Auke Bay Laboratory announced last week that the substance was biological in nature, rather than oil or pollution as originally thought by concerned residents of Kivalina. Per standard scientific procedure, samples were sent to NOAA's Analytical Response Team for a more thorough and detailed analysis and verification process. At NOAA's National Ocean Service Center for Coastal Environmental Health and Biomolecular Research, based in Charleston, S.C., a team of scientists highly-specialized and equipped to analyze microbiologic phenomena such as this determined that the substance is consistent with spores from a fungi that cause rust, a disease that infects only plants causing a rust-like appearance on leaves and stems. Rust fungi reproduce to infect other plants by releasing spores which disperse often times great distances by wind and water. However, whether this spore belongs to one of the 7,800 known species of rust fungi has not yet been determined. More information will be posted on the Alaska Fisheries Science Center website as it becomes available.

Aquarium Event Flotsametrics and the Floating World Curtis Ebbesmeyer As an oceanographer for Mobil/Standard Oil, Dr. Curtis Ebbesmeyer was fascinated by sea currents and eddies and began to focus on beaches and the debris deposited on them.

Global Fever Global Fever�� is a standards-based curriculum that addresses climate change in an age-appropriate manner for students ages 9 and above. The nine units are teacher-designed, and offer interdisciplinary activities which can be integrated into established curriculum.

"A free, searchable catalog of standards-based science teaching materials fro K-12 educators and learners. The database can be browsed by topic or searched by keyword. The site also contains Special Collections - groups of resources organized around themes, such as Climate Change and Mammals."

Wonderful student trips available to and starting from the Ocean Institute in Dana Point. Go learn some current ocean science that is aligned to the science standards!

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

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