We chat to third year Photography student Alexander Mourant about how he is helping to do
Yesnaby Sea Stack Silky seas and a mackerel sky at Yesnaby one spring evening. Final shortlist Sea and Coast category Scottish Nature Photography Awards 2017 The Orkney Islands are situated off the north coast of Scotland and offer unique photographic opportunities. Big skies, sweeping vistas and rugged coastlines lend themselves to images of landscapes and seascapes. Orkney has sparkling, crystal clear light due to its pure air quality. In winter in particular, the lack of any light pollution on clear nights encourages experimentation with night photography. I am a freelance photographer based in Harray, Orkney, and my passion is to capture this island's sparkling, crystal-clear light and its illuminating effect on the landscape in particular. Living on the island means I can wait for the transient light conditions which can transform the landscape and Orkney's big sky. To view my extensive portfolio of North Scotland images please visit www.markfergusonphotography.co.uk where you can purchase canvas prints, mounted and framed prints and aluminium prints. I use professional printers in London called Point 101 where you can be assured of a quality wall art product. I am offering fade-resistant, archival ink prints ( Giclee ) printed by professional printers in London ( Point 101 ). For colour prints I will use Canson Photo Lustre 310gsm. A naturally white, heavyweight photographic paper suited to any application. With excellent detail, vibrant colour, and a stunning lustre finish, this paper is great for bright, punchy photos. Please contact me for paper variations or if you prefer another wall art product like a canvas or framed print.
How many whales are snared and killed by fishing gear and ocean debris each year? No-one knows for sure - but the number entangled is probably huge, and the number dying significant.
Reports suggest the slick is near Deal
After running aground and being battered by waves for days, the MV Wakashio has leaked tons of fuel oil.
As severe climatic and weather changes have started to assault parts of the U.S. where the residents’ prior experience was limited to gaping at televised images beamed from where they thankfully didn’t reside, several well-intended expressions of...
[easy-social-share buttons=”facebook,mail” morebutton=”1″ counters=0 fullwidth=”yes” query=”yes”] It’s used to wrap food at the supermarket, bag store merchandise, and package items for the mail: plastic seems to be everywhere and much of it is completely unnecessary. Have you ever opened a box from Amazon or other online retailers to find most […]
Bring home the issue and impact of plastic use (and subsequent pollution) to students whether you’re by the coast or not! Students will explore this issue firsthand by carrying out an investigation into the presence of microplastic particles in their local environment. Students will: begin the task with a simple “litter walk” (and if possible, clean-up) to understand the prevalence of trash debris in any outdoor setting. take a closer look at the sand/soil itself, sampling for microplastics at several sites. finally, analyze their data to generate questions about plastic pollution, microplastics, and the impacts of human activity on the environment. This Anchor Experience was designed to be carried out near a waterway, if possible – at a beach, on the banks of a creek, etc. However, the activities can truly be carried out anywhere, as ultimately, all land drains into a body of water. We are all a part of a watershed somewhere! So with that in mind, carrying out these tasks along the street in front of your school can be just as effective as taking a trip to a beach. You can help your students make the connection between their sampling site and Earth’s waters by simply encouraging them to specifically generate questions about that potential relationship. Throughout subsequent storyline activities, students will see again and again how inland areas can greatly impact Earth’s waterways. This Anchor Experience is designed to spark questions like: Why are water resources important? What is water? Where can we find water on Earth? How does the availability of water affect life? What are natural resources? Why is water considered a natural resource? How does water move through Earth's systems? What are ecosystem services? What ecosystem services do aquatic ecosystems provide? How do pollutants enter Earth’s waters? What is pollution? What kinds of pollution exist? How do pollutants enter waterways? How does water move through Earth's systems? What human activities impact Earth's waters? What are the impacts of water pollution? How does water pollution impact ecosystems? What do organisms need to survive? How does the availability of water impact living things? What types of water pollution exist? How does plastic pollution impact living things? How does nutrient pollution affect ecosystems? How does matter and energy move in ecosystems? What are the impacts of changes in ecosystems? This lesson includes: 12 student workbook pages detailed teacher lesson guide (6 pages) answer key *While this activity was not designed for virtual learning, it is compatible with distance learning. In the educator guide, a link to a digital student workbook (Google Drive™ ) is included. How can this lesson be used? spark student interest in and questions about water resources, watersheds, the water cycle, and plastic pollution engage students in authentic real-world problems while using the Science and Engineering Practices launch a place-based and problem-based learning unit to connect students to their local environment incorporate service-learning into your science curriculum get students moving and outside while engaging in rigorous science learning experiences How much class time will this take? This lesson will likely take 2-3 class periods. Is this NGSS-aligned? This resource is part of a larger storyline (Dumping Grounds) designed to work toward the tagged Next Generation Science Standards. Because Performance Expectations are designed to assess learning by the end of the grade band, unit material may not fully assess every Performance Expectation tagged in the post. The following standards can be connected to a student-driven unit launched from this anchor experience: MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] This activity works toward student mastery of the Disciplinary Core Ideas, Science and Engineering Practices, and/or Crosscutting Concepts in the tagged Performance Expectations. ESS2.C: The Roles of Water in Earth's Surface Processes - Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity. LS2.A: Interdependent Relationships in Ecosystems - Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. ESS3.A: Natural Resources - Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. ESS3.C: Human Impacts on Earth Systems - Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. PS1.A: Structure and Properties of Matter - Each pure substance has characteristic physical and chemical properties (for any bulk quantity under
After running aground and being battered by waves for days, the MV Wakashio has leaked tons of fuel oil.
Smoke from West Coast fires is impacting the East Coast.
"Ghost forests" filled with dead trees are becoming a growing phenomenon in parts of the Northeast. New research offers two explanations.
Op het Pearltreesplatform van Vlaanderen Circulair en OVAM vind je heel wat inspiratie, educatief materiaal, lespakketten en informatie om aan de slag te gaan in de les. Op het platform …
Edible plants aren't just found in the wild! These 13 edible plants can be found in urban areas and you might have them in your garden now.
This could be huge.
Explore John Rudolph Photography's 5252 photos on Flickr!
