...Red Algal Blooms Coloring the Tides Raymond A Martin College of Central Florida Abstract There are large, toxic blooms of dinoflagellates that leave a red coloration in the water. This rouge discoloring has become known as a red tide. Red tides have many damaging effects on the coastal environment and the ecosystem of the seas. They occur naturally as far north as southern Alaska to date. This paper will discuss what a red tide is and some of its causes. It will also explore the environmental impacts as well as health risks associated with these large toxic blooms. Next, we’ll look at the economic effect and the sociological impact of a red tide. Lastly, we can examine what to do to protect yourself from its harmful effects. Red Tide/Red Algae Effects What is Red Tide? Harmful algal blooms, or HABs, occur when colonies of algae—simple plants that live in the sea and freshwater—grow out of control while producing toxic or harmful effects on people, fish, shellfish, marine mammals, and birds. The human illnesses caused by HABs, though rare, can be debilitating or even fatal. While many people call these blooms 'red tides,' scientists prefer the term harmful algal bloom. (NOAA 2012) Algal blooms, during which algae become so numerous that they discolor the coastal waters, visibly seen as reddish-brown. The algal bloom may also deplete oxygen in the waters and/or release toxins that may cause illness in humans and other animals. Species in the United States that release...
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...Algae - Wikipedia, the free encyclopedia Page 1 of 13 Algae From Wikipedia, the free encyclopedia Algae (/ˈældʒiː/ or /ˈælɡiː/; singular alga /ˈælɡə/, Latin for "seaweed") are a very large and diverse group of eukaryotic organisms, ranging from unicellular genera such as Chlorella and the diatoms to multicellular forms such as the giant kelp, a large brown alga that may grow up to 50 meters in length. Most are autotrophic and lack many of the distinct cell and tissue types found in land plants such as stomata, xylem and phloem. The largest and most complex marine algae are called seaweeds, while the most complex freshwater forms are the Charophyta, a division of algae that includes Spirogyra and the stoneworts. There is no generally accepted definition of algae. One definition is that algae "have chlorophyll as their primary photosynthetic pigment and lack a sterile covering of cells around their reproductive cells".[3] Other authors exclude all prokaryotes[4] and thus do not consider cyanobacteria (blue-green algae) as algae.[5] Algae A variety of algae growing on the sea bed in Algae constitute a polyphyletic group[4] since they do not include a common ancestor, and although their plastids seem to have a single origin, from cyanobacteria,[1] they were acquired in different ways. Green algae are examples of algae that have primary chloroplasts derived from endosymbiotic cyanobacteria. Diatoms are examples of algae with secondary chloroplasts derived from an...
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...INTRODUCTION Many recognized species on Earth are classified according to their presumed evolutionary relationship. Taxonomy is the branch of biology concerned with identifying, naming, and classifying organisms. Today, taxonomists use the following categories of classification: species, genus, family, order, class, phylum and kingdom. Recently, a higher taxonomic category, the domain, has been added to this list.Kingdom is the second highest taxonomic rank below domain. It is divided into categories called phyla, each phylum is divided into classes, each class into orders, each order into families, each family into genera, and each genus into species. Living organisms are subdivided into 5 major kingdoms, including the Monera, the Protista, the Fungi, the Plantae, and the Animalia. Each kingdom is further subdivided into separate phyla or divisions. Generally "animals" are subdivided into phyla, while "plants" are subdivided into divisions. Organisms in any given Kingdom maybe separated from organisms in any other Kingdom by many hundreds of millions, if not billions, of years of evolution. This book provides information about the five kingdoms of life. It will give you knowledge on how organisms grouped and classified. You will also learn the different microorganisms that do exist on Earth. Let yourself explore the world deeper Let yourself know beyond what you see. Let yourself discover about the… Five Kingdoms of Life.. ------------------------------------------------- ...
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...Bacteria (pp. 1 – 5) □ Observe the three morphologies of bacteria on prepared slides. Draw and describe in your notebook 1. Bacilli (rods) 2. Cocci (spheres) 3. Spirilla (spirals) □ Observe two types of living bacteria. Draw/describe in your notebook. 4. Rhodospirillum – A purple, nonsulfur bacterium, found in marine environments and certain types of mud. Note the spiral shape. • Prepare a wet mount: Scrape culture with a toothpick, apply to a clean slide, add a drop of water and coverslip, observe under microscope. 5. Bioluminescent bacteria - observe the demonstration by the instructor and describe in your notebook (no drawing necessary). • Phylum Cyanophyta: Cyanobacteria or Blue-green Algae (pp. 6 – 7) □ Observe living cyanobacteria. Draw, and describe the movement and morphology of each specimen. 1. Oscillatoria • Prepare a wet mount slide and view under microscope 2. Anabaena • Prepare a wet mount slide and view under microscope Domain Eukarya, Kingdom Protista • Protozoa...
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...networks of coral reefs. Coral reefs also affect the globes fishing industry, because 10 percent of Coble 2 the fish come from coral reef habitats (Jacques 49). For these reasons, the health of coral reefs is utmost of importance. Since 1998, coral reefs are becoming more stressed and are bleaching a lot more often, from a variety of reasons. When the coral bleaches, it is from the zooxanthellae that lives in the coral's tissue. Zooxanthellae is a single-celled dinoflagellate algae that is in a symbiotic relationship with the coral. The algae produces an energy rich compound through photosynthesis, thus providing a food source for the coral. With the loss of zooxanthellae, coral will appear transparent or bleached in color and lose 90 percent of its food source (A Reef Manager's Guide 98). “Bleaching is a stress response that results when the coral- algae relationship breaks down. The term 'bleaching' describes the loss of colour that results when zooxanthellae are expelled from the coral hosts or when pigments within the algae are degraded” (A Reef Manager's Guide 98). However, bleaching also induces other organisms that are in symbiotic relationships with zooxanthellae, those being foraminifera, sponges, anemones and giant clams. After a bleaching event, it has been reported that almost all of coral reef systems lose their living reef- building corals (Jacques 50). Despite this, coral does not always die after a bleaching event, there are special cases where the coral tolerates...
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...likely pennate. Around 90 % of the slide is pennate and a few only are centric. Page 45 Brown Algae: NAME | BODY FORM | CHARACTERISTICS | PADINA GYMNOSPORA | Fan shaped plant body, | Light brown, Reproductive bodies forming wider and somewhat narrower alternating rows | DICTYOTA DICHOTOMA | Plant ribbon like, bushy, | Yellowish brown, the reproductive structures scattered. | ROSENVINGEA | Multicellular, Branched and tubular tufts, | Light brown, free floating, reproductive structures scattered, | SARGASSUM | Multicellular, It consists of a holdfast, a stipe, and a frond | Brown, free-floating, asexual, reproductive structures look like tiny fingers. | Page 48 2. The color of the plasmodium is yellowish. It has branches that look like the veins. The source of the movement is unidirectional. It moves only forward in the direction of the food. When the conditions are bad the slim mod stop spreading, when the food is available and conditions are good it change to its yellowish branched shape again. Page 50 Red Algae NAME | BODY FORM | CHARACTERISTICS | RHODYMENIA | flat-shaped blade, | Purple to pink, | AGARDHIELLA | Branched, tubular shape | Light pink | PORPHYRA | Flat, big leaflike, | purple, Produce sexually and asexually, | GRACILARIA | Plants sparingly bushy, | Purple, It is used as an additional source for agar production. | Page 52: Green Algae: NAME | BODY FORM | CHARACTERISTICS | SPIROGYRA | Multicellular, Filamentous, spiral arrangement...
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... Prof. Amadzadeh Dinoflagellate Kingdom: Chromalveolata Phylum: Dinoflagellata Vegetative structure: flagellate protist Habitat: marine, fresh water Chloroplastid: chloroplast Cell wall: cell covering (theca) Domain pigment: photosynthetic pigment Food resource: photosynthesis Mode of reproduction: binary fission Chlorophyta Kingdom: Viridiplantae Phylum: Chlorophyta Vegetative structure: green algae Habitat: marine, fresh water Chloroplastid: chloroplast Cell wall: glucosamine Domain pigment: photosynthetic pigment Food resource: photosynthesis Mode of reproduction: both sexual and asexual Volvox Kingdom: Plantae Phylum: Chlorophyta Class: Chlorophyceae Order: Volvocales Family: Volvocaceae Genus: Volvox Species: Volvox sp. Vegetative structure: single-celled green algae Habitat: freshwater Chloroplastid: chloroplast Cell wall: cellulose Domain pigment: photosynthetic pigment Food resource: photosynthesis Mode of reproduction: both sexual and asexual Chlorella Kingdom: Viridiplantae Phylum: Chlorophyta Class: Trebouxiophyceae Order: Chlorellales Family: Chlorellaceae Genus: Chlorella Species: Chlorella sp. Vegetative structure: single-celled green algae Habitat: underwater Chloroplastid: chloroplast Cell wall: lipipilysaccharides Domain pigment: photosynthetic pigment Food resource: photosynthesis ...
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...marine biologists say. The glow is an indicator of a harmful algal bloom created by something called Noctiluca scintillans, nicknamed Sea Sparkle. It looks like algae and can act like algae. But it's not quite. It is a single-celled organism that technically can function as both animal and plant. These type blooms are triggered by farm pollution that can be devastating to marine life and local fisheries, according to University of Georgia oceanographer Samantha Joye, who was shown Associated Press photos of the glowing water. "Those pictures are magnificent. It's just extremely unfortunate that the mysterious and majestic blue hue is created by a Noctiluca," Joye wrote in an email Thursday. This is part of a problem that is growing worldwide, said Joye and other scientists. Noctiluca is a type of single-cell life that eats plankton and is eaten by other species. The plankton and Noctiluca become more abundant when nitrogen and phosphorous from farm run-off increase. (EUTROPHICATION) Unlike similar organisms, Noctiluca doesn't directly produce chemicals that can attack the nervous system or parts of the body. But recent studies show it is much more complicated and links them to blooms that have been harmful to marine life. Noctiluca's role as both prey and predator can eventually magnify the accumulation of algae toxins in the food chain, according to oceanographer R. Eugene Turner at Louisiana State University....
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...resources could be a more sustainable alternative, particularly if sourced from organisms, such as algae, that can be farmed without using valuable arable land. Strain development and process engineering are needed to make algal biofuels practical and economically viable. D espite limited supply and increasing demand, fossil fuels remain among the world’s cheapest commodities. Prices will inevitably rise once demand starts to outstrip supply, but short- to medium-term replacement of fossil fuels by renewable and more environmentally benign alternatives will occur only if the substitutes can compete economically. One of these alternatives is based on the oils extracted from algae, and commercial-scale pilot facilities to test these are in operation. However, significant improvements are still needed to make algal biofuels economically viable. In this Review, we outline the advantages of algae as a biofuel producer, discuss the different cultivation methods, consider the options for achieving optimal algal biomass and lipid production, and the process engineering needed to make the process efficient and economically competitive. grown and manipulated, but strains differ significantly in lipid profile, photosynthetic ability, growth rate, growth medium requirement (from extreme halophilic to marine and fresh water), resistance to pathogens and biomass productivity. Although most algae are phototrophs, many can be grown heterotrophically....
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...marine biome consist of the pelagic realm, the intertidal zone, the photic zone, the aphotic zone, and the benthic realm. The pelagic realm is the part of the marine biome that includes all open water. (Dickey, Reece, & Simon, 2010) explains “the intertidal zone is the part where the ocean surface meets land, or fresh water (pp.383).” The level of the marine biome is home to sedentary organisms such as algae, mussels, and barnacles. The photic zone was named mainly because of the fact that light is available for photosynthesis, and known as the upper or shallow layer of the marine biome. In Campbell Essential Biology with Physiology, (2010), the aphotic zone is the layer of the marine biome where the light levels are too low to support photosynthesis (pp.380). The benthic realm which exists in all aquatic biomes is the area of the seafloor, made up of sand, and organic and inorganic sediments. There are many organisms that exist in a marine biome, and each one exists at different levels to serve different purposes. As mentioned above, organisms such as algae and mussels exist in the intertidal zone, as well as a sea star. In the photic zone, there are organisms such as phytoplankton, zooplankton, fishes, and marine mammals. According to (Dickey, Reece, & Simon, 2010) the aphotic zone or sometimes called the “twilight zone”, because of its poor exposure to light have...
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...“ Kelp (Ascophyllum Nodosom) Organic Fertilizer a Solution for Enhancing the NPK content on soil” Proponents: Welle John Palero Mariane Arciga Pia Veronica Tidalgo III- Tourmaline Mrs. Teresita B. Balaba Project Adviser Table of Contents Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Chapter I Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2 Statement of the Problem Statement of the Objective Statement of the Hypothesis Significance of the Study Scope and limitations Definitions and Terms Chapter II Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-6 Chapter III Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Chapter IV Results and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-11 Chapter V Conclusion and Recommendation . . . . . ....
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...Isolation and Purification of Lyngbya majuscula on Nutrient-enriched Agar Plates A Special Problem ABSTRACT Lyngbya majuscula samples were obtained from the Phycology Laboratory stock culture of the UPV Institute of Aquaculture. Five (5) mm fragments of these were inoculated into agar plates that used 1% agar concentration enriched with varying concentrations (1.0%, 1.5%, and 2.0%) of Hughes, et. al. (1958) Mineral Medium No. II. After ten (10) days of culture, the Trichome Length (TL), Trichome Width (TW), Sheath Width (SW) and Total Length of the Lyngbya filaments were measured from photomicrographs of the samples using Image Tool (Version 3.00) developed by the University of Texas Health Science in San Antonio (UTHSCSA). Lyngbya filaments in all cultures enriched with the Hughes medium obtained significantly higher TL and TW over those of the control treatment. But enrichment of the agar medium did not result in an increase of sheath widths. Filaments cultured in 1.5% and 2% enriched agar showed contamination. Those in 1% nutrient concentration had comparable growth, but no contamination. Furthermore, Lyngbya cultured in enriched agar did not grow beyond the area of inoculation. Isolation was also more difficult in agar than in the liquid control medium. INTRODUCTION As early as the 1900s, Lyngbya sp. blooms were documented in the areas of Eastern Moreton Bay and Bribie Island in Australia (Abal & Lawn, 2004). Lyngbya is a genus which is...
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...through contaminated seafood such as mussels, oysters, geoduck and scallops which contain harmful toxin to human. Cause: Paralytic Shellfish Poisoning is caused by the in take of contaminated seafood, which, as an example, when algae increase in a huge numbers, it would cause the formation of harmful algal Bloom. Algal blooms happened in marine environments which an algal species reproduces rapidly a large number of algal cells in a short period of time. An Algal Bloom would normally kill aquatic life by blocking the sunlight to the water and or using up all of the oxygen in the water, but a harmful algal bloom would even produces detrimental toxins called saxitoxin. It could cause poison within 30 minutes, faster than most of the others toxins. When the shellfish fed by those multiple, toxic microorganisms, they would pass the toxin though the food chain, and eventually, transfer to human. The Affection of Human Activities: Although harmful algae blooms are not directly caused by human activities, some events like runoff from agricultural fields would lead into algae blooms indirectly. Due to the fact that when wash fertilizers into the water, it can provide nutrient loading that create a favorable conditions for the growth of algae. Other events such as the incidence of The Pacific Ocean, an algal bloom produced due to the rise of water temperature from storm events, as an example, El...
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... Mary Corrigan, Ph.D. As any lake Cheney Lake Reservoirs ecosystems begins with the sun, for without the sun there is no life. This is true because the sun is what provides the energy that is needed for the start of a food chain. At Cheney Lake Reservoir there is no difference than any other lake. Phytoplankton is the start food chain; it is mostly made of algae. Phytoplankton needs a sufficient amount of sunlight and temperature to grow, not only does it need sunlight it also requires phosphorous and nitrogen to flourish. In order to have an ecosystem that is productive and healthy there must a proper amount of phytoplankton at all times. If there is not enough phytoplankton there will not be enough to go around, if there is too much there not be enough light to support life. Phytoplankton is considered to be a producer. Zooplanktons are considered to be the animal in the free floating particles in the water. Their perpose is to eat algae, bacteria, and sometimes other zooplankton. Zooplanktons are considered to be a primary consumer in this food chain. Next to come is known as the secondary consumer. They are made up from bottom feeding fish and invertebrates; their source of food is zooplankton. Also falling in this section of the ecosystem at Cheney Lake Reservoir is sunfish and perch because their main source of food is also zooplankton. The next step in this lakes ecosystem...
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...Name: ____________________________ Revision A student decided to investigate respiration in algae. Figure 1 shows how she set up her apparatus. Figure 1 [pic] The student completed the whole experiment in a dark laboratory. The student placed the algae in the boiling tube, filled it with water and placed the boiling tube in a water bath. Bubbles of gas were released from the algae, slowly at first then steadily. Once the release of bubbles became steady she placed the bung in the boiling tube and the drop of coloured liquid moved. Answer all questions in the spaces provided. 1 (a) (i) Name the gas in the bubbles released by the algae. ………………………………………………………………………………….. (1 mark) 1 (a) (ii) Which way did the liquid move? Explain your answer. ………………………………………………………………..…………………………………………………………………………………………………….. ………………………………………………………………..…………………………………………………………………………………………………….. (2 marks) 1 (a) (iii) What measurements would the student need to make to compare the rate of respiration of different algae? ………………………………………………………………..…………………………………………………………………………………………………….. (1 mark) 1 (b) What is the syringe used for? ………………………………………………………………..…………………………………………………………………………………………………….. (1 mark) 1 (c) Explain why the student placed the boiling tube in the water bath. ………………………………………………………………..…………………………………………………………………………………………………….. (1 mark) 1 (d) Explain why the...
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