Last week, the Richmond area received about five inches of rain, which helped to reduce the rainfall deficit in our area for the year. For the record, though, we’re still short by 4.9 inches of rainfall for the year.
During the weekend before remnants of Tropical Storm Nicole drenched the Richmond area, the county of Chesterfield had announced implementing mandatory water restrictions on September 28, 2010. For several weeks prior to the announcement of mandatory water restrictions, I witnessed homeowners with automatic sprinkling systems and golf courses in our area persistently irrigating their brown lawns as the water level in Lake Chesdin continually inched downwards to record low levels. Why do they do this?
To me, such behavior is not unlike that described in a 1968 journal article entitled “The Tragedy of the Commons” in the journal Science, December 13, 1968 by the late, renowned ecologist, Garrett Hardin. Using the concept of tragedy of the commons, we may view water as a common resource, which we pay very little for. Each of us wants to maximize the beauty of our lawns, our profits from golfers, etc. Each of us reasons that if I water a little extra to keep my lawn green, it won’t matter. We do this for our own self interest, without regard for the resource and end up doing harm to the common water supply and the rest of the water user groups as well. If all water users make this individual economic decision, then the water resource in common will be exhausted to the detriment to all.
So, in my infinite quest to do the ethically right thing and not harm others with my own actions, I used my truck to transport water in four 5-gallon plastic buckets from the James River to our home about two miles away to water our winter vegetable garden of Bloomsdale spinach, dwarf Siberian curly leaf kale, cilantro, and mustard greens. Fortunately for me, it started raining…I didn’t like adding additional CO2 into the atmosphere, and taking time away from family as I drove to and from the river.
As an aside, the availability of clean drinking water is at a crisis. About a year ago, the federal government predicted that within five years at least 36 states will experience water shortages as a result of climate change (rising temperatures and drought), population growth, urban sprawl and waste. Barry Nelson, senior policy analyst for the Natural Resources Defense Council (NRDC), summed up the change in philosophy that is upon us: “The last century was the century of water engineering. This century is going to have to be the century of water efficiency.”
Showing posts with label environment. Show all posts
Showing posts with label environment. Show all posts
Tuesday, October 12, 2010
Friday, August 20, 2010
The Age of Exploration and Discovery
During lunchtime the other day, I stopped by our Bayscapes demonstration garden in front of the Museum, to weed the Black-Eyed Susans. Bayscapes features native plants of Virginia that residents can use in their home landscaping which also improve water quality in the James River and Chesapeake Bay. After removing a handful of weeds, I looked up for a moment at the hundreds of flowers moving back and forth to rhythm of the wind, and was immediately transported back in time.
“Put your crayons away, and place your drawings underneath your desks. Now line up. We’re going outside to take a walk.”
It wasn’t recess time, so why were we going outside for a walk, I thought? Behind the school, my classmates and I walked in single file (more or less) following Mrs. Folkes, our first grade teacher, past the swing sets, the seesaws, the monkey bars, and across the dusty, red clay baseball field, and finally down to the edge of an open meadow adjacent to the forest woods.
Stopping at some Black-Eyed Susans hosting a couple of honeybees, Mrs. Folkes said,
“Look. What do you see?”
Without hesitation, Susan said “Two honeybees on a flower.”
“Right” said Mrs. Folkes. “What kind of flowers?”
Billy, who lived on a farm, said “Those are Black-Eyed Susans.”
“Correct. Very good, Billy. Now who can tell me what the bees are doing?”
Even though I didn’t know that particular flower, I knew what honeybees were, and what they were doing on the flowers. My dad had answered the same question when I saw some honeybees on the flowers of bean and tomato plants in his garden just two months earlier. And so, I raised my hand and said “They’re pollinating the flowers so fruits will form.”
“Very good’ said Mrs. Folkes, who reiterated the relationship between bees and flowers to the rest of the class.
As we walked, she stopped every couple of steps or so, and said “this is Queen Anne’s lace, this is an oak tree… this, an elm… here’s a maple… this is moss… look at that six-lined skink… there’s a Monarch butterfly, a bumble bee, carpenter bee, garden spider, broomsedge, and the like. “These grasses were here when the Native Americans lived here. You know, you can still find their arrowheads in the earth.”
Not only did she help us to identify all of these animals and plants, but related one or another to others, and to the history of the area. This was the beginning of a journey of exploration and discovery. Mrs. Folkes was empowering us to see, observe behaviors of insects, and to enjoy the great outdoor classroom. I was seeing and discovering for the first time the great fabric of life. The takeaway message for me that day was that I was an explorer, and could identify new species of plants and animals, things I had never seen before or had not noticed in my previous five years of life. Maybe I had, but they didn’t register with me then. But now, they did (thank you Piaget). And I couldn’t get enough.
Being raised in a traditional Greek family where history and stories are conveyed through either Greek or English language, but often in sentences beginning with Greek or English and ending with the alternate language, small children learn the stories of the Greek gods and goddesses at an early age. And so, at six years old, not really knowing how to distinguish the real world from that of mythology, I thought my first grade teacher, Mrs. Folkes, was actually the Greek goddess, Gaia, who had transformed herself to reveal her divine being. It was magical.
My first grade teacher, goddess or not, did a wonderful thing that day. She made a lifelong impression on me. She showed me how to “see” the natural world, how it was interconnected, and also how to be part of it. And that’s been one of my lifelong endeavors…Helping people not to just look at the world, but to see it as it really is, not what we’ve been told to believe it is, or how we think it is.
And so, I ask you… what, how and where were the beginnings of your age of exploration and discovery?
Eugene G. Maurakis, Ph.D.
Director of Science and Museum Scientist
Science Museum of Virginia
“Put your crayons away, and place your drawings underneath your desks. Now line up. We’re going outside to take a walk.”
It wasn’t recess time, so why were we going outside for a walk, I thought? Behind the school, my classmates and I walked in single file (more or less) following Mrs. Folkes, our first grade teacher, past the swing sets, the seesaws, the monkey bars, and across the dusty, red clay baseball field, and finally down to the edge of an open meadow adjacent to the forest woods.
Stopping at some Black-Eyed Susans hosting a couple of honeybees, Mrs. Folkes said,
“Look. What do you see?”
Without hesitation, Susan said “Two honeybees on a flower.”
“Right” said Mrs. Folkes. “What kind of flowers?”
Billy, who lived on a farm, said “Those are Black-Eyed Susans.”
“Correct. Very good, Billy. Now who can tell me what the bees are doing?”
Even though I didn’t know that particular flower, I knew what honeybees were, and what they were doing on the flowers. My dad had answered the same question when I saw some honeybees on the flowers of bean and tomato plants in his garden just two months earlier. And so, I raised my hand and said “They’re pollinating the flowers so fruits will form.”
“Very good’ said Mrs. Folkes, who reiterated the relationship between bees and flowers to the rest of the class.
As we walked, she stopped every couple of steps or so, and said “this is Queen Anne’s lace, this is an oak tree… this, an elm… here’s a maple… this is moss… look at that six-lined skink… there’s a Monarch butterfly, a bumble bee, carpenter bee, garden spider, broomsedge, and the like. “These grasses were here when the Native Americans lived here. You know, you can still find their arrowheads in the earth.”
Not only did she help us to identify all of these animals and plants, but related one or another to others, and to the history of the area. This was the beginning of a journey of exploration and discovery. Mrs. Folkes was empowering us to see, observe behaviors of insects, and to enjoy the great outdoor classroom. I was seeing and discovering for the first time the great fabric of life. The takeaway message for me that day was that I was an explorer, and could identify new species of plants and animals, things I had never seen before or had not noticed in my previous five years of life. Maybe I had, but they didn’t register with me then. But now, they did (thank you Piaget). And I couldn’t get enough.
Being raised in a traditional Greek family where history and stories are conveyed through either Greek or English language, but often in sentences beginning with Greek or English and ending with the alternate language, small children learn the stories of the Greek gods and goddesses at an early age. And so, at six years old, not really knowing how to distinguish the real world from that of mythology, I thought my first grade teacher, Mrs. Folkes, was actually the Greek goddess, Gaia, who had transformed herself to reveal her divine being. It was magical.
My first grade teacher, goddess or not, did a wonderful thing that day. She made a lifelong impression on me. She showed me how to “see” the natural world, how it was interconnected, and also how to be part of it. And that’s been one of my lifelong endeavors…Helping people not to just look at the world, but to see it as it really is, not what we’ve been told to believe it is, or how we think it is.
And so, I ask you… what, how and where were the beginnings of your age of exploration and discovery?
Eugene G. Maurakis, Ph.D.
Director of Science and Museum Scientist
Science Museum of Virginia
Tuesday, August 10, 2010
Dive into Deep Sea
Science Museum of Virginia intern
Deep under the surface of the world’s oceans is a whole other dimension of life that one has to see to believe. Humans have always been fascinated with the ocean and creatures of the seas. The new IMAX movie, Deep Sea delivers to that curiosity by giving audiences an up-close look at the most bizarre and intriguing sea creatures in existence.
You will be introduced to odd creatures like the mantis shrimp and the Humboldt squid. Usually when you see any ecosystem based documentary, you recognize some of the animals. However, in this film I rarely saw an animal that I recognized. The tiger shark was the only animal in Deep Sea that I could easily identify. Every other animal in the film was new to my eyes. I was fascinated throughout the movie because most of the material was new to me. Your eyes will be glued to the screen as you watch a sun starfish navigate the ocean floor trying to catch sea scallops and you will wonder how the star ever gets to enjoy a solid meal. This and other interesting sea creature stories make the educational film irresistible.
Most IMAX movies can take us to a different place or time. This IMAX movie takes the audience to a different environment all together. Narrated by well known actors Johnny Depp and Kate Winslet, the film showcases beautiful views of the most unique fish in the sea. Depp and Winslet give a play by play on predator and prey relationships as well as how marine life helps one another survive. For example, sea turtles will swim for miles to get a “shell wash” from the reef fish. The fish swim with the turtle eating the algae off its enormous shell. The narrators excel working together to explain the unique relationships and rivalries of the sea.
While there are literally thousands of underwater documentaries out there, and believe me I feel like I have seen them all after my high school oceanography class, this is the most interesting underwater video I have ever seen. It introduces education to entertainment in a way I have never seen before. The clear video and interesting situations will reach out and grab anybody, child or adult, and make them pay attention throughout the 45 minute film.
The star powered narration certainly helps out but the sights are really what set this one apart from the rest. The colorful and at times intense scenes make it hard to pull your eyes away. Throughout the movie, we visit a fried egg jellyfish with a 30 foot tentacle span, an eel with a fishing pole type contraption on its forehead, millions of plankton, and a coral reef built around a sunken ship. This is not just another fish documentary; it takes the audience so much deeper, literally and figuratively.
Words do not do it justice; you really have to see some of these things to believe them.
Wednesday, May 26, 2010
Could the oil spill reach Virginia?
As officials make another attempt to cap the well spilling oil into the Gulf of Mexico, Virginians might be asking, “Could oil show up here?” As of now, it appears a large oil slick on Virginia waterways is unlikely, but oil residue in the form of tar balls could wash up on local beaches. How could oil that’s currently in the Gulf of Mexico end up in Virginia?
The Earth’s oceans are always on the move, their motion influenced by atmospheric circulation patterns, water temperature and salinity, ocean floor topography, and the Earth’s rotation. These ocean currents can occur both at the surface and deep in the ocean; they often travel great distances and have an enormous effect on regional climates.
As far as the oil spill goes, the Loop Current is the first culprit that could carry oil toward the East Coast. This current flows north between the Yucatan Peninsula and Cuba into the Gulf of Mexico, loops east and then south along the west coast of Florida. The Florida Current would take up where the Loop Current left off, carrying the oil around Florida. Then the Gulf Stream would take over and carry it up the southeast coast.
The Gulf Stream is an enormous river of warm water averaging 60 miles in width and 3000 feet in depth. At Cape Hatteras, the current’s flow rate is an incredible 85 million cubic meters per second, equivalent to over 1 billion fire hoses! (By comparison, the Mississippi River moves water at roughly 0.6 million cubic meters per second.) A major influence on East Coast weather, the Gulf Stream sometimes breeds Nor’easters in the winter and intensifies hurricanes in the summer, as happened with Hurricane Hugo off the coast of South Carolina in 1989.
At present, disruptions in the Loop Current appear to be keeping oil away from Florida and the Gulf Stream. Eddies often form and then break off from the main body of the current; the majority of the oil that had drifted into the Loop Current in recent weeks appears to be caught in an eddy and cut off from the main body of the current. Satellite pictures even suggest that the current itself may soon sever entirely, lessening the imminent threat of oil coming ashore in Florida and beyond.
This afternoon BP began an attempt to plug the leak with a method called top kill, an ambitious procedure intended to clog the well with thousands of pounds of heavy fluids pumped through extremely long pipes. This procedure has never been attempted so far beneath the surface; it could take several days to determine if it was successful. For everyone’s sake, let’s hope they succeed.
The Earth’s oceans are always on the move, their motion influenced by atmospheric circulation patterns, water temperature and salinity, ocean floor topography, and the Earth’s rotation. These ocean currents can occur both at the surface and deep in the ocean; they often travel great distances and have an enormous effect on regional climates.
As far as the oil spill goes, the Loop Current is the first culprit that could carry oil toward the East Coast. This current flows north between the Yucatan Peninsula and Cuba into the Gulf of Mexico, loops east and then south along the west coast of Florida. The Florida Current would take up where the Loop Current left off, carrying the oil around Florida. Then the Gulf Stream would take over and carry it up the southeast coast.
The Gulf Stream is an enormous river of warm water averaging 60 miles in width and 3000 feet in depth. At Cape Hatteras, the current’s flow rate is an incredible 85 million cubic meters per second, equivalent to over 1 billion fire hoses! (By comparison, the Mississippi River moves water at roughly 0.6 million cubic meters per second.) A major influence on East Coast weather, the Gulf Stream sometimes breeds Nor’easters in the winter and intensifies hurricanes in the summer, as happened with Hurricane Hugo off the coast of South Carolina in 1989.
At present, disruptions in the Loop Current appear to be keeping oil away from Florida and the Gulf Stream. Eddies often form and then break off from the main body of the current; the majority of the oil that had drifted into the Loop Current in recent weeks appears to be caught in an eddy and cut off from the main body of the current. Satellite pictures even suggest that the current itself may soon sever entirely, lessening the imminent threat of oil coming ashore in Florida and beyond.
This afternoon BP began an attempt to plug the leak with a method called top kill, an ambitious procedure intended to clog the well with thousands of pounds of heavy fluids pumped through extremely long pipes. This procedure has never been attempted so far beneath the surface; it could take several days to determine if it was successful. For everyone’s sake, let’s hope they succeed.
Satellite image courtesy of NASA. Colors indicate water temperature: darker colors = cooler temperatures, lighter colors = warmer temperatures.
Monday, March 8, 2010
Why are we having so many earthquakes?
Another earthquake – this time in Turkey. Earthquakes are certainly in the news. Fortunately, earthquakes are not a frequent occurrence in Virginia, but they do happen. Do you remember the one on December 9, 2003? It measured 4.5 on the Richter scale; its epicenter was just south of the James River in Powhatan County. I remember it well; it was quite an experience!
With all the recent reported earthquakes, you might wonder if they are related; that is, could the earthquake in Haiti cause the one in Chile, which might then cause the one in Turkey and so on? Here are some frequently-asked earthquake questions and their “myth-busting” answers:
1. Why are we having so many earthquakes?
Although it may seem like it, we are not having more earthquakes than usual. Earthquakes do occur in clusters, though, but clusters are predicted by statistics and do not mean the quakes are related. (Also, there are long periods when earthquakes are not in the news, but that is not considered unusual.) Several factors make it appear earthquake frequency has increased:
(a) Better reporting – in 1931 there were 350 stations reporting earthquakes; now there are 4000. Current stations locate an average of 50 quakes per day. In general, there are about 18 major quakes per year (7.0-7.9) and one great one (8.0+).
(b) Increasing global population makes for more casualties and thus more reporting.
(c) Better communication around the globe allows us to know about earthquakes quickly so it’s timely and newsworthy.
2. Can scientists predict earthquakes?
Unfortunately, they do not know how. However, using scientific data, they can calculate the probability one will strike in the future.
3. Can animals predict earthquakes?
From the days of ancient Greece, there have been reports of animals behaving strangely just before an earthquake. Scientists have investigated and cannot find consistent and reliable animal behavior prior to an earthquake.
4. Is there a particular time of day that earthquakes tend to occur? Do they occur more often at certain time of the month or year?
Earthquakes are equally probable at all times of the day, month or year.
5. Can the ground open up during an earthquake?
In an earthquake, the earth moves along a fault not perpendicular to it, so the ground would not open up. If it did, there would be no friction, thus no quake. Landslides and other ground failures caused by earthquakes can cause crevasses and depressions to form, however.
6. Will California eventually fall into the ocean?
No. The Pacific Plate runs into the North American Plate at the San Andreas Fault. The Pacific Plate is moving northwest relative to the North American Plate at a rate of 46 mm/year (about the rate your fingernails grow). California will not fall into the ocean, but LA may one day have a very cold climate – it is heading toward Alaska.
The above information came from the US Geological Survey. Want to know more? Go to http://earthquake.usgs.gov/earthquakes.
With all the recent reported earthquakes, you might wonder if they are related; that is, could the earthquake in Haiti cause the one in Chile, which might then cause the one in Turkey and so on? Here are some frequently-asked earthquake questions and their “myth-busting” answers:
1. Why are we having so many earthquakes?
Although it may seem like it, we are not having more earthquakes than usual. Earthquakes do occur in clusters, though, but clusters are predicted by statistics and do not mean the quakes are related. (Also, there are long periods when earthquakes are not in the news, but that is not considered unusual.) Several factors make it appear earthquake frequency has increased:
(a) Better reporting – in 1931 there were 350 stations reporting earthquakes; now there are 4000. Current stations locate an average of 50 quakes per day. In general, there are about 18 major quakes per year (7.0-7.9) and one great one (8.0+).
(b) Increasing global population makes for more casualties and thus more reporting.
(c) Better communication around the globe allows us to know about earthquakes quickly so it’s timely and newsworthy.
2. Can scientists predict earthquakes?
Unfortunately, they do not know how. However, using scientific data, they can calculate the probability one will strike in the future.
3. Can animals predict earthquakes?
From the days of ancient Greece, there have been reports of animals behaving strangely just before an earthquake. Scientists have investigated and cannot find consistent and reliable animal behavior prior to an earthquake.
4. Is there a particular time of day that earthquakes tend to occur? Do they occur more often at certain time of the month or year?
Earthquakes are equally probable at all times of the day, month or year.
5. Can the ground open up during an earthquake?
In an earthquake, the earth moves along a fault not perpendicular to it, so the ground would not open up. If it did, there would be no friction, thus no quake. Landslides and other ground failures caused by earthquakes can cause crevasses and depressions to form, however.
6. Will California eventually fall into the ocean?
No. The Pacific Plate runs into the North American Plate at the San Andreas Fault. The Pacific Plate is moving northwest relative to the North American Plate at a rate of 46 mm/year (about the rate your fingernails grow). California will not fall into the ocean, but LA may one day have a very cold climate – it is heading toward Alaska.
The above information came from the US Geological Survey. Want to know more? Go to http://earthquake.usgs.gov/earthquakes.
Thursday, August 13, 2009
Day 4: Nature in the City
(Or, “another day, another macroinvertebrate”)
We loaded up and headed off deep into the wilds of… Alexandria.
Traffic wasn’t too bad! We made decent time getting to the Cameron Run, a 4th order stream in an industrial area with a LOT of human impacts. Think runoff and flooding, channelization, sewage and pollutants (ick.) But many of our fishies and bugs are resilient: even in these rather cruddy conditions, some organisms thrive.
Our first survey of the day was at a section of the Cameron Run between two railway bridges. The lower bridge has a definite Planet of the Apes post-apocalyptic feel, complete with overgrown vine-girded tunnels.
By now, everyone knows the routine. We suited up, grabbed gear, and hopped into the Cameron Run.
We electrofished.
We found lots of fish… there were many larger fish in this stream.
We measured and recorded physical and chemical characteristics.
We searched (and searched) for macroinvertebrates; we found lots of worms.
Oh, and we hung out under a bridge.
After visiting the animal shelter to avail ourselves of the restrooms (and to make goo-goo eyes at the kittens) we hopped into the truck and the van and headed for our second site, the 3rd-order Holmes Run.
This creek is in a park, but still has many of the same issues as the Cameron Run. There are sewage and storm drain outfalls dumping into it. Upstream, the banks are clad in concrete, turning the streambed into a giant culvert. The water here is smelly and the rocks are coated with algae.
We did shocking-ID-counting-measuring-recording-collecting. There are environmental problems in this waterway, but some animals can live here. This shallow, cobble-strewn creek just can’t support a very diverse community. We found just a few species of small fishes and inverts (Gene and I have found this pattern each time we’ve sampled this site!)
After packing up the gear for the last time, tired and grubby and hungry, we went to my favorite restaurant, El Tipico, for a late but well-appreciated lunch.
Terry is afraid that the starving Deborah may eat her...
Jeanine is having a cheese malfunction...
And Amy is just glad that she could wash the amoebas off her hands!
Another evening of talking and planning and sharing resources and stories… but for some reason we were all so exhausted that we headed off to bed by 10:00. Maybe it has something to do with staying up until after 1:00 the night before…?
We loaded up and headed off deep into the wilds of… Alexandria.
Traffic wasn’t too bad! We made decent time getting to the Cameron Run, a 4th order stream in an industrial area with a LOT of human impacts. Think runoff and flooding, channelization, sewage and pollutants (ick.) But many of our fishies and bugs are resilient: even in these rather cruddy conditions, some organisms thrive.
Our first survey of the day was at a section of the Cameron Run between two railway bridges. The lower bridge has a definite Planet of the Apes post-apocalyptic feel, complete with overgrown vine-girded tunnels.
By now, everyone knows the routine. We suited up, grabbed gear, and hopped into the Cameron Run.
We electrofished.
We found lots of fish… there were many larger fish in this stream.
We measured and recorded physical and chemical characteristics.
We searched (and searched) for macroinvertebrates; we found lots of worms.
Oh, and we hung out under a bridge.
After visiting the animal shelter to avail ourselves of the restrooms (and to make goo-goo eyes at the kittens) we hopped into the truck and the van and headed for our second site, the 3rd-order Holmes Run.
This creek is in a park, but still has many of the same issues as the Cameron Run. There are sewage and storm drain outfalls dumping into it. Upstream, the banks are clad in concrete, turning the streambed into a giant culvert. The water here is smelly and the rocks are coated with algae.
We did shocking-ID-counting-measuring-recording-collecting. There are environmental problems in this waterway, but some animals can live here. This shallow, cobble-strewn creek just can’t support a very diverse community. We found just a few species of small fishes and inverts (Gene and I have found this pattern each time we’ve sampled this site!)
After packing up the gear for the last time, tired and grubby and hungry, we went to my favorite restaurant, El Tipico, for a late but well-appreciated lunch.
Terry is afraid that the starving Deborah may eat her...
Jeanine is having a cheese malfunction...
And Amy is just glad that she could wash the amoebas off her hands!
Another evening of talking and planning and sharing resources and stories… but for some reason we were all so exhausted that we headed off to bed by 10:00. Maybe it has something to do with staying up until after 1:00 the night before…?
Wednesday, August 12, 2009
Day three: in the creek! posted by Steve Fenchell
The morning began with a quick dash for coffee at the local Starbucks. After some light conversation about our personal teaching positions we headed out at approximately 8:30 am. We met with Kaitlyn and Chris from the SCA at the National Park, for the second day, to continue our monitoring of the pristine streams found in Prince William County.
Shortly after we drove to our first stream, which was a level two. We began electrofishing and exploring for more macroinvertebrates. We found many organisms, thanks to Gene helping us improve our techniques.
From this stream, we gathered for a brief lunch then we were quickly out to explore our next stream.
Mid-day we arrived at our boundary stream and were greeted by quite a potent odor...
After a short walk through a thorny "path", we turned around... thanks Gene... to find a reasonable opening to the stream. We were already suited up and began trekking through the slippery stream trying to balance ourselves and catch the many small fish getting zapped.
After a short walk through a thorny "path", we turned around... thanks Gene... to find a reasonable opening to the stream. We were already suited up and began trekking through the slippery stream trying to balance ourselves and catch the many small fish getting zapped.
Splash!!! Jeanine took a spill, but luckily she was quickly back on her feet with the electroshocking pack. We found about 14 species of fish, switched out the waders and began digging for more macroinvertebrates. Many small critters, until Lee came across a Helgrammite that would give anyone the creepy crawlies... straight out of a 50's horror film.
After packing up, we headed back to the hotel to sort and ID. We were all able to preserve some representative inverts to show our students, then we cleaned up, and headed out for dinner. We decided on a small Thai restaurant, but were surprised with a "Closed Due to the Economy" sign. We walked to the Japanese restaurant next door, and were in for a great treat... Lee was the champ again as he caught some flying shrimp right in his mouth (others were close).
After dinner we decided to take a look at the used-book store, remember your 3-Rs! After a few great finds (I bought a collection of essays about global water issues and another Michael Pollan book) we headed back for a group discussion and a little social time!
After dinner we decided to take a look at the used-book store, remember your 3-Rs! After a few great finds (I bought a collection of essays about global water issues and another Michael Pollan book) we headed back for a group discussion and a little social time!
Tuesday, August 11, 2009
Day Two:first day in the Field. Dana D'Agostino posting
Our first day in the field saw us piling into the caravan of vehicles, headed for Prince William Forest Park. We pulled off next to the stream and gathered our gear; waders, dip nets, pH meter, clipboards and the backpack electroshocker.
We trooped through the woods to our first test site; a third order stream. The weather was hot and humid, with a few clouds in the sky. We all made sure to cover ourselves with bug spray and sunscreen. Gene and his crew began our expedition by working downstream, shocking and collecting the fish.
Summer's group trailed behind, collecting physical parameters including stream depth, pH, stream width and stream flow. We recorded our data and moved downstream, collecting at three separate sites. While this site is considered "pristine", we made note of debris that littered the stream, including glass and plastic on the banks.
Everyone was fascinated by the variety of fish caught in our nets. Using the dip nets, we traipsed through the water, swishing and swirling, attempting to gather as many macroinvertebrates as we could. Specimens were transferred to collection jars, to be identified later.
Following a short break, we switched teams and began surveying a second order stream. It was interesting to note the difference in diversity between the two streams. Fewer species were found in the second order vs. the third order. The stream was also narrower and the flow was a bit slower.
By 12:30, we were ready to call it a day and head off in search of food. We went to Wegman's and indulged ourselves in the great variety of choices; sushi, pizza, subs, Chinese and Thai buffet, panini, salads, etc. Once our hunger was satiated, we piled back into the vehicles to return to our hotel.
In the breakfast room at the Holiday Inn, we laid out our tools to ID our macroinvertebrates. Pans, dissecting scopes, forceps and probes along with several liters of isopropyl alcohol. Specimens were sorted into trays and then identified with the aid of the dissecting scopes and Gene's expertise.
Dinner was at the local Mexican restaurant. Everyone enjoyed the tacos, burritos, enchiadas and salsa. Our waitress appeared to be a neophyte; she seemed flummoxed by the large group of people and kept running back and forth fetching ice and drinks and things she forgot.
Dinner was at the local Mexican restaurant. Everyone enjoyed the tacos, burritos, enchiadas and salsa. Our waitress appeared to be a neophyte; she seemed flummoxed by the large group of people and kept running back and forth fetching ice and drinks and things she forgot.
Back to the hotel to listen to our guest speaker; Laura Grape from the North Virginia Regional Comission (http://www.novaregion.org/index.aspx?NID=8) She spoke to us about global warming and land use with an emphasis on sea level rise. How will residents deal with a projected rise in sea level of up to 5'? Will insurance rates rise so much that no one will be able to afford to live on the coastline? Will properties be abandoned as more and more coastline is gobbled up by the rising water levels?
After a verrrrry long day, we all bid each other good night and headed off to our respective rooms. Another long day awaited us in the morning and we needed to catch up on our sleep in order to be ready for more field work the next day.
Monday, August 10, 2009
Notes from Northern VA: Deborah and Terry reporting
A picture (or 5) really is worth a thousand words. Wish everyone could have seen the look on our faces when Dr. Maurakis (Gene) told us about the cautionary tales of those "brain eating amoeba" - Naegleria fowleri - that inhabit low level waters at temps of approx 78 degrees. Nice thoughts for our outing tomorrow and our introduction to electrofishing in Prince William Forest Park. Those pictures will certainly tell a story.
Today though we arrived (settled into our swanky new digs) and began to answer some of the aforementioned questions as to why we are here:
“I’m going to Woodbridge because I want to hang out with other teachers…” The best way to get to know each other was finding out what we already do by way of environmental studies and green practices personally & professionally. Steve takes the "less is best" approach by living in a one room studio where he has no trouble remembering to turn off the lights when he leaves a room & where he can't water a lawn b/c he doesn't have one.
“…and experience the natural world in a new way…” Today this meant viewing a turtle or catfish in a tank in one of our participant's labs (the rest of us can only dream of such a tank and lab in our schools) or eating lunch in the setting of a concrete courtyard? Where's the nature? Oh, we must be it. “I’ll spend a lot of time stuck in traffic…” Not today actually - everyone seemed to stay home b/c of the heat “and thinking about how I could use this mark and recapture lesson…” Can they eat the population? Only if they're the Goldfish that come in a cardboard carton….
“Dr. M’s study will establish a baseline for climate change…” that might include how to warm up a classroom designed for 30-40 students w/ only 12 people in it? “and I’ll get help from Summer to develop a proposal for my own study…” like a grant for a lab like Bryan's in the CENS (Center for Environmental and Natural Sciences!) “I’ll learn about so many things: fish and invertebrates and stream characteristics and maps and human impacts and”….and the brain eating amoeba.
“The best thing about this project will be (stuff) I’ll take home…” such as a planimeter for measuring distances of streams on a map…”and meeting new people, and free meals…" off to a great start w/ an excellent dinner out at Macaroni Grill & conversation ranging from experiences w/ students in environmental sciences - to the human impact of folks like Octomom and the Duggars - to the finer points of living w/ grizzlies and navigating NOVA traffic. “I’ll get resources…” such as a laminated/field tested Insect & Crustacean ID Card… “and I’ll do things I’ve never done before!” Like put ink dots on both sides of very small navy and pinto beans.
Above all else today we met Summer Schultz & Dr. Gene Maurakis, two scientists who truly are dedicated to their altruistic cause of providing information about the effects of climate change on our inland waterways. To make the cause even more worthwhile, they are willing to engage us as teachers in providing the tools for a whole new generation to keep up their work. Do they know what they're in for? They say teachers make the most challenging students. Do we know what we're in for? My guess is not a clue, judging by the first class treatment we have received. Could it be they are making these first impressions so positive so as to ward off any further misgivings we might have about standing about in water w/ electroshock sticks while avoiding droplets of amoeba contaminated water as we flee flailing from the stream? Stay tuned to see what answers tomorrow brings.
Deborah Andersen & Terry Milton
Today though we arrived (settled into our swanky new digs) and began to answer some of the aforementioned questions as to why we are here:
“I’m going to Woodbridge because I want to hang out with other teachers…” The best way to get to know each other was finding out what we already do by way of environmental studies and green practices personally & professionally. Steve takes the "less is best" approach by living in a one room studio where he has no trouble remembering to turn off the lights when he leaves a room & where he can't water a lawn b/c he doesn't have one.
“…and experience the natural world in a new way…” Today this meant viewing a turtle or catfish in a tank in one of our participant's labs (the rest of us can only dream of such a tank and lab in our schools) or eating lunch in the setting of a concrete courtyard? Where's the nature? Oh, we must be it. “I’ll spend a lot of time stuck in traffic…” Not today actually - everyone seemed to stay home b/c of the heat “and thinking about how I could use this mark and recapture lesson…” Can they eat the population? Only if they're the Goldfish that come in a cardboard carton….
“Dr. M’s study will establish a baseline for climate change…” that might include how to warm up a classroom designed for 30-40 students w/ only 12 people in it? “and I’ll get help from Summer to develop a proposal for my own study…” like a grant for a lab like Bryan's in the CENS (Center for Environmental and Natural Sciences!) “I’ll learn about so many things: fish and invertebrates and stream characteristics and maps and human impacts and”….and the brain eating amoeba.
“The best thing about this project will be (stuff) I’ll take home…” such as a planimeter for measuring distances of streams on a map…”and meeting new people, and free meals…" off to a great start w/ an excellent dinner out at Macaroni Grill & conversation ranging from experiences w/ students in environmental sciences - to the human impact of folks like Octomom and the Duggars - to the finer points of living w/ grizzlies and navigating NOVA traffic. “I’ll get resources…” such as a laminated/field tested Insect & Crustacean ID Card… “and I’ll do things I’ve never done before!” Like put ink dots on both sides of very small navy and pinto beans.
Above all else today we met Summer Schultz & Dr. Gene Maurakis, two scientists who truly are dedicated to their altruistic cause of providing information about the effects of climate change on our inland waterways. To make the cause even more worthwhile, they are willing to engage us as teachers in providing the tools for a whole new generation to keep up their work. Do they know what they're in for? They say teachers make the most challenging students. Do we know what we're in for? My guess is not a clue, judging by the first class treatment we have received. Could it be they are making these first impressions so positive so as to ward off any further misgivings we might have about standing about in water w/ electroshock sticks while avoiding droplets of amoeba contaminated water as we flee flailing from the stream? Stay tuned to see what answers tomorrow brings.
Deborah Andersen & Terry Milton
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