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HomeMy WebLinkAbout07 - Donation for Back Bay Science Center Teaching LabCITY OF NEWPORT BEACH CITY COUNCIL STAFF REPORT Agenda Item No. 7 March 25, 2008 TO: HONORABLE MAYOR AND MEMBERS OF THE CITY COUNCIL FROM: City Manager's Office Dave Kiff, Assistant City Manager 949/644 -3002 or dkiff@city.newport-beach.ca.us SUBJECT: Resolution 2008 -_ Authorization to Accept Donations for the Back Bay Science Center's Teaching Lab Interior Improvements and Furnishing ISSUE: Should the City accept donations from various public and private sources to assist in funding the interior improvements and furnishing /equipping the Back Bay Science Center's teaching lab? RECOMMENDATION: Adopt Resolution 2008 -_ authorizing the City Manager to accept, invest, and expend funds in accordance with the City's investment policy which are donated from various sources (private individuals, corporations, non - profits, and state agencies) for the interior of the Back Bay Science Center's teaching lab. DISCUSSION: The City is one of four major funding partners for the Back Bay Science Center (BBSC), a 13,900 square foot educational and research facility on Shellmaker Island in the Upper Newport Bay Ecological Reserve. For more information about the BBSC, see the City's website (www. city. newport-beach.ca. us) and a February 28, 2006 staff report authorizing the construction of the BBSC. The last part of the BBSC that remains incomplete is the interior to the "Teaching Lab" wing of the facility. About $530,000 is needed to finish up the recommended tenant improvements and to furnish and equip the facility. The City and our other funding partners will be working the attached Funding Proposal (see Attachment B) through various grant agencies, non - profits, and others to seek the full funding of the Tls and FF &E for the Teaching Lab. The attached resolution (see Attachment A) authorizes the City to accept any donations, to invest them appropriately, and to expend them on the Tis and FF &E for the BBSC Teaching Lab. Environmental Review: The City Council's approval of this Agenda Item does not require environmental review. Public Notice: This agenda item may be noticed according to the Brown Act (72 hours in advance of the public meeting at which the City Council considers the item). Back Bay Science Center Funding Proposal Page 2 Submitted by: (~ 5a- Ive iff Assistant City Manager Attachments: A — Resolution 2008- _ B — BBSC Funding Proposal FA Bads Bay Science Center Funding Proposal Page 3 Attachment A RESOLUTION 2008- A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF NEWPORT BEACH RELATING TO THE ACCEPTANCE OF GRANTS AND DONATIONS FOR THE INTERIOR OF THE TEACHING LAB OF THE BACK BAY SCIENCE CENTER WHEREAS, the City of Newport Beach and three other major partners (the California Department of Fish and Game, the University of California, Irvine, and the County of Orange) have jointly funded the construction of the Back Bay Science Center (BBSC) on Shellmaker Island; and WHEREAS, the BBSC has long been envisioned to have a Teaching Lab from which research and education will be brought forth regarding Upper Newport Bay, water quality, and estuarine habitat generally; and WHEREAS, the Teaching Lab is today a shell, but with detailed plans developed to fill the shell with equipment, wet tables, aquaria, aquaria life support systems, lab tables, and lab equipment and more; and WHEREAS, several entities have expressed an interest in donating to the Tenant Improvements (Tis) and Furniture, Fixtures, and Equipment (FF &E) of the Teaching Lab; and WHEREAS, the City desires to accommodate these donations or grants by serving as the entity that can accept donations and grants, invest them, and expend them on approved Tls and FF &E for the Teaching Lab; now, therefore be it RESOLVED by the City Council of the City of Newport Beach that it hereby authorizes the City Manager to accept donations and grants on behalf of the Tenant Improvements and FF &E for the Back Bay Science Center. ADOPTED this 25'h day of March, 2008. EDWARD D. SELICH Mayor of Newport Beach ATTEST: LAVONNE HARKLESS City Clerk 3 Back Bay Science Center Funding Proposal Page 4' Attachment Back Bay Science Center (BBSC) Teaching Lab Funding Request PROJECT: The Back Bay Science Center- TEACHING LAB LOCATION: 600A Shellmaker Road, Newport Beach, California 92660 Upper Newport Bay Ecological Reserve (Reserve) Newport Beach, California (Orange County) OWNER: California Department of Fish and Game DESCRIPTION: The Back Bay Science Center is a near - completed building of about 13,900 square feet on Shellmaker Island within the Upper Newport Bay Ecological Reserve. The facility houses: (a) The Orange County Health Care Agency's water quality testing lab that tests all recreational water samples from Newport Beach to San Clemente; (b) A Teaching Lab that will be a base for educators to teach students of all ages (but with a focus on CA State Science Standards -based curriculum for Grades 7 -12, for community college, and for university) about the importance of good water quality and the value of the Reserve's habitat; (c) Permanent offices for DFG as it manages the Ecological Reserve and for volunteers who help with the education programs and restoration efforts; and (d) Public restrooms and storage bays for DFG equipment and oil spill response gear. The project included the conversion . of degraded uplands on the south side of Shellmaker Island into a wetlands demonstration area that serves as an outdoor laboratory for scientists and researchers as well as an outdoor classroom for educators and students (marsh project funded by the Wildlife Conservation Board). A later phase will rehabilitate, extend and add teaching stations to an existing interpretive trail to enable students and the public to better understand the importance of preserving the Reserve's habitat. The project included the improvement of the existing parking area in a manner that eliminates water quality problems (via swales, pervious surfaces, and a subterranean catch -basin system). It also created landscaped buffers of native vegetation (planted and overseen by volunteers and the California Coastal Commission's local staff) to protect adjacent wetlands form impacts related to light and glare. PROJECT & FUNDING PARTNERS: The California Department of Fish and Game (lead agency); 4 The City of Newport Beach; • The County of Orange's 'Health Care Agency and its Water Quality Lab; • The California Coastal Commission (habitat restoration and the CCC's Community -based Education & Curriculum Development); • The Newport Bay Naturalists and Friends (docent & restoration teams); • The University of California, Irvine (UCI Rowing Center + students doing research and assisting in the K -14 education programs); and • The State Coastal Conservancy, the Irvine Company, Miocean, and Pacific Life (funding partners). Back Bay Science Center Funding Proposal Page 5 'ROJECT STATUS: he Project is complete, except for enant Improvements in the Teaching ab and the Water Quality Lab. The 3tter improvements are funded, the xmer are not. The Partners are eeking funding for the Tls for the .eaching Lab now. )VERALL PROJECT COST: -he Project cost roughly $7.8 million to onstruct. See Table 1 on Page 3. tBOUT THE BBSC TEACHING LAB: -he Teaching Lab is one wing of the 3B'SC. The operating partners propose i series of science -based activities for tudents in grades 7 -14 (and community ollege and university) for the BBSC eaching Lab. Half of the lab's 2,132 square foot ',interior will be flexible (the A" side - 1,054 S.F.), allowing chairs and ables to be moved around depending m instruction need. The other half (the B" side - 1,06 8 S.F.) will generally be ixed in place, equipped like a high ;chool biology lab. Bay watershed who visit the Teaching Lab have many projects to work on at the BBSC, including: 5 Bads Bay Science Center Funding Proposal Page 6 • Up to 30 different labs (Field work and lab work) - Grades 7 -12 (see Attachment A). These labs are aligned to the California State Science Standards. • Other California State standards -based activities relevant to estuaries & watersheds, such as Project WILD, GEMS, Our Ocean/Our World. • DF &G's monthly Marine Life Inventories (all grades) • Restoration activities (all grades) • Research and study of eel grass (zosfera marina), to be grown on -site (all grades) • Other water quality monitoring & testing of the Upper Bay & indoor aquaria (all grades) • Learning about the flora & fauna that inhabit the Upper Bay. Here is a diagram of the current plans for the Teaching Lab's interior: BBSC Teaching Lab Sketch W511,a3 alRk�TO _.. -.. 1, REAWxTYP. 1 AWBKK ••••••••••._ _\ EV9tlxO WNf fi\NTPI ^',1 ' \\ i040nNn ttP. 11 ; C� 1••••. •. •••0LW£Cfpt &T®IATn ENSIINi` ---� E)OallR6u]✓ABLE •••:: 1 � Po ! NWV.MYVY tMn hYENStW IO pPArtIgN. !� ; PEUax\ \� rxmE:r.xaACE i� :.� j ... EipxW w,eav .. N, `__�� TEACHING LAB Yi b . —Fran �T�rx lawn AOwraAnic .... �... I s.e a`s ; -F as s.rm. } +s• PRO'rEC 'PUfF. ">`y "' I , ; � �- bEE�St�FtTa L4 J i 1 P FJi1STING'' _ v x-1 ATwrmw RESEAR LCUMW RM. / 6 1 iPi� 1 -'! .. . EXISTING rAelE m. �- 7"1 3 TEACHINGIAR k .. \PREP _RK Cf ] Y 301 6 1 ex ._.........- :' SEXITOSTING avxvn�Rx I � asaAr `- Euw3u+En c. RAGE 1 i P 9 -P P p• PMLCYrCR FA8PIL EtECIILCV. � , l — AiOYp$ECP.EINRI. G`IMFLfER —= IYP. Ci3 ttP. CFe TPHIE5NIC. iYP. CF3 3/JdE M.GV] '1... xBPPRPSH.NM1dN W ^. NORTH — IXIBNKv LCCRd �\ EwnercRaan rm. l(`li� /-! TEACHING LAB REQUEST: See Table 2 on Page 5. The total amount needed is about $531,000. We do not expect any one entity to fund the entire amount. We believe that commitments from a number of sources will be necessary to accomplish the tenant improvements and FF &E for the Teaching Lab. CONTACT INFORMATION: Dave Kiff, Assistant City Manager City of Newport Beach (949) 644 -3002 dkiffOcity.newoort- beach.ca us Robin Madrid, Education Program Coordinator California Department of Fish & Game 949 - 640 -9956 rmadrld0dfg.ca.gov 6 (0 Back Bay Science Center Funding Proposal Page 7 Table 7 BBSC Overall Project Funding (for Construction) California Dept. of Fish & Game (WRCP) Fdig Wildlife Conservation and Restoration Act Grant (BBSC Planning /Design) $ 369,600 Wildlife Conservation and Restoration Act Grant (BBSC Construction) $ 615,400 Aquatic Life Support System (pledged, pending) $ 50,000 Administration Wing $ 900,000 American Trader Oil Spill Funds (early planning) $ 112,000 Subtotal, Fish and Game $ 2,047,000 26.1% City of Newport Beach American Trader Oil Spill Funds (visitor - related, marine- related projects only) $ 500,000 6.4% Newport Bay Restoration Fund (Newport Bay environmental projects only) $ 311,000 4.0% Feb 2006 GF Contribution $ 1,661,164 21.2% Jan 07 GF Osprey Contribution (pending) $ 34,438 0.4% Subtotal, City of Newport Beach $ 2,506,602 32.0% Wildlife Conservation Board (CA Wildlife Foundation - Demonstration Marsh) $ 69,000 0.9% Co. of Orange, Health Care Agency (Water Quality Lab Wing + Change Orders) Water Quality Lab Wing $ 1,230,000 15.7% Change Orders $ 124,775 1.6% Osprey Contribution (pending) $ 34,438 0.4% NBNF Donor (for wet tables - interior of Teaching Lab) $ 25,000 0.3% University of California, Irvine (Site Improvements, esp parldng lot) $ 308,000 3.9% The Irvine Company (site and traithead improvements) $ 600,000 76% State Coastal Conservancy (for exteriodoonsevction of Teaching Lab) $ 400,000 5.1% MiOcean & Pacific Life Foundation $ 500,000 6.4% Subtotal, Other Funders $ 3,291,213 42.0% Total Funding, ARSources $ 7,844,815 100.0% Back Bay Science Center Funding Proposal Page 8 Table 2 Teaching Lab Request Estimated Budget (DRAFT) - March 13, 2008 Qty Dimension or PdcelEach Total Type Type Furniture, Fixtures Wet Table System (west wall) 1 S 25,000 $ 25,000 Aquaria Life Support System 1 S 150,000 $ 150.000 Chairs ( "A" Side) 50 300 Series S 60 S 3,000 Tables ( "A' Side) 17 24' x 54" $ 450 $ 7,650 Plumbed Counters ( "B" Side) 2 S 30,000 $ 60,000 Moveable Counter ( "B" Side) 1 $ 30,000 S 30.000 Chairs ( "B" Side) 36 LBLN1 S 200 S 7,200 Magnetic white boards 2 16'x 4' $ 600 S 1,200 Smart board 1 $ 3,500 $ 3,500 Deionizer (and prep room faucet) 1 $ 1,500 $ 1,500 Fume hood (south prep room) 1 $ 1,500 S 1.500 Shelving (both sides) $ 5,000 S 5,000 Subtotal FF $ 295,550 Equipment Projection screen 2 84" x 84' S 200 $ 400 Projectors (hanging) 2 $ 600 $ 1,200 Lab Equipment - Glassware /Nalgene at each lab station 18 sets $ 175 $ 3,150 - non - glassware supplies at each lab station 18 sets $ 275 $ 4,950 - Microscopes (compound) 18 compound $ 1,000 $ 16,000 - Microscopes (stereo) 18 stereo $ 900 $ 16,200 - microscope slides (plain and prepared) 1 set $ 1,500 $ 1,500 - microscope slide cabinet 1 $ 1,200 $ 1,200 - DNA electrophoresis/PCR 1 set $ 30.000 $ 30,000 - electronic balances 6 $ '400 $ 2,400 - goggle sterilizer 1 $ 450 S 450 - autoclave 1 $ 2,500 $ 2,500 - incubator 1 $ 500 $ 500 - goggles/aprons/gloves 40 $ 50 $ 2.000 - Misc.safety items (fire blankettextinguisher) 1 set $ 500 $ 500 - spectrophotometer 3 $ 1,500 $ 4,500 - prep room materials 1 $ 4,500 $ 4,500 - carts 2 $ 400 $ 800 - water quality test kits 12 kits $ 300 $ 3,600 - Ecology equipment 1 set $ 9,000 $ 9,000 - Marine Biology equipment 1 set $ 15,000 $ 15,000 - wireless laptops 18 $ 1.000 $ 18,000 -- Vernier computer probeware (pH. temp. etc) 1 set S 15,000 $ 15,000 Subtotal Equipment $ 155.350 Labor -- Floor Cutting 1 3 cuts s 50,000 $ 50,000 -- Other Installations 1 varies S 30,000 S 30,000 Subtotal Labor $ 80,000 Total S 530,900 a g Back Bay Science Center Funding Proposal Page 9 Attachment 1 Thirty (30) Field and Lab Activities at the BBSC (Draft) Water chemistry: Measurement of dissolved oxygen content, salinity levels, water temperatures, and water clarity (Secchi disk), etc. (FIELD WORK and LAB): Some of this activity is done in the field and involves the use of a Secchi disk to discern water clarity, measurement of water temperature, salinity level, and water color. Water samples are collected and brought into the laboratory for analysis of dissolved oxygen, dissolved carbon dioxide, and dissolved nitrate levels. Specific locations, date, tidal level, amount of time since the last significant rain, etc. could allow for comparisons to be made. An obvious advantage to having a laboratory nearby is that water samples can be analyzed quickly after collection. Discussion: How do the results compare at various times of the year and associated with flood situations? 2. Crime scene investigation (FIELD WORK and LAB): A staged and completely violence-free crime scene will be provided (it could be something like the illegal catching of "undersize" fish). Several suspects would be identified and evidence to which they are tied would be noted. Evidence will include clothing samples and simulated blood. Students will use the "evidence" (collected around the bay) in get electrophoresis techniques to compare the banding pattern of DNA fragments. PCR (Polymerase Chain Reaction) techniques could be used in this lab, with a thermocycler. Discussion: What is the effect of poaching on the food chain? How is DNA technology used in scientific investigations? 3. Net Productivity: Fertilizers, eutrophication (LAB): Using a water quality test kit, students measure the dissolved oxygen (DO) in various areas of the estuary. Variables which can be measured, include: The effect of: changes of tides, depth of water, salinity, pH, and temperature on DO. Discussion: What is the relationship between dissolved oxygen and photosynthesis? How does photosynthesis and cell respiration relate to net productivity in the estuary? 4. Plankton identification and assessment of relative abundance (some FIELD, mostly LAB): Done at various times of the year for comparisons. Also could compare samples from different location. An efficient way to collect a large amount of plankton is by towing a plankton net from a boat. Notations should include date, water temperature, specific location of the tow, and length of time since the last significant rain. In the laboratory, samples are placed on slides and viewed with microscopes. Illustrations are provided to assist in identification. Students could make their own scientific drawings. One assignment could be to sketch the species that appears the most abundant, second most abundant, etc. observations regarding the activities of the living organisms could be recorded. Discussion: A compellation of the observed data could be done. Such data should become part of a permanent database. 5. What grows on Docks and Pilings — #1 (FIELD and LAB): Thirty days before bringing a class to the bay, the teacher anchors a rope, which has been tied to a floating dock. During that month, many organisms will attach to the rope. On the day of the class visit, the rope and anchor is put into a large container with water and brought into the laboratory where it is laid out in a long series of porcelain trays containing salt water. Students are assigned to measured sections of the rope and asked to remove the organisms, which are counted, identified, and weighed. Discussion: The data collected are related to rope depth, date, water temperature, and location in the bay. Calculations can be made as to percent abundance of each organism. 6. What grows on Docks or Pilings -- #2 (FIELD and LAB): Students are taken to a floating dock which has not been cleaned of its underwater life for some period of time. Using putty knives, the teacher (or students) removes sufficient organisms for the size of the group and puts them into a large container along with bay water. All are then brought into the laboratory for analysis. Each participant or participant group takes a sample and separates the organisms by species. They are 9 9 Back Bay Science Center Funding Proposal Page 10 then identified and weighed. After all data are collected, the results for the entire class are totaled. Discussion: How is it possible to determine each species percent abundance by weight? 7. Intertidal invertebrate animals: Animal behavior/feeding adaptations, shoreline zonation, ecological niches, species competition (FIELD and LAB): Students will examine culture dishes, which contain various species of marine animals such as a sea star, brittle star, sea anemone, octopus, fish and others. Stereomicroscopes will be used to view the anatomical structures of the animals. Various feeding techniques can be observed and discussed. Discussion topics: How does a sea star open a mussel shell? How do sea anemone get their food? What is the behavioral relationship between a black turban snail and a sea star? 8. Sea urchin fertilization and development (LAB): Students will use microscopes to observe gametes released from sea urchins. Student observations will include fertilization of egg cells and early stages of cell division and embryo development. Students will be able to make observations and compare these stages of development to photographs illustrating sea urchin development. A video microscope will be used for demonstration purposes. Discussion: How long does it take a zygote to start to divide? What factors affect cell division? What is totipotency? Which of these cells are totipotent? How many embryos will usually survive in nature? What if they all survived? How does water quality affect the survival rates of newly developing organisms? 9. Bird behavior, Including: Flock behavior of shore birds (FIELD and LAB): In the field, birds can be observed and identified. Methods of swimming, walking, flying, and feeding can be considered. In the laboratory, a specimen collection would allow students to relate these activities to the type of beak, feet, and wings possessed by various birds. In addition, a series of illustrations of beaks and feet would assist in the analysis. This could be done at the home campus, but, presumably, the BBSC will accumulate a collection of specimens that will be of greater variety than found at most schools. Discussion: Species interaction. Methods of catching fish: Which species use what method? 10. Sediment analysis: Comparisons of soils collected at various locations in the lands that drain into the bay, as well as samples of dredged materials that were placed on lands around the bay (i.e., North Star Beach and the southerly portion of Big Canyon near the bluff) (LAB): Samples are collected from various locations within the Upper Bay itself. This is similar to 'Beach in a Bottle" except that any laboratory work requiring dry samples cannot be done. All work would be wet analysis and might include a study of settling time (whatever settles to the bottom of a graduated cylinder in 40 seconds is sand, and whatever settles after one hour is silt). Discussion: What is the percolation rate (how much water goes through a measured sample in 45 minutes), and soil texture (done by feeling a mud sample and using descriptions of several soil types) analysis? 11. Sea shells of North Star Beach (or Shellmaker Island) (FIELD then LAB): North Star Beach, as well as Shellmaker Island, is composed of materials dredged from the channels of Upper Bay. Students collect whole shells (actually half shells if they are clams) for half an hour, attempting to find as great a variety as possible. The contest is to see who can find the most kinds. An additional contest includes an "award" for the smallest complete shell. The shells are brought back to the BBSC and each student displays his/her collection. The teacher checks each display, helping to be certain the shells are separated correctly by species and counts the total number of kinds. After "winners' are determined, shells can then be identified using a master collection, which is labeled with common names. Discussion: How is diversity related to habitat? Is there a correlation between the number of dead shells and shell structure? 12. Sampling Life in the Mud #1 (FIELD and LAB): What types of organisms live in the sediment at the estuary? Students use the mud grab technique to obtain the mud samples. With the use of microscopes, students identify species of animals, plants and algae. Discussion: Which larvae 10 to Back Bay Science Center Funding Proposal Page t t develop here in the UNB estuary? How does the estuary provide a "nursery" environment for developing organisms? Other topics for discussion include the food chain, the food web, and the impact of water quality. 13. Sampling Life in the mud #2 (FIELD and LAB): Mud samples are collected after noting where the samples are collected and their relationship to the tide, should they be intertidal. If a Petersen Grab is available, samples can be taken from subtidal locations, in which case the depth should be recorded. The mud is placed in a sieve -series (largest mesh on top, smallest at the bottom) and washed with salt water to separate organisms from the mud. The collected organisms are identified with microscopes in the laboratory and counted in order to determine relative abundance. Discussion: How can the number and diversity of organisms be related to location, time of year, water temperature, salinity, etc.? 14. Salt water plants (Halophytes): Evolution of salt tolerant plants (LAB): How is it possible for plants to live in a high salt environment? Examine salt tolerant plants under the microscope. Special features will be noted. Discussion: Special adaptations enable these plants to live in salt water. Ask students to discuss how and why plants have developed these characteristics. What is the relevance of the existence of these plants in the estuary? Discuss the food chain and the importance of water quality for the success of plants species in the estuary. 15. Water potential: Amount of solutes in estuary plants (LAB): What is the solute (salt) content of the cells of estuary plants? Students will use dialysis tubing to measure percent gain /loss of water. This lab activity could include the calculation of water potential in the cells of halophytes. Discussion: What would happen to these plants if the salinity changed in the bay? Demonstration: The use of raw eggs, without shells, in various molarities of solutes can simulate the effect of changes in salinity on cells. 16. Nutrient Cycling: A number of nutrients and minerals could be analyzed (LAB): Water will be collected from a variety of locations in the bay. Students will measure nutrients and ions found in the UNB. Water quality test kits will be used to measure phosphates, nitrates, ammonia etc. What is the source of nutrients in the bay? How do nutrients cycle? (C, N2) What causes eutrophication? Data from water quality experiments can be recorded for future comparison. Discussion: What is the relationship between WQ and the cycling of nutrients in the bay? 17. Cell sizes in estuary organisms (LAB): Students will observe cells from various organisms in the estuary. Using a microscope, they will measure the sizes of various cell types. Students will compare prokaryote, protists, plants, animal, and fungi cell sizes. Structure and function of cells can be demonstrated. Phytoplankton and Zooplankton can be observed, measured, and counted. Data will be recorded for future comparisons. Discussion: How is measurement accuracy important in data collection for the estuary? 18. Photosynthesis in estuary plants: The basis for the food webs (LAB): Students will measure the rate of photosynthesis in estuary plants. Several methods can be used to perform this activity. A spectrometer can be used with a reducing dye or the use of buoyancy techniques in leaf discs. Photosynthesis rates can be compared in various plant types such as halophytes and riparian plants. The photosynthetic rates could be compared between plants in the estuary and algae, which are not plants. Discussion: Photosynthesis is the basis for the energy pyramid. Discuss the importance of plant and algae species in the estuary. How does water quality affect the energy pyramid? 19. Cellular respiration using germinating seeds or marine isopods (LAB): Does cellular respiration occur in the UNB estuary? Using organisms found in the estuary, and a respirometer, students will measure respiration rate. How does cellular respiration affect water quality and 11 11 Back Bay Science Center Funding Proposal Page 12 dissolved oxygen levels in the bay? Discussion: What is the relationship between photosynthesis, cellular respiration, and the dissolved 02 content in the bay? 20. Food chemistry: Testing for carbohydrates, lipids, and proteins in bay foods (LAB): How much energy is stored in seeds? Using a calorimeter, measure the energy that birds can acquire from eating seeds. Discuss the importance of certain plants as food sources for the birds and other wildlife. The content of various plants can be tested for type of starches, sugars, lipids, etc. Discussion: How are plants important in the food web? Why should native plants be protected and replanted where invasive species have grown? 21. Water Quality #1 (LAB): Students will use bacteria testing techniques used at OC HCA (Orange County Health Care Agency) or basic Gram staining techniques to identify bacteria found in the water of the bay. Vacuum lines will be used to filter bacteria from the water. Bacteria will be identified and counted (requires gas jets— sterile techniques) Discussion: How can we identify bacteria in the estuary? How does the presence of various species of bacteria affect the quality of water in the estuary? 22. Water Quality #2 — Fecal Indicator Bacteria (LAB); What kinds of fecal bacteria reach the Bay, and from what likely sources? In concert with the OC HCA lab, students will perform the same sampling protocols done by OC HCA for statewide water quality testing and see the results a day later. Why are "indicator bacteria" tested instead of human pathogens (viruses at al)? What are the likely sources of bacteria (bird life, human activity, suspensions in sediment, urban runoff sources, illegal discharges of boat toilets, regrowth)? Discussion: What are the merits to the current WQ testing protocols, given that "we're swimming in yesterday's results ?" 23. Transpiration: #1 Relating water loss in plants to habitat (FIELD and LAB): Transpiration rate can be measured with a potometer. Transpiration rates of salt water, brackish water, fresh water, riparian, and terrestrial plants can be compared. Discussion: How can plants tolerate various environments? Plant adaptation, and C3, C4 and CAM (Crassulacean Acid Metabolism) photosynthesis can be discussed. The loss of water by transpiration varies in these plants. 24. Transpiration: #2 (FIELD and LAB): Data can be collected comparing salt marsh plants, freshwater marsh plants, and various upland plants. Small plastic bags are placed tightly over the leaves of the chosen plants and left for a period of time (i.e., an hour). The bags are then carefully removed along with the portion of the plant inside, sealed to prevent moisture loss, and brought into the laboratory. The seals are removed, then the leaves are carefully removed while attempting to leave as much of their moisture as possible inside the bags, which are then weighed, as in an unused empty bag. The leaf surfaces are outlined in actual size on graph paper so that total surface size can be determined. Calculations can be done at the home campus, if desired. Discussion: How can the amount of water transpired per square centimeter of leaf surface be calculated? How can transpiration rate be compared to a plant's habitat? 25. Enzyme activity: How do enzymes aid in reactions in the estuary? (LAB): Enzymes can be used to show how they affect reaction rates. Changes of pH and temperature can change the effectiveness of an enzyme. Discussion: Why is water quality important? How does the impact of water quality affect the chemical balance of reactions in the estuary? 26. Animal classification: Use of dichotomous keys to identify organisms (LAB): Students will study the diversity of organisms. Students will learn how to use a classification key to identify marine animals (or birds). Discussion: What is the relationship between the food web and the diversity of organisms found in nature? 27. Beach in a Bottle #1 — Sand Study (FIELD and LAB): Collect sands from different areas of the bay and beaches. Put them into test tubes. Using a microscope, magnet, HCl (hydrochloric acid), and basic hardness kit, identify the minerals in these sands. What is the origin of the sands? 12 1Z Back Bay Science Center Funding Proposal Page 13 Which rocks have eroded to produce these sands? Where are these rocks located now? How did the sediment get into the bay? What is the importance of erosion, dredging and the need to prevent sedimentation of the bay? What if no dredging occurs? Discussion: What is the relationship of erosion to succession, and its impact on the loss of habitat? 28. Beach in a Bottle #2 (FIELD and LAB): Soil samples can be collected in advance from locations within the drainage into Upper Newport Bay. Locations could include the sands on North Star Beach, the dredging stockpile in Big Canyon, a site in the San Joaquin Hills, and an agricultural area inland of the bay (i.e. southern Irvine or Lake Forest). Using a series of sieves with a variation in mesh sizes from about 5 /inch to 270 /inch and including a pan for the bottom, samples of dry sand /soil collected from various locations around the bay and /or in locations that drain into the bay are compared based on location and location history (i.e.,sand from North Star Beach was placed there in 1955 and was formerly on the bottom of the nearby channel). A series of questions can help students understand the particular soil composition of the chosen locations. The sand /soil can be analyzed in a variety of ways. Discussion: Should the students be involved in collecting the original samples, they have an opportunity through analysis at the BBSC in quickly relating to the environment for each sample (samples must be completely dry). 29. Endangered species: Quadrat sampling /plot counts, estimating species abundance (FIELD and LAB): With approval from the Department of Fish and Game (DF &G), mark quadrats around the bay. Count and calculate the number of species living in the estuary. Discussion topics: What is the relationship between the current number of endangered species, and the number of invasive species? Have the numbers of endangered species changed over the last 10 years? 30. Plant anatomy: Plant structure and relationship to habitat; plant classification (FIELD and LAB): Students will study various plant species in the estuary. Investigations will include basic plant anatomy, plant identification, and their role in the ecosystem. Students will use dried, pressed, and laminated plants for plant classification. Discussion: What is the Impact of invasive plants, their competition for resources and the resulting loss of habitat? What is the overall importance of plants? 13 )zJ