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North Atlantic Aerosols and Marine Ecosystems Study

North Atlantic Aerosols and Marine Ecosystems Study is a earth science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand North Atlantic Aerosols and Marine Ecosystems Study rather than just read about it. In short: The North Atlantic Aerosols and Marine Ecosystems Study (NAAMES) was a five-year scientific research program that investigated aspects of phytoplankton dynamics in ocean ecosystems, and how such dynamics influence atmospheric aerosols, clouds, and climate. The study focused on the sub-arctic region of the North Atlantic Ocean, which is the site of one of Earth's largest recurring phytoplankton blooms.

North Atlantic Aerosols and Marine Ecosystems Study — main illustration
North Atlantic Aerosols and Marine Ecosystems Study — illustration

Key takeaways

  • North Atlantic Aerosols and Marine Ecosystems Study belongs to earth science; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect North Atlantic Aerosols and Marine Ecosystems Study to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of North Atlantic Aerosols and Marine Ecosystems Study from memory before moving on to harder problems.

Reference excerpt

The North Atlantic Aerosols and Marine Ecosystems Study (NAAMES) was a five-year scientific research program that investigated aspects of phytoplankton dynamics in ocean ecosystems, and how such dynamics influence atmospheric aerosols, clouds, and climate. The study focused on the sub-arctic region of the North Atlantic Ocean, which is the site of one of Earth's largest recurring phytoplankton blooms. The long history of research in this location, as well as relative ease of accessibility, made the North Atlantic an ideal location to test prevailing scientific hypotheses in an effort to better understand the role of phytoplankton aerosol emissions on Earth's energy budget. NAAMES was led by scientists from Oregon State University and the National Aeronautics and Space Administration (NASA). They conducted four field campaigns from 2015-2018 that were designed to target specific phases of the annual phytoplankton cycle: minimum, climax, intermediary decreasing biomass, and increasing intermediary biomass. The campaigns were designed to observe each unique phase, in order to resolve the scientific debates on the timing of bloom formations and the patterns driving annual bloom re-creation. The NAAMES project also investigated the quantity, size, and composition of aerosols generated by primary production in order to understand how bloom cycles affect cloud formations and climate. Scientists employed multiple complementary research methods, including intensive field sampling via research ships, airborne aerosol sampling via airplane, and remote sensing via satellites. The findings from NAAMES, while still forthcoming, have shed light on aerosols and cloud condensation nuclei, phytoplankton annual cycles, phytoplankton physiology, and mesoscale biology. Several methodological advances have also been published, including new remote sensing algorithms and advances in satellite remote sensing.

Background

Competing hypotheses of plankton blooms

NAAMES sought to better understand the impact of bioaerosol emissions on cloud dynamics and climate. It also aimed to test two competing hypotheses on plankton blooms:

Critical Depth Hypothesis - a resource-based view Source: The critical depth hypothesis is a resource-based view of the North Atlantic annual phytoplankton blooms. It is the traditional explanation for the cause of spring blooms and has been documented as a foundational concept in oceanography textbooks for over 50 years. It focuses on the environmental conditions necessary to initiate a bloom such as high nutrients, shallower mixing, increased light, and warmer temperatures. The central argument for the critical depth hypothesis is that blooms are a consequence of increased phytoplankton growth rates resulting from shoaling of the mixed layer above the critical depth. The critical depth is a surface mixing depth where phytoplankton biomass growth equals phytoplankton biomass losses. In this hypothesis, losses are both constant and independent of growth. The decline in biomass may be due to grazing, sinking, dilution, vertical mixing, infection, or parasitism. When the surface mixed layer becomes shallower than the critical depth, initiation of the seasonal bloom occurs due to phytoplankton growth exceeding loss. There is a correlation of phytoplankton growth with springtime increases of light, temperature, and shallower stratification depths. Climate warming may increase stratification or decrease mixed layer depth during the winter, which would enhance the vernal bloom or increase phytoplankton biomass if this hypothesis governed spring phytoplankton bloom dynamics. A primary criticism of this resource-based view is that spring blooms occur in the absence of stratification or shoaling of the mixed layer.

Dilution-recoupling Hypothesis - an ecosystem-based view Source: The dilution-recoupling hypothesis is an ecosystem-based view of the North Atlantic annual phytoplankton bloom. This hypothesis focuses on the physical processes that alter the balance between growth and grazing. The spring bloom is considered to be one feature of an annual cycle, and other features during the cycle "set the stage" for this bloom to occur. This ecosystem-based view is based upon a dilution experiment where the addition of seawater dilutes predators but does not change the growth of phytoplankton. Thus, growth rates increase with dilution. Although the dilution effect is transient, predator-prey interactions can be maintained if the rate of the addition of water equals the rate of growth. The deepening of the surface mixed layer dilutes the predator-prey interactions and decouples growth and grazing. When the mixed layer stops deepening, the increase in growth rate becomes apparent, but now growth and grazing become coupled again. The shoaling of the mixed layer concentrates predators, thereby increasing grazing pressure. However, the increase in light availability counters grazing pressure, which allows growth rates to remain high. In late spring, when the mixed layer is even more shallow, nutrient depletion or overgrazing ends the bloom—losses exceed growth at this point in the cycle. Climate warming would increase stratification and suppress winter mixing that occurs with the deepening of the mixed layer. The suppression of winter mixing would decrease phytoplankton biomass under this hypothesis.

Physical oceanographic processes

… excerpt ends here. Continue reading the full article.

Illustrations

North Atlantic Aerosols and Marine Ecosystems Study: The North Atlantic Aerosols and Marine Ecosystems Study (NAAMES) project logo.  Image courtesy of NASA.
The North Atlantic Aerosols and Marine Ecosystems Study (NAAMES) project logo. Image courtesy of NASA.
North Atlantic Aerosols and Marine Ecosystems Study illustration
North Atlantic Aerosols and Marine Ecosystems Study: Competing scientific hypothesis of plankton variability. Figure adapted from.[19] Courtesy of NASA.gov
Competing scientific hypothesis of plankton variability. Figure adapted from.[19] Courtesy of NASA.gov
North Atlantic Aerosols and Marine Ecosystems Study: Aerosol size distribution and their associated modes of accumulation or removal from the atmosphere. Original diagram by,[34] and adapted by.[35]
Aerosol size distribution and their associated modes of accumulation or removal from the atmosphere. Original diagram by,[34] and adapted by.[35]
North Atlantic Aerosols and Marine Ecosystems Study: Representation of the direct and first indirect effect of aerosols on the albedo of clouds and therefore Earth's radiative balance.[39]
Representation of the direct and first indirect effect of aerosols on the albedo of clouds and therefore Earth's radiative balance.[39]

Worked examples

Example 1 — a first encounter with North Atlantic Aerosols and Marine Ecosystems Study

Start with the simplest possible case. Write down what North Atlantic Aerosols and Marine Ecosystems Study claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In earth science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to North Atlantic Aerosols and Marine Ecosystems Study before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about North Atlantic Aerosols and Marine Ecosystems Study ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of North Atlantic Aerosols and Marine Ecosystems Study

In research
North Atlantic Aerosols and Marine Ecosystems Study appears in earth science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses North Atlantic Aerosols and Marine Ecosystems Study in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
North Atlantic Aerosols and Marine Ecosystems Study is common in secondary-school and first-year university syllabi. It links to neighbouring topics Oceanographic expeditions, so understanding it makes those chapters shorter.
In everyday life
Look for North Atlantic Aerosols and Marine Ecosystems Study outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study North Atlantic Aerosols and Marine Ecosystems Study in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what North Atlantic Aerosols and Marine Ecosystems Study means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain North Atlantic Aerosols and Marine Ecosystems Study out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is North Atlantic Aerosols and Marine Ecosystems Study in simple terms?

The North Atlantic Aerosols and Marine Ecosystems Study (NAAMES) was a five-year scientific research program that investigated aspects of phytoplankton dynamics in ocean ecosystems, and how such dynamics influence atmospheric aerosols, clouds, and climate. The study focused on the sub-arctic region…

Why does North Atlantic Aerosols and Marine Ecosystems Study matter?

Because it connects several earth science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study North Atlantic Aerosols and Marine Ecosystems Study?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on North Atlantic Aerosols and Marine Ecosystems Study.

Tags

  • Oceanographic expeditions

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