WEBVTT Kind: captions Language: en 00:00:02.000 --> 00:00:09.800 - All right. I'd like to welcome everybody to today's National Marine Sanctuary webinar series, 00:00:10.420 --> 00:00:13.600 So pleased to have you all joining us this afternoon. 00:00:13.840 --> 00:00:20.980 This is a series that is hosted by the NOAA Office of National Marine Sanctuaries 00:00:21.280 --> 00:00:27.100 and it's a way for us to connect with formal and informal educators and other interested people 00:00:27.100 --> 00:00:31.340 to provide you with educational and scientific expertise, 00:00:31.340 --> 00:00:36.520 as well as resources and training to support ocean and climate literacy 00:00:36.520 --> 00:00:38.400 with your various audiences. 00:00:38.980 --> 00:00:44.880 So I wanted to let you know that today's presentation, we're using the go to webinar platform 00:00:45.040 --> 00:00:50.720 and during the presentation all attendees will be in listen only mode. 00:00:50.720 --> 00:00:56.120 And if you have any questions go ahead and type them into the question box 00:00:56.120 --> 00:01:01.460 in your go to webinar control panel as an attendee. It's on the right hand of your screen. 00:01:01.920 --> 00:01:03.860 The question box is the same 00:01:05.760 --> 00:01:11.720 area that you can let us know if you have any technical issues with audio or anything else. 00:01:11.720 --> 00:01:15.040 We'll be monitoring incoming questions and any technical issues 00:01:15.040 --> 00:01:17.280 and we'll respond to them as soon as we can. 00:01:17.280 --> 00:01:22.200 Excited to let you know that we have nearly 700 direct registrants for today's 00:01:22.200 --> 00:01:24.880 Understanding Ocean Acidification webinar. 00:01:24.880 --> 00:01:29.300 We've got participants from all over the United States, as you can imagine, 00:01:29.300 --> 00:01:34.240 but we also have registrants from countries such as India, Nigeria, 00:01:34.980 --> 00:01:41.320 the United Kingdom, Spain, Italy, Germany, Puerto Rico, Peru, the Philippines, and many more. 00:01:41.320 --> 00:01:45.720 So some of those folks are probably going to be watching the recording of today's webinar 00:01:45.720 --> 00:01:50.860 and welcome to everybody that's here to learn a little bit more about National Marine Sanctuaries 00:01:50.860 --> 00:01:52.760 and ocean acidification. 00:01:53.440 --> 00:01:58.320 So this webinar series is a great way for us to reach out to you 00:01:58.320 --> 00:02:01.520 to let you know about our underwater treasures. 00:02:01.520 --> 00:02:07.720 So each of the dots, these blue dots on this map, represent one of our National Marine Sanctuaries 00:02:07.720 --> 00:02:09.540 that is managed by NOAA. 00:02:09.540 --> 00:02:13.960 And the triangles are our Marine National Monuments that NOAA also manages. 00:02:14.440 --> 00:02:22.319 So we are a system and a network of that encompasses over 600 000 square miles of ocean 00:02:22.319 --> 00:02:24.080 and Great Lakes treasures. 00:02:24.080 --> 00:02:29.300 And we protect these ocean and Great Lakes treasures for now and for future generations. 00:02:29.760 --> 00:02:33.640 And so we're stewards of these underwater parks 00:02:33.640 --> 00:02:36.220 and we hope that you will learn a little bit more about them 00:02:36.220 --> 00:02:40.160 and understand that they help protect the ocean and Great Lakes. 00:02:41.040 --> 00:02:47.580 These National Marine Sanctuaries are set aside oftentimes because they are just full of biodiversity, 00:02:47.580 --> 00:02:53.140 but there can be many reasons that National Marine Sanctuaries are designated as such. 00:02:53.140 --> 00:02:57.700 In some cases it's because of the cultural or the maritime archaeology 00:02:57.700 --> 00:03:00.520 or the heritage of the site, like this shipwreck here. 00:03:01.320 --> 00:03:07.540 These underwater parks provide shelter and a safe place, a safe haven, 00:03:07.540 --> 00:03:11.360 for many of our endangered animals, such as 00:03:11.360 --> 00:03:14.800 this Hawaiian green sea turtle and Hawaiian monk seal 00:03:15.360 --> 00:03:19.700 Now within National Marine Sanctuaries, we're mandated to do a number of things 00:03:19.700 --> 00:03:22.000 and one of them is to support education, 00:03:22.000 --> 00:03:26.980 which our distance learning webinar series is how we're doing this, virtually. 00:03:27.440 --> 00:03:33.300 And then we, of course, when it's a pre and a post-COVID world, will continue to do outreach 00:03:33.300 --> 00:03:38.340 to bring these underwater treasures to students and teachers and the general public. 00:03:39.120 --> 00:03:41.660 We're also mandated to do research, 00:03:42.320 --> 00:03:43.760 and monitoring, 00:03:45.400 --> 00:03:51.100 and all of this; the education, the outreach, the research, the monitoring, is to protect the resource. 00:03:51.100 --> 00:03:54.920 So the the coral reef ecosystems, the kelp ecosystems, 00:03:54.920 --> 00:03:59.140 all the plants and animals that are found in these special underwater parks. 00:03:59.840 --> 00:04:03.960 And these special ocean places are places that you too can visit. 00:04:03.960 --> 00:04:06.720 So like a National Park or a National Forest, 00:04:07.140 --> 00:04:11.000 these are places that we hope that you connect to and that you recreate in. 00:04:11.000 --> 00:04:12.260 You can kayak, 00:04:12.740 --> 00:04:14.680 in many cases you can fish, 00:04:15.140 --> 00:04:16.160 snorkel, 00:04:17.160 --> 00:04:18.400 scuba dive, 00:04:19.700 --> 00:04:20.440 surf, 00:04:21.140 --> 00:04:24.760 you can get on a boat and recreate, you can have marine life viewing, 00:04:24.760 --> 00:04:26.620 the opportunities are endless. 00:04:26.620 --> 00:04:31.860 And we hope that for some of you, you get so inspired by your National Marine Sanctuaries, 00:04:31.860 --> 00:04:36.480 that you choose to become a volunteer for one of our sites around the country 00:04:36.480 --> 00:04:41.560 and get involved in the conservation and stewardship of these special underwater parks. 00:04:42.160 --> 00:04:48.320 So, with that introduction, it's now time to introduce your webinar hosts for today's presentation. 00:04:48.640 --> 00:04:50.780 I am Claire Fackler 00:04:50.780 --> 00:04:55.180 and I'm the national education liaison and the national volunteer coordinator 00:04:55.180 --> 00:04:58.160 for the National Marine Sanctuary system. 00:04:58.160 --> 00:05:01.320 And i'm based here in Santa Barbara, California. 00:05:01.320 --> 00:05:06.000 We're joined by my co-host Dr. Zac Cannizzo 00:05:06.000 --> 00:05:11.180 and he is a visiting climate scientist and climate coordinator for sanctuaries, 00:05:11.180 --> 00:05:14.020 as well as the NOAA Climate Program Office. 00:05:14.860 --> 00:05:18.580 With that let's get to the main show today. we've got Amy Dean, 00:05:18.580 --> 00:05:24.020 who's with the NOAA Office of Education and the NOAA Satellite and Information Service 00:05:24.020 --> 00:05:25.680 as a contractor. 00:05:25.680 --> 00:05:30.639 She has over 20 years of experience as a science educator. 00:05:30.639 --> 00:05:36.760 She's a Masters in marine biology and is absolutely fascinated by the wonderful and bizarre world 00:05:36.760 --> 00:05:38.320 of marine invertebrates. 00:05:38.960 --> 00:05:42.380 Amy has worked with NOAA for about 15 years. 00:05:42.380 --> 00:05:47.620 She currently develops and manages content for NOAA's data in the classroom program, 00:05:47.620 --> 00:05:49.320 which you'll be learning about today. 00:05:49.720 --> 00:05:54.720 And she, in her spare time, is a full-time teacher of biology and environmental science 00:05:54.720 --> 00:05:57.640 for high school students in the San Francisco area. 00:05:58.000 --> 00:06:00.220 So with that, welcome, Amy. 00:06:00.220 --> 00:06:02.440 We've got quite a few people online 00:06:02.440 --> 00:06:05.960 and they're looking forward to hearing from you about ocean and coastal acidification. 00:06:07.480 --> 00:06:10.160 - Great. Thank you, Claire. Thank you, Zac. 00:06:10.540 --> 00:06:14.740 I'm so pleased to virtually be with all of you today. 00:06:14.740 --> 00:06:19.060 And, actually, I'd like to kick it off with some audience polls, 00:06:19.060 --> 00:06:22.880 so we can find out a little bit more about each other before we begin. 00:06:23.280 --> 00:06:30.460 So with that, I'm going to ask Zac to go ahead and give our first two audience polls. 00:06:38.480 --> 00:06:42.820 - [Claire] All right. You should be seeing the quick poll on the screen. The question is who are you? 00:06:42.820 --> 00:06:47.320 And go ahead and select let us know if you're an elementary or middle school teacher, 00:06:47.320 --> 00:06:51.420 a high school teacher, an informal educator, or a scientist, 00:06:51.420 --> 00:06:55.200 or perhaps you don't fit into any of those categories, which is fine, but let us know. 00:07:02.720 --> 00:07:06.360 All right. Looks like we've got a good number of respondents here. 00:07:08.560 --> 00:07:13.820 All right, Amy, we've got lots of informal educators about a third and a third are scientists. 00:07:14.480 --> 00:07:15.260 All right. 00:07:18.240 --> 00:07:19.900 And Zac, you want to take this one away? 00:07:22.000 --> 00:07:23.120 - [Zac] Sure, will do. 00:07:23.120 --> 00:07:24.740 So our next question is: 00:07:24.740 --> 00:07:29.039 How familiar are you with emerging with the emerging science of ocean acidification? 00:07:29.040 --> 00:07:34.200 Are you extremely familiar, very familiar, somewhat familiar, or not at all familiar? 00:07:38.560 --> 00:07:42.400 - [Claire] And just a note, if anyone's having issues with not seeing a poll question, 00:07:42.400 --> 00:07:45.680 if you're in full screen mode, you need to actually pop out of full screen mode 00:07:45.680 --> 00:07:48.260 to see the quick poll to respond to it. 00:07:52.860 --> 00:07:57.520 - [Zac] All right, it looks like we have most people have gone ahead and answered. 00:07:58.240 --> 00:07:58.880 So, 00:07:59.700 --> 00:08:03.080 we have a large number of people that are somewhat familiar 00:08:03.080 --> 00:08:06.560 and a smaller number of people that are very familiar 00:08:06.560 --> 00:08:09.440 with a few people who state they're extremely familiar, 00:08:09.440 --> 00:08:13.660 and a few that are not at all familiar with the emerging science of ocean acidification. 00:08:14.400 --> 00:08:16.720 So with that, I will hand it back to you, Amy. 00:08:17.040 --> 00:08:18.440 - All right. Thank you, Zac. 00:08:18.440 --> 00:08:24.720 And I should say too that I am not a chemical oceanographer 00:08:24.720 --> 00:08:27.919 and I'm not a scientist, not a chemical oceanographer, 00:08:28.700 --> 00:08:34.840 But what I really plan to do today with you is to focus on two key questions. 00:08:34.840 --> 00:08:40.280 So the first one is what can we learn about acidification using data, 00:08:40.280 --> 00:08:43.300 particularly when we're thinking about education. 00:08:43.740 --> 00:08:47.620 So we're going to spend a good amount of time looking at data during this webinar. 00:08:48.280 --> 00:08:53.320 And two, how might we use the these data and data tools in our own teaching. 00:08:54.600 --> 00:08:55.880 So that's the plan 00:08:56.340 --> 00:08:58.600 and we're going to explore the data together 00:08:58.600 --> 00:09:02.700 using an education module from NOAA Data in the Classroom, 00:09:02.700 --> 00:09:04.660 a module on acidification. 00:09:05.240 --> 00:09:09.560 So throughout the first bit you'll see me working with the module to show you data, 00:09:09.560 --> 00:09:13.900 but we're really not going to talk about the lessons, specifically, until the end. 00:09:16.240 --> 00:09:17.840 So let's begin with data. 00:09:17.840 --> 00:09:23.480 Even though we're thinking about the ocean, a good place to start in terms of data is the atmosphere. 00:09:24.400 --> 00:09:29.640 So does rising CO2 in the atmosphere impact our ocean or how does it? 00:09:31.400 --> 00:09:34.340 So I thought i'd take you on a virtual trip, 00:09:34.860 --> 00:09:37.260 aren't all of our trips virtual now anyway, right? 00:09:37.260 --> 00:09:38.440 to Hawaii. 00:09:38.720 --> 00:09:40.780 And this is one of the only places in the world 00:09:40.780 --> 00:09:45.040 where we can explore decades of continuous carbon dioxide measurements 00:09:45.040 --> 00:09:47.540 from both the air and sea. 00:09:48.560 --> 00:09:53.460 And what I'd like to do is take you to the live modules, so we can actually interact with the data. 00:09:53.780 --> 00:09:59.660 I'm going to turn off the ocean data, so that we're just looking at the atmospheric CO2. 00:09:59.660 --> 00:10:03.080 This is from the Mauna Loa observatory in Hawaii 00:10:03.580 --> 00:10:08.780 and the x-axis shows measurements from 1958 it looks like 00:10:09.500 --> 00:10:11.500 out to 2019. 00:10:12.200 --> 00:10:16.420 And the y-axis is showing you carbon dioxide in parts per million. 00:10:17.120 --> 00:10:20.720 So a measurement of 300 parts per million means that 00:10:20.720 --> 00:10:25.000 for every 1 million grams of well-mixed atmospheric gases, 00:10:25.000 --> 00:10:27.280 300 grams would be CO2. 00:10:28.960 --> 00:10:31.800 So two patterns that you might notice, right? 00:10:31.800 --> 00:10:35.880 The first one are the regular short-term fluctuations that you see, 00:10:35.880 --> 00:10:37.280 the regular ups and downs. 00:10:37.980 --> 00:10:42.480 And the second is the long-term trend showing increasing CO2. 00:10:44.020 --> 00:10:48.000 So I'm going to zoom in, so that we only look at 10 years, right here. 00:10:48.480 --> 00:10:52.100 And I want to concentrate on the short term pattern for a moment. 00:10:52.100 --> 00:10:56.680 So these regular ups and downs that you see are really the result of biology. 00:10:56.680 --> 00:10:59.660 As plants begin to photosynthesize in the spring in the summer, 00:10:59.660 --> 00:11:03.640 they consume CO2 from the atmosphere. They're drawing it out of the atmosphere. 00:11:03.920 --> 00:11:08.660 And this causes a decrease in CO2 levels that begin every year in May. 00:11:08.960 --> 00:11:10.400 At least at this location. 00:11:11.160 --> 00:11:15.500 Once fall arrives, plants save energy by decreasing photosynthesis 00:11:16.060 --> 00:11:18.660 and without photosynthesis the dominant process 00:11:18.660 --> 00:11:22.600 is really the exhalation of CO2 by the total ecosystem. 00:11:22.900 --> 00:11:24.360 And you can see that on the graph 00:11:24.360 --> 00:11:29.960 that CO2 levels really peak in May and they fall again to September 00:11:29.960 --> 00:11:31.660 and then they rise again in May. 00:11:33.280 --> 00:11:36.000 We'll go back and take a look at the full data set. 00:11:36.000 --> 00:11:42.959 Long term, currently, there's been an observed rate of increase of about two parts per million per year 00:11:42.960 --> 00:11:45.280 And that rate has been accelerating. 00:11:47.180 --> 00:11:48.140 So we're going to go back 00:11:49.840 --> 00:11:50.540 and 00:11:52.720 --> 00:11:53.460 now, 00:11:53.460 --> 00:11:56.040 we're going to add measurements of CO2 from the ocean. 00:11:56.040 --> 00:11:58.060 That's the blue line that you can see here. 00:11:58.560 --> 00:12:04.240 These data are from a location, north of Oahu, that's been regularly sampled since 1988. 00:12:04.240 --> 00:12:07.920 So you can see that's where the actual data starts, here in 1988. 00:12:08.480 --> 00:12:13.040 And again if we're looking for patterns you might notice similar short and long term trends. 00:12:15.920 --> 00:12:20.180 So let's talk about the key takeaways from these data that we've been looking at. 00:12:20.880 --> 00:12:23.820 We've learned that both in the air and in the ocean 00:12:23.820 --> 00:12:28.700 there's regular seasonal ups and downs that exist which are caused by living things. 00:12:28.700 --> 00:12:30.400 By life, essentially. 00:12:31.120 --> 00:12:33.760 The long-term increasing trend in the atmosphere 00:12:33.760 --> 00:12:36.980 is caused primarily by the burning of fossil fuels 00:12:36.980 --> 00:12:40.500 and there's been approximately an increase of 30 percent. 00:12:41.920 --> 00:12:43.580 When CO2 increases, 00:12:43.580 --> 00:12:47.480 we also can see that the ocean CO2 increases, as well. 00:12:48.140 --> 00:12:53.839 Essentially, when we burn fossil fuels and add CO2 gas into the atmosphere, 00:12:53.839 --> 00:12:56.820 the partial pressure of CO2 increases in the atmosphere 00:12:56.820 --> 00:12:59.460 and if there happens to be a body of water, 00:12:59.460 --> 00:13:01.279 like there is in the graphic, 00:13:01.279 --> 00:13:03.400 CO2 will diffuse into the water 00:13:03.400 --> 00:13:07.840 until the partial pressures are equal between the air and the water. 00:13:10.800 --> 00:13:14.540 So just to give you a sense for how much CO2 we're talking about, 00:13:14.800 --> 00:13:18.079 I thought I'd show you the results of a global carbon budget study 00:13:18.080 --> 00:13:20.140 that was published about five years ago. 00:13:20.360 --> 00:13:21.440 So here it is 00:13:22.200 --> 00:13:24.280 and we're really talking about adding 00:13:24.280 --> 00:13:29.380 approximately nine and a half billion tons of carbon into the atmosphere, each year. 00:13:29.920 --> 00:13:33.520 26 percent of that is diffusing into the ocean. 00:13:33.520 --> 00:13:38.800 So 26 percent of nine and a half billion has about two and a half billion tons of carbon 00:13:38.800 --> 00:13:40.940 that's entering the oceans each year. 00:13:43.920 --> 00:13:47.620 So the original question was how does this impact the ocean. 00:13:48.640 --> 00:13:55.320 And I want to give folks, before we dive in a little bit deeper, a quick review on ocean chemistry. 00:13:56.120 --> 00:13:56.620 Okay. 00:13:56.620 --> 00:13:59.360 So when CO2 from the atmosphere 00:14:00.000 --> 00:14:04.940 dissolves into the ocean, it can combine with water to become a weak acid, 00:14:04.940 --> 00:14:06.540 carbonic acid. 00:14:07.060 --> 00:14:13.760 Some carbonic acid can dissociate and split apart into bicarbonate and a hydrogen ion. 00:14:14.240 --> 00:14:20.220 And some of that bicarbonate can also dissociate into carbonate and another hydrogen ion. 00:14:20.600 --> 00:14:25.020 So, essentially, as we have more CO2 in the ocean, we have more hydrogen ions 00:14:25.500 --> 00:14:27.720 and that's really acidity. 00:14:27.720 --> 00:14:32.400 So the acidity is the concentration of hydrogen ions in water. 00:14:32.760 --> 00:14:36.080 It's expressed on the pH scale, which is a log scale. 00:14:36.780 --> 00:14:39.320 And a change in one pH unit, 00:14:39.320 --> 00:14:45.200 so let's say we're gonna go from a pH of seven to a pH of six, 00:14:45.200 --> 00:14:51.440 that change in one pH unit is really a ten-fold change in hydrogen ions. 00:14:51.440 --> 00:14:56.660 So you get ten times more hydrogen ions as you go from a pH of seven to six, 00:14:56.660 --> 00:14:59.180 which means that you're increasing the acidity. 00:15:00.800 --> 00:15:04.740 The last thing I wanted to mention was what is the pH of the ocean, 00:15:04.740 --> 00:15:07.060 at least in pre-industrial times. 00:15:07.060 --> 00:15:11.600 It was about 8.16. So slightly alkaline. 00:15:15.440 --> 00:15:18.520 So now I'm going to pause for an audience poll. 00:15:18.520 --> 00:15:21.160 And what I want you guys to do is use your prior knowledge, 00:15:21.160 --> 00:15:24.200 what we just briefly talked about regarding the pH scale, 00:15:24.200 --> 00:15:29.440 and predict how much rising CO2 has impacted the pH of ocean water. 00:15:29.440 --> 00:15:35.040 So if it was 8.16 in pre-industrial times, what do you think it is now? 00:15:36.880 --> 00:15:37.940 - [Zac] All right everyone, 00:15:37.940 --> 00:15:43.340 so what do you think? How much has rising CO2 impacted the poa pH of ocean water? 00:15:43.340 --> 00:15:52.260 Currently the pH has decreased to: do you think it's 8.1, 7.7, 7.1, or 6.1? 00:15:54.060 --> 00:16:04.320 Again, so do you think that the current pH is at 8.1, 7.7, 7.1, or 6.1? 00:16:05.260 --> 00:16:08.740 We'll give everyone a minute or so here to answer. 00:16:08.740 --> 00:16:13.940 It looks like we have a large number of people who have already thrown their answer in. 00:16:21.360 --> 00:16:24.720 - All right. So it looks like most people have answered. 00:16:24.720 --> 00:16:27.420 So we're going to go ahead and close the poll. 00:16:27.920 --> 00:16:35.000 And it looks like about 35 percent of respondents think that the current pH is 7.7, 00:16:35.000 --> 00:16:40.180 with about 25 percent thinking it is either 8.1 or 7.1, 00:16:40.180 --> 00:16:44.460 and 15 percent thinking that it is currently at 6.1. 00:16:46.800 --> 00:16:48.700 - All right, well thank you, Zac. 00:16:49.460 --> 00:16:51.980 Let's go to the data to find out. 00:16:53.120 --> 00:16:56.240 Okay, so back to our original graph 00:16:56.240 --> 00:16:59.260 and now the graph includes ocean pH data. 00:16:59.260 --> 00:17:00.260 It's in green. 00:17:00.260 --> 00:17:04.660 You can see it on the secondary y-axis. 00:17:05.040 --> 00:17:08.700 The state is also from Hawaii and it starts in 1988. 00:17:09.040 --> 00:17:16.559 So since 1988, the pH has declined from about 8.1 to 8.05. 00:17:16.559 --> 00:17:19.540 So if you guessed 8.1, that was the closest one. 00:17:19.540 --> 00:17:23.500 So that was the correct answer, for those of you that are keeping score. 00:17:25.620 --> 00:17:27.400 All right. So, 00:17:30.640 --> 00:17:32.160 The takeaways here, 00:17:32.580 --> 00:17:39.380 if we were to think back to the value I gave you for pH in pre-industrial times, that was 8.16, 00:17:39.840 --> 00:17:44.720 the pH overall has decreased by about 0.11 pH units. 00:17:45.120 --> 00:17:47.520 And this doesn't seem like a lot. I know. 00:17:47.520 --> 00:17:51.000 But because the pH scale is logarithmic, 00:17:51.320 --> 00:17:56.120 it means that the global ocean has become about 30 percent more acidic. 00:17:56.120 --> 00:17:58.620 And you can see that here, right? 00:17:58.620 --> 00:18:01.580 So this is the change since the industrial revolution 00:18:02.960 --> 00:18:09.240 and models project that the pH will actually change by about 0.4 by 2100, 00:18:09.600 --> 00:18:13.440 which would mean the oceans would be about 150 percent more acidic. 00:18:14.200 --> 00:18:17.600 So more changes to come for our oceans to be sure. 00:18:19.920 --> 00:18:21.240 I'm going to pause again. 00:18:21.240 --> 00:18:25.220 Now after spending time exploring the data related to ocean acidification, 00:18:25.220 --> 00:18:28.420 I want to know how you guys would define the issue. 00:18:32.080 --> 00:18:32.900 - [Zac] All right, everyone. 00:18:32.900 --> 00:18:37.980 So how do you think what do you think is the best definition for the term "ocean acidification"? 00:18:37.980 --> 00:18:43.040 I will say that, unfortunately, we have had one of the answers get cut off a bit, 00:18:43.040 --> 00:18:44.520 so I will read them out to you. 00:18:44.880 --> 00:18:48.960 The first is is any increase in the acidity of the ocean, 00:18:49.520 --> 00:18:52.960 an increase in acidity over an extended period of time, 00:18:53.520 --> 00:18:57.300 an increase in acidity from both natural and human causes, 00:18:57.920 --> 00:18:58.480 or 00:18:59.160 --> 00:19:05.020 a long-term increase in acidity that is caused by CO2 uptake from the atmosphere. 00:19:05.020 --> 00:19:07.600 So that last one should read: 00:19:07.600 --> 00:19:13.200 a long-term increase in acidity that is caused by CO2 uptake from the atmosphere. 00:19:13.200 --> 00:19:16.780 We apologize that it has been caught cut off a little bit. 00:19:18.440 --> 00:19:20.440 So please go ahead and tell us 00:19:20.440 --> 00:19:24.340 what you think the best definition is for the term "ocean acidification". 00:19:30.560 --> 00:19:33.140 So again, that last one has been cut off a bit 00:19:33.140 --> 00:19:40.120 and it should read a long-term increase in acidity that is caused by CO2 uptake from the atmosphere. 00:19:40.120 --> 00:19:41.980 We apologize that it has been cut off. 00:19:48.880 --> 00:19:52.800 All right. It looks like the vast majority of people have answered, 00:19:52.800 --> 00:19:56.260 so we will go ahead and share the results. 00:19:56.640 --> 00:19:59.980 And we have about 59 percent of people have answered 00:19:59.980 --> 00:20:03.460 that the best definition for the term ocean acidification 00:20:03.460 --> 00:20:09.240 is a long-term increase in acidity that is caused by CO2 uptake in the app from the atmosphere 00:20:09.240 --> 00:20:11.679 and a smaller percentage have answered 00:20:11.679 --> 00:20:16.320 an increase in acidity from both human from both natural and human causes, 00:20:16.320 --> 00:20:19.200 with a even smaller percentage answering 00:20:19.200 --> 00:20:22.640 either an increase in acidity over an extended period of time 00:20:22.640 --> 00:20:25.340 or any increase in the acidity of the ocean. 00:20:25.440 --> 00:20:28.640 So again about 60 percent of people have answered 00:20:28.640 --> 00:20:33.540 a long-term increase in acidity that is caused by CO2 uptake from the atmosphere. 00:20:37.120 --> 00:20:41.800 - Good. Thank you, Zac and the majority of you guys indeed got that right. 00:20:41.800 --> 00:20:46.120 So I was really looking for the best definition 00:20:46.120 --> 00:20:49.679 and in terms of a good definition for ocean acidification, 00:20:49.680 --> 00:20:52.900 it's really a long-term increase in acidity 00:20:53.120 --> 00:20:57.380 and primarily caused by an uptake of CO2 from the atmosphere. 00:20:57.380 --> 00:21:00.140 So that's when people refer to ocean acidification, 00:21:00.140 --> 00:21:01.540 that's 00:21:01.540 --> 00:21:03.880 that would be that's a good way to describe it. 00:21:06.320 --> 00:21:09.080 Acidification is different in different places of the ocean. 00:21:09.080 --> 00:21:12.960 So now we're going to explore some data to try and answer the question: 00:21:12.960 --> 00:21:13.520 How? 00:21:13.520 --> 00:21:17.580 So how is acidification different as we move closer to shore 00:21:17.580 --> 00:21:20.560 and essentially closer to our own coastal communities? 00:21:22.160 --> 00:21:26.660 So we're going to travel from Hawaii, which is where we just were, to coastal Washington 00:21:27.100 --> 00:21:30.620 and we'll investigate whether ocean acidification is occurring in Washington 00:21:30.620 --> 00:21:33.520 in the same way that it is in Hawaii. 00:21:34.400 --> 00:21:40.660 So I'm going to navigate back to our live interactive module here 00:21:41.260 --> 00:21:43.900 and I'm going to orient you to the graph that you're looking at. 00:21:44.360 --> 00:21:46.840 So we're looking at ocean pH data. 00:21:47.200 --> 00:21:51.460 This is from a mooring that NOAA specific marine environmental lab established 00:21:51.460 --> 00:21:52.820 in collaboration with others. 00:21:53.160 --> 00:21:55.800 And there's many other moorings that have similar data sets 00:21:55.900 --> 00:21:58.080 that you and your students can access, 00:21:58.080 --> 00:22:00.280 that might be closer to where you live. 00:22:00.560 --> 00:22:03.360 And I'll show you guys where you can find us at the end of the webinar. 00:22:04.320 --> 00:22:09.440 The coastal ocean pH graphs from these moorings can definitely be tricky to interpret. 00:22:09.820 --> 00:22:11.740 So let me orient you. 00:22:12.160 --> 00:22:15.500 This pH data is from 2010 00:22:16.080 --> 00:22:18.680 all the way to 2016. 00:22:18.960 --> 00:22:21.240 Again, we're off the coast of Washington. 00:22:21.600 --> 00:22:26.460 And notice the pH scale here we're going from 7.9 to 8.5. 00:22:27.660 --> 00:22:31.060 You probably noticed that the data has large gaps. 00:22:31.580 --> 00:22:36.040 The pH sensors on the mooring are removed from maintenance during the winter months 00:22:36.400 --> 00:22:39.960 and they're definitely also occasional sensor failures. 00:22:40.800 --> 00:22:44.640 But really, I want you to focus not on the long-term trends here, 00:22:44.640 --> 00:22:47.060 but on the range of pH values. 00:22:47.060 --> 00:22:51.560 Essentially, the size of the big swings in pH that you can see. 00:22:51.980 --> 00:22:57.320 And we're going to compare this to the range of values in Hawaii over the same time period. 00:22:58.020 --> 00:22:59.440 So let's go back and do it. 00:23:01.020 --> 00:23:01.720 Here we go. 00:23:02.920 --> 00:23:04.320 So what's the difference in range 00:23:04.320 --> 00:23:08.580 and the range of values over the seven year period that we're looking at 00:23:08.580 --> 00:23:10.977 for both Hawaii and Washington? 00:23:11.700 --> 00:23:13.500 So we'll start with the Hawaii graph. 00:23:13.760 --> 00:23:17.020 The upper range is about 8.1. You can see that. 00:23:17.940 --> 00:23:20.720 And the lower range is about 8.05. 00:23:21.620 --> 00:23:26.560 And then if we move over to the right to look at the data from coastal Washington, 00:23:27.680 --> 00:23:33.020 the upper range is about 8.4 and the lower range is about 7.9. 00:23:33.840 --> 00:23:40.960 So we're talking about a difference in range that's about tenfold higher in the coastal ocean. 00:23:41.200 --> 00:23:44.420 So imagine organisms that live in the coastal ocean 00:23:44.420 --> 00:23:51.880 have to be well adapted for these seasonal, large, extreme seasonal changes in pH. 00:23:53.920 --> 00:23:54.620 So 00:23:55.220 --> 00:23:56.460 let's summarize. 00:23:56.460 --> 00:23:58.640 Along the coast, pH is just different. 00:23:58.640 --> 00:24:03.500 Extreme variable it's extremely variable day to day, season to season, 00:24:03.500 --> 00:24:10.360 and swings anywhere from 7.9 to 8.4 along the coast of Washington, 00:24:10.360 --> 00:24:14.060 which is 10 times greater than the range that we saw in Hawaii. 00:24:15.020 --> 00:24:16.560 So why is this? 00:24:16.560 --> 00:24:19.840 Well, some natural things do contribute to this. 00:24:20.380 --> 00:24:23.980 One there's just a lot more life in the coastal ocean 00:24:23.980 --> 00:24:27.460 and more biology, which means more biological processes 00:24:27.460 --> 00:24:29.880 like the things we've already spoken about . 00:24:30.240 --> 00:24:32.100 These impact ocean chemistry. 00:24:33.140 --> 00:24:37.360 Upwelling along the West Coast can also play a role and I'll mention that a little bit later. 00:24:38.400 --> 00:24:43.360 But also as we move closer to shore, the ocean receives more runoff from land. 00:24:43.780 --> 00:24:47.620 Runoff carrying fertilizers, storm water, soaps, animal manure, 00:24:47.620 --> 00:24:53.340 and this can result in a load of excess nutrients entering the ocean. 00:24:54.760 --> 00:24:58.240 So why is this problematic? What does it have to do with ph, right? 00:24:58.700 --> 00:25:05.039 It really causes even more variability in times when the pH swings even lower than normal 00:25:05.040 --> 00:25:08.900 or other times when it swings even higher than normal for the coastal ocean. 00:25:09.280 --> 00:25:11.700 And so here's how that happens. 00:25:12.140 --> 00:25:17.480 The nutrients that run off as fertilizers or wastewater are primarily nitrogen and phosphorus. 00:25:17.760 --> 00:25:20.320 These are essential for plants and algae to grow. 00:25:20.320 --> 00:25:22.860 They use them to build proteins in DNA, 00:25:22.860 --> 00:25:27.300 so when you have nutrients in the water, you can have a lot more growth of algae. 00:25:27.600 --> 00:25:30.640 That algae will bloom and essentially die 00:25:30.640 --> 00:25:35.200 and then you have decomposers that break it down, and as they do that, they're respiring. 00:25:35.200 --> 00:25:38.080 So they're taking in oxygen from the water 00:25:38.080 --> 00:25:44.160 and they're emitting or outputting CO2 into the water as they do that, 00:25:44.160 --> 00:25:45.760 and you guys know the rest of the story. 00:25:45.760 --> 00:25:50.400 So the more CO2 you have in the more in the water, the more acidic it can become. 00:25:50.400 --> 00:25:51.760 And again that's, 00:25:51.760 --> 00:25:54.880 that's the connection between the excess nutrients 00:25:54.880 --> 00:25:57.919 that are coming into the ocean, the coastal ocean, 00:25:57.920 --> 00:26:01.400 and the impact that it has on the pH. 00:26:02.740 --> 00:26:04.400 So the last takeaway here, 00:26:04.400 --> 00:26:07.380 we saw long-term declines in pH in Hawaii 00:26:08.000 --> 00:26:09.000 and 00:26:10.140 --> 00:26:13.300 I just want to point out that it's tough to identify similar trends here. 00:26:14.020 --> 00:26:16.640 Number one, we have less than 10 years of data, 00:26:17.580 --> 00:26:23.680 and number two, the high variability makes it a lot more difficult to ID long-term trends, 00:26:24.060 --> 00:26:24.860 at least yet. 00:26:24.860 --> 00:26:29.340 So it doesn't mean we won't begin to see trends at some point, but we need more data. 00:26:31.440 --> 00:26:34.300 So here I'm going to pause for one more audience poll. 00:26:34.300 --> 00:26:37.440 So how would you define coastal acidification? 00:26:39.360 --> 00:26:40.900 - [Zac] All right, everyone. 00:26:40.900 --> 00:26:44.360 So go ahead and give your answer to the question of 00:26:44.360 --> 00:26:48.260 what do you think is the best definition for the term "coastal acidification"? 00:26:48.960 --> 00:26:51.840 Any increase in the acidity of coastal ocean, 00:26:52.240 --> 00:26:55.520 this second answer has been cut off a bit. It should read: 00:26:55.520 --> 00:27:00.960 Extreme short-term changes in coastal water chemistry caused by excess nutrient runoff, 00:27:01.820 --> 00:27:07.560 the next answer is near shore increases in acidity from both natural and human causes, 00:27:07.560 --> 00:27:12.200 and the final possible answer is ocean acidification on steroids. 00:27:13.120 --> 00:27:16.180 So again, that second answer should read: 00:27:16.180 --> 00:27:21.980 extreme short-term changes in coastal water chemistry caused by excess nutrient runoff. 00:27:22.400 --> 00:27:24.620 And the third answer should read: 00:27:24.620 --> 00:27:29.220 near-shore increases in acidity from both natural and human causes. 00:27:29.220 --> 00:27:31.380 We apologize that they have been cut off a bit. 00:27:33.400 --> 00:27:35.600 So go ahead and tell us how you think 00:27:35.600 --> 00:27:40.300 what you think is the best definition for the term "coastal acidification". 00:27:40.680 --> 00:27:44.240 Again, recognizing that that second answer should read: 00:27:44.240 --> 00:27:49.840 extreme short-term changes in coastal water chemistry caused by excess nutrient runoff. 00:27:50.160 --> 00:27:51.960 And the third answer should read: 00:27:51.960 --> 00:27:56.740 near-shore increases in acidity from both natural and human causes. 00:28:00.000 --> 00:28:05.280 All right and it's looking like we have had most people answer, 00:28:05.280 --> 00:28:08.760 so I'm going to go ahead and share the answers. 00:28:09.680 --> 00:28:13.740 And Amy, it looks like 60 of people have answered 00:28:13.740 --> 00:28:17.380 near shore increases in acidity from both human, 00:28:17.380 --> 00:28:20.800 nearshore increases in acidity from both human and natural causes. 00:28:20.800 --> 00:28:25.800 And then we have about 33 percent of people have answered 00:28:25.800 --> 00:28:31.360 extreme short-term changes in coastal water chemistry caused by excess nutrient runoff, 00:28:31.360 --> 00:28:35.600 with a small number of people answering the other two answers. 00:28:36.240 --> 00:28:37.420 - Great, thank you. 00:28:37.820 --> 00:28:40.580 Okay, so i'm glad i asked that question 00:28:40.580 --> 00:28:46.980 because, one thing, I want to point out that was similar to our definition of ocean acidification 00:28:46.980 --> 00:28:49.120 is when you hear the term acidification, 00:28:49.120 --> 00:28:55.320 it's really referring to a connection that humans are having on ocean chemistry. 00:28:55.320 --> 00:28:56.300 So 00:28:56.300 --> 00:29:06.040 coastal acidification is really something that they're processes that humans are contributing to 00:29:06.040 --> 00:29:13.679 that are making the variability of pH more extreme in the coastal environment. 00:29:13.680 --> 00:29:17.340 Certainly, the baseline might be changing, as well, 00:29:17.340 --> 00:29:21.960 but it's really the nutrients that are being added into the water 00:29:21.960 --> 00:29:26.399 are one of the major reasons that contribute to these bigger 00:29:26.399 --> 00:29:28.380 more extreme, variability, 00:29:28.380 --> 00:29:31.020 variabilities that we're seeing in the coastal ocean. 00:29:31.280 --> 00:29:33.440 So that was the correct answer. 00:29:36.000 --> 00:29:40.560 And we're going to wrap up our data exploration by asking 00:29:40.560 --> 00:29:43.240 how does acidification impact marine life? 00:29:44.400 --> 00:29:45.560 So I'm going to pause. 00:29:45.560 --> 00:29:49.800 Does anybody think they know what marine organisms shown in the photo? 00:29:50.760 --> 00:29:52.540 Go ahead if you think you know. 00:29:52.540 --> 00:29:54.900 Type it into the question box 00:29:54.900 --> 00:29:58.480 and I'm going to give you a few seconds to do that. So 00:29:58.880 --> 00:30:02.760 Do you know what organism is shown in the photo? 00:30:06.240 --> 00:30:08.460 - [Zac] We're getting lots of answers coming in. 00:30:08.460 --> 00:30:12.680 We have a few people saying oyster larva, 00:30:12.680 --> 00:30:19.900 we have pteropod, copa potter, plankton seems to be something that's coming in a few times, 00:30:20.320 --> 00:30:23.920 plankton, a lot of people saying plankton, 00:30:24.320 --> 00:30:31.400 oysters is being answered a few times, as is pteropods, mollusk bivalve larva. 00:30:31.400 --> 00:30:38.020 So a good range of answers with lots of plankton and larvae coming up. 00:30:38.400 --> 00:30:39.100 - Great. 00:30:39.100 --> 00:30:42.640 Excellent, excellent guesses. Absolutely. So, 00:30:44.040 --> 00:30:49.300 you can see it does look like a bivalve on its side right here and indeed that's what it is. 00:30:49.300 --> 00:30:53.880 So these are larval pacific oysters that you're looking at. 00:30:55.680 --> 00:31:01.440 And we're going to remain in coastal Washington to talk about impacts to these specific oysters. 00:31:01.440 --> 00:31:03.340 If you guys aren't from the West Coast, 00:31:03.340 --> 00:31:07.420 you may not know but this is big business for the Pacific Northwest. 00:31:07.760 --> 00:31:09.720 Yet in the mid 2000s, 00:31:09.720 --> 00:31:14.640 larval baby oysters started to die in mass 00:31:14.640 --> 00:31:18.680 in shellfish hatcheries along the Pacific Northwest 00:31:19.200 --> 00:31:22.280 and the cause was low seawater pH. 00:31:24.000 --> 00:31:27.360 This was likely caused by waters that were brought up from the deep 00:31:27.360 --> 00:31:29.320 through a process called upwelling. 00:31:30.100 --> 00:31:33.700 This is a process that happens along the West Coast of the U.S. and elsewhere. 00:31:33.700 --> 00:31:37.140 I'm going to skip over the details of that process though in the interest of time. 00:31:37.440 --> 00:31:41.000 But you should know that deep ocean water is naturally more acidic, 00:31:41.360 --> 00:31:45.360 but since the oceans become such a large sink for carbon, 00:31:45.360 --> 00:31:49.180 the deeper waters have become more acidic, just like the surface waters. 00:31:50.960 --> 00:31:54.880 So pulses of these deep acidic waters that rose to the surface 00:31:54.880 --> 00:31:57.740 may have caused these die-offs in the hatcheries. 00:31:58.400 --> 00:32:00.000 So why did they die? 00:32:00.660 --> 00:32:04.040 This has to do with the chemistry of shell building for oysters, 00:32:04.040 --> 00:32:06.400 a process that's similar for clams, 00:32:06.400 --> 00:32:08.440 for other spelled marine organisms, 00:32:08.440 --> 00:32:09.820 even for corals. 00:32:10.540 --> 00:32:15.720 And oysters use a form of calcium carbonate to build their shells, called aragonite, 00:32:16.080 --> 00:32:18.860 and they get the calcium carbonate directly from the water. 00:32:18.860 --> 00:32:22.040 So you can see that if you're looking at the illustration here. 00:32:22.880 --> 00:32:25.320 However, when there's more CO2 in the water, 00:32:25.320 --> 00:32:30.440 that carbonate, here it is, reacts with water to form bicarbonate. 00:32:31.480 --> 00:32:35.320 The result is that there's less carbonate available in the water for shell building. 00:32:36.520 --> 00:32:39.320 The acidity of the water places stress on them, too. 00:32:39.320 --> 00:32:41.360 So the more hydrogen ions there are. 00:32:41.360 --> 00:32:44.180 The acidity increases and they need to spend more time 00:32:44.640 --> 00:32:48.580 and energy regulating the chemistry inside of their bodies, 00:32:49.040 --> 00:32:51.600 leaving less energy for growth and reproduction. 00:32:52.240 --> 00:32:55.580 So the take home here is that, all of this combined 00:32:55.580 --> 00:32:58.640 can slow their growth, weaken their shells 00:32:58.640 --> 00:33:02.399 and, in extreme cases, particularly for the larval oysters, 00:33:02.400 --> 00:33:03.640 it can cause death. 00:33:05.920 --> 00:33:08.380 So this is the last graph we're going to look at. 00:33:10.520 --> 00:33:14.840 And here's what we're-- here's the question we're going to try to answer: 00:33:15.440 --> 00:33:19.260 How are conditions for oysters, now, in the Pacific Northwest? 00:33:19.260 --> 00:33:22.380 The story I was telling you was from about 10 years ago. 00:33:22.380 --> 00:33:23.800 So how are things today? 00:33:25.140 --> 00:33:29.640 And the graph that you're looking at shows something called aragonite saturation state 00:33:30.400 --> 00:33:36.880 that describes the tendency for calcium carbonate or aragonite to form or dissolve in seawater. 00:33:38.080 --> 00:33:44.100 And for Pacific oysters to survive, they need an aragonite saturation state of about 1.5. 00:33:45.000 --> 00:33:46.300 So right about here. 00:33:46.820 --> 00:33:48.840 Anything less than that and they can die. 00:33:48.840 --> 00:33:52.820 So we're going to call that the survival threshold, and again, that's 1.5. 00:33:53.880 --> 00:33:56.400 And for Pacific oysters to grow and build their shells, 00:33:56.400 --> 00:34:00.120 they need an aragonite saturation state of about above two. 00:34:00.120 --> 00:34:02.940 So right here where the blue line is. 00:34:03.660 --> 00:34:06.880 Anything less than that and they might have difficulty growing. 00:34:07.360 --> 00:34:10.940 We're going to call this the growth threshold and again that's 2.0. 00:34:12.640 --> 00:34:17.040 Okay, so I'm going to take you one more time to our live online module 00:34:18.100 --> 00:34:20.159 and again we're looking at the same graph. 00:34:20.160 --> 00:34:24.240 This is aragonite saturation state conditions in Washington from month to month. 00:34:24.920 --> 00:34:27.040 And the data is summarized in a box plot. 00:34:27.040 --> 00:34:31.660 So for all of you teachers out there, your students likely have seen these types of graphs 00:34:31.660 --> 00:34:35.380 in middle and high school, in college if they're taking a stats class, 00:34:35.380 --> 00:34:40.980 but um for the rest of us, you it may have been some time since you've seen a plot like this. 00:34:41.280 --> 00:34:42.160 So 00:34:42.160 --> 00:34:44.960 let's just spend a moment talking about it. 00:34:44.960 --> 00:34:46.800 So what is a box plot show? 00:34:47.180 --> 00:34:52.740 Imagine if we had hundreds of data observations from January on aragonite saturation state. 00:34:53.120 --> 00:34:57.180 The box shows the middle 50 percent of those data observations. 00:34:57.520 --> 00:35:01.680 The line in the middle of the box, or the line in the box, shows the median. 00:35:02.480 --> 00:35:06.960 The line and the dots on the top are the upper 25 percent of the data 00:35:07.320 --> 00:35:11.800 and the line down below is the bottom 25 percent of the data. 00:35:13.220 --> 00:35:16.260 Okay, so now, let's go back and now we can 00:35:17.540 --> 00:35:19.120 hopefully when our plot comes back, 00:35:19.600 --> 00:35:22.900 here we go now we can drop drag this threshold line 00:35:23.380 --> 00:35:24.500 down to 00:35:26.240 --> 00:35:28.640 our threshold F2. 00:35:29.700 --> 00:35:30.580 All right. 00:35:31.860 --> 00:35:33.720 Having a hard time doing it, but we're close enough. 00:35:34.280 --> 00:35:34.780 Okay. 00:35:35.940 --> 00:35:36.740 Pie charts, 00:35:37.440 --> 00:35:41.040 down below, show us what percentage of the observations for that month 00:35:41.040 --> 00:35:42.420 fall below the threshold. 00:35:42.420 --> 00:35:44.420 So if we're looking at January, 00:35:46.080 --> 00:35:51.840 about 58 percent or 57 percent of all the observations for January 00:35:51.840 --> 00:35:53.900 fell below that threshold. 00:35:54.960 --> 00:35:58.340 Okay so hopefully what you'll see here is that the conditions in winter 00:35:58.340 --> 00:36:01.680 and certainly in the early spring months are not optimal for growth 00:36:01.680 --> 00:36:03.660 during certain parts of those months. 00:36:04.080 --> 00:36:05.700 Late spring and summer, things are better. 00:36:06.640 --> 00:36:10.560 So now let's drag our threshold line down to 1.5 00:36:14.000 --> 00:36:14.860 or so 00:36:17.040 --> 00:36:19.460 and take a look at the pie charts down below. 00:36:20.240 --> 00:36:25.200 What you may notice is that conditions are sometimes lethal for larval oysters, 00:36:25.200 --> 00:36:27.480 particularly in the month of March, 00:36:28.400 --> 00:36:33.720 and then a little bit also in the months of September, October and December. 00:36:37.120 --> 00:36:41.960 Okay. So our take-homes for this final plot that we're looking at, 00:36:41.960 --> 00:36:47.200 larval oysters are already experiencing conditions that may cause mortality 00:36:47.200 --> 00:36:48.620 during certain times of the year, 00:36:48.620 --> 00:36:49.800 Not all the time. 00:36:50.380 --> 00:36:55.140 Conditions are not optimal for growth during much larger proportions of the year, though, 00:36:55.380 --> 00:36:56.780 meaning that they're likely 00:36:58.720 --> 00:37:02.640 needing to devote more time and energy into building their shells. 00:37:04.040 --> 00:37:05.320 How does this impact us? 00:37:05.320 --> 00:37:09.280 It certainly can have major economic impacts for the shellfish industry. 00:37:10.300 --> 00:37:13.200 And according to the scientists I've talked to about this, 00:37:13.200 --> 00:37:15.460 we really don't understand yet 00:37:15.460 --> 00:37:18.440 the impacts that this will have on larger ecosystems. 00:37:18.440 --> 00:37:23.260 So we understand the chemistry but the impacts that this is going to have on the ecosystems 00:37:23.260 --> 00:37:25.560 are just not well understood yet. 00:37:27.440 --> 00:37:29.080 So finally, what can we do? 00:37:30.300 --> 00:37:31.780 I'm just going to say a few words on this, 00:37:31.780 --> 00:37:34.680 focused on the science and industry partnerships 00:37:34.680 --> 00:37:38.200 between oyster farmers and the broader scientific community. 00:37:39.080 --> 00:37:44.300 So NOAA and their partners provide real-time ocean acidification data 00:37:44.300 --> 00:37:46.900 that includes pH data to hatcheries 00:37:46.900 --> 00:37:49.620 and these function like an early warning system. 00:37:49.620 --> 00:37:55.120 So some hatcheries have monitoring stations right at their hatcheries, 00:37:55.120 --> 00:37:57.320 along the coast of Washington and Oregon, 00:37:57.660 --> 00:38:02.380 and managers can then anticipate the need to buffer or adjust the chemistry of the water 00:38:02.380 --> 00:38:03.920 that comes into the hatcheries. 00:38:03.920 --> 00:38:05.760 So that's one solution. 00:38:05.760 --> 00:38:12.820 Another one is to develop and engineer oysters that are more resistant to the effects of acidification. 00:38:16.000 --> 00:38:18.560 So we're going to transition now away from the data 00:38:18.980 --> 00:38:22.880 to the education, to talk about how you might use data in your classroom 00:38:22.880 --> 00:38:24.980 or your other education activities. 00:38:25.780 --> 00:38:28.640 All the data and the data interactives that i just showed you, 00:38:28.640 --> 00:38:30.880 and many of the questions we explored too 00:38:30.880 --> 00:38:34.280 are part of the module on acidification. 00:38:37.120 --> 00:38:42.060 So some of you may or may not be already familiar with the data in the classroom, 00:38:42.060 --> 00:38:46.960 but the idea here is to bring data from NOAA to teachers and students 00:38:46.960 --> 00:38:50.780 to make it easy and accessible for teachers to use in their classrooms. 00:38:50.780 --> 00:38:52.880 We currently have five modules. 00:38:52.880 --> 00:38:54.940 You can see what they are right here. 00:38:55.420 --> 00:38:57.780 Most were developed for middle school 00:38:57.780 --> 00:39:01.520 with the such exception of the acidification module. 00:39:01.520 --> 00:39:06.240 However, it really is broadly used by middle high school and college level teachers 00:39:06.240 --> 00:39:08.540 across the board, for all of our modules. 00:39:09.600 --> 00:39:13.280 All of the modules offer the same resources, including a teacher's guide, 00:39:13.280 --> 00:39:18.140 the web-based student activities like the ones you've seen me use throughout this presentation, 00:39:18.140 --> 00:39:21.660 and access to the interactive data tools. 00:39:22.800 --> 00:39:25.240 And they all have the same pedagogical approach. 00:39:25.240 --> 00:39:29.060 So there are five scaled levels of interaction in every module, 00:39:29.060 --> 00:39:33.320 beginning with some relatively basic teacher-led discussions and lessons about 00:39:33.320 --> 00:39:35.360 how to read and interpret graphs, 00:39:35.360 --> 00:39:39.280 and then they built for lessons that challenge students to use what they've learned 00:39:39.280 --> 00:39:41.880 to investigate a question of your their own. 00:39:41.880 --> 00:39:44.600 So that's what happens in levels four and five. 00:39:45.960 --> 00:39:48.460 And when I've used these in my own classroom, 00:39:48.800 --> 00:39:53.420 I don't always have time to go through all of the lessons in these modules, 00:39:53.420 --> 00:40:00.340 so it is nice that you can jump in at m to any of these levels as standalone lessons. 00:40:02.560 --> 00:40:04.500 So this is what the website looks like. 00:40:04.880 --> 00:40:08.600 You can see the resources for teachers are accessible here. 00:40:08.880 --> 00:40:11.860 And again, there's a detailed teacher's guide for you, 00:40:11.860 --> 00:40:14.480 but also there's student worksheets for each level. 00:40:14.480 --> 00:40:20.220 And I just want to mention we've just made these worksheets both editable for you 00:40:20.220 --> 00:40:22.080 and fillable for your students, 00:40:22.480 --> 00:40:24.860 so that you can assign them remotely. 00:40:25.340 --> 00:40:29.480 I know that i'm starting the school year next week remotely, 00:40:29.480 --> 00:40:33.560 so this is really nice to be able to just push them out 00:40:33.560 --> 00:40:37.640 via your google classroom or whatever learning system you use. 00:40:37.640 --> 00:40:42.160 Students can fill them out and turn them right back into you online, without the need of a printer. 00:40:43.440 --> 00:40:47.860 These and some other updates and improvements will be all accessible via the website 00:40:47.860 --> 00:40:49.200 by September 1st. 00:40:50.600 --> 00:40:53.140 And then you've seen what the activity looks like 00:40:53.140 --> 00:40:55.359 as I've moved through the earlier parts of the webinar, 00:40:55.359 --> 00:40:58.720 but all of the online activities are organized the same way. 00:40:58.720 --> 00:41:01.620 So there's an introduction tab with a guiding question, 00:41:01.620 --> 00:41:04.040 there are five levels of student activities, 00:41:04.040 --> 00:41:08.600 and if you're just interested in the data and not the lessons, 00:41:08.600 --> 00:41:12.220 or if you want to create your own lessons around around the data tools, 00:41:12.220 --> 00:41:17.200 you can access all the data presented through the lesson by clicking on the "get data" tab. 00:41:17.600 --> 00:41:19.180 And I mentioned, 00:41:19.180 --> 00:41:25.020 there other coastal mooring data places that you can go to around the United States. 00:41:25.520 --> 00:41:30.380 The module specifically has data from Hawaii, Washington, and the Gulf of Maine. 00:41:30.720 --> 00:41:33.900 But if your other places along the coast of the United States, 00:41:33.900 --> 00:41:38.440 you can click here and see what other mooring data is closer to where you are. 00:41:42.480 --> 00:41:46.520 All right. And if you're interested in keeping up to date with the webinars updates or anything else 00:41:46.520 --> 00:41:48.240 related to data in the classroom, 00:41:48.240 --> 00:41:50.580 you can sign up via the website. 00:41:51.420 --> 00:41:57.440 And then I have one plug for an additional NOAA education resource on coastal acidification. 00:41:57.440 --> 00:42:00.540 It's a great interactive animation for students. 00:42:00.540 --> 00:42:03.300 It includes not only some science, 00:42:03.300 --> 00:42:06.160 but it also helps to walk students through solutions, as well. 00:42:06.620 --> 00:42:10.260 And it's great if you don't have a lot of time to spend on diving into the data. 00:42:10.640 --> 00:42:14.100 I'm happy to share this link with the organizers, 00:42:14.100 --> 00:42:16.780 so that you can get it after the webinar, if you're interested. 00:42:18.240 --> 00:42:22.760 And with that, I'll end and I'm happy to answer any of your questions. 00:42:27.840 --> 00:42:29.840 - Excellent. Thank you, Amy. 00:42:29.840 --> 00:42:35.040 Greatly appreciate that overview of ocean and coastal acidification. 00:42:35.360 --> 00:42:39.340 So we've been getting quite a few great questions coming in. 00:42:39.600 --> 00:42:42.800 So I'll kick one off here and Zac and I will take turns. 00:42:42.800 --> 00:42:46.840 And I actually just found the link for that animation, so i'll send that out in the box, in a second. 00:42:47.220 --> 00:42:49.040 So we have a question here: 00:42:49.040 --> 00:42:55.020 Are there areas that are significantly and naturally more acidic than other areas? 00:42:56.520 --> 00:42:58.820 - Yes and so one example of that, 00:42:58.820 --> 00:43:02.079 and again I'm not an expert, I'll just keep saying that, 00:43:02.079 --> 00:43:07.100 but one example of that is areas where there is upwelling. 00:43:07.100 --> 00:43:11.100 So the West Coast of the United States is one area 00:43:11.100 --> 00:43:16.920 that can episodically have have times with lower pH 00:43:16.920 --> 00:43:21.980 compared to other places around different parts of the oceans. 00:43:25.680 --> 00:43:27.320 - Thanks, we have a question, 00:43:27.320 --> 00:43:33.500 we have another question that came in asking if you can use corals to go back past 1988. 00:43:35.520 --> 00:43:37.960 - I'm not sure if i can answer that question. 00:43:37.960 --> 00:43:40.120 That's a good question. (laughing) 00:43:41.040 --> 00:43:44.020 I've explored the data a lot and 00:43:44.580 --> 00:43:46.120 I... 00:43:46.120 --> 00:43:50.260 from the data that i could find available and accessible, 00:43:50.260 --> 00:43:53.580 the earliest data was from 1988. 00:43:57.360 --> 00:44:02.720 - Okay. It looks like there's a question here about what role does coastal upwelling 00:44:02.720 --> 00:44:04.420 influence, how does-- 00:44:04.420 --> 00:44:09.360 what role does coastal upwelling have on influencing ocean acidification? 00:44:11.840 --> 00:44:12.460 Right, 00:44:12.920 --> 00:44:13.560 so, 00:44:15.000 --> 00:44:20.660 the same processes that are influencing the open ocean. 00:44:20.660 --> 00:44:23.660 So when we are out in Hawaii looking at those data, right, 00:44:23.660 --> 00:44:28.220 the same processes in terms of the coastal waters, 00:44:28.220 --> 00:44:32.720 absorbing acting like a sink for carbon dioxide, 00:44:32.720 --> 00:44:35.180 that's still happening in the coastal ocean. 00:44:35.760 --> 00:44:40.080 The difference between ocean and coastal acidification is, 00:44:40.080 --> 00:44:49.840 on top of that issue of atmospheric Co2 being being drawn into our coastal waters, 00:44:49.840 --> 00:44:54.420 we have these added coastal processes 00:44:54.420 --> 00:44:59.860 that are causing additional swings and extreme variability in pH. 00:44:59.860 --> 00:45:05.520 So same processes that are happening out in the open ocean are happening in the coastal ocean, 00:45:05.520 --> 00:45:10.020 we just have local drivers that are changing the situation 00:45:10.640 --> 00:45:15.200 and making the variability that we already experience in the coastal ocean 00:45:15.200 --> 00:45:16.460 just more extreme. 00:45:19.180 --> 00:45:21.480 - Thanks we have a two-part question that's come in. 00:45:21.480 --> 00:45:26.940 The first asks how is ocean acidification relevant in the life of a 16 year old student? 00:45:27.360 --> 00:45:31.200 And then building off of that, the future of ocean pH does not look good. 00:45:31.200 --> 00:45:34.700 How can we inspire optimism and hope among students? 00:45:35.520 --> 00:45:39.200 - Those are really, really good questions. 00:45:39.200 --> 00:45:44.820 So the first one was what is-- how does a 16 year old connect, right, to these issues? 00:45:44.820 --> 00:45:49.160 I would say as much as you can connect them to anything local, 00:45:49.160 --> 00:45:52.880 anything that they have experience with that's going to be your best bet. 00:45:52.880 --> 00:45:55.500 So if you're working with students along the coast, 00:45:55.500 --> 00:45:59.060 find something local that's going to-- that they can connect with. 00:45:59.060 --> 00:46:05.420 So if you're on the east coast that could be, you know, clams or, you know, other shelled organisms. 00:46:05.420 --> 00:46:09.640 If you're down in the South, off the coast of Florida, that could be coral reefs. 00:46:09.640 --> 00:46:13.200 So find something local that you can really tie them to, 00:46:13.200 --> 00:46:17.180 before you start talking about the issues of itself. 00:46:18.480 --> 00:46:19.260 And then, 00:46:20.180 --> 00:46:21.440 What can we do? 00:46:22.360 --> 00:46:28.260 You know, I draw from great advice and optimism 00:46:28.260 --> 00:46:32.940 that I've heard other scientists relay over time. 00:46:33.380 --> 00:46:35.640 And that is you can't lose hope, 00:46:35.640 --> 00:46:38.240 you have to press forward, 00:46:38.240 --> 00:46:42.240 and we've got to do our best, to do what we can do. 00:46:42.240 --> 00:46:45.680 So if that has to be looking at engineering, 00:46:46.700 --> 00:46:51.800 oysters that can withstand greater changes in pH. 00:46:52.240 --> 00:46:53.940 That might be what we have to do. 00:46:53.940 --> 00:46:59.520 And then certainly collective actions are, at this point, what's needed 00:46:59.520 --> 00:47:01.400 over individual actions. 00:47:02.520 --> 00:47:04.820 So encouraging your students to gather together 00:47:04.820 --> 00:47:08.940 and organize might be a one way to approach it. 00:47:10.700 --> 00:47:11.520 - Yeah, that's a good point. 00:47:11.520 --> 00:47:16.920 Collective action. So working with your your school, your local community, your county, 00:47:16.920 --> 00:47:21.300 state and kind of just finding ways to roll up that action. 00:47:21.780 --> 00:47:24.640 Thank you for that. That's an important note, for sure. 00:47:25.960 --> 00:47:31.040 Speaking of, what we're talking about students, but lots of great feedback 00:47:31.040 --> 00:47:37.020 about the materials being editable and easy to download and modify, 00:47:37.020 --> 00:47:40.720 and have students send back. There's one particular... 00:47:42.240 --> 00:47:46.140 Do students have to download, then send into their teacher? 00:47:46.140 --> 00:47:49.460 Or can they be submitted from the website to the teacher, directly? 00:47:49.460 --> 00:47:51.660 I think I know the answer but I'll let you take them. 00:47:51.660 --> 00:47:53.560 - Unfortunately, no, not at this point. 00:47:53.560 --> 00:48:00.480 So what you would do as a teacher is you can download the fillable or the editable form, 00:48:00.480 --> 00:48:02.720 and then you'll have to post it 00:48:02.720 --> 00:48:06.460 let's just say to google classroom and push it out, that way. 00:48:07.480 --> 00:48:09.520 - Great. Thank you for the clarification 00:48:12.400 --> 00:48:15.140 - We have a question asking about Hawaii a little bit. 00:48:15.140 --> 00:48:20.080 Asking if there's also variability between coastal Hawaii and further out in the ocean 00:48:20.080 --> 00:48:22.920 and do the reefs around the island make a difference? 00:48:26.400 --> 00:48:30.640 - Those are that's a really good question. I cannot speak to that. 00:48:32.160 --> 00:48:35.400 I would say, potentially, yes! 00:48:36.560 --> 00:48:41.300 Likely impacts running off from the shore, but I don't know. 00:48:43.680 --> 00:48:48.980 - Amy, can you tell us a little bit more about some of the other types of organisms that can be impacted 00:48:48.980 --> 00:48:51.920 by increased acidity in the ocean? 00:48:53.680 --> 00:48:55.260 - Absolutely. So 00:48:55.260 --> 00:49:00.820 there's this is another area where there's a lot to learn. 00:49:00.820 --> 00:49:05.640 And a big area where we just don't have a lot of information yet. 00:49:07.840 --> 00:49:13.420 If animals have to spend more time regulating themselves 00:49:13.420 --> 00:49:15.700 and regulating their internal chemistry, 00:49:15.700 --> 00:49:18.960 then then they're going to be impacted. 00:49:18.960 --> 00:49:24.820 And I think we just don't don't understand the depth and breadth of what that really means, 00:49:24.820 --> 00:49:30.080 so there's some studies on sharks and fish related to this. 00:49:30.080 --> 00:49:34.400 lots of studies around shelled organisms to be sure. 00:49:34.780 --> 00:49:38.960 But it's definitely an emerging field and we have a lot to learn. 00:49:39.680 --> 00:49:42.920 - Yeah I guess I've heard at some of the OA symposiums and such that 00:49:42.920 --> 00:49:44.760 there's going to be winners and losers. 00:49:44.760 --> 00:49:47.920 So there will be species that are impacted, 00:49:47.920 --> 00:49:52.000 if they're trying to pull the calcium carbonate from the ocean water 00:49:52.000 --> 00:49:54.559 and with the increased acidity there's less of it 00:49:54.559 --> 00:49:55.960 for the shell building organisms, 00:49:55.960 --> 00:49:58.380 but there may be some organisms that actually 00:50:00.000 --> 00:50:03.020 do okay and and possibly even benefit. 00:50:03.020 --> 00:50:07.180 But you want to keep things in balance, right? We want the healthy ecosystem as a whole. 00:50:12.100 --> 00:50:15.560 - Related to the modules that have been created, 00:50:15.560 --> 00:50:19.540 are there any plans to expand the lessons beyond the five that are already available? 00:50:20.740 --> 00:50:22.160 - That is a great question. 00:50:22.160 --> 00:50:23.600 The answer is yes. 00:50:23.600 --> 00:50:27.040 So we have plans in the works now. 00:50:27.040 --> 00:50:31.520 We're working on scoping one or two additional modules 00:50:31.520 --> 00:50:35.500 or that's what that's been my one of my jobs over the summer, 00:50:35.860 --> 00:50:39.300 particularly on weather. 00:50:39.840 --> 00:50:40.400 And, 00:50:40.400 --> 00:50:45.680 And so these modules, well because i'm a full-time teacher, 00:50:45.680 --> 00:50:48.720 I do all of my work for data in the classroom in the summer. 00:50:48.720 --> 00:50:55.360 So I would say keep your eyes peeled for new modules coming up next summer. 00:50:55.360 --> 00:50:59.380 But certainly not in the next nine months or so. 00:51:02.080 --> 00:51:06.300 - Great i did want to share someone typed in a fantastic comment 00:51:08.520 --> 00:51:12.079 about when we were talking about the younger students and finding their connection 00:51:12.079 --> 00:51:13.800 and how they can have collective action. 00:51:13.800 --> 00:51:16.300 Someone mentioned like connecting with businesses and 00:51:16.300 --> 00:51:18.720 getting involved with citizen science efforts. 00:51:18.720 --> 00:51:22.140 But here's an actual quote from a participant, 00:51:22.140 --> 00:51:28.940 saying hope is the active conviction that despair shall never have the last word. 00:51:29.360 --> 00:51:32.900 And that's kind of a powerful phrase. So thank you for sharing that. 00:51:34.820 --> 00:51:39.700 In terms of additional questions, I guess we have a few more minutes here. 00:51:41.520 --> 00:51:46.840 So how do you suggest drawing the connection to the ocean and the environment 00:51:46.840 --> 00:51:48.880 when we can't take field trips right now? 00:51:48.880 --> 00:51:52.780 I work with many students that have not seen the ocean before. 00:51:53.700 --> 00:51:55.020 - Yes, wow. 00:51:56.620 --> 00:52:03.680 Well, certainly acidification is happening potentially over any large body of water. 00:52:03.680 --> 00:52:11.140 Right, CO2, remember we talked about you know the equilibrium between air and sea. 00:52:11.140 --> 00:52:15.720 So I'm not familiar with the data related to this. 00:52:16.620 --> 00:52:20.020 Maybe in the Great Lakes area, but it would be something to to look at 00:52:20.020 --> 00:52:22.160 to see if you if you're somewhere in the middle of the country 00:52:22.160 --> 00:52:25.160 that could be an interesting question. 00:52:25.160 --> 00:52:30.420 And otherwise a great opportunity, especially now, 00:52:30.420 --> 00:52:35.440 if we're if we're all teaching remotely, or for those of you that are teaching remotely, 00:52:35.440 --> 00:52:41.360 is to get a scientist from, or an educator 00:52:41.360 --> 00:52:44.900 from the coastal zone somewhere that you're interested in 00:52:44.900 --> 00:52:47.720 or somewhere that might have a connection to your students 00:52:47.720 --> 00:52:50.220 and bring them into your classroom, remotely. 00:52:50.220 --> 00:52:55.440 And have them talk or show you some of the things that are happening on the coast. 00:52:57.680 --> 00:52:58.560 - Great. Thank you. 00:53:00.460 --> 00:53:03.400 - Keeping along the education and communications line, 00:53:03.760 --> 00:53:08.880 we've seen a lot of ways that we can communicate ocean acidification to a student audience. 00:53:08.880 --> 00:53:13.000 Are there any ways we can creatively communicate these trends to adult audiences, 00:53:13.000 --> 00:53:14.960 who might be a little bit less data savvy, 00:53:14.960 --> 00:53:20.100 and maybe had a little bit more time since they've been in school, and seen things like box plots? 00:53:22.080 --> 00:53:24.960 - That is an interesting question and I wonder since I, 00:53:25.520 --> 00:53:31.200 you know, my job is primarily to work with youth and at the student audience. 00:53:31.200 --> 00:53:34.700 I wonder if Claire has any ideas on that one. 00:53:36.540 --> 00:53:40.200 - Well now you caught me off guard. Sorry, I was looking at additional questions. 00:53:41.760 --> 00:53:43.580 I'm trying to catch where you are Zac. 00:53:44.160 --> 00:53:49.280 - So data savvy audiences needing an adult audience. 00:53:51.140 --> 00:53:54.280 - Well, you know, there are some neat demonstrations 00:53:54.280 --> 00:54:00.079 that normally we would do hands-on to better understand the impacts of ocean acidification. 00:54:00.079 --> 00:54:07.200 But in this all virtual world, gosh, that I would just google some short videos 00:54:07.200 --> 00:54:09.720 about what is ocean acidification. 00:54:09.720 --> 00:54:16.500 And there's lots of great animations and short films out there that that dive into that, 00:54:16.500 --> 00:54:21.000 so that if you don't have to look at the data just to get a broad understanding of the issue. 00:54:22.620 --> 00:54:24.440 - Yeah. Documentaries are very good. 00:54:25.020 --> 00:54:26.560 Are a good one for adult, yeah. 00:54:28.440 --> 00:54:29.640 - All right. 00:54:30.540 --> 00:54:32.280 Let's see here. 00:54:34.780 --> 00:54:38.880 People are super appreciative of your presentation today. 00:54:38.880 --> 00:54:40.560 So thank you for that, Amy. 00:54:40.560 --> 00:54:47.100 I guess we'll ask one last question and then we'll move on to our wrap-up slides. 00:54:47.520 --> 00:54:49.520 I'm not sure this is one you will know, 00:54:49.520 --> 00:54:56.680 but do you happen to know if CO2 dissolution is greater at the poles or at the equator? 00:54:59.620 --> 00:55:02.880 - I'm guessing it's very much temperature related 00:55:02.880 --> 00:55:05.800 there might be other factors and variables at play as well, 00:55:05.800 --> 00:55:12.880 but my sense is yes I can't speak with authority to that, though. 00:55:14.280 --> 00:55:15.520 - I can actually answer that. 00:55:15.520 --> 00:55:16.140 - Oh, thank you! 00:55:16.140 --> 00:55:20.799 - (laughing) In general, on average, it is greater at the poles 00:55:20.799 --> 00:55:25.780 because it the temperature is colder. However, it is place-based. 00:55:25.780 --> 00:55:31.660 There are definitely places in the tropics where dissolution is particularly high, 00:55:31.660 --> 00:55:33.480 due to local conditions. 00:55:33.480 --> 00:55:39.180 But in general, on average, because it's colder at the poles dissolution is higher at the poles, 00:55:39.180 --> 00:55:45.500 which makes places like the Arctic Ocean and the area are in the Southern Ocean around the Antarctic 00:55:45.500 --> 00:55:48.600 particularly susceptible to ocean acidification. 00:55:50.100 --> 00:55:52.620 - Great. Thank you for sharing that knowledge, Zac, 00:55:53.500 --> 00:55:57.780 And Amy, thank you so much for being our guest presenter tonight, 00:55:57.780 --> 00:56:04.540 on a very, you know, complicated, scientific, heavy topic of ocean and coastal acidification. 00:56:04.540 --> 00:56:06.120 I was kind of noticing that 00:56:06.120 --> 00:56:11.100 I think everyone was just enraptured with trying to understand the graphs and the data 00:56:11.100 --> 00:56:15.260 and the content that we were getting very little communication in the question box, 00:56:15.260 --> 00:56:17.480 until actual Q&A period of time. 00:56:17.480 --> 00:56:22.900 So, I think people were definitely absorbing all this great information. 00:56:23.540 --> 00:56:25.680 If you want to watch this webinar again, 00:56:25.680 --> 00:56:30.720 or for those that are going to be interested in the recording to share with a colleague 00:56:30.720 --> 00:56:31.900 or other teachers, 00:56:31.900 --> 00:56:38.960 you will get a follow-up email that will share this long government url there for the webinar archive. 00:56:38.960 --> 00:56:43.839 It takes our team about a week a little bit more to get our archive materials online. 00:56:43.839 --> 00:56:50.120 Of course, you can always email the sanctuary.education@noaa.gov for any questions or 00:56:50.120 --> 00:56:52.140 information that you're lacking. 00:56:52.640 --> 00:56:58.600 I did want to let every attendee for today's webinar know that you will get a certificate of attendance. 00:56:58.600 --> 00:57:02.520 This is just an example from earlier this year. 00:57:02.520 --> 00:57:06.820 The certificate of attendance gives you one contact hour of professional development. 00:57:06.820 --> 00:57:09.820 And for those that end up watching the webinar archive, 00:57:09.820 --> 00:57:12.700 if you've gotten to this point in today's video, 00:57:12.700 --> 00:57:16.220 then you're welcome to email that sanctuary.education@noaa.gov 00:57:16.220 --> 00:57:19.760 to request a copy of this certificate of attendance. 00:57:20.320 --> 00:57:24.080 So we do have a couple of live events coming up in our series. 00:57:24.080 --> 00:57:29.200 On august 20th, we'll have a guest presenter from the Big Island of Hawaii, 00:57:29.200 --> 00:57:32.880 Christian Wong, from the Hawaii Science and Technology Museum. 00:57:32.880 --> 00:57:36.720 He's going to be talking about unleashing the innovator in every child, 00:57:36.720 --> 00:57:42.900 which is about community robotics and mentoring the next generation of science and engineering leaders. 00:57:43.200 --> 00:57:47.120 So a link will be in a follow-up email when you get your certificate of attendance. 00:57:47.120 --> 00:57:51.660 You can then click on the webinar series to sign up for that. 00:57:52.140 --> 00:57:56.040 And then we have one of our live interactions that we do with our partner, 00:57:56.040 --> 00:57:58.160 Exploring by the Seat of Your Pants. 00:57:58.160 --> 00:58:00.680 These are generally for student audiences, 00:58:00.680 --> 00:58:05.660 I mean all kinds of people present but they're more student-driven, live interactions. 00:58:05.660 --> 00:58:11.700 This will be learning more about the wonders of the Florida Keys National Marine Sanctuary, 00:58:11.700 --> 00:58:13.000 if that's of interest. 00:58:13.900 --> 00:58:18.440 And I should also let you know that we have a four question survey 00:58:18.440 --> 00:58:22.160 that pops up immediately when you log out of the go to webinar. 00:58:22.160 --> 00:58:26.080 It literally takes a minute, maybe a minute and a half, to respond to those questions. 00:58:26.080 --> 00:58:31.700 We take that data that you provide us and help us evaluate our program 00:58:31.700 --> 00:58:35.380 and help us determine what topics to address next. 00:58:35.380 --> 00:58:37.440 So please take a few minutes to do that. 00:58:37.440 --> 00:58:42.160 If you're a formal or informal educator and you haven't already done the larger NOAA 00:58:42.160 --> 00:58:44.580 multimedia and distance learning survey, 00:58:44.580 --> 00:58:47.940 this one will take you possibly, you know, eight to ten minutes. 00:58:47.940 --> 00:58:52.140 The link for it is in the survey that follows our webinars. 00:58:52.140 --> 00:58:57.300 So we want you. If you haven't already put your feedback in NOAA the large noaa wants to know 00:58:57.300 --> 00:59:02.900 what kind of multimedia videos and resources and learning materials you're interested in 00:59:02.900 --> 00:59:03.840 for your students. 00:59:03.840 --> 00:59:07.500 What kind of distance learning programs and platforms work best for you. 00:59:07.500 --> 00:59:12.060 So we're trying to hear from you our audience to better address your needs. 00:59:12.860 --> 00:59:16.799 So with that, I will thank everyone for your participation today. 00:59:16.800 --> 00:59:20.840 We greatly appreciate it and this concludes today's webinar. 00:59:21.400 --> 00:59:22.220 Thank you very much.