animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Before setting out to explore what's living within the Bering Sea's annual sea ice, scientists need to understand the sea ice itself. The first important step is to understand how sea ice forms. When we think of the world’s oceans, we usually imagine large bodies of blue-green salt water. However, in the polar regions of our planet, conditions can be so cold that the surface of the ocean freezes. This happens when cool air temperatures and wind combine to chill the top layer of seawater to less than 28.8°F (-1.8°C). Take a look at the videos below to learn more about how sea ice forms and how it fits into the Bering Sea ecosystem: VIDEO: THE SCIENCE OF SEA ICE This video explains how sea ice differs from ice formed on fresh water lakes and describes why sea ice is an important part of the Bering Sea ecosystem. (1:55) Video Transcript Salt water and fresh water have very different physical properties.  You may have noticed one example of this already- seawater freezes at a cooler temperature.    This is because of the dissolved salt that makes sea water salty. When ocean water freezes, only the fresh water forms ice crystals leaving the salts behind in concertrated liquid droplets called brine. As the water continues to freeze, the brine droplets grow and accumulate to form tiny passageways called brine channels. So instead of being solid like an ice cube, sea ice is laced with these little brine channels that are filled with extremely salty water.  Because sea water freezes at a lower temperature than fresh water, sea ice can only exist in very cold locations.  The National Snow and Ice Data Center estimates that only about “15% of the world’s oceans are covered by sea ice during part of the year”.  Most of this sea ice is in the Arctic Ocean and the Southern Ocean surrounding Antarctica.  Some areas of the ocean are covered with sea ice all year, while in other areas sea ice is only present during the coldest months of the winter. The Bering Sea is an example of a region that only has sea ice during part of the year.  Arctic sea ice begins to grow in September, extending South into the Bering Sea as the winter continues.  The maximum sea ice extent is in March, and in the spring ice begins to melt away.  Plants, wildlife and humans all rely on the timing of the Spring sea ice melt. For plants, melting ice means access to light for photosynthesis.  For animals and humans it means access to the food resources they depend on.  Scientists expect that changes in the timing and extent of sea ice cover in the Bering Sea may impact the whole ecosystem. Brine channels inside the sea ice provide a unique habitat for ice algae. When sea ice melts in the spring, this algae is released into the water below. In areas like the Bering Sea, where sea ice is not always present, the spring sea ice melt is an important annual event for the ecosystem. VIDEO: SEA ICE ALGAE THROUGH THE SEASONS This animation illustrates how sea ice algae in the Bering Sea varies through the seasons. (0:55) To help them describe different parts of the ocean from the top down, scientists divide it into zones based on types of habitats. In the Bering Sea, three habitat zones exist: the sympagic, the pelagic and the benthic. Dr. Gradinger and his team believe that, in the spring, plants and animals in the sympagic, pelagic and benthic zones are all impacted by sea ice.  What they want to better understand is exactly how these species are impacted, by learning how they fit together in the food web. Understanding what life is like in different areas of the Bering Sea ecosystem during the springtime helps Dr. Gradinger and his team begin to predict how the ecosystem might respond if Arctic sea ice coverage continues to recede.  The research team's curiosity with this previously understudied ecosystem led to the development of specific research questions and a project proposal that took them out on the ice!       WHO IS STUDYING SEA ICE?   POLAR (adj)- Describing the area of the Earth's surface around the North and South poles.   BRINE (n)- very salty water   PELAGIC (adj)- in the open ocean environment   BENTHIC (adj)- in the sea floor environment   SYMPAGIC (adj)- in the ice environment   PRIMARY CONSUMER (n)- an animal that feeds on plants; an herbivore   LARVAL STAGE (n)- a juvenile stage many animals go through before they grow into adults  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         At the northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea.  Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years.  This cold maritime environment is home to a huge diversity of life. From migrating whales to clams, seabirds, seals and fish, organisms in the Bering Sea have evolved to make up one of the world’s most unique ecosystems.  The Bering Sea’s high northern latitude means nearly continuous daylight throughout the summer months.  In contrast, the winters are long and dark. Winter conditions are so harsh that the surface of the ocean, over much of the Bering Sea, freezes.  Organisms living in this region have had to adapt to these challenging, extreme, and changeable polar conditions. VIDEO: INTRODUCTION TO THE BERING SEA Discover why the Bering Sea is important to people in Alaska and around the world (1:50) Video Transcript Despite its remoteness, the coastline of the Bering Sea is home to many Alaskans. There are no roads connecting these remote communities to Alaska’s larger cities, so people living along the coast rely on the ocean to sustain their way of life. Subsistence hunting and fishing of marine animals has traditionally been an important source of food, material for clothing, fuel and culture for many people living in these villages. Successful harvest of these marine resources requires an understanding of the Bering Sea ecosystem including the ability to predict how weather and species distribution vary throughout the year. However, it isn’t only people who live beside the Bering Sea who are affected by it. Even if you’ve never heard of the Bering Sea, chances are it’s had an impact on your life. If you’ve ever eaten fish sticks or tried ‘artificial’ crab meat, you were probably eating Pollock. Pollock is a species of cod that live in the Bering Sea. These fish make up the largest single species fishery in the United States. On average two billion pounds of Pollock are harvested in Alaska every year (that’s equal to about 100 times the weight of the Eiffel Tower in Paris). The Pollock fishery in Alaska is worth about three hundred million dollars a year, making it an important part of our state and national economy. So whether you live beside Alaska’s coast, or thousands of miles from it, the Bering Sea is worth caring about. It’s home to unique animals and dynamic people. It provides American jobs and is a source of food, insight and inspiration. Recently, people living in coastal areas, companies exploring and building along the coast, and researchers with an eye on the Bering Sea have observed significant and measureable changes. Sea ice has been arriving later in the winter.  Animals are migrating farther north and the distribution of species is changing.  Some animal populations are growing quickly, while others seem to be in decline. These changes directly impact everyone who relies on the Bering Sea.  They make it harder for local communities to support their food and infrastructure needs, and harder for companies to plan on the expected ice or weather conditions two years down the road.   VIDEO: ARCTIC MELT IN ACTION This NOAA visualization illustrates how sea ice cover in the Arctic changes annually across the seasons. Compare 2012's record melt season to the historic (1979-2000) median. (0:34) Changes in the Bering Sea won’t just affect people and their activities; they may also impact the balance of the marine ecosystem. This has scientists concerned. They realize that before we can make predictions about what these changes may mean for this important marine ecosystem, we need to learn more about the area as it is now. Dr. Rolf Gradinger and his colleagues at the University of Alaska Fairbanks are one group of researchers working to better understand the Bering Sea. Observations they've made have sparked scientific questions and inspired futher research about the Bering Sea food web.  VIDEO: INTRODUCTION TO THE RESEARCH PROJECT Dr. Rolf Gradinger explains why the team is interested in studying the Bering Sea ecosystem. (1:30) Video Transcript "My name is Rolf Gradinger. I'm a faculty member at the School of Fisheries and Oceans Sciences (at UAF). I have a research interest in Arctic Ecology and I've been doing this now for quite a while. "Since 2008 I worked in the Bering Sea in spring. The Bering Sea is very unique, it's a unique ocean because it's part of the Arctic system. The Bering Ecosystem is very rich in a lot of marine resources, there are lots of fish living in the Bering Sea like Pollock, and most of the US fisheries are actually happening in the Bering Sea. In addition to that you will find lots of marine mammals and seabirds in the Bering Sea. And a lot of people living in that region, like native populations on Saint Lawrence Island or on the Alaskan coastline rely on marine resources. "Now the big question is, which you might have heard, that ice conditions in the Arctic are changing. Summer sea ice is disappearing, ice melts happen much sooner, so there is a tremendous change in the Arctic. "The question is, what does it all mean to the ecosystem if ice conditions change? For really addressing that question you need to know what lives with the ice. You know about the Polar bears and the seals living on the ice, but there's actually little critters that live within the ice, and they grow within the ice, and they only exist within the ice. Our part was to learn as much as possible about the spring biology, in association with ice in the Bering Sea." Dr. Rolf Gradinger and his team know that among the many species of plant and animal life living with the sea ice are marine plants called algae. The team wants to better understand the role that this sea ice algae plays in the entire Bering Sea food web during the spring. Dr. Gradinger knows that to accurately hypothesize the importance of this algae bloom, the researchers will need to study the science of sea ice as well as discover what types of living things make their homes throughout the sea ice ecosystem.        WHO IS STUDYING SEA ICE?   FISHERY (n)- an area where fish are caught   MIGRATE (v)- to move seasonally from one area to another   ORGANISM (n)- an individual life form   ECOSYSTEM (n)- a community of interacting living organisms and their physical environment   LATITUDE (n)- a measure of the distance north or south of the equator, expressed in degrees   SUBSISTENCE (n)- a style of living where a person relies on the local environment for survival   DISTRIBUTION (n)- the way something is spread over an area   ALGAE (n)- any aquatic plant or plant-like organism (seaweed)    

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         MEET DR. BODIL BLUHM MARINE BIOLOGIST AND RESEARCH ASSOCIATE PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS WHAT SHE STUDIES: -Marine invertebrates -Sea ice & benthic ecology EDUCATION: B.A. Biology M.S. Zoology Ph.D. Marine Biology ONE COOL EXPERIENCE WHEN WORKING IN THE ARCTIC WAS... "We were trying to trawl for bottom fauna, at like 10,000 feet, in ice (in the Arctic deep sea). We deployed an ROV and deep sea cameras and we were sitting on the ship, and live-seeing what was on the sea floor, creeping around there." Dr. Bodil Bluhm describes what she likes best about Arctic marine research. (1:00) Video Transcript   I think the two things I like best are the interactions with people, and that's both with the fellow scientists from all over the place as well as with outreach activities, just talking to my five year old and her preschool group- the other day they had this ocean topic and I brought my dive gear, and they get all excited- so that's one part I really like, the interaction with people. Also on the international level, with the Arctic being the Arctic there's a lot of countries all around it, and we really have contacts to all of them. The other thing I really like is the study area itself. It has so many challenges, and it is under pressure from all these different activities- including climate change, and oil and gas and so on- but it just keeps being an interesting area to me to study. So those are the two things that really keep me excited about the work.   WHO IS STUDYING SEA ICE?  

    animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         MEET DR. KATRIN IKEN MARINE BIOLOGIST AND PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS WHAT SHE STUDIES: -Foodweb interactions -Marine plants and invertebrates         ONE CHALLENGE OF WORKING IN THE ARCTIC IS... "You have to be prepared to be cold, because you can only put on so many clothes." Dr. Katrin Iken describes how her work as a scientific diver gives her special insight into her study of marine ecosystems. (1:00) Video Transcript   I am a scientific diver, and I love doing it.  Not just for the adventure but really for the reason that it gives me a completely different appreciation of how things look under water.  It is much easier for me to understand, sort of how organisms live together and how they work together if I can actually see them in their natural environment.  It’s very different to see them there than for instance to have a big bottom trawl bring up organisms and you look at a big pile of them, but they are all just jumbled together and you don’t know anymore how they were actually distributed; especially sort of in relation to each other, in relation to certain habitat features such as rocks or sediment or elevation under water or depressions in the sea floor you know, all these kind of things.  So I think it gives us as researchers a different insight to be able to actually see how it is under  the water.     WHO IS STUDYING SEA ICE?  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         MEET MARTIN SCHUSTER UAF GRADUATE WITH AN MS DEGREE IN MARINE BIOLOGY AND PAST RESEARCH TECHNICIAN AT THE UNIVERSITY OF ALASKA FAIRBANKS WHAT HE STUDIES: -Kelp forest ecology -Scientific diving EDUCATION: B.S. Biological Sciences M.S. Marine Biology   THE BEST WAY TO GET STARTED IN THE SCIENCE FIELD IS... "to volunteer. You have to make your interests known to people... The people who ask questions, that's what highlights you as someone who (gets into grad school)." Martin talks about how he got involved with marine research and scientific diving at the University of Alaska Fairbanks. (01:15) Video Transcript   I was just sort of taking biology classes until I stumbled upon this poster that said ‘Scientific Diving here at UAF’ and I thought, ‘well, why the heck not’ and it looked pretty cool.  I was looking for a change, so I took that class with Dr. Conar and it really changed my life in a lot of ways.  After I put on that dry suit and got under the water, I really realized the amazing diversity of life we have here in these super cold waters.  It was hard for me to imagine before because I’d never stuck my face into the water before.  Just seeing a kelp forest for the first time and all the amazing plant and invertebrate life in there really made me realize that this was a thing that I could do.  So after that I took the class again, and then I took it again, and then I ended up joining Brenda’s lab, and becoming a scientific diver for her.  Then eventually became a grad student, which has led me to a lot of other cool fieldwork that’s not diving related as well, including this icebreaker expedition that I went on with Rolf.      WHO IS STUDYING SEA ICE?  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         MEET DR. ROLF GRADINGER SEA ICE SCIENTIST AND PROFESSOR AT THE UNIVERSITY OF ALASKA FAIRBANKS WHAT HE STUDIES: -Sea ice & polar ecology -Microbiology EDUCATION: M.S. Marine Biology Ph.D. Marine Science   ONE OF THE MOST INTERESTING THINGS ABOUT WORKING IN THE ARCTIC IS... "It's like a little bit of exploration. You go there, nobody has been there before. We were the first people walking on that ice and taking samples. That's very exciting!" Dr. Rolf Gradinger describes what he loves about working in the Arctic. (0:45) Video Transcript   What keeps me going is that I'm fascinated with the Arctic. You know, I did my first Arctic cruise in 1984 and I can't get enough. What always amazes me when we do these kinds of trips, is the beauty of the landscape. During the transit sometimes you see Orcas or you see Bowhead whales, and you have this beautiful coastline. And personally, I love the ice, the different shapes of ice. Like a sunset in an ice covered water, I would do a lot of things to see that again. I have to admit this, it's just stunningly beautiful. Each time it's a wonderful experience, and I just love to learn. That's the other part, I'm always curious and I love to learn, and I feel pretty priviledged that I can do this as my profession.       WHO IS STUDYING SEA ICE?  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Many factors needed to be considered as Dr. Gradinger and his team planned their research. In addition to having the necessary sampling equipment, it was important that they time the research trips so they would be collecting samples during the spring sea ice melt season.  If they traveled too early, their measurements might underestimate the importance of ice algae. If they traveled too late, the ice would all have melted and there would be no ice algae for them to measure.  The team chose research sites in the eastern Bering Sea because it is a very productive region of water. Picking the research area was only the beginning. Next, they had to select the right tools to help them answer their research questions. Navigate through the images below to learn how each tool helped the team answer their research questions: With many samples to collect at every study site, a researcher's job is never dull. Can you imagine what daily life would be like on a 400-foot long ship floating in the middle of the Bering Sea?       WHO IS STUDYING SEA ICE?   MELT SEASON (n)- the time of the year when melting occurs   PRODUCTIVE (adj)- being rich in resources; in this case, with valuable resources like fish   PROPEL (v)- to push or move in a particular direction   WATER COLUMN (n)- the area of water between the surface and the sea floor   ALGAL GROWTH (n)- the process of algae growing   ROV (n)- a remotely-operated vehicle  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Designing a research project takes a lot of careful thought. Before scientists can be awarded funds to begin their project, they must design a detailed proposal explaining what they hope to learn with their study. This process begins with a scientific question and expands to include what the scientists expect to find, also known as a hypothesis. VIDEO: RESEARCH QUESTIONS Dr. Katrin Iken outlines the team's research questions for the sea ice project. (1:45) Video Transcript "My name is Katrin Iken, and I am a faculty member here in the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks, and my specialty as a faculty member is in Marine Biology. "A big question in this project is- what is the significance of the sea ice for the (eco)system, and what would it mean if sea ice were to go away if climate becomes warmer, so we need to understand what happens, how organisms react to this. My specific role was to look at loss of sea ice in terms of how important is that sea ice for the food web. "What I like about the benthic environment in a way is that it stays where it is. They don't move a whole lot. The conditions around it might change, but the organisms themselves actually stay in place. If you are a worm sitting in the mud, then you are sitting in that mud, you're not moving around a whole lot. Even if they move they often move over very small areas. That's very different than water column organisms that get just swept away with currents. "So if I am interested in how do conditions in a certain region change over time, again we are investigating quite a bit of climate change related scenarios, then having something that stays in place and is exposed to changing conditions, you can actually look at how changes are reflected in those organisms." Scientists hypothesize that the algae that grows on sea ice is an important food source for primary consumers living in the pelagic and benthic zones. They are concerned that, as ice conditions change as result of changing climate, it will affect the species that rely on this ice algae. The problem is, little data had been collected in the past, so not much was known about how much ice algae grows in the Bering Sea in spring or which species of animals were eating it. During the spring of 2008, 2009 and 2010, Dr. Gradinger and his colleagues completed field work in the eastern Bering Sea in an effort to answer these questions with financial support from the National Science Foundation (award 0732767). In order to test their hypotheses, Dr. Iken and the other scientists had to develop a plan. How would they get to the Bering Sea?  What tools would they use to sample and study the ice and the ice algae?  How would they discover which species were dependent on sea ice and how the food web fit together?  All of these challenges had to be carefully considered before the team even traveled to the field. After all, once you’re out in the middle of the Bering Sea, there’s no going back for something you forgot!         WHO IS STUDYING SEA ICE?   PROPOSAL (n)- a plan put forward for consideration; in this case, a science project   HYPOTHESIS (n)- a proposed explanation to a question that must be tested   FOOD WEB (n)- all the interconnected food chains in an ecosystem   DATA (n)- factual information    

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Three years of spring sampling trips resulted in thousands upon thousands of data samples. Back at the University of Alaska Fairbanks, the scientists resettle into their lab. Now with all their samples in front of them, they work to draw meaning from these snippets of information. It's like putting together a puzzle, but this one will take years to finish! Dr. Rolf Gradinger quickly discovered that there was a huge amount of ice algae production happening in the Bering Sea, even more than the team had hypothesized! Dr. Gradinger found that as much as 50% of all the algae growing in the Bering Sea in spring was growing with the sea ice. Armed with this knowledge, Dr. Bluhm and Dr. Iken set to work decoding the food web. First, they wanted to figure out which animals in the Bering Sea feed directly on ice algae. The two scientists are especially interested in animals that feed directly on the sea ice, because changes in the food available for these species will impact animals all the way up the food chain. To study the diet of these primary consumers they used a process called stable isotope analysis. VIDEO: BUILDING A FOODWEB USING STABLE ISOTOPES Learn about how researchers can piece together the marine food web by looking at muscle tissue (1:35) Video Transcript You might have heard the saying before, "you are what you eat". It turns out it's true! Certain chemicals from the foods we eat stay inside our body's tissue long after the food has been digested. Because different foods have different chemicals in them, each type of food has its own chemical signature, it's kind of like a fingerprint. Scientists can look at these signatures inside an animals tissues to see what kinds of food the animal has been eating. The chemicals that scientists look for are called stable isotopes.   In marine ecosystems like the Bering Sea, scientists use this technique to figure out which animals are eating certain types of algae. Imagine you're a clam. You live in the silty sediments at the bottom of the Bering Sea. In the springtime you eat 10 units of food in a day. Of these ten units, eight are of sea ice algae and two are from phytoplankton from the pelagic zone. You go along like this, every day eating eight units of sea ice algae and two units of phytoplankton, until one day.... SCOOP... you end up in our researchers sediment grab sampler. You're hauled up to the surface and taken to the laboratory where a sample of your muscle tissue is removed and tested for stable isotope signatures. The scientists recognize the signature of the stable isotopes from the algae you ate, so they can tell that the ice algae was an important part of your diet. This same techique can be used on animals higher up the food chain. Even the walrus who ate the clam who ate the sea ice algae will have muscle tissue with the sea ice algae's special signature. With the help of stable isotope analysis, the pieces begin falling into place. Dr. Bluhm and Dr. Iken are able to connect primary consumers to the ice algae they ate using their muscle tissue. The food chain doesn't stop there! These primary consumers can be connected to secondary consumers, who can be connected to one of the ecosystem's top predators: the polar bear. Suddenly, scientists are able to show that sea ice isn't just important to a few species; it connects animals throughout the food web! Navigate through the food web below to see what scientists have learned about how arctic organisms are interconnected: The evidence collected as part of this project clearly supports the team's hypothesis that sea ice is an important food source for pelagic and benthic Bering Sea communities during the springtime. The question now is: What will it mean for marine life as sea ice conditions in the Bering Sea continue to change? Scientists aren't sure yet, but they know that research projects like this one are important because they will provide baseline information which will help the science community quantify ecosystem changes over time.       WHO IS STUDYING SEA ICE?   ISOTOPES (n)- different forms of the same chemical   INTERCONNECTED (adj)- connected with each other   CLIMATE (n)- the general weather conditions in an area over a long period of time   BASELINE (n)- a starting value that is used for comparison to future values   QUANTIFY (v)- to assign a quantity to something              

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         WELCOME TEACHERS! The Alaska SeaLife Center and COSEE-Alaska are excited to present the second in a series of virtual field trips. Meltdown is a virtual field trip (VFT) designed to immerse students in the important field of polar research as they learn about how a changing climate is impacting sea ice ecosystems in the Arctic. Educators and scientists from across Alaska have teamed up to bring you this new and innovative teaching tool. Meltdown takes students on an Arctic expedition where they'll connect with researchers studying the marine foodweb in the Bering Sea. Throughout this exploration, students will watch videos, examine images, and piece together foodwebs as they follow Dr. Rolf Gradinger and his team of real-life scientists out onto the ice. OVERVIEW FOR TEACHERS This VFT can be used in a number of ways. Teachers may facilitate a structured experience using the curriculum supplements included on this page. Alternatively, individuals may choose to navigate through the pages on their own, learning about sea ice ecosystems and why changes in arctic climate have scientists concerned. Self-guided exploration can be completed in about an hour.  GRADE LEVEL: 5th-8th TIME NEEDED:  One to eight 1-hour class periods (teachers may choose to use all or some of the supplementary lessons- see teachers guide for details). NUTSHELL: Students will learn about the role of sea ice in the Arctic ecosystem while studying the Bering Sea food web. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: - Illustrate how changes in the population of one species may affect population dynamics throughout a food web. - Differentiate between the physical properties of sea ice and freshwater ice and justify the reason for these differences. - Describe the conditions necessary for sea ice algae to grow and explain the role of sea ice algae to the Bering Sea in spring. BACKGROUND: At the Northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years. Now your students can join in the process of discovery as they accompany modern-day explorers onto the ice! In this virtual field trip, students will meet Dr. Rolf Gradinger, a Sea Ice Biologist conducting research in the Bering Sea. They will follow his research team into the field as they work to answer the question 'What does sea ice mean to the Bering Sea ecosystem?' and 'What would it mean if arctic sea ice were to disappear as a result of climate change?' Their quest for answers leads the researchers to look under the ice, where they'll investigate the role of sea ice algae (tiny marine plants that grow on the bottom surface of sea ice during the spring) in the spring Bering Sea foodweb. As your class navigates through this field trip they'll be introduced to the process of science: from initial questions, through development of hypotheses, data collection and, finally, data analysis. Watch as an unfamiliar world unfolds, revealing a complex spring foodweb all stemming from the sea ice algae. The research of Drs. Rolf Gradinger, Katrin Iken and Bodil Bluhm inspired this virtual field trip. Join us as we explore how climate change may impact one of the world's most productive marine ecosystems, the Bering Sea. We also recommend listening to Encounters Radio: Ice Algae, a recorded interview in which host Elizabeth Arnold interviews Rolf Gradinger about this research project. (10 minutes) TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: - Internet access, video-streaming capabilities - Access to Meltdown the virtual field trip - Projection system (with audio) to display VFT content or a computer lab (with headphones) - Teacher's guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A COPY OF ALL MATERIALS ON CD BY EMAIL: education@alaskasealife.org SPECIAL NOTES FOR TEACHERS: Guide to State & National Standards addressed in this field trip (Click to download .pdf) Using Curriculum Supplements We encourage teachers to read through all Curriculum Supplements before beginning Meltdown with your students.  Some projects, like the invertebrate research project, will be completed over the course of several sections.  Videos and weblinks Many sections of Meltdown include embedded videos and weblinks.  All weblinks require internet access.  In the CD version of the virtual field trip, all videos will play without internet, unless noted.  In the online version of Meltdown, all videos will stream from YouTube.  Each video is less than 3 minutes long (exact durations can be found in the description below each video).  Video transcripts are available for each video and can be accessed by clicking the ‘Video Transcript’ button below each clip.  Vocabulary Important vocabulary terms are included in the VOCABULARY box in the lower right-hand corner of each section.  A complete glossary of terms is included as a .pdf in the FOR TEACHERS section.  Age appropriateness This virtual field trip is designed to meet Alaska state and National science content standards for students in grades 5-8.  We understand that students in grades 5-8 may display a variety of skill sets and reading levels, therefore this grade distinction is designed only as a guideline.  The scientific process discussed in this virtual field trip is appropriate for and may be enjoyed by older students as well.  Older students may progress through this virtual field trip at a faster rate than that outlined above.  ADDITIONAL RESOURCES: Resources for Invertebrate Research Project: OCEANUS: Arctic Ecosystem Interactive Arctic Ocean Diversity Project: Species Info ARKive: Marine Invertebrates Info General information about Sea Ice: National Snow and Ice Data Center NASA Earth Observatory: Sea Ice International Polar Year: Sea Ice Fact Sheet Resources highlighting Bering Sea & Arctic Ocean research and education: BEST-BSIERP-Bering Sea Project Bering Sea Project: Profile on Sea Ice Arctic Ocean Diversity Project Education Resources Related to Climate Change: NOAA Education Resources: Climate Change Impacts Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the MELTDOWN virtual field trip. Teachers Guide.pdf Introduction_Activities.pdf Background_Activities.pdf Questions_Activities.pdf Plan_Activities.pdf Action_Activities.pdf Results_Activities.pdf Glossary.pdf        

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         NO MATTER WHERE YOU LIVE, YOU CAN DO YOUR PART TO HELP CARE FOR THE BERING SEA! Since changes to the Bering Sea food web will directly impact people around the world, it's everyone's responsibility to do our part to care for the ocean. You might feel like there's not much you can do to preserve the health of clams and copepods in the Bering Sea, but in fact you CAN help! Here are ideas of positive things you can do: Educate yourself about how humans are impacting climate in the Arctic and around the globe. Do your part to help lessen our impact: Learn about your carbon footprint and about what earth-friendly actions you can take in your everyday life. Then, take the pledge. Let us know: What's one thing you'll do to help care for the ocean? Coming Soon: Ocean Ally Quiz! Find out how things you already do every day help the ocean.     WHO IS STUDYING SEA ICE?  

Seward, Alaska (May 5, 2017) – The Alaska SeaLife Center (ASLC) is inviting visitors to see wildlife response and rehabilitation in action. A tiny sea otter pup is now receiving 24-hour care in the Center’s “I.Sea.U” area where members of the public may observe the pup being cared for by animal care specialists. Estimated to be three weeks old when it was admitted to ASLC’s Wildlife Response and Rehabilitation Program on March 18, staff say the pup is progressing well. “This little otter pup shows every indication of thriving under our care,” said Dr. Kathy Woodie, staff veterinarian at the Alaska SeaLife Center. “He is eager to groom himself, is turning himself over in the water and has learned to dive.”   Young otters are entirely dependent on their mothers for up to nine months. Admitting these young patients to the Center’s Wildlife Response and Rehabilitation Program means standing in for otter moms to provide constant care for the duration, teaching them all the life skills they need to survive. Good grooming to maintain a healthy coat is particularly critical to otter health. Initially the Center’s staff worked to rehydrate the pup, get him started on otter pup formula and administer around-the-clock supportive care. The pup has continued to hit expected developmental milestones including weight gain. Soft foods like clam have been integrated into his diet. He is experiencing typical pup teething and associated sore gums. His coat and overall body condition are currently very good. The otter pup is the second of two marine mammals to be admitted to the Center since early March. Responders say they are watching this season carefully to see if the new trend in strandings continues resulting in year-round concern for an issue that had been predominantly seasonal prior to 2015. “Over the past two years, we have experienced a significant increase in total calls to our wildlife response hotline and in cases requiring action from our team,” said Tara Riemer, ASLC President and CEO. The Alaska SeaLife Center, a non-profit 501(c)(3) organization, is the only permitted marine mammal wildlife response and rehabilitation entity in Alaska. Over 80% of the funding for the Center’s wildlife response program comes from charitable contributions. “We especially thank individual Alaskans all across the state, our visitors and corporate sponsors at BP Alaska, ConocoPhillips, PetZoo and GCI for their generous contributions to the Center in support of wildlife rescue,” said Riemer.   The Alaska SeaLife Center operates a 24-hour hotline for the public to report stranded marine mammals or birds, and encourages people who have found a stranded or sick marine animal to avoid touching or approaching the animal. Call first! 1-888-774-SEAL.   High resolution photos available from media@alaskasealife.org; 907-422-7075.   About the Alaska SeaLife Center: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook.              

Seward, Alaska (September, 28 2017) – A male sea otter pup rescued from Kasilof Beach was admitted to the Alaska SeaLife Center on Thursday, September 7th. The lone pup was observed on the shore covered in sand. With the support of local residents, ASLC’s Wildlife Response Team responded. Upon approval from U.S. Fish and Wildlife Service, the pup was transported to the Center where he was examined by ASLC veterinarians. “Thankfully this weakened pup appeared to be suffering from dehydration and malnutrition and not from a severe physical trauma,” said Dr. Kathy Woodie, staff veterinarian. Estimated at two months of age, the pup is progressing well under ASLC’s 24 hour care. According to Lisa Hartman, Husbandry Manager, “He’s improving, but his condition is guarded. We are cautiously optimistic with his improvement. The first weeks after admittance to the Center are always the most critical.” Taking care of a sea otter pup this young is labor intensive as in the wild they normally remain dependent on their mothers for care and knowledge until six to nine months. ASLC’s Wildlife Response Team steps into the role of mother to teach grooming skills and feed him every three hours. Savannah Costner, an Animal Care Specialist explains, “Grooming is an essential skill for sea otter survival. Here at ASLC, the grooming process from wet to dry takes about one and a half to two hours. We separate the thick fur with combs to find wet spots and use towels and hair dryers, set on cool, to dry him out.” While the pup is currently out of public view, he is expected to soon be moved to the I.Sea.U where he will be visible to visitors of the Center. ASLC President and CEO Tara Riemer explains, “We have no federal or state funding to care for sea otters, and we rely on donations to keep this program going. During Sea Otter Awareness Week, we especially thank individual Alaskans all around the state as well as our corporate partners - BP, ConocoPhillips, SeaWorld & Busch Gardens Conservation Fund, and PetZoo Alaska - for their generous con­tributions to the Center in support of wildlife rescue.” The Alaska SeaLife Center is the only permitted marine mammal rehabilitation center in Alaska, responding to wildlife such as seals, walrus, and sea otters year round. The Center’s Wildlife Response Program responds to sea otters with the au­thorization of U.S. Fish and Wildlife Service. The Alaska SeaLife Center operates a 24-hour hotline for the public to report stranded marine animals, and encourages people who have found a stranded or sick marine animal to avoid touching or approach­ing the animal.Call first! 1-888-774-SEAL.

Veterinarians at ASLC express concern heading into 2016 stranding season Seward, Alaska (March 14, 2016) - Veterinarians at the Alaska SeaLife Center (ASLC) say there is every indication that 2016 will be another record year for their Wildlife Response Program following admission of two sea otter pups in the past month.   Already this year the non-profit organization, which is the only permitted marine mammal wildlife rehabilitation entity in Alaska, has recorded 80 reports alone involving otters, and that is before the summer stranding season has even begun. That number compares with a total 300 otters reported to the Center in 2015, 116 of which became cases the Center was directly involved in, peaking last September at a rate 16 times higher than for the same period in 2014.   Otter EL1620 was received into the Center from Cordova on March 7, following on the heels of otter EL1616, a pup stranded in the Kachemak Bay area. While sea otter EL1620 was observed to be a healthy size and weight, its stranding location and other factors raised concerns for the ASLC Wildlife Response Team who ultimately determined to admit EL1620. Pup EL1616 was observed in waters off Homer, appearing malnourished with other signs of stranding and an imminent threat of killer whales surrounding the pup.   Sea otters under six months require 24-hour watch. Typically ASLC staff expect to be on 24/7 duty during the summer stranding season; however, over the past ten month period the ASLC Wildlife Response Team has been on the mandatory 24-hour watch continuously with the exception of 21 days.   According to ASLC veterinarian Carrie Goertz, there is a general increase across all causes of otter deaths and there are some indications that something new may be exacerbating the situation.   “It’s hard to say how much impact the uptick in algal blooms or the El Nino pattern is having,” says Goertz. “However, the feeling is that it must be having some impact which is distressing since both are expected to continue this year.”   Currently the ASLC has six sea otters in residence. With the beginning of the stranding season later this spring, staff fully anticipates the trend to continue.   The Alaska SeaLife Center is the only permanent marine rehabilitation center in Alaska, responding to wildlife such as seals, walrus and sea otters. The Center’s Wildlife Response Program responds to sea otters with the authorization of U.S. Fish and Wildlife Service. Once a sea otter is admitted to the Center, it is closely monitored by the veterinary and animal care staff at ASLC.   Alaska SeaLife Center President and CEO Tara Riemer explained, “We have no federal or state funding to care for sea otters, and we rely on donations to keep this program going. We especially thank individual Alaskans all around the state as well as Shell Exploration and Production and ConocoPhillips Alaska for their generous contributions to the Center in support of wildlife rescue and oil spill response readiness.”   The Alaska SeaLife Center operates a 24-hour hotline for the public to report stranded marine mammals or birds, and encourages people who have found a stranded or sick marine animal to avoid touching or approaching the animal. Call first! 1-888-774-SEAL.     About the ASLC   Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.   High resolution photos and full story available from media@alaskasealife.org; 907-224-6397.    

Bird fans assemble! Join members of our education and avian teams to get an up-close look at the amazing abilities that allow our seabirds to explore the ocean. Learn about the ASLC from the comfort of your own home!       For more info and to register: http://www.alaskasealife.org/virtualvisits Tuesday, December 15 - 3:00pm Episode 3: Caring for our Super Seabirds Wednesday, December 16 - 11:00am Episode 3: Caring for our Super Seabirds Tuesday, January 12 - 3:00pm Episode 4: A Day in the Life of an ASLC Puffin Wednesday, January 13 - 11:00am Episode 4: A Day in the Life of an ASLC Puffin Tuesday, February 9 - 3:00pm Episode 5: Eider Natural History Wednesday, February 10 - 11:00am Episode 5: Eider Natural History

 

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for three beach cleanups in the month of July. ASLC staff will have educational resources so you can learn how to reduce your own plastic consumption, prizes, and more at the community beach cleanups!   Thursday, July 18, 2024; 5 - 7 p.m. Meet at the tent near Branson Pavilion Park No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!   Other beach clean-ups this month: Saturday, July 27, 2024; 12 - 2 p.m. Meet at the tent near Lowell Point Beach Wednesday, July 31, 2024; 5 - 7 p.m. Meet at the tent near the Seward culvert (Scheffler Creek Bridge).

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for three beach cleanups in the month of July. ASLC staff will have educational resources so you can learn how to reduce your own plastic consumption, prizes, and more at the community beach cleanups!   Saturday, July 27, 2024; 12 - 2 p.m. Meet at the tent near Lowell Point Beach No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!   Other beach clean-ups this month: Saturday, July 31, 2024; 12 - 2 p.m. Meet at the tent near the Seward culvert (Scheffler Creek Bridge)    

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for three beach cleanups in the month of July. ASLC staff will have educational resources so you can learn how to reduce your own plastic consumption, prizes, and more at the community beach cleanups!   Saturday, July 31, 2024; 12 - 2 p.m. Meet at the tent near the Seward culvert (Scheffler Creek Bridge) No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for two beach cleanups in the month of July. ASLC staff will have educational resources so you can learn how to reduce your own plastic consumption, prizes, and more at the community beach cleanups!   Friday, July 14, 2023 4-6 PM Meet at the tent near Branson Pavillion No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!   Other beach clean-ups this month: Saturday, July 22, 2022 9-11 AM Meet at the tent near the culvert (Scheffler Creek Bridge)

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for beach cleanups in the month of July. ASLC staff will have prizes and educational resources so you can learn how to reduce your own plastic consumption! Saturday, July 12, 2025; 10 a.m. - 12 p.m. Check in at Seward Culvert No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!   Other beach clean-ups this month: Monday, July 21, 2025; 5 - 7 p.m. Check in at Branson Pavilion

It’s Plastic Free July! Join the effort to reduce your single-use plastic and help keep plastic out of Resurrection Bay by joining fellow community members and the ASLC Staff for two beach cleanups in the month of July. ASLC staff will have educational resources so you can learn how to reduce your own plastic consumption, prizes, and more at the community beach cleanups!   Saturday, July 22, 2022 9-11 AM Meet at the tent near the culvert (Scheffler Creek Bridge)   No sign-up is required for participation. Guests under 18 must come with an adult or legal guardian. Gloves, trash bags, and hand sanitizing stations will be provided!   Other beach clean-ups this month: Friday, July 14, 2023 4-6 PM Meet at the tent near Branson Pavillion