Section 4: Ecosystem Health

Focal Questions: How do scientists use real-time data to assess risks on our coasts?
How do water movement data allow us to track our pollutants?
How does accurate and timely data help us assess and manage the health of coastal oceans?
Ocean Literacy / NSES:   1g, 1h, 6e, 6g, 7d, 7f

 

Introduction:
Why Take Your Ocean's Pulse?
Pfiesteria hysteria as an example of the high costs of guessing

Science Overview:
Ecosystem Health
Dr. Mike Newman

Classroom Activities:
Oil Spills: Clogging Our Coastal Arteries
Eutrophication: Too Much Ecosystem Fast Food
Exotic Species Games: Catching An Ecosystem Bug

Field Trip:
Tracking that Pollutant - Search for Point and Nonpoint Sources

 


Introduction

A Real Ecosystem Disease or a Case of Pfiesteria Hysteria?

Objective: To introduce the concept that the ocean comprises a significant portion of the earths surface.

Getting Started - Group Exploration

Scientists and resource managers in the Mid-Atlantic region recently became concerned about fish kills and lesions. In Appendix 1, there are eleven newspaper articles describing different aspects of this issue. Using your curiosity to guide your choices, pick and browse a few of these clippings. Then take a five minutes to answer to the following questions.

1. What is occurring?

2. What facts support this conclusion?

3. What additional information would you like to know?

What Was Really Taking Place?

A few years ago…
Extensive fish kills involving an estimated billion fish were attributed to a microscopic species of algae called Pfiesteria piscicida. Researchers speculated that nutrients discharged into coastal waters from pig and other livestock farms created the conditions for Pfiesteria blooms.

A "Small" Fishkill in Little Wicomico River, VA - What Happened?
(Courtesy W. Vogelbein)

Menhaden with mysterious sores.
(Courtesy of W. Volgelbein)

Preliminary lab studies by a North Carolina team suggested that Pfiesteria releases powerful toxins that kill fish - "the cell from Hell." Some lab workers culturing Pfiesteria also reported becoming very sick and disoriented. Surveys of watermen began and suggestions of effects began to emerge.

Pfiesteria sp. - The dinoflagellate culprit?
(courtesy W. Vogelbein)

(You can view movies of Pfiesteria "attacks" on fish and other animals on the web site http://www.pfiesteria.org/videos/.

North Carolina closed a river where Pfiesteria was found near fish kills. Some scientists then suggested a link between fish kills in Chesapeake Bay and "the cell from Hell." Chesapeake Bay watermen near fish kill sites reported symptoms of toxin exposure - sores on their hands and neurological problems. A popular book was written about the heroic efforts made by one North Carolina researcher to discover the source of the problem!

And their blood ran hot - about Pfiesteria!

People stopped buying Virginia and Maryland seafood, resulting in an estimated $50 million in lost revenue. Families decided to vacation in other areas of the country resulting in loss of significant tourism revenue. Emergency legislation was proposed to control livestock and poultry farm discharges of nutrients.

After a Careful Diagnosis …
Considerable evidence now contradicts the initial belief that massive fish kills and fish lesions were produced by coastal enrichment of nutrients and consequent Pfiesteria blooms. Low dissolved oxygen and wind-driven movements of anoxic waters explained many (but not all) of these fish kills. Several factors come together including stratification, oxygen differentials, and wind-driven seiches that trap schools of fish in low oxygen waters where they suffocate.

If you go to the Maryland Dept. of Natural Resources webpage, http://mddnr.chesapeakebay.net/eyesonthebay/coastalbays_fishkill.html you can see how real time information from coastal observing systems can be applied to quickly resolve issues of what caused a fish kill.

What's the Lesson Here?

This activity is intended to show how timely and accurate scientific information is needed for understanding and managing the health of our coastal environment. Tremendous damage was caused to the coastal economy and the overall hysterical confusion was generated by some initial, equivocal Pfiesteria research. Networks of observing systems measuring the right parameters can prevent costly misdiagnosis of such a serious ecosystem ailment in the future.

Some Additional Information

Take a look at these sites for more insights and information:

http://www.pfiesteria.org/videos/
http://www.riverlaw.us/pages/7/
http://www.cnn.com/EARTH/9708/08/fish.kill/
http://textonly.mde.state.md.us/Programs/MultimediaPrograms/environ_emergencies/ FishKills_MD/index.asp
http://www.whoi.edu/redtide/notedevents/DEfish/DEfish_7-12-00.html
http://www.vdh.state.va.us/epi/pf080599.htm
http://biology.usgs.gov/pr/newsrelease/1998/9-23d.html
http://www7.nationalacademies.org/wstb/pfiesteria_psicicida.html
http://www.sussexcountyonline.com/news/localnews/700/arnellfishkill.html
http://www.dnr.state.md.us/bay/cblife/algae/dino/pfiesteria/update_99_9- 27.html
http://www.findarticles.com/cf_dls/m1200/n15_v154/21237668/p1/article.jhtml

 


Science Overview

Topic: Ecosystem Health

This overview introduces a variety of ecosystem health themes: chemical pollution, non-native species invasions, nutrient enrichment, eutrophication, harmful algal blooms, and oxygen depletion. Highlighted are three important ecosystem health issues that can be managed by using coastal observing systems.

Dr. Mike Newman

Education:
M.S., Ph.D. - Rutgers Univ.
1980, 1981
Environmental Science

Position:
Professor
College of William & Mary / VIMS

What I do:
Work with toxins in the ocean

 


Classroom Activities


I. Oil Spills: Where will the Spilt Oil Go?

Objective: Students discover how real-time data can be useful for managing oil spills

Background

GNOME predicts movement of spilled oil using calculated movements of water and the air immediately above the water's surface. GNOME predictions of oil spill movement can be based on average data for a particular time and location. Real-time data such as the NOAA PORTS real-time database can be used to further refine predictions. The NOAA PORTS database is located at: http://www.co-ops.nos.noaa.gov/d_ports.html

Materials

Copies of the Student Worksheet

General NOAA Oil Modeling Environment (GNOME) Simulation Software ready for use on each computer used in the activity. This free software and associated information are available at: http://response.restoration.noaa.gov/ software/gnome/gnomeinfo.html.

Exercise 1. The Delaware Bay spill

Assume that you are in charge of an emergency oil spill team that must minimize the effects of oil spills from tankers coming into the Delaware Bay. You get a call on July 20, 2004 saying that a tanker released 100,000 barrels of nonweathering crude oil at noon on Brandywine Shoal (Latitude: 38o 57.49' North, longitude: 75o 4.67' West). You know from meteorological tables that the average wind speed at this site is 25 knots from the North during July. On the map below, indicate where you will send your team and equipment to prepare for the oil landfall. If you pick the correct sight (i.e., within a few miles of the actual landfall) and have 12 hours to prepare, you can effectively place absorbents and booms to protect critical habitat and establish waterfowl rescue centers to save oiled birds.

(From NOAA: http://www.co-ops.nos.noaa.gov/dbports/db_map.html)
Let's check how you did by using a program (GNOME) employed by coastal managers to predict where spilt oil goes. GNOME integrates water and air movement to predict oil movement. It will use mean water flow data for the spill site in these exercises, not data actually measured at the site during the event. The coastal manager's job is much more effective when they have real-time data to plug into the model. Later, we'll to illustrate this point by going to PORTS, a source of real time data.

GNOME Simulation Software (shareware from http://response.restoration.noaa.gov/software/gnome/gnome.html)

Envoking the GNOME:

1. Double click the GNOME icon on your desktop.
2. Click OK in the first gray screen.
3. Read the Welcome to GNOME screen and click Agree if you agree.
4. The next screen will say, selecting a location file. Click select file.
5. Navigate to the file called Delaware Bay.loc.

Simulating an Oil Spill in Delaware Bay:

1. After you select the DelawareBay.loc file, a window will appear with the heading "Welcome to Delaware Bay." Click next.
2. A new window will appear with the heading "s."
3. For the model start date, select July 20, 2004.
4. Change the model start time to noon (1200).
5. For the model duration, select 3 day and 0 hours. Click next.
6. A new window appears titled "Choosing wind type". Click next.
7. A new window appears titled "Constant wind". Choose 25 knots from the North and click next.
8. A new window appears titled "Almost Done". Click To the map window.
9. The window will disappear and you will view a map of Delaware Bay. On the left there is a summary list. Check the box that says "Show currents". The currents are now shown as an array of vectors over the surface of the Delaware Bay.
10. Now, let us create an oil spill.
11. Double click spills in the summary list. A window appears titled "Add new spill"
12. Choose "Point/Line Source S Plots" and click Create.
13. A new window appears entitled "Spill information". For the pollutant, select "non-weathering". Enter 100,000 barrels for the amount released. For the location of the spill, type in 38° 57.49' N, 75° 4.67' W. Select Change and Okay. At the top of the window, go to model and click run from the menu.

You can save the results as a Movie. Open the File menu in the top right corner. Select Save. As type, choose Quicktime Movie. Select OK and save your movie in a suitable place. If you would like, you can generate some other examples for your class and save them.

How accurate were your initial team deployments?

Let's see if some real-time wind data can improve predictions.

 

GNOME Program and PORTS Data Combined

These predictions for landfall were based on mean data for that date, location, and time of day. The NOAA PORTS database which is located at http://www.co-ops.nos.noaa.gov/d_ports.html can be used to refine predictions even more. We'll use only wind speed real-time data to illustrate this point.

1. Go to the PORTS site.
2. Select "Delaware River and Bay"
3. Select "Click Here to Observe a List of Delaware River and Bay PORTS-observation"
4. Go to "Brandywine Shoal Light".
5. Select "All Meteorological" for Brandywine Shoal Light.
6. Scroll down to Brandywine Shoal Light and find the actual wind speed and direction. (Wind direction is given as degrees on a compass where North is 0o, East is 90o, South is 180o and West is 270o. So a wind direction of 90o would indicate a wind blowing from exactly East.)
7. With your real-time wind direction and speed information, redo the GNOME simulation.
8. Did you get a different oil deposition pattern?

Answer:


Emergency managers use real-time data such as those shown on the NOAA PORTS sites to make important predictions. Without such data, predictions can be inaccurate and misleading.
______________________________________________________________________

Exercise 2. The Chesapeake Bay spill

The Scenario

You are an environmental manager working for the National Oceanographic and Atmospheric Administration's (NOAA's) oil spill response team. On January 7, 2004, you received a call claiming that an oil spill has occurred in the Chesapeake Bay. The freight company who owns the ship claims the tanker was en route to Baltimore before hitting an underwater hazard approximately 3 hours ago. Your response team has floating booms to contain the oil and cleaning equipment. However, they will not be able to contain the spill in another 21 hours. Time is needed to prepare and they anticipate problems with a heavy fog in the region. Administrators at NOAA are interested in finding out what resources may be impacted and what shorelines could get coated with oil before the team can contain the spill. Luckily, you have an oil spill model, called GNOME, to predict where the oil will go. You also have an internet resource, called OSCAR (CCIP, 2001), with various habitat types in the region. Let's see what you can find!!!

Before we begin. . .

This exercise assumes you have already downloaded GNOME and installed it on your computer. If you have not, see the appendix for details.

Getting started

Now let us use GNOME and OSCAR along with some data on winds and currents to predict where the oil spill will go:

1. Open GNOME. Go to Start -> Programs -> GNOME -> GNOME.
2. Once in GNOME, click OK on the window that pops up in the first screen.
3. On the second screen, if you agree, click "Agree".
4. On the next screen, it asks you to select a location file. Click "Select File." When the next screen opens asking you to open a file, click "Cancel."
5. You will now be in the GNOME modeling environment. However, you will have an empty map. Place GNOME in Diagnostic Mode (File Menu -> Preferences -> Mode Tab). Once you are under the Mode tab, select the circles next to Diagnostic on either side of the menu.

Let's get the Chesapeake Bay on our map!!!

1. Unzip the Ches Test.sav file that is included with this document. If you do not have the .sav file, email newman@vims.edu to receive a copy of it. Put the Ches Test.sav file in a place that you can find it, preferably the GNOME folder in your Program Files.
2. Let us get the location file up for the Chesapeake Bay.
3. Open the Ches Test.sav file in GNOME (File -> Open). This file contains the map. Importing it could take a few minutes due to the detail of the map.
4. Now we have a map open with the Chesapeake Bay.

  • You can zoom into sections of the map by clicking on the magnifying glass with a plus sign in it above the map window.
  • You can zoom out by clicking on the magnifying glass with a minus sign in it above the window.
  • To move up and down in the map view, click the hand above the map window and, using your mouse, grab a piece of the map and pull it up or down.
  • It's spill time

    Let us place the oil spill on the map. Make sure your view is large enough to see the entire Bay. Approximately 25,000 barrels of oil were released from the tanker as the tanker was en route to Baltimore.

    1. On the menu on the left in the GNOME window, click "Spills."
    2. In the Window that pops up, select "Point/Line Source Plots" and press "Create."
    3. In the field where it says "Amount Released", indicate that 25,000 barrels spilled. Release start should be 1/6/2004 and the start time is 12:00.
    4. Place the spill at 39 degrees, 15.69 min latitude and at 76 degrees, 19.16 minutes longitude. Click OK.
    5. In the "Change Model Start Time?" window that pops up, select "Change."

    So, what may be affected by the oil spill?

    Before watching the spill, let us go to an internet resource that can point out some of the important resources in the Chesapeake Bay that may be impacted. Go here: http://ccrm.vims.edu/output/virginia/disclaimer_oscar.html.

    1. Click on "Go to the Oscar web site" text and read the disclaimer.
    2. When you get to the OSCAR window zoom in a bit on to Northern Chesapeake Bay.
    3. On the side of the map is a narrow window that says "Data layers." This window allows us to add layers to the map to view different resources around the Bay. Put checks under the visible column next to:

  • a. "Surface Drinking Water Intake Sites",
  • b. "Shoreline sensitivity",
  • c. "Populated Places",
  • d. "Underwater Grass Beds",
  • e. "Maryland Natural Oyster Bars",
  • f. "Maryland Natural Heritage Areas" and
  • g. make sure that "Chesapeake Bay Shoreline" and "Inland Area Contingency Plan Boundary (EPA)" are already checked. 4. Click "Refresh Map" when you are through. You should see new layers on the map.

  • 5. To view what the layers are:
  • a. Place a check mark next to a layer name in the side window under the column that says "Active".
  • b. Then click the white "i" that is in a black circle and red square under the tool bar. You can select features on the map doing this and it will explain to you what they are.
  • It's spill time!

    1. In the GNOME window, play the simulation to see where the spill goes. Press the play button above the map to watch the oil spill go. Zoom into the area where the oil spill occurs after playing and watch again.
    2. Save the movie file you have made by going to File ->Save and select Quicktime movie from the menu. If you do not have the Quicktime player installed on your computer, go here: http://www.apple.com/quicktime/download/

    Some food for thought

    Answer the following questions from the oil spill you just observed:

    1. What resources were impacted by the spill?
    2. Do you think that those resources that the spill did not stop at, but went through, were impacted?
    3. Were any shorelines affected?
    4. In 24 hours, do you think your crew will be able to contain the spill as effectively as when it first occurred?
    5. Do you think a spill is harder or easier to clean when it is on the shore or when it is on the water's surface?
    6. What other information do you think you need to make a better prediction about where the model will go?

    Let's get some currents for the day

    Now pretend that a colleague has given you a file for GNOME with predicted currents for the day. For currents, we are going to download and use the 200401071200_C3PO_fieldsnow.nc current file for the Chesapeake Bay model.

    1. To do this, go to this web site: http://208.255.155.35/c3po/archive/netcdf/
    2. Once at the web site, choose the 200401/ folder. This directory has some current files for the Chesapeake Bay with a .nc extension that can be imported to GNOME.
    3. Download the file 200401071200_C3PO_fieldsnow.nc.

    Adding currents

    Now, let's try the same simulation using forecasted currents.

    1. Double click the "Movers" under the Maps heading in the menu on the left of the screen, select "Currents" from the pulldown list and click "Load".
    2. Go to the 200401071200_C3PO_fieldsnow.nc file and double click it.
    3. When it asks if you have an extended topology to load, click "No." The download may be slow due to its large size.
    4. When the "External Current Mover Settings" window appears, make sure "Active" is selected and "Show Velocities" is not selected. Click "OK."

    Watching the spill with currents

    1. Zoom into the area where the oil spill occurred and press play to watch the movie file.
    2. Now examine the resources map and determine if any different resources could be impacted with the currents added in.
    3. Double click the 200401071200_C3PO_fieldsnow.nc under Maps-> Movers in the menu on the left. Select Show Velocities. The currents are now viewed as vectors. To learn more about vectors, visit here:
    http://www.coolclassroom.org/cool_projects/tutorials/codartutorial.html.
    4. Now zoom in to the spill and watch it go! Save it as a movie file and go back and see if any of the questions you answered in the Food for Thought section are different with currents added.

    So will wind have an affect?

    The final variable that will be added is wind.

    1. Go to http://www.ndbc.noaa.gov/Maps/chesapeake_bay_hist.shtml.

    a. On the map of meteorological sites around the Chesapeake Bay, click on the red triangle for the site near the oil spill.
    b. If you put your cursor over the correct red triangle (without clicking), it should say TPLM2.
    c. The next page has some real time wind measurements at that site.
    d. Go to Historical Data & Climatic Summaries at the bottom of the page and click on it.
    e. Select Continuous Winds Data for the year 2004. Download tplm2c2004.txt.
    2. The text file you just downloaded can be opened in Notepad or Microsoft Word. Open either of those first and then go to file->Open. Find where you downloaded the text file and open it. You may have to select All Files under the Files of Type menu, before you can open it. Now look at the file. There are several headings for columns with wind data. DIR is direction in degrees from North. Thus, 90 would be east, 180 would be south, 270 would be west, 360 or 0 would be north. The speed of the wind is measured in knots.

    3. In the open text file, scroll down to January 6, 2004 starting at midnight and look at the data until midnight, January 7, 2004. The wind is variable and this variability can be included in GNOME.

    4. Pretend you are given a forecast of a 9 knots wind blowing from NNW. Go to the GNOME model again. Double click the Universal Movers heading in the menu on the right. A new menu will pop up. Under "Type", pick "winds-variable" and then select "Create". Place 9 knots blowing from NNW in the window, click "Replace selected", and click "OK." Run the spill again. Save this movie file also. Compare the three movies and discuss how the different types of data affected your predictions.

    Note: To try this example in the lower Chesapeake Bay near the York River, substitute these coordinates:
    37o 13.15 North
    76o 22.04 West

    Appendix I: Downloading and installing GNOME

    1. Go to http://response.restoration.noaa.gov/software/gnome/gnome.html. Click on the link that says, "Get the latest version of GNOME."
    2. Download the version of GNOME that best matches your system. Note: Remember which folder you place the GNOME executable file that you download in.
    3. Click on the GNOME application that you have downloaded. Follow the instructions to install.
    Citations
    Comprehensive Coastal Inventory Program, 2001. Oil Spill Cleanup and Response. Virginia Institute of Marine Science, College of William and Mary, Gloucester Point, VA 23062.



    II. Eutrophication

    PURPOSE:

    To introduce you to the concept of eutrophication.

  • To introduce you to the physical and biological factors that influence eutrophication.
  • To investigate eutrophication.
  • Demonstrate the importance of collecting real-time data.
  • OBJECTIVES:

  • You will be expected to make observations.
  • You will learn the physical and biological processes of eutrophication.
  • You will learn how to down load water quality data sets.
  • KEYWORDS:

    dissolved oxygen, eutrophic, eutrophication, hypereutrophic, light attenuation, loading, mesotrophic, nutrients, nitrogen, non-point source, oligotrophic, phytoplankton, phosphorus, point source, SAV, and water quality parameter.

    OVERVIEW:

    Eutrophication is a natural process. However, human activities such as agriculture, use of fertilizers, and changes in land surrounding aquatic environments have accelerated this natural process to be rank to the point that it is one of the most widespread environmental problems. Eutrophication is the process in aquatic ecosystems where high nutrient concentrations stimulate blooms of phytoplankton. Phytoplankton are microscopic free-floating aquatic plants such as algae.

    Nutrients enter aquatic environments as dissolved solutes and compounds bound to organic and inorganic

    particles. Rivers and streams are mainly responsible for the loading of nutrients into aquatic environments. Loading is the distribution of nutrients to aquatic environments by way of rivers, streams, or groundwater. Nutrients enter rivers and streams from both point and nonpoint sources. Point sources are discrete locations where nutrients (and other contaminants) are directly being released into the environment. A sewer discharge pipe draining into a river is an example of a point source of nutrients. On the other hand, nonpoint sources enter the environment from no specific point. Runoff from an agricultural area that washes into a nearby stream after a rainstorm is an example of a nonpoint source.

    Two of the most important nutrients responsible for eutrophication are nitrogen and phosphorus. In freshwater environments (e.g., lakes), phosphorus is usually the nutrient in the lowest concentration and therefore generally limits the growth of phytoplankton. In coastal environments such as estuaries, nitrogen usually limits the growth of phytoplankton because it is generally the nutrient in the lowest concentration. Nitrogen is commonly found in aquatic environments as nitrate (NO3), nitrite (NO2), or ammonia (NH4+ or NH3). Nitrate in particular, stimulate the growth of phytoplankton. Human factors affecting the concentration of nitrogen in aquatic environments are wastewater and septic system effluent, fertilizer runoff, animal waste, fossil fuel, and industrial discharge. Phosphorus is commonly found in aquatic environments as phosphate (PO4-3). Human factors affecting the concentration of phosphorus in aquatic environments are wastewater and septic system effluent, detergents, fertilizer runoff, animal waste, development/paved surfaces, industrial discharge, phosphate mining, drinking water treatment, forest fires, and synthetic material.

    Based on the amount of phytoplankton growth and the concentration of nutrients, the degree of eutrophication in aquatic environments can be classified as oligotrophic, mesotrophic, eutrophic, or hypereutrophic. Oligotrophic environments are characterized by clear waters, little suspended organic matter or sediment, and minimum primary production (phytoplankton growth). Mesotrophic environments have higher nutrient inputs and rates of primary production. Eutrophic environments have extremely high nutrient concentrations and biological productivity. Hypereutrophic environments are characterized by murky, highly productive waters in which many clear water species cannot survive.

    The production of harmful algal blooms, low dissolved oxygen concentrations, and changes in species composition are just a few of the effects of eutrophication. Harmful algal blooms are usually produced under eutrophic or hypereutrophic conditions. Cyanobacteria and dinoflagellates are examples of phytoplankton responsible for surface scum, oxygen depletion, and fish kills. Low dissolved oxygen concentrations can result from the decomposition of phytoplankton. As bacteria break down and decompose phytoplankton, they take up dissolved oxygen. Dissolved oxygen is essential to many organisms living in aquatic environments; therefore a decrease in dissolved oxygen concentrations could affect many aquatic organisms. Changes in the abundance and species composition of phytoplankton could change the quality of food available to higher trophic level organisms.

    In addition, blooms of phytoplankton can reduce the amount of light available to organisms and plants beneath the surface layer. Submerged aquatic vegetation (SAV) can be very sensitive to changes in water clarity. Phytoplankton blooms often make the surface layer very turbid and attenuate light. Light attenuation is the decrease in light intensity as a result of absorption of energy and of scattering due to particles (such as phytoplankton) suspended in the water. Sever eutrophication could therefore effect the growth of SAV. A decrease in SAV could cause a shift in the species composition due to the important role they play as nursery grounds and refuges for many aquatic organisms.

    The management and control of human induced eutrophication is closely related to the prevention and control of pollution. Many state and federal agencies monitor surface and groundwater quality with the goal of preventing severe eutrophication. Dissolved oxygen, pH, nutrients, and chlorophyll a are just a few of the water quality parameters that are often monitored. There are many things that as individuals we cam do to help prevent human induced eutrophication. Reducing the use of lawn fertilizers, purchasing household detergents and cleaners with low phosphorus concentrations, and carpooling are just a few actions that could help control of human induced eutrophication.

    References:
    http://www.epa.gov/maia/html/eutroph.html
    http://www.unep.or.jp/ietc/Publications/TechPublications/TechPub-12/index.asp
    http://bcn.boulder.co.us/basin/data/NUTRIENTS/info/

    THE RELATIONSHIP BETWEEN EUTROPHICATION AND REAL-TIME DATA MONITORING

    By now, you should be familiar with and have a good understanding of real time data. Real time data collected continuously over time can provide very useful information to scientists. For example, many water quality monitoring programs collect real time data, such as nitrate and phosphate concentrations, that would be useful to a scientist studying eutrophication. The following exercise was designed to familiarize you with two real time water quality monitoring programs. You will learn how to access online water quality data that can be used to enhance your students awareness of local water quality issues.

    U.S. Geological Survey

    1. Log on to the U.S. Geological Survey web site using the following address: http://www.usgs.gov/
    2. Follow the "Science in your State" link, by selecting your state. Your state's real time data links should appear.
    3. Select the "real time water data" link.
    4. Under "predefined displays", select the water quality table for the county closest to your school.
    5. Record the latest water quality data for that county in the following table:

    State,
    County
    DateD.O.
    (mg/l)
    Temperature
    (oC)
    pH
         
         
         
         

    National Estuarine Research Reserve System

    1. Log onto the National Estuarine Research Reserve System web site using the following address: http://nerrs.noaa.gov/welcome.html
    2. Follow the "Monintoring" link, and select data.
    3. Next, follow the Centralized Data Management Office link.
    4. Select the "NERR DATA" link and agree to the terms for retrieving the data.
    5. Select the "NERR SWMP Nutrient Data" link
    6. Retrieve the nutrient data for your state and record the nutrient parameters measured.

    Nutrient Parameters measured:

     

    Discussion

    Explain why obtaining real time water quality data is important to the issues of eutrophication. Do you think that the two websites used for this exercise was easy to navigate and could be used in your classroom?

    EUTROPHICATION ACTIVITY OVERVIEW

    Notes:

     

    Demonstration Data Table:

    DAY 1
    TanksDateD.O.
    (mg/l)
    Nitrate
    (mg/l)
    Phosphate
    (mg/l)
    1    
    2    
    3    
    4    
    DAY 2
    TanksDateD.O.
    (mg/l)
    Nitrate
    (mg/l)
    Phosphate
    (mg/l)
    1    
    2    
    3    
    4    
    DAY 3
    TanksDateD.O.
    (mg/l)
    Nitrate
    (mg/l)
    Phosphate
    (mg/l)
    1    
    2    
    3    
    4    

    Observations:



    III. Exotic Species in Ballast Water- Coastal Ecosystems "Catching a Bug" from across the Planet

    Invasive Species Game

    We created an invasive species game to illustrate some basic features of the problem of ballast water introductions. Each player manages a different port and tries to maintain financial success without accumulating too many nonnative species in their port. At the end of the game, the group compares each ports success and reviews the strategy behind each player's actions.

    Here's a diagram of the learning and game objectives for this exercise. Gather some of your fellow teachers together and play a few rounds of the game. Detailed instructions are provided in the rule books included with the game.


    (click for larger image)

    Play a game and then answer the following questions.

    What strategies garnered the most monetary profit?
    What strategies accumulated the least number of invasive species?
    Was chance an important factor in ballast water introductions? If so, how could the effects of chance be minimized?

     


    Field Trip

    Search for Point and Nonpoint Sources

    Objective:  Explain nutrient runoff, how nutrient runoff is influenced by circulation patterns, and how predictive models can help scientists understand the dispersal of nutrients in the aquatic environment .

    Background

    Excess nutrients released into aquatic environments can become harmful pollutants. Algal blooms caused by too much nitrogen and phosphorus can result in low oxygen concentrations in waters, shading of submersed plants, shifts in the aquatic food web, and release of toxins.

    Nutrients enter aquatic environments through two mechanisms: point source and non-point sources. Point sources are those that have a specific location of input, e.g., the end of a pipe. Non-point sources are diffuse and can't be specifically located, e.g., runoff from agricultural fields. It is easier to trace pollutants from point sources.

    In this activity, we will track the dispersal of nutrients (dye) in the Choptank River based on tidal currents. Next, we will try to test our predictions by collecting water quality data and samples (salinity, temperature, nitrogen, phosphorus, and oxygen).

    Materials:

    Map of Maryland Counties - http://www.chesapeakebay.net/pubs/maps/1995-002.pdf
    Nautical charts of the Choptank River
    Tide charts for the current month for the Choptank River
    Materials to collect salinity, temperature, Nitrogen, Phosphorous, Dissolved oxygen and pH data
    Computers with Internet access
    Student Worksheet

    Field Procedure

    Part 1

    Either have the participants record their data at the end of each day on a nautical chart of the Choptank River or have them record all the data at the beginning of the activity. They will need to record the following pieces of data on one chart:

  • ID Site location where data was collected on Monday and on the chart, record the date, temperature, salinity and current and tidal stage
  • Record the average speed and direction of the wind in those locations over the past three days
  • ID Site location of where the plankton tow occurred, record the date,temperature and amount of phytoplankton at the location according to the SeaWiFS data
  • Where these surface or full water column samples?
    Do you think that would make a difference?

    1. Locate the following points on the chart:










    2. Using the tide charts provided, predict the direction of currents at 2 PM today.

    3. Obtain the current temperature, salinity, wind and chlorophyll a readings from the Web sites used in earlier activities.

    Temperature

    Mid-Atlantic Bight
    http://marine.rutgers.edu/cool/sat_data/?product=sst®ion=bigbight¬ humbs=0

    Chesapeake
    http://marine.rutgers.edu/cool/sat_data/?product=sst®ion=chess¬h umbs=0

    New York Bight
    http://marine.rutgers.edu/cool/sat_data/?product=sst®ion=nybight¬ humbs=0

    Sea Surface Temperature with CODAR overlay

    Mid-Atlantic Bight
    http://marine.rutgers.edu/cool/sat_data/?product=sst_codar®ion=bigbight¬humbs=0

    Long Range CODAR (NJ)
    http://marine.rutgers.edu/cool/codar/real-time/raw_lr.html

    Chlorophyll

    Mid-Atlantic Bight
    http://marine.rutgers.edu/cool/sat_data/?nothumbs=0&product=chlor®io n=bigbight

    SeaWiFS
    http://seawifs.gsfc.nasa.gov/cgi/browse.pl?typ=GAC

    Choptank Historical Images
    http://www.cbrsp.org/tributary_images.htm

    Salinity (NY/NJ Region)

    http://onr.dl.stevens-tech.edu/webnyhos3/

    Nitrogen Inputs

    http://www.dnr.state.md.us/bay/monitoring/mon_mngmt_actions/ page_53_large.jpg

    Phosphorous Inputs

    http://www.dnr.state.md.us/bay/monitoring/mon_mngmt_actions/ page_54_large.jpg

    Pollutant Inputs Info

    http://www.dnr.state.md.us/bay/monitoring/mon_mngmt_actions/chapter8.html

    Wind

    NY/NY Region
    http://onr.dl.stevens-tech.edu/webnyhos3/

    Tuckerton, NJ
    http://www.thecoolroom.org/boaters/boat_met.htm

    Horn Point, MD
    http://www.cbos.org click on Weather Station icon

    Gloucester Point, VA
    http://www.vims.edu/resources/sailingwinds.html

    4. Based on all of this data, where do you think nutrients might be concentrated in the Choptank area? List the areas (use local landmarks if necessary).

    5. Investigate what is on the land near the sites of predicted high nutrients, is it developed commercial, developed residential, farmland, etc. Use GIS maps and other resources to obtain this information. Also obtain the population statistics for the areas.

    Watershed Map
    http://www.chesapeakebay.net/wspv31/(qr3vyl55gkruh1b5ukw5nm45)/Wsp About.aspx?basno=43&topic=5

    Bay Atlas - obtain point sources of nitrogen
    http://www.chesapeakebay.net/data/data_desc.cfm?DB=CBP_GIS

    Choptank Water Quality Status and Trends
    http://maps2.chesapeakebay.net/wqstv/wqstTrib.asp

    Land Cover
    http://nmviewogc.cr.usgs.gov/viewer.htm

    Census Data - Dorchester County
    http://quickfacts.census.gov/qfd/states/24/24019.html

    Population Density
    http://www.mdp.state.md.us/MSDC/pop-dens/MunicipalLandAreaT.pdf
    http://quickfacts.census.gov/qfd/maps/thematic/PL0200024.html

    6. Identify one location that you feel will have the highest nutrients today based on all of the data gathered.

    7. Go out and test this location for wind speed, surface temperature, currents, salinity and nutrients.

    8. Return and compare information with the rest of the participants. Which person/group had the highest nutrients? And why?

    9. Would you, and where would you place an observing system to monitor the influence of nutrients on the Choptank River? Explain.

    Questions

    How do nutrients enter the bay?

    Does the shape of the bay help or hinder flushing?

    What causes excess nutrients to build up? What are some sources of those nutrients?

    Does the weather have anything to do with flushing/circulation?

    Choptank Basin Fact Sheet
    http://www.dnr.state.md.us/streams/pubs/choptank.pdf

     

    Laura Murray and Deidre Gibson, Editors