Objectives 1 Look at plankton under microscopes and

Objectives: (1) Look at plankton under microscopes and practice scientific drawing. (2) Connect our knowledge and express your understanding of Harmful Algal Blooms. Please fill in the questions on your entrance slip.

Did we grow a bloom? - Nutrients Light + + Nutrients Light

What makes a algae bloom harmful? And how can we tell if a bloom is harmful or not?

Who are the harmful algae? Amnesic Shellfish Poisoning (Domoic Acid): The diatom Pseudo-nitzschia Image from: The Phytoplankton Encyclopaedia Project www. eoas. ubc. ca Image from: http: //cfb. unh. edu Amnesic shellfish poisoning (ASP): - Vomiting, abdominal cramps, diarrhea, headache, seizures, confusion, coma and, in some cases, death. - Some survivors were left with a permanent and profound memory disorder.

Who are the harmful algae? Paralytic Shellfish Poisoning (saxitoxins): Several dinoflagellates including Alexandrium, Gymnodinium and Pyrodinium during “red tide” blooms: Alexandrium Image from WHOI https: //www. whoi. edu/science/B/redtid e/species. html Image from: serc. carleton. edu https: //serc. carleton. edu/microbelife/topics/redtide/index. html Paralytic shellfish poisoning (PSP): - Numbness or tingling around the mouth that can spread to the neck and face. - Headache, abdominal pain, nausea, vomiting, diarrhea, weakness, dizziness, double vision, loss of coordination, vertigo, and/or a “floating” sensation. - Can result in death, but in most cases, recovery is rapid (1 -3 days)

Who are the harmful algae? Ciguatera fish poisoning (Ciguatoxin): The dinoflagellate Gambierdiscus spp Image from: Chinain et al. (2016). Update on ciguatera research in French Polynesia. SPC Fisheries Newsletter. Ciguatera fish poisoning (CFP): - 24 hrs: Nausea, vomiting, diarrhea, abdominal pain and/or neurologic symptoms. - There have been reports of progression to respiratory distress, coma and death. - Cold objects feeling hot and sometimes hot objects feeling cold.

Microscope Lab

Microscope Lab Plankton tow at Puget Sound (Carkeek park) Meadowbrook Pond, next to JAMS (not a plankton tow, just a scoop) Plankton tow at Portage Bay (UW Marine Science Building Dock)

Microscope Lab and Scientific Drawing

Hitchcock's The Birds https: //www. youtube. com/watch? v=Fe 3 c 7 Txx 0 Sc In the wee hours of the morning on August 18, 1961, the residents of Capitola, California were awakened by a surreal phenomenon: Thousands of crazed sooty shearwaters were flying erratically through the streets, disgorging bits of fish, and crash landing, kamikaze-like into street lamps and rooftops. A few brave souls ventured outside to investigate, but immediately retreated. The birds, upon seeing the light from their flashlights, flew directly toward them. The story was what front-page newslearned in the Santa Cruz Sentinel morning. “Residents about 3 a. m. Given we've about HABsbythis week, how […] canwere weawakened explainatthis todaybehavior? by a rain of birds, slamming against their homes, ” a bewildered reporter wrote. “Dead, and stunned sea birds littered the streets and roads in the foggy, early dawn. ” A few days later, famed filmmaker Alfred Hitchcock phoned the paper to request a copy of the article. He was researching a new thriller, based on a novel by Daphne du Maurier. Within two years, The Birds hit the silver screen, terrifying audiences across the nation with the story of crazed seabirds pelting the residents of a small, coastal town in northern California. From: The Dish on Science: The Birds Revisited

"The Birds" stomachs From Bargu et al "Mystery behind Hitchcock's birds". Nature Geosciences. 2011.

1. Split into six groups 2. As a group, draw a Conceptual Model What processes caused the 2015 closure of razor clam fisheries in WA? Things to think about? ● What ingredients do algae need to bloom? ● Where do these ingredients come from? ● What makes an algal bloom “harmful”? ● What is the fate of these harmful products?

Model Revision 3 min: By yourself to sketch out what you think your final model should look like 12 min: Then with your group, make your final model. While you're working as a group, each group will come up to the board and add something to our class model. Have one person in each group designated to be the 'reporter' in our final group discussion. Then: As a whole class we'll talk about the model on the board and you'll have a chance to add other missing pieces and ask questions.