aads

Update from Kourou tracking station

This just in from ESA's Dieter Amend at Kourou tracking station, our 15m ground station located not too far from the Vega launch pad. In fact, he and the on-site engineering team will shortly leave the station, as it is within the risk zone from liftoff. The station is fully configured for LISA Pathfinder launch on board Vega VV06, and will be remotely controlled from ESOC until the team returns after Vega has departed.

Some info from Kourou.

1. Kourou Station
- weather conditions: no rain, a few clouds
- Station manned since H0 - 06:00 to follow the Network Countdown

Kourou tracking station Credit: ESA - CC BY-SA 3.0 IGO

Kourou tracking station Credit: ESA - CC BY-SA 3.0 IGO

 

Vega VV06 on the pad Credit: ESA - CC BY-SA 3.0 IGO

Vega VV06 on the pad Credit: ESA - CC BY-SA 3.0 IGO

2. Station Evacuation to CDL3 Bunker
At H0 -01:45 the station team has to evacuate the site because of safety reasons. Two members of the team will go to the bunker of the VEGA Control Centre Building, CDL3, ca. 1 km off the launch pad, to be back at the station in time for 1st acquisition of signals from LISA Pathfinder at 05:51 UTC (the Ground Operations Manager at ESOC will have remote control of the station).

Vega launch control at Kourou

Vega launch control at Kourou Credit: ESA - CC BY-SA 3.0 IGO

3. Back at station
The Kourou local team will return to the station at about H0 + 01:00 and will again take over control to prepare the station for signal reception from the launcher and the spacecraft.



from Rocket Science » Rocket Science http://ift.tt/1OyJRfv
v

This just in from ESA's Dieter Amend at Kourou tracking station, our 15m ground station located not too far from the Vega launch pad. In fact, he and the on-site engineering team will shortly leave the station, as it is within the risk zone from liftoff. The station is fully configured for LISA Pathfinder launch on board Vega VV06, and will be remotely controlled from ESOC until the team returns after Vega has departed.

Some info from Kourou.

1. Kourou Station
- weather conditions: no rain, a few clouds
- Station manned since H0 - 06:00 to follow the Network Countdown

Kourou tracking station Credit: ESA - CC BY-SA 3.0 IGO

Kourou tracking station Credit: ESA - CC BY-SA 3.0 IGO

 

Vega VV06 on the pad Credit: ESA - CC BY-SA 3.0 IGO

Vega VV06 on the pad Credit: ESA - CC BY-SA 3.0 IGO

2. Station Evacuation to CDL3 Bunker
At H0 -01:45 the station team has to evacuate the site because of safety reasons. Two members of the team will go to the bunker of the VEGA Control Centre Building, CDL3, ca. 1 km off the launch pad, to be back at the station in time for 1st acquisition of signals from LISA Pathfinder at 05:51 UTC (the Ground Operations Manager at ESOC will have remote control of the station).

Vega launch control at Kourou

Vega launch control at Kourou Credit: ESA - CC BY-SA 3.0 IGO

3. Back at station
The Kourou local team will return to the station at about H0 + 01:00 and will again take over control to prepare the station for signal reception from the launcher and the spacecraft.



from Rocket Science » Rocket Science http://ift.tt/1OyJRfv
v

Aries? Here’s your constellation

The constellation Aries the Ram. His head is turned backward, looking in the direction of the Pleaides star cluster. Image credit: Old Book Art image Gallery

The sun – as seen from Earth – passes in front of the constellation Aries the Ram from about April 19 to May 14 every year. This year, in 2015, the sun enters the constellation Aries on April 19, at 10:00 Universal Time, and the constellation Taurus the Bull on May 14, at 13:00 Universal Time

Of course, a Northern Hemisphere spring or Southern Hemisphere autumn presents the wrong time of year for viewing the constellation Aries because then the mighty Ram is lost in the sun’s glare. Aries rises and sets with the sun for nearly a month, centered on late April. Follow the links below to learn more about how to see Aries in the night sky, and about this constellation in the history of astronomy and in mythology.

Best time for seeing Aries the Ram

What is the First Point of Aries?

Aries the Ram in star lore

Sky chart of the constellation Aries the Ram, showing the Pleiades star cluster near the Pisces/Taurus border. Click here for a larger chart

Look for Cassiopeia high over Polaris, the North Star around 8 p.m. local time in early December and 6 p.m. in early January. Then use Cassiopeia to star-hop to Aries by drawing an imaginary line from Polaris, the North Star, and through the star Segin (Epsilon Cassiopeiae).

Not sure how to find the North Star with respect to Cassiopeia in December and January? This chart should help.

Best time for seeing Aries the Ram. The best time to behold the Mighty Ram is at the opposite end of the year, when the Earth is on the other side of the sun. In late October, this constellation rises in the east at sunset, reaches its highest point in the sky at midnight and sets in the west at sunrise.

November and December are especially good months for viewing Aries the Ram in all his starlit majesty, for this constellation shines above the eastern horizon at nightfall and stays out for most of the night. Aries culminates – reaches its highest point in the sky – at about 10 p.m. local time (the time in all time zones) in late November, 8 p.m. local time in late December and 6 p.m. local time in late January.

Aries is not a particularly prominent constellation, so a dark country sky absent of moonlight is most desirable for viewing the Ram at its finest. The three stars depicting the Ram’s bust – Hamal, Sheratan and Mesartim – suddenly brighten in a dark sky, as if someone had turned up the dimmer switch. By the way, a small telescope reveals that Mesartim is a double star.

Fortunately, the head of the Ram is fairly easy to locate. You’ll find it midway between these two signposts: the Pleiades star cluster to the east and the Square of Pegasus to the west. The Ram’s head is actually turned backward, as if admiring the Pleiades – or perhaps his own golden fleece.

You can also star-hop to Aries by drawing an imaginary line from Polaris, the North Star, and through a certain star in the constellation Cassiopeia: Segin (Epsilon Cassiopeiae). You’re seeking for the star at the east end of the famed starlit W or M, as shown on the sky chart at right. It’s a very long hop, more than twice the Polairs/Segin distance. Jump until you land between the Pleiades cluster and the Square of Pegasus.

By definition, the sun resides at the First Point of Aries on the March equinox. This point has a declination of zero degrees and a right ascension of zero degrees. The ecliptic and celestial equator intersect on the March and September equinoxes, and the celestial equator is equal to a declination of 0o. Image credit: Wikimedia Commons

What is the First Point of Aries? The First Point of Aries marks the sun’s position in front of the constellations of the Zodiac on the Northern Hemisphere’s spring equinox or Southern Hemisphere’s autumnal equinox. This equinox happens yearly on or near March 20, as the sun crosses the celestial equator, going from south to north.

The First Point of Aries, which is actually in the constellation Pisces nowadays, defines the coordinate system on the celestial sphere. The First Point of Aries always coincides with 0o right ascension and 0o declination. Right ascension is the equivalent of longitude here on Earth. Declination on the sky’s dome is the equivalent of latitude.

The First Point of Aries is one of two places on the celestial sphere where the ecliptic and celestial equator intersect. The First Point of Libra resides 180o east of the First Point of Aries, marking the September equinox point on the celestial sphere.

Because the Earth’s rotational axis wobbles full circle relative to the backdrop stars in about 26,000 years, Polaris doesn’t remain the North Star forever and the equinox points don’t remain fixed relative to the stars of the Zodiac. The March equinox point drifts westward (along the ecliptic) through the constellations of the Zodiac at about one degree (two sun diameters) in 72 years or 30o in 2160 years.

Hence, the March equinox point passed out of the constellation Aries and into the constellation Pisces in 68 B.C. Even so, we still call this equinox point the First Point of Aries.

Hamal, ancient equinox star

Map showing the ancient Kingdom of Colchis on the eastern shore of the Black Sea. View larger.

Aries the Ram in star lore. In Greek mythology, Aries represents the supernatural Ram that was sent by Zeus to rescue the children of Athamus, the King of Thebes, from political intrigue. Phrixus and his sister Helle were about to meet their demise, but the flying Ram, which could both speak and reason, took them away in the nick of time.

The children held on tight as the Ram flew them away for the safety of Colchis, an ancient kingdom bordering the eastern shore of the Black Sea. Unfortunately, Helle fell into the sea and drowned before reaching their destination. Hellespont – the ancient name for the Dardanelles straight near Istanbul, Turkey – marks the place of her death and was named in her honor.

Phrixus survived the long trip to Colchis. He gave thanks by sacrificing the Ram to Zeus, hanging it in a sacred grove where the fleece turned to gold. Later on, Jason and the Argonauts recovered the Golden Fleece.

Bottom line: How to see the constellation Aries the Ram. A word about this constellation in the history of astronomy, and in mythology.

Taurus? Here’s your constellation
Gemini? Here’s your constellation
Cancer? Here’s your constellation
Leo? Here’s your constellation
Virgo? Here’s your constellation
Libra? Here’s your constellation
Scorpius? Here’s your contellation
Sagittarius? Here’s your constellation
Capricornus? Here’s your constellation
Aquarius? Here’s your constellation
Pisces? Here’s your constellation
Aries? Here’s your constellation
Birthday late November to early December? Here’s your constellation



from EarthSky http://ift.tt/1vF99yI

The constellation Aries the Ram. His head is turned backward, looking in the direction of the Pleaides star cluster. Image credit: Old Book Art image Gallery

The sun – as seen from Earth – passes in front of the constellation Aries the Ram from about April 19 to May 14 every year. This year, in 2015, the sun enters the constellation Aries on April 19, at 10:00 Universal Time, and the constellation Taurus the Bull on May 14, at 13:00 Universal Time

Of course, a Northern Hemisphere spring or Southern Hemisphere autumn presents the wrong time of year for viewing the constellation Aries because then the mighty Ram is lost in the sun’s glare. Aries rises and sets with the sun for nearly a month, centered on late April. Follow the links below to learn more about how to see Aries in the night sky, and about this constellation in the history of astronomy and in mythology.

Best time for seeing Aries the Ram

What is the First Point of Aries?

Aries the Ram in star lore

Sky chart of the constellation Aries the Ram, showing the Pleiades star cluster near the Pisces/Taurus border. Click here for a larger chart

Look for Cassiopeia high over Polaris, the North Star around 8 p.m. local time in early December and 6 p.m. in early January. Then use Cassiopeia to star-hop to Aries by drawing an imaginary line from Polaris, the North Star, and through the star Segin (Epsilon Cassiopeiae).

Not sure how to find the North Star with respect to Cassiopeia in December and January? This chart should help.

Best time for seeing Aries the Ram. The best time to behold the Mighty Ram is at the opposite end of the year, when the Earth is on the other side of the sun. In late October, this constellation rises in the east at sunset, reaches its highest point in the sky at midnight and sets in the west at sunrise.

November and December are especially good months for viewing Aries the Ram in all his starlit majesty, for this constellation shines above the eastern horizon at nightfall and stays out for most of the night. Aries culminates – reaches its highest point in the sky – at about 10 p.m. local time (the time in all time zones) in late November, 8 p.m. local time in late December and 6 p.m. local time in late January.

Aries is not a particularly prominent constellation, so a dark country sky absent of moonlight is most desirable for viewing the Ram at its finest. The three stars depicting the Ram’s bust – Hamal, Sheratan and Mesartim – suddenly brighten in a dark sky, as if someone had turned up the dimmer switch. By the way, a small telescope reveals that Mesartim is a double star.

Fortunately, the head of the Ram is fairly easy to locate. You’ll find it midway between these two signposts: the Pleiades star cluster to the east and the Square of Pegasus to the west. The Ram’s head is actually turned backward, as if admiring the Pleiades – or perhaps his own golden fleece.

You can also star-hop to Aries by drawing an imaginary line from Polaris, the North Star, and through a certain star in the constellation Cassiopeia: Segin (Epsilon Cassiopeiae). You’re seeking for the star at the east end of the famed starlit W or M, as shown on the sky chart at right. It’s a very long hop, more than twice the Polairs/Segin distance. Jump until you land between the Pleiades cluster and the Square of Pegasus.

By definition, the sun resides at the First Point of Aries on the March equinox. This point has a declination of zero degrees and a right ascension of zero degrees. The ecliptic and celestial equator intersect on the March and September equinoxes, and the celestial equator is equal to a declination of 0o. Image credit: Wikimedia Commons

What is the First Point of Aries? The First Point of Aries marks the sun’s position in front of the constellations of the Zodiac on the Northern Hemisphere’s spring equinox or Southern Hemisphere’s autumnal equinox. This equinox happens yearly on or near March 20, as the sun crosses the celestial equator, going from south to north.

The First Point of Aries, which is actually in the constellation Pisces nowadays, defines the coordinate system on the celestial sphere. The First Point of Aries always coincides with 0o right ascension and 0o declination. Right ascension is the equivalent of longitude here on Earth. Declination on the sky’s dome is the equivalent of latitude.

The First Point of Aries is one of two places on the celestial sphere where the ecliptic and celestial equator intersect. The First Point of Libra resides 180o east of the First Point of Aries, marking the September equinox point on the celestial sphere.

Because the Earth’s rotational axis wobbles full circle relative to the backdrop stars in about 26,000 years, Polaris doesn’t remain the North Star forever and the equinox points don’t remain fixed relative to the stars of the Zodiac. The March equinox point drifts westward (along the ecliptic) through the constellations of the Zodiac at about one degree (two sun diameters) in 72 years or 30o in 2160 years.

Hence, the March equinox point passed out of the constellation Aries and into the constellation Pisces in 68 B.C. Even so, we still call this equinox point the First Point of Aries.

Hamal, ancient equinox star

Map showing the ancient Kingdom of Colchis on the eastern shore of the Black Sea. View larger.

Aries the Ram in star lore. In Greek mythology, Aries represents the supernatural Ram that was sent by Zeus to rescue the children of Athamus, the King of Thebes, from political intrigue. Phrixus and his sister Helle were about to meet their demise, but the flying Ram, which could both speak and reason, took them away in the nick of time.

The children held on tight as the Ram flew them away for the safety of Colchis, an ancient kingdom bordering the eastern shore of the Black Sea. Unfortunately, Helle fell into the sea and drowned before reaching their destination. Hellespont – the ancient name for the Dardanelles straight near Istanbul, Turkey – marks the place of her death and was named in her honor.

Phrixus survived the long trip to Colchis. He gave thanks by sacrificing the Ram to Zeus, hanging it in a sacred grove where the fleece turned to gold. Later on, Jason and the Argonauts recovered the Golden Fleece.

Bottom line: How to see the constellation Aries the Ram. A word about this constellation in the history of astronomy, and in mythology.

Taurus? Here’s your constellation
Gemini? Here’s your constellation
Cancer? Here’s your constellation
Leo? Here’s your constellation
Virgo? Here’s your constellation
Libra? Here’s your constellation
Scorpius? Here’s your contellation
Sagittarius? Here’s your constellation
Capricornus? Here’s your constellation
Aquarius? Here’s your constellation
Pisces? Here’s your constellation
Aries? Here’s your constellation
Birthday late November to early December? Here’s your constellation



from EarthSky http://ift.tt/1vF99yI

Best Science Books 2015: The Washington Post Notable Nonfiction of 2015 [Confessions of a Science Librarian]

As you all have no doubt noticed over the years, I love highlighting the best science books every year via the various end of year lists that newspapers, web sites, etc. publish. I’ve done it so far in 2008, 2009, 2010, 2011, 2012, 2013 and 2014.

And here we are in 2015!

As in previous years, my definition of “science books” is pretty inclusive, including books on technology, engineering, nature, the environment, science policy, history & philosophy of science, geek culture and whatever else seems to be relevant in my opinion.

Today’s list is The Washington Post Notable Nonfiction of 2015.

  • The Dark Net: Inside the Digital Underworld by Jamie Bartlett
  • Do No Harm: Stories of Life, Death and Brain Surgery by Henry Marsh
  • The Only Woman in the Room: Why Science Is Still a Boys’ Club by Eileen Pollack
  • The Pentagon’s Brain: An Uncensored History of DARPA, America’s Top-Secret Military Research Agency by Annie Jacobsen
  • Stoned: A Doctor’s Case for Medical Marijuana by David Casarett
  • The Wright Brothers by David McCullough

And check out my previous 2015 lists here!

Many of the lists I use are sourced via the Largehearted Boy master list.

(Astute readers will notice that I kind of petered out on this project a couple of years ago and never got around to the end of year summary since then. Before loosing steam, I ended up featuring dozens and dozens of lists, virtually every list I could find that had science books on it. While it was kind of cool to be so comprehensive, not to mention that it gave the summary posts a certain statistical weight, it was also way more work than I had really envisioned way back in 2008 or so when I started doing this. As a result, I’m only going to highlight particularly large or noteworthy lists this year and forgo any kind of end of year summary. Basically, all the fun but not so much of the drudgery.)



from ScienceBlogs http://ift.tt/1N3ZmYo

As you all have no doubt noticed over the years, I love highlighting the best science books every year via the various end of year lists that newspapers, web sites, etc. publish. I’ve done it so far in 2008, 2009, 2010, 2011, 2012, 2013 and 2014.

And here we are in 2015!

As in previous years, my definition of “science books” is pretty inclusive, including books on technology, engineering, nature, the environment, science policy, history & philosophy of science, geek culture and whatever else seems to be relevant in my opinion.

Today’s list is The Washington Post Notable Nonfiction of 2015.

  • The Dark Net: Inside the Digital Underworld by Jamie Bartlett
  • Do No Harm: Stories of Life, Death and Brain Surgery by Henry Marsh
  • The Only Woman in the Room: Why Science Is Still a Boys’ Club by Eileen Pollack
  • The Pentagon’s Brain: An Uncensored History of DARPA, America’s Top-Secret Military Research Agency by Annie Jacobsen
  • Stoned: A Doctor’s Case for Medical Marijuana by David Casarett
  • The Wright Brothers by David McCullough

And check out my previous 2015 lists here!

Many of the lists I use are sourced via the Largehearted Boy master list.

(Astute readers will notice that I kind of petered out on this project a couple of years ago and never got around to the end of year summary since then. Before loosing steam, I ended up featuring dozens and dozens of lists, virtually every list I could find that had science books on it. While it was kind of cool to be so comprehensive, not to mention that it gave the summary posts a certain statistical weight, it was also way more work than I had really envisioned way back in 2008 or so when I started doing this. As a result, I’m only going to highlight particularly large or noteworthy lists this year and forgo any kind of end of year summary. Basically, all the fun but not so much of the drudgery.)



from ScienceBlogs http://ift.tt/1N3ZmYo

The Story Of Life in 25 Fossils by Don Prothero: Review [Greg Laden's Blog]

This is a review of The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution.

Don Prothero

Don Prothero

Fossils are cool. Why? Two very big and complex reasons. First, fossils allow us to reconstruct species that don’t exist any more. This is usually done by studying species that do exist, and using the information we glean from living things to interpret the details of the fossil species, giving it life. Second, fossils tell us about evolutionary change, both by showing us what evolutionary events happened that we would not be able to see in living species, and by showing us change. In order to understand the evolutionary history of life on our planet, we need to look at a lot of different fossil species, to develop histories of change and adaptation.

(OK, there may be more than two reasons fossils are cool. Feel free to add your fossil are cool ideas in the comments section below. Please to not say “to grind them up to make aphrodisiacs.”)

So, what if you had to describe the history of life by focusing on a small number of fossils? And, why would you do that? Last year, Paul Taylor and Aaron O’Dea did this with 100 fossils in A History of Life in 100 Fossils. I’ve looked through that book, and it is nice. But here I’m going to review a somewhat more recent book, just out, by Don Prothero, which has at least as much information in it but by focusing on a smaller number of cases: The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution.

Several of the fossils Prothero chose to illustrate the story of life represent major events or changes in the planet’s evolutionary history and diversification. For example, the nature of the earliest life forms is represented by the stramotlite, which is really fossil scum. Others illustrate key transitions within major groups such as the origin of hard body parts, or the major divisions of animals, such as the origin of the amphibians. Others are exemplars chosen because they are spectacular and/or because they are touchstones to understanding very different times in the past, or important categories of living and extinct forms. These examples include the extremes, as well as good exemplars of the “diversity in adaptations to size, ecological niche, and habitat.” Generally, the chosen representatives are fossils with good preservation, detailed study, and in general, piles of information.

Prothero also provides rich detail about discovery, early interpretations, and the role of specific fossils (or extinct species) in the history of thought about evolution. In some ways this may be the most interesting parts of the discussion of several of the fossils. And, the book is chock full of excellent and interesting illustrations.

Lester Park Stromatolite. (Photograph by G. Laden.)

Lester Park Stromatolite. (Photograph by G. Laden.)

As a result, the chosen 25 are somewhat biased towards the more spectacular, and intentionally, towards those extinct forms that people tend to gravitate towards because they are either very interesting or very spectacular (generally, both). It would probably be difficult to develop a panoply of species that ignore the dinosaurs, but the history of life on Earth could probably have been written without humans, as long as “providing a viable existential threat to all known life forms” was not on your list of key attributes to do cover, but Prothero takes on human ancestors, and covers more than one, because most of the book’s readers are likely to be humans.

There are far more than 25 life forms in The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution, because the author makes use of a much richer body of information than just the key chapter-titling form.

Also, Prothero is a world renowned expert on certain fossil groups, found among the mammals. Well, actually, a lot of fossil groups. And, his expertise is applied richly here, with the selection of a disproportionate share of mammals.

The author writes excellent, readable prose, and vigorously makes connections between evolutionary questions and evolutionary data. It is hard to say if this book supplants or enhances his earlier major monograph for the public on evolution, Evolution: What the Fossils Say and Why It Matters. Either way, you can safely assume the more recent volume is more up to date in areas where research has been active.

I’m thinking of getting a copy of this book for the local school’s library, as a gift.


A selection of other books by Donald Prothero:



from ScienceBlogs http://ift.tt/1N3ZoPM

This is a review of The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution.

Don Prothero

Don Prothero

Fossils are cool. Why? Two very big and complex reasons. First, fossils allow us to reconstruct species that don’t exist any more. This is usually done by studying species that do exist, and using the information we glean from living things to interpret the details of the fossil species, giving it life. Second, fossils tell us about evolutionary change, both by showing us what evolutionary events happened that we would not be able to see in living species, and by showing us change. In order to understand the evolutionary history of life on our planet, we need to look at a lot of different fossil species, to develop histories of change and adaptation.

(OK, there may be more than two reasons fossils are cool. Feel free to add your fossil are cool ideas in the comments section below. Please to not say “to grind them up to make aphrodisiacs.”)

So, what if you had to describe the history of life by focusing on a small number of fossils? And, why would you do that? Last year, Paul Taylor and Aaron O’Dea did this with 100 fossils in A History of Life in 100 Fossils. I’ve looked through that book, and it is nice. But here I’m going to review a somewhat more recent book, just out, by Don Prothero, which has at least as much information in it but by focusing on a smaller number of cases: The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution.

Several of the fossils Prothero chose to illustrate the story of life represent major events or changes in the planet’s evolutionary history and diversification. For example, the nature of the earliest life forms is represented by the stramotlite, which is really fossil scum. Others illustrate key transitions within major groups such as the origin of hard body parts, or the major divisions of animals, such as the origin of the amphibians. Others are exemplars chosen because they are spectacular and/or because they are touchstones to understanding very different times in the past, or important categories of living and extinct forms. These examples include the extremes, as well as good exemplars of the “diversity in adaptations to size, ecological niche, and habitat.” Generally, the chosen representatives are fossils with good preservation, detailed study, and in general, piles of information.

Prothero also provides rich detail about discovery, early interpretations, and the role of specific fossils (or extinct species) in the history of thought about evolution. In some ways this may be the most interesting parts of the discussion of several of the fossils. And, the book is chock full of excellent and interesting illustrations.

Lester Park Stromatolite. (Photograph by G. Laden.)

Lester Park Stromatolite. (Photograph by G. Laden.)

As a result, the chosen 25 are somewhat biased towards the more spectacular, and intentionally, towards those extinct forms that people tend to gravitate towards because they are either very interesting or very spectacular (generally, both). It would probably be difficult to develop a panoply of species that ignore the dinosaurs, but the history of life on Earth could probably have been written without humans, as long as “providing a viable existential threat to all known life forms” was not on your list of key attributes to do cover, but Prothero takes on human ancestors, and covers more than one, because most of the book’s readers are likely to be humans.

There are far more than 25 life forms in The Story of Life in 25 Fossils: Tales of Intrepid Fossil Hunters and the Wonders of Evolution, because the author makes use of a much richer body of information than just the key chapter-titling form.

Also, Prothero is a world renowned expert on certain fossil groups, found among the mammals. Well, actually, a lot of fossil groups. And, his expertise is applied richly here, with the selection of a disproportionate share of mammals.

The author writes excellent, readable prose, and vigorously makes connections between evolutionary questions and evolutionary data. It is hard to say if this book supplants or enhances his earlier major monograph for the public on evolution, Evolution: What the Fossils Say and Why It Matters. Either way, you can safely assume the more recent volume is more up to date in areas where research has been active.

I’m thinking of getting a copy of this book for the local school’s library, as a gift.


A selection of other books by Donald Prothero:



from ScienceBlogs http://ift.tt/1N3ZoPM

Student Essay Winner Writes of the Importance of Hands-on Science

In her winning essay, a Bio-Rad essay winner shares her perspective on the importance of giving students hands-on science learning opportunities. Having attended inner-city schools in the Bay Area, Kainat Shaikh offers an insightful look at the value of science education for today's students.

Kainat Shaikh / Bio-Rad Essay Contest Winner
Kainat Shaikh, is currently a freshman at UC Berkeley. Last May, she graduated from Phillip & Sala Burton High School, an inner city public school in San Francisco. As a student at Burton and, before that, Thurgood Marshall High School, Kainat says there were no school science fairs. However, she had the opportunity to participate in a Health Sciences Academy elective at Burton. The program, offered as an elective class for all students, aims to inspire students to pursue a career in science, technology, engineering, or math (STEM). Students in the Health Science Academy are introduced to a wide range of science-oriented career paths, have the opportunity to take STEM-based field trips and hear from speakers in science fields, and learn about student internships in the community.

According to Kainat, the Health Science Academy program strives to "spark students' curiosity in a science-related field," and Kainat is a testament to the success of STEM programs like this. As a senior, Kainat won the Ron Mardigian essay contest sponsored by Bio-Rad Laboratories.

In her essay, Kainat writes enthusiastically about the value of hands-on science education and the importance of giving students STEM learning opportunities. Kainat says that the "unknown factor" is what excites her most about science. "Science is a mystery yet to be solved, a puzzle yet to be crafted, a discovery yet to be made. Realizing that I may discover something that no one else knows about holds such tremendous value to me. Being able to find a cure to some of the deadly diseases of our century and knowing that there is a potential to help heal and better lives of individuals around the globe is an idea that continues to motivate me during stressful weeks in college," says the Berkeley freshman.

Kainat knows that she wants to pursue a career in science, but deciding on her course of study as a college freshman has been difficult. "All areas of science intrigue me," she says. "The problem is that I have to choose just a couple areas, so that I can give my complete time and energy to the field." Currently, biology is an area of major interest for Kainat. "The way in which life is created, how living things interact with one another, how different combinations of four bases can create two completely different species, or how we all depend on one another for survival are concepts within Biology that continue to make me question all that is around me," explains Kainat. "The more I learn, the more I begin to realize how much I [do] not know."

Science is not just about memorizing chemistry or physics formulas or even following other individuals' experimental procedures. It is also about you finding evidence to support your own theory, asking your own questions, developing your very own scientific process along the way, and discovering the unknown, and, ultimately, your very own answers.~Kainat Shaikh

When asked what advice she would give to students who are just entering middle or high school and think science 'isn't for them,' Kainat stresses the fact that science is already a part of everything we do. "I would tell them the following. Believe it or not, you have had much more exposure to science than you might think. Science is all around us. For example, when you make lemonade, you're mixing several ingredients together, creating a science experiment that we would call a homogeneous solution in scientific terms. Or when you're making pizza dough and add sugar and hot water to yeast, the yeast is activated by the hot water, and the sugar enables the yeast to 'grow.'" Kainat urges students to realize that while one area of science may not be of interest, another area might be. "From looking through telescopes to observe Saturn to discovering a cell responsible for creating memories, science is a very broad subject... similar to how there's so much left to discover in science, you can simultaneously discover your own favorite field through experimentation. The opportunities are limitless."

In addition to her interest in science, Kainat likes to read dystopian literature, 1984 and The Handmaid's Tale being favorites, and make bracelets. "Currently, I'm making one inspired by the double helical structure of DNA," she notes. Kainat also has a love of languages. She speaks Hindu and Urdu, reads Arabic, and is learning Spanish.

The full text of Kainat's winning essay appears below.

Encouraging Interest and Participation in Science: The Need for Greater Autonomy and Freedom of Exploration

By Kainat Shaikh

Human beings are quite amazing, but we certainly are not the strongest animals; we do not have fur that would protect us from the cold nor do we have wings to escape from a predator or fly down to catch a prey. Furthermore, we are susceptible to various types of lethal and infectious diseases. Yet, we have managed to survive as a species for thousands of years. This has only been possible because of humankind's possession of immense brain power. Our brains have enabled us to imagine several life-changing ideas, such as Watson, Crick, and Rosalind Franklin's discovery of the double helical structure of DNA. Their discovery has empowered scientists of today to continue performing research on the cell to cure the most deadly diseases of our century. This is a prime example of how science can drastically change the world for the betterment of society. To further enhance our legacy, as humans living in the only known habitable world, we can encourage interest and participation in science by creating more hands-on scientific opportunities for the public.

Early intervention is critical in increasing the amount of participation in science. On a personal account, in elementary school, I remember learning about natural disasters from a lengthy textbook. While this classic method informed me about essential scientific terms, ideas, and theories, the book was not as powerful of an experience as the scientific experiment I conducted with my 5th grade class. We made a clay volcano by utilizing baking soda, vinegar, and soap. Bubbly, vivid, and full of energy, it was quite an explosion. Having attended a low-income school, due to budget cuts, our class only had the opportunity to actively participate in just one experiment. I wish that the curriculum was designed so that we would have the maximum amount of hands-on experiences in the subject. Today, elementary schools can aim to do this, to encourage children to participate in and conduct experiments at school so that their curiosity is sparked. If more hands-on opportunities are provided in the class, the students would feel a deeper connection and interest with not only science, but most other subjects as well. Another instance in which early intervention would increase children's interest in the science field is taking them to places such as the Exploratorium and Academy of Sciences. The Exploratorium, a hands-on museum packed with interactive scientific activities, is the perfect place to encourage active participation in science. Whenever I visit the museum, I constantly notice several groups of children surrounding a particular exhibit, and asking numerous questions about how their shadows are colored or why the model tornado spins in a certain direction.

Educating individuals of all ages the true essence of science, and granting learners the opportunities to pursue a career in the field would motivate them to increase their level of participation. Science is not just about memorizing chemistry or physics formulas or even following other individuals' experimental procedures. It is also about you finding evidence to support your own theory, asking your own questions, developing your very own scientific process along the way, and discovering the unknown, and, ultimately, your very own answers. Teachers must give students the tools and background knowledge to build their experiments; however, from that point onwards, students must take the initiative to perform the research and develop a procedure. Additionally, to encourage participation in science, the community can create science-related opportunities for the younger generation, and empower them to make a difference. Whether it be volunteering at a local elementary school to teach children topics about science or interning at a state-of-the-art biomedical laboratory, no opportunity is small or less rewarding. Furthermore, on a personal account, my Health Science teacher had reserved a fieldtrip to the then new UCSF Sandler Neuroscience center. Last year, when my classmates and I visited this research facility, we were astonished by the new forms of technology and science taking place at the institute. Part of our trip included the opportunity to travel inside an animated brain by utilizing highly-developed goggles. It seemed completely surreal. The entire experience was extremely inspirational, and, for the first time, I saw myself pursuing a career in the science field.

As a result of the trip to the organization and past science classes, I applied to a summer internship program at the Gladstone Institutes, UCSF. This program is geared towards providing research opportunities to low income, underserved minorities to further diversify the future science field. Through an extensive application process, I was granted the privilege to perform research on HIV using live, infected immune cells. Although the research I conducted was a roller coaster ride, it has taught me that when performing research you often fail and continue to, but then you reach that turning point, and it is that successful moment which becomes the highlight of the rewarding experience. Safe to say, the internship changed the course of my life. Seeing that I could be a part of this community and having mentors who were women deepened my passion and interest for the subject.

In conclusion, to increase participation and interest in the science field, active learners must be given the opportunity, but also take initiative for themselves, to discover what science means to them, and how it impacts their daily lives. Science has the potential to create a more efficient and healthy society, but it is in the hands of future generations to uncover hidden puzzles, cures, and innovations.


Realizing that I may discover something that no one else knows about holds such tremendous value to me. Being able to find a cure to some of the deadly diseases of our century and knowing that there is a potential to help heal and better lives of individuals around the globe is an idea that continues to motivate me. ~Kainat Shaikh





Science Buddies Project Ideas in Biotechnology Techniques are sponsored by Bio-Rad Laboratories.



from Science Buddies Blog http://ift.tt/1NHQvRO

In her winning essay, a Bio-Rad essay winner shares her perspective on the importance of giving students hands-on science learning opportunities. Having attended inner-city schools in the Bay Area, Kainat Shaikh offers an insightful look at the value of science education for today's students.

Kainat Shaikh / Bio-Rad Essay Contest Winner
Kainat Shaikh, is currently a freshman at UC Berkeley. Last May, she graduated from Phillip & Sala Burton High School, an inner city public school in San Francisco. As a student at Burton and, before that, Thurgood Marshall High School, Kainat says there were no school science fairs. However, she had the opportunity to participate in a Health Sciences Academy elective at Burton. The program, offered as an elective class for all students, aims to inspire students to pursue a career in science, technology, engineering, or math (STEM). Students in the Health Science Academy are introduced to a wide range of science-oriented career paths, have the opportunity to take STEM-based field trips and hear from speakers in science fields, and learn about student internships in the community.

According to Kainat, the Health Science Academy program strives to "spark students' curiosity in a science-related field," and Kainat is a testament to the success of STEM programs like this. As a senior, Kainat won the Ron Mardigian essay contest sponsored by Bio-Rad Laboratories.

In her essay, Kainat writes enthusiastically about the value of hands-on science education and the importance of giving students STEM learning opportunities. Kainat says that the "unknown factor" is what excites her most about science. "Science is a mystery yet to be solved, a puzzle yet to be crafted, a discovery yet to be made. Realizing that I may discover something that no one else knows about holds such tremendous value to me. Being able to find a cure to some of the deadly diseases of our century and knowing that there is a potential to help heal and better lives of individuals around the globe is an idea that continues to motivate me during stressful weeks in college," says the Berkeley freshman.

Kainat knows that she wants to pursue a career in science, but deciding on her course of study as a college freshman has been difficult. "All areas of science intrigue me," she says. "The problem is that I have to choose just a couple areas, so that I can give my complete time and energy to the field." Currently, biology is an area of major interest for Kainat. "The way in which life is created, how living things interact with one another, how different combinations of four bases can create two completely different species, or how we all depend on one another for survival are concepts within Biology that continue to make me question all that is around me," explains Kainat. "The more I learn, the more I begin to realize how much I [do] not know."

Science is not just about memorizing chemistry or physics formulas or even following other individuals' experimental procedures. It is also about you finding evidence to support your own theory, asking your own questions, developing your very own scientific process along the way, and discovering the unknown, and, ultimately, your very own answers.~Kainat Shaikh

When asked what advice she would give to students who are just entering middle or high school and think science 'isn't for them,' Kainat stresses the fact that science is already a part of everything we do. "I would tell them the following. Believe it or not, you have had much more exposure to science than you might think. Science is all around us. For example, when you make lemonade, you're mixing several ingredients together, creating a science experiment that we would call a homogeneous solution in scientific terms. Or when you're making pizza dough and add sugar and hot water to yeast, the yeast is activated by the hot water, and the sugar enables the yeast to 'grow.'" Kainat urges students to realize that while one area of science may not be of interest, another area might be. "From looking through telescopes to observe Saturn to discovering a cell responsible for creating memories, science is a very broad subject... similar to how there's so much left to discover in science, you can simultaneously discover your own favorite field through experimentation. The opportunities are limitless."

In addition to her interest in science, Kainat likes to read dystopian literature, 1984 and The Handmaid's Tale being favorites, and make bracelets. "Currently, I'm making one inspired by the double helical structure of DNA," she notes. Kainat also has a love of languages. She speaks Hindu and Urdu, reads Arabic, and is learning Spanish.

The full text of Kainat's winning essay appears below.

Encouraging Interest and Participation in Science: The Need for Greater Autonomy and Freedom of Exploration

By Kainat Shaikh

Human beings are quite amazing, but we certainly are not the strongest animals; we do not have fur that would protect us from the cold nor do we have wings to escape from a predator or fly down to catch a prey. Furthermore, we are susceptible to various types of lethal and infectious diseases. Yet, we have managed to survive as a species for thousands of years. This has only been possible because of humankind's possession of immense brain power. Our brains have enabled us to imagine several life-changing ideas, such as Watson, Crick, and Rosalind Franklin's discovery of the double helical structure of DNA. Their discovery has empowered scientists of today to continue performing research on the cell to cure the most deadly diseases of our century. This is a prime example of how science can drastically change the world for the betterment of society. To further enhance our legacy, as humans living in the only known habitable world, we can encourage interest and participation in science by creating more hands-on scientific opportunities for the public.

Early intervention is critical in increasing the amount of participation in science. On a personal account, in elementary school, I remember learning about natural disasters from a lengthy textbook. While this classic method informed me about essential scientific terms, ideas, and theories, the book was not as powerful of an experience as the scientific experiment I conducted with my 5th grade class. We made a clay volcano by utilizing baking soda, vinegar, and soap. Bubbly, vivid, and full of energy, it was quite an explosion. Having attended a low-income school, due to budget cuts, our class only had the opportunity to actively participate in just one experiment. I wish that the curriculum was designed so that we would have the maximum amount of hands-on experiences in the subject. Today, elementary schools can aim to do this, to encourage children to participate in and conduct experiments at school so that their curiosity is sparked. If more hands-on opportunities are provided in the class, the students would feel a deeper connection and interest with not only science, but most other subjects as well. Another instance in which early intervention would increase children's interest in the science field is taking them to places such as the Exploratorium and Academy of Sciences. The Exploratorium, a hands-on museum packed with interactive scientific activities, is the perfect place to encourage active participation in science. Whenever I visit the museum, I constantly notice several groups of children surrounding a particular exhibit, and asking numerous questions about how their shadows are colored or why the model tornado spins in a certain direction.

Educating individuals of all ages the true essence of science, and granting learners the opportunities to pursue a career in the field would motivate them to increase their level of participation. Science is not just about memorizing chemistry or physics formulas or even following other individuals' experimental procedures. It is also about you finding evidence to support your own theory, asking your own questions, developing your very own scientific process along the way, and discovering the unknown, and, ultimately, your very own answers. Teachers must give students the tools and background knowledge to build their experiments; however, from that point onwards, students must take the initiative to perform the research and develop a procedure. Additionally, to encourage participation in science, the community can create science-related opportunities for the younger generation, and empower them to make a difference. Whether it be volunteering at a local elementary school to teach children topics about science or interning at a state-of-the-art biomedical laboratory, no opportunity is small or less rewarding. Furthermore, on a personal account, my Health Science teacher had reserved a fieldtrip to the then new UCSF Sandler Neuroscience center. Last year, when my classmates and I visited this research facility, we were astonished by the new forms of technology and science taking place at the institute. Part of our trip included the opportunity to travel inside an animated brain by utilizing highly-developed goggles. It seemed completely surreal. The entire experience was extremely inspirational, and, for the first time, I saw myself pursuing a career in the science field.

As a result of the trip to the organization and past science classes, I applied to a summer internship program at the Gladstone Institutes, UCSF. This program is geared towards providing research opportunities to low income, underserved minorities to further diversify the future science field. Through an extensive application process, I was granted the privilege to perform research on HIV using live, infected immune cells. Although the research I conducted was a roller coaster ride, it has taught me that when performing research you often fail and continue to, but then you reach that turning point, and it is that successful moment which becomes the highlight of the rewarding experience. Safe to say, the internship changed the course of my life. Seeing that I could be a part of this community and having mentors who were women deepened my passion and interest for the subject.

In conclusion, to increase participation and interest in the science field, active learners must be given the opportunity, but also take initiative for themselves, to discover what science means to them, and how it impacts their daily lives. Science has the potential to create a more efficient and healthy society, but it is in the hands of future generations to uncover hidden puzzles, cures, and innovations.


Realizing that I may discover something that no one else knows about holds such tremendous value to me. Being able to find a cure to some of the deadly diseases of our century and knowing that there is a potential to help heal and better lives of individuals around the globe is an idea that continues to motivate me. ~Kainat Shaikh





Science Buddies Project Ideas in Biotechnology Techniques are sponsored by Bio-Rad Laboratories.



from Science Buddies Blog http://ift.tt/1NHQvRO

Global Warming Could Make Peat Bogs Less Of A Carbon Sink [Greg Laden's Blog]

A new study, “An unexpected role for mixotrophs in the response of peatland carbon cycling to climate warming” by Vincent Jassey and others, just came out in Scientific Reports. The study is fairly preliminary, but fascinating, and unfortunately may signal that yet another effect of global warming that would result in more global warming.

What makes this study interesting is that it examines the detailed ecological relationships between several different kinds of organisms in both field and lab settings, in order to get a handle on what they do when conditions warm. Mixotrophs are organisms that mix up their role in the trophic web, shifting between being producers (using sunlight to make carbohydrates) or consumers (eating either producers or consumers). Several different mixotrophs that photosynthesize can be found in aquatic and semi aquatic ecosystems, but in this study only mixotrophic amoebae were considered. But before revealing what these shape shifting strategy shifters are up to, a word about the carbon cycle.

See: What does “Global Warming” mean?

About 770 gigatons of Carbon Dioxide (note: Not Carbon, but the gas CO2) are added to the atmosphere every year from natural sources. About 780 gigatons are taken in by those same systems. This is today; At various times in the past this has been different. Anyway, about 10 gigatons are removed, on average, per year over time. Human activities, including burning fossil fuel and other factors, add about 30 gigatons a year, for an imbalance of +20 gigatons. This has caused the concentration of the greenhouse gas CO2 in the atmosphere to go from somewhere south of 280ppm (parts per million) to just north of 400ppm since the beginning of the Industrial Era. This has caused global warming.

Adding CO2, and thus retaining more heat on the surface of the planet, could increase biological activity in such a way that natural ecosystems absorb more Carbon, thus offsetting the human contribution. Also, CO2 is plant food. So, with more CO2, and a longer growing season, plants could bulk up and take in more CO2 than normally, offsetting the human-caused imbalance. Unfortunately, this does not happen.

Well, plants may well take in a bit more CO2 and convert it to plant tissues, but other things happen as well. For example, expanding the growing season also means melting permafrost in northern climates. There, huge amounts of Carbon sequestered long term is released (as CO2 or methane, which is also a greenhouse gas and eventually converts to CO2). So warming caused by adding CO2 to the atmosphere has an amplifying effect, causing even more warming, and more amplification, and so on. We refer to this as a positive feedback cycle, but it is not positive at all from the perspective of planetary health.

See this for more information about a negative feedback involving plants that turns out to not be a negative feedback.

Of all that CO2 moving in and out of the natural system, about 890 gigatons is interchanging on the land (soils, vegetation, freshwater ecosystems, etc.) while about 670 gigatons interact with the ocean. This means that a good amount more than half of the carbon cycle happens over land. Of that, several percent (estimates vary) happens in relation to peat bogs. Here the numbers can get a bit misleading. The normal amount of Carbon that goes into, or comes out of, the world’s peat bogs over a period of time under normal conditions may be very small compared to the total amount of carbon stored in those bogs, which might be rapidly released as CO2 or methane if certain things happen. For example, peat is a fuel source, and has been widely mined for many years. In other areas, bogs are drained or covered over. Here in the Twin Cities, vast bogs are now Urban Saint Paul (covered over) or farms growing turf or corn (drained) so whatever they were doing in the early 19th century as part of the natural system, they are not doing that any more. The peat that is burned for fuel or used in smelting operations, etc., adds most of its Carbon to the atmosphere all at once, and thereafter contributes nothing to sequestering carbon.

See: How do human CO2 emissions compare to natural CO2 emissions?

For all these reasons, what happens in peat bogs does not stay in peat bogs. Changes to peat bogs that cause changes in their role in the Carbon cycle may be very important under global warming.

Now, think about this for a second. If you have an organism that can either sequester carbon by acting like a plant, or release carbon (as CO2) by acting as an animal (though it is neither), then what that animal is doing matters to the Carbon cycle. Also, if the organism can either grow and reproduce using mainly sunlight, or consume other organisms at a higher rate, that strategy shifting may influence the entire ecosystem. The new research project looks at all of this, and seems to show that on balance, warming up the ecosystem significantly changes the amounts of Carbon released vs. retained in many peat bogs.

From the Abstract:

…little is known about the responses of peatland mixotrophs to climate change and the potential consequences for the peatland C cycle. With a combination of field and microcosm experiments, we show that mixotrophs in the Sphagnum bryosphere play an important role in modulating peatland C cycle responses to experimental warming. We found that five years of consecutive summer warming with peaks of +2 to +8°C led to a 50% reduction in the biomass of the dominant mixotrophs, the mixotrophic testate amoebae (MTA). The biomass of other microbial groups (including decomposers) did not change, suggesting MTA to be particularly sensitive to temperature. In a microcosm experiment under controlled conditions, we then manipulated the abundance of MTA, and showed that the reported 50% reduction of MTA biomass in the field was linked to a significant reduction of net C uptake (–13%) of the entire Sphagnum bryosphere. Our findings suggest that reduced abundance of MTA with climate warming could lead to reduced peatland C fixation.

The way in which MTA biomass reduction reduces peatland Carbon fixation is not entirely clear. I asked Vincent Jassey, the study’s lead author, how the reduction in biomass of the dominant mixotrophs in the Sphagnum bryosphere reduces overall photosynthesis. He told me that what is measured is the overall rate of photosynthesis of the entire ecosystem, and that further research would be needed to assess exactly what is happening. “MTA are living within/between Sphagnum leaves. So, when we measure photosynthesis on Sphagnum, it takes into account the photosynthesis made by MTA as well,” he said. “This is the first time a paper outlines the potential role of MTA in overall Carbon fixation of bryosphere, showing its potential importance for peatlands…we showed that a decrease of MTA abundance/biomass is linked to a decrease of Sphagnum bryosphere photosynthesis. [So far] we made indirect measurements and this needs to be verified in future research.”

The next step, then, is to how MTA benefits the moss. So far, “…these links are largely unknown. This is something I’m working on. We want to quantify more precisely the contribution of MTA photosynthesis to bryosphere photosynthesis in the field in our future research and see if its response to warming will be significant in term of C loss in peatlands.”

I think this research is important for several reasons. One is that this is a step towards understanding a complex ecological system that makes up a significant percentage of terrestrial ecosystems, which may involve inter-species symbiosis or other important interaction. The other is that this system appears to represent yet another case of amplifying feedback in global warming, where more warming ultimately leads to more warming. Decades ago, many scientists hoped or assumed that the anthropogenic greenhouse effect would be at least partly attenuated by negative feedback systems, where more Carbon is sequestered as a result of warming, but we now know that while this does happen, it is more common to find amplifying feedbacks. This, of course, relates to the question of climate sensitivity. Many factors will determine where the global surface temperatures will equilibrate with a doubling of pre-Industrial CO2 levels in the atmosphere, and how organisms or ecological systems respond to warming is part of that.

See: Books on Climate Change: Great ideas for holiday gifts!

I will speculate further and suggest that this is important in relation to the question of carbon sequestering through geo-engineering. It has been suggested that preserving or expanding peat bogs, like growing more trees or similar measures, would help sequester more carbon. But the carbon-sequestering value one places per unit area on various kinds of peat bogs or other wetlands has to be correctly measured and understood. If these values are going to change in a warming world, we need to know this.



from ScienceBlogs http://ift.tt/1SwUVsD

A new study, “An unexpected role for mixotrophs in the response of peatland carbon cycling to climate warming” by Vincent Jassey and others, just came out in Scientific Reports. The study is fairly preliminary, but fascinating, and unfortunately may signal that yet another effect of global warming that would result in more global warming.

What makes this study interesting is that it examines the detailed ecological relationships between several different kinds of organisms in both field and lab settings, in order to get a handle on what they do when conditions warm. Mixotrophs are organisms that mix up their role in the trophic web, shifting between being producers (using sunlight to make carbohydrates) or consumers (eating either producers or consumers). Several different mixotrophs that photosynthesize can be found in aquatic and semi aquatic ecosystems, but in this study only mixotrophic amoebae were considered. But before revealing what these shape shifting strategy shifters are up to, a word about the carbon cycle.

See: What does “Global Warming” mean?

About 770 gigatons of Carbon Dioxide (note: Not Carbon, but the gas CO2) are added to the atmosphere every year from natural sources. About 780 gigatons are taken in by those same systems. This is today; At various times in the past this has been different. Anyway, about 10 gigatons are removed, on average, per year over time. Human activities, including burning fossil fuel and other factors, add about 30 gigatons a year, for an imbalance of +20 gigatons. This has caused the concentration of the greenhouse gas CO2 in the atmosphere to go from somewhere south of 280ppm (parts per million) to just north of 400ppm since the beginning of the Industrial Era. This has caused global warming.

Adding CO2, and thus retaining more heat on the surface of the planet, could increase biological activity in such a way that natural ecosystems absorb more Carbon, thus offsetting the human contribution. Also, CO2 is plant food. So, with more CO2, and a longer growing season, plants could bulk up and take in more CO2 than normally, offsetting the human-caused imbalance. Unfortunately, this does not happen.

Well, plants may well take in a bit more CO2 and convert it to plant tissues, but other things happen as well. For example, expanding the growing season also means melting permafrost in northern climates. There, huge amounts of Carbon sequestered long term is released (as CO2 or methane, which is also a greenhouse gas and eventually converts to CO2). So warming caused by adding CO2 to the atmosphere has an amplifying effect, causing even more warming, and more amplification, and so on. We refer to this as a positive feedback cycle, but it is not positive at all from the perspective of planetary health.

See this for more information about a negative feedback involving plants that turns out to not be a negative feedback.

Of all that CO2 moving in and out of the natural system, about 890 gigatons is interchanging on the land (soils, vegetation, freshwater ecosystems, etc.) while about 670 gigatons interact with the ocean. This means that a good amount more than half of the carbon cycle happens over land. Of that, several percent (estimates vary) happens in relation to peat bogs. Here the numbers can get a bit misleading. The normal amount of Carbon that goes into, or comes out of, the world’s peat bogs over a period of time under normal conditions may be very small compared to the total amount of carbon stored in those bogs, which might be rapidly released as CO2 or methane if certain things happen. For example, peat is a fuel source, and has been widely mined for many years. In other areas, bogs are drained or covered over. Here in the Twin Cities, vast bogs are now Urban Saint Paul (covered over) or farms growing turf or corn (drained) so whatever they were doing in the early 19th century as part of the natural system, they are not doing that any more. The peat that is burned for fuel or used in smelting operations, etc., adds most of its Carbon to the atmosphere all at once, and thereafter contributes nothing to sequestering carbon.

See: How do human CO2 emissions compare to natural CO2 emissions?

For all these reasons, what happens in peat bogs does not stay in peat bogs. Changes to peat bogs that cause changes in their role in the Carbon cycle may be very important under global warming.

Now, think about this for a second. If you have an organism that can either sequester carbon by acting like a plant, or release carbon (as CO2) by acting as an animal (though it is neither), then what that animal is doing matters to the Carbon cycle. Also, if the organism can either grow and reproduce using mainly sunlight, or consume other organisms at a higher rate, that strategy shifting may influence the entire ecosystem. The new research project looks at all of this, and seems to show that on balance, warming up the ecosystem significantly changes the amounts of Carbon released vs. retained in many peat bogs.

From the Abstract:

…little is known about the responses of peatland mixotrophs to climate change and the potential consequences for the peatland C cycle. With a combination of field and microcosm experiments, we show that mixotrophs in the Sphagnum bryosphere play an important role in modulating peatland C cycle responses to experimental warming. We found that five years of consecutive summer warming with peaks of +2 to +8°C led to a 50% reduction in the biomass of the dominant mixotrophs, the mixotrophic testate amoebae (MTA). The biomass of other microbial groups (including decomposers) did not change, suggesting MTA to be particularly sensitive to temperature. In a microcosm experiment under controlled conditions, we then manipulated the abundance of MTA, and showed that the reported 50% reduction of MTA biomass in the field was linked to a significant reduction of net C uptake (–13%) of the entire Sphagnum bryosphere. Our findings suggest that reduced abundance of MTA with climate warming could lead to reduced peatland C fixation.

The way in which MTA biomass reduction reduces peatland Carbon fixation is not entirely clear. I asked Vincent Jassey, the study’s lead author, how the reduction in biomass of the dominant mixotrophs in the Sphagnum bryosphere reduces overall photosynthesis. He told me that what is measured is the overall rate of photosynthesis of the entire ecosystem, and that further research would be needed to assess exactly what is happening. “MTA are living within/between Sphagnum leaves. So, when we measure photosynthesis on Sphagnum, it takes into account the photosynthesis made by MTA as well,” he said. “This is the first time a paper outlines the potential role of MTA in overall Carbon fixation of bryosphere, showing its potential importance for peatlands…we showed that a decrease of MTA abundance/biomass is linked to a decrease of Sphagnum bryosphere photosynthesis. [So far] we made indirect measurements and this needs to be verified in future research.”

The next step, then, is to how MTA benefits the moss. So far, “…these links are largely unknown. This is something I’m working on. We want to quantify more precisely the contribution of MTA photosynthesis to bryosphere photosynthesis in the field in our future research and see if its response to warming will be significant in term of C loss in peatlands.”

I think this research is important for several reasons. One is that this is a step towards understanding a complex ecological system that makes up a significant percentage of terrestrial ecosystems, which may involve inter-species symbiosis or other important interaction. The other is that this system appears to represent yet another case of amplifying feedback in global warming, where more warming ultimately leads to more warming. Decades ago, many scientists hoped or assumed that the anthropogenic greenhouse effect would be at least partly attenuated by negative feedback systems, where more Carbon is sequestered as a result of warming, but we now know that while this does happen, it is more common to find amplifying feedbacks. This, of course, relates to the question of climate sensitivity. Many factors will determine where the global surface temperatures will equilibrate with a doubling of pre-Industrial CO2 levels in the atmosphere, and how organisms or ecological systems respond to warming is part of that.

See: Books on Climate Change: Great ideas for holiday gifts!

I will speculate further and suggest that this is important in relation to the question of carbon sequestering through geo-engineering. It has been suggested that preserving or expanding peat bogs, like growing more trees or similar measures, would help sequester more carbon. But the carbon-sequestering value one places per unit area on various kinds of peat bogs or other wetlands has to be correctly measured and understood. If these values are going to change in a warming world, we need to know this.



from ScienceBlogs http://ift.tt/1SwUVsD

The smallest galaxies contain the most dark matter (Synopsis) [Starts With A Bang]

“A dwarf standing on the shoulders of a giant may see farther than a giant himself.” -Robert Burton

Both the internal motions of individual galaxies and the wholesale motions of galaxies within clusters require much more mass than normal matter — protons, neutrons and electrons — can account for: about five times as much. Because this can’t be any of the Standard Model particles, and it can’t interact either electromagnetically or with the nuclear forces, we refer to it as dark matter.

Image credit: Wikimedia Commons user Stefania.deluca.

Image credit: Wikimedia Commons user Stefania.deluca.

But oddly enough, the smallest galaxies exhibit dozens or even hundreds of times as much dark matter as normal matter, a puzzle which only makes sense if you consider the incredible violence of star birth and death.

Image credit: NASA, ESA, and the Hubble Heritage Team (STScI/AURA)-ESA/Hubble Collaboration.

Image credit: NASA, ESA, and the Hubble Heritage Team (STScI/AURA)-ESA/Hubble Collaboration.

Come find out all the details of how we know this and why this is expected on Forbes!



from ScienceBlogs http://ift.tt/1OGhIRR

“A dwarf standing on the shoulders of a giant may see farther than a giant himself.” -Robert Burton

Both the internal motions of individual galaxies and the wholesale motions of galaxies within clusters require much more mass than normal matter — protons, neutrons and electrons — can account for: about five times as much. Because this can’t be any of the Standard Model particles, and it can’t interact either electromagnetically or with the nuclear forces, we refer to it as dark matter.

Image credit: Wikimedia Commons user Stefania.deluca.

Image credit: Wikimedia Commons user Stefania.deluca.

But oddly enough, the smallest galaxies exhibit dozens or even hundreds of times as much dark matter as normal matter, a puzzle which only makes sense if you consider the incredible violence of star birth and death.

Image credit: NASA, ESA, and the Hubble Heritage Team (STScI/AURA)-ESA/Hubble Collaboration.

Image credit: NASA, ESA, and the Hubble Heritage Team (STScI/AURA)-ESA/Hubble Collaboration.

Come find out all the details of how we know this and why this is expected on Forbes!



from ScienceBlogs http://ift.tt/1OGhIRR

adds 2