1. Ocean Systems and the Changing Carbon Cycle Claudia Ludwig, M.Ed., NBCT – Education Program Manager Monica Orellana, Ph.D. – Senior Research Scientist Mari Knutson Herbert – Teacher, Lynden High School Eric Muhs – Teacher, Ballard High School cludwig@systemsbiology.org 206-732-1453 WSTA, Poulsbo, WA, March 19, 2011

2. Institute for Systems Biology All biological phenomena, whether it's digestion of a sugar molecule, beating of the human heart, or neutralizing an invading virus, are the result of complex systems. Thus our approach at ISB is to focus research on biological systems as a whole, rather than pursue the traditional approach of focusing on individual genes, proteins, or parts of an organism.

3. Vision To teach science as an engaging interdisciplinary subject using research-based education and current scientific practices To educate students in the concepts of systems biology by using a common problem that brings together biology, chemistry, physics, mathematics, statistics and computer science

4. Classroom Pilots Professional Development Institutes Kit Development Curriculum Development An integrative approach to knowledge transfer Funded by NSF with leveraged dissemination through a Center NIH/NIGMS grant.

6. Introduction to the problem and debrief of current ocean systems science Module overview Hands on activities – Introduction to Networks: Cell phone activity – Counting and analyzing cells Using a hemocytometer Using chromatography Using visual observation and spectrophotometry Using network modeling and visualization Survey and discussion of – What you learned – Action items for altering and/or implementing lessons

7. KWL – Please spend ~3-5 minutes writing down your… – K: what you know about algal blooms, nutrient cycles and the interdependence of them, ocean systems, systems biology, ocean acidification, AND/OR inquiry and pedagogical tools to teach these things and anything else that comes to mind when I say these words. What your students know about the above. – W: what you WANT to know. What you want your students to know. Share and Adapt Share and Adapt

9. Crucial for today's students to fully understand – scientific problem with largely anthropogenic roots with serious biological and societal consequences Inquiry based learning and experimentation that closely models what is occurring in laboratories across the world. Interdisciplinary Students act as both scientists and delegates.

10. Analyze the effect CO 2 has on ocean chemistry, ecosystems and human societies Prior Knowledge Needed: Understand basics of networks. Step 1: Learn the basics of the changing carbon cycle and ocean acidification.

11. Delegates to the “International Convention on the Impacts of the Changing Carbon Cycle on Ocean Systems.” – Developed nations which pollute CO 2 – Marine calcifying organisms which are predicted to suffer dramatically – Marine photosynthesizing organisms, specifically diatoms, which may play a role in CO 2 sequestering and will likely increase growth in a high CO 2 environment – Developing island nations which largely depend on ecosystem services that will be threatened by ocean acidification

12. Further exploration of the effects of changing nutrient cycles – Experiment, analyze public data, and prepare for a mock summit to address concerns. – Two experimental investigations 1.Demonstrate the effect of CO 2 on the pH of seawater, the effect of excess CO 2 on diatom growth, and the effect of a lowered pH on shell dissolution. – design an experiment in order to determine the correct edges within the network 2.Understanding nutrient cycles and algal blooms. Photos: genome.jgi-psf.org/Thaps3, ww.pnas.org/content/105/5/1391/F1.expansion.htmlgenome.jgi-psf.org/Thaps3ww.pnas.org/content/105/5/1391/F1.expansion.html

13. Atmospheric CO2 Level Ecosystem Services CO 2 Absorbed by Ocean Nutrients Higher Trophic Level Fish Dependent on Marine Calcifiers Fisheries Reef Tourism CO 2 Polluting Nations Developing Island Nation Economies Marine Calcifying Organisms Diatoms Oxygen Carbonic Acid Calcium Carbonate

14. 5g of dry ice were used to stabilize CO 2 levels at approximately 2000 ppm. pH of seawater dropped from 8.0 to 6.5 overnight. Shells left in seawater lost 2% of their mass over 3 days.

15. Atmospheric CO2 Level Ecosystem Services CO 2 Absorbed by Ocean Nutrients Higher Trophic Level Fish Dependent on Marine Calcifiers Fisheries Reef Tourism CO 2 Polluting Nations Developing Island Nation Economies Marine Calcifying Organisms Diatoms Oxygen Carbonic Acid Calcium Carbonate + + ++ + - - - - - - - - - -

16. Differences in cell density across varying media are visibly detectable. Flasks shown one week after inoculation.

18. Daily culture measurements: – Cell count using a hemocytometer – OD 600 reading/Fluorometer reading (depending on what technology is available) – Pigment description – Pigment extraction experiment Chromatography Chromatogram from Henderson State Univ. http://198.16.16.43/content.aspx?id=7261

19. Diatoms Atmospheric CO2 Level CO2 Absorbed by Ocean Light Temperature NitrogenPhosphorusSilica Winter Storms/Depth of Mixing Oxygen Zooplankton + + + ++ + + -- - - - - -

20. Discussion of findings – Emphasis placed on the impact on the given network. – Recommendations crafted for scientists, politicians and people across the world. – Students reflect on unanswered questions and on what their individual roles in the networks they’ve studied are. How they might change their actions in order to impact the network?

21. More specific questions at the end, but before continuing - questions, comments, ideas? Hands on activities – Introduction to Networks: Cell phone activity – Counting and analyzing cells Using a hemocytometer Using chromatography Using visual observation and spectrophotometry Using network modeling and visualization

22. Classroom exercise: analyzing a social network 1.In an interactive group activity, students use familiar cell phone networks to learn about how information can be easily depicted. 2. Students pull together the class information to quickly learn that even when working in a team of five, it is still difficult to organize all of the information.

23. Motivation to use tools to solve problems

25. Where is the module going? How do you see it being integrated into your curriculum? Action items to allow this to be implemented in your classroom? How should we adapt it this summer? Priorities? What elements need to be incorporated? Altering needed? What did you Learn today? Please complete your KWL.

26. 1.Let us help you in any way we can. 2.Interested in being a part of this process and/or the summer program or field testing – contact me. A thank you gift for you! Take a diatom culture and grow with simple sea water media on a window ledge All needed documents will be online on our website and the WSTA site Feel free to be creative (and to encourage your students to be creative) with experiments Grow in varied light, temperatures, salinities, etc. Use for students to practice microbiology techniques