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Coral bleaching – will global warming kill the reefs?

This topic is sponsored by the Australian Institute of Marine Science.


Coral reefs are sensitive to environmental change. Recently, the frequency and distribution of coral bleaching have increased, and in 2002 the Great Barrier Reef experienced its worst case of coral bleaching on record.
Contents

Key text
Activities
Further reading
Useful sites
Glossary


Key text

Imagine you are on a beautiful tropical island on the Great Barrier Reef. You put on your mask, fins and snorkel and jump into the water. But instead of the famous brightly coloured coral, brittle white branches spread as far as the eye can see. The coral is dead.

As the world's oceans become warmer, this scenario is taking place more frequently, on the Great Barrier Reef and on coral reefs all over the world. Coral bleaching has never been more common or widespread, prompting the question: are rising sea temperatures killing the reefs?

Corals are animals

Related site: What is a coral?
Provides a labelled diagram of a coral polyp as well as information about corals and related animals. Includes coloured photographs.
(Bishop Museum, USA)

The ancient Greeks mistakenly believed that corals were plants. Corals are actually animals, related to anemones and jellyfish. Corals consist of a limestone structure filled with thousands of small animals called polyps. Each polyp has a skeleton cup, tentacles with stinging cells, a mouth and a stomach. The tiny tentacles snatch at passing plankton for food, but for their main course, reef-building corals have devised a much more ingenious method to get fed.

Algae called zooxanthellae live within each coral. In return for a safe sunny home, the zooxanthellae eat the nitrogen waste that the coral produces (nitrogen is very good for algal growth) and, like all plants, algae turn sunlight into sugars by the process of photosynthesis. The sugars produced by the zooxanthellae make up 98 per cent of the coral's food. So, without having to do any work at all, the coral is kept clean and well fed, and the zooxanthellae with their brilliant reds, oranges and browns give corals their colour.

Importance of coral reefs

Related site: A coral diary of Australian droughts before European settlement
Explains how core samples taken from coral reefs can provide clues to past climate changes.
(On Line Opinion, Australia)

Coral reefs are important for many different reasons. Apart from protecting the shoreline from the damaging effects of the ocean, they provide habitats and shelter for many organisms and are the source of nitrogen and other nutrients essential for the food chain. This is why hundreds of thousands of marine species live in reefs. Many fisheries depend on the fish that spend the first part of their life in coral reefs, before making their way out to the open ocean. The Great Barrier Reef is especially important to the Australian economy and generates 1.5 billion dollars every year from fishing and tourism. In addition, the study of coral reefs can provide a history of past climates.

Rising sea temperatures and coral bleaching

Over the past one hundred years, the temperature of sea water in many tropical areas has been rising. For example, the Australian Institute of Marine Science has collated data showing that 2002 was the warmest year for water temperatures off northeast Australia since 1870. And there are predictions of a sea temperature rise of up to 1ºC within 50 years.

Rising water temperatures block the photosynthetic reaction that converts carbon dioxide into sugar. This results in a build-up of products that poison the zooxanthellae. To save itself, the coral spits out the zooxanthellae and some of its own tissue, leaving the coral a bleached white. The bleached coral can recover, but only if cooler water temperatures return and the algae are able to grow again. Without the zooxanthellae, the coral slowly starves to death.

Other causes of coral bleaching

Apart from heat stress, other causes of coral bleaching may include:

  • increased exposure to ultraviolet (UV) radiation;
  • large amounts of storm water from heavy rains flooding the reef;
  • the exposure of coral to certain chemicals or diseases;
  • sediments such as sand or dirt covering the coral;
  • excess nutrients such as ammonia and nitrate from fertilisers and household products entering the reef ecosystem. (The nutrients might increase the number of zooxanthellae in the coral, but it is possible that the nutrient overload increases the susceptibility of coral to diseases.)

Often coral reefs are exposed to a combination of these factors.

Rate of coral bleaching

Coral bleaching is a natural process. For thousands of years, fishermen have noticed mysterious whitening of the reefs. What is not natural is the rate at which coral bleaching is occurring. In 1998, the worst coral bleaching in 700 years struck the Great Barrier Reef, followed by an even worse bleaching only 4 years later. Massive areas of corals were affected all over the world. In Australia alone, the 2002 bleaching saw nearly 60 per cent of the reef suffer bleaching and, in the worst areas, 90 per cent of the coral was bleached.

Can corals survive bleaching?

In the past, rapid changes of climate have sometimes led to extinctions. The dinosaurs were wiped out 65 million years ago, and there have been several mass extinctions before and since. Does the coral have any hope?

Australian scientists have found that corals contain a kind of sunblock called fluorescent pigments. These pigments form a kind of shield around the zooxanthellae and protect them from the harmful effects of sunlight at high temperatures. The pigments change the harmful UV and blue wavelengths in sunlight to softer, lower energy wavelengths like green and yellow.

Related site: Photobiological chemistry of coral symbiosis
Explains why the production of natural sunscreens is important to marine organisms that live in shallow-water habitats.
(Australian Institute of Marine Science)

Fluorescent corals survive bleaching events better than non-fluorescent corals, and every species of coral has some varieties that have fluorescent pigments. Over time, more fluorescent pigments may develop to protect the corals. Even though non-fluorescent varieties may die out, there will be some corals that have the fluorescent pigments and therefore may survive.

If a channel of cold water constantly runs through the warm water, thus keeping the zooxanthellae cool, then those corals can survive. Another way in which corals can survive is just by being tougher than others, in the same way that some people are always healthy while other people are always sick.

Protecting coral reefs

Perhaps the best thing we can do is to protect the corals that do survive bleaching better than others. One way we can do this is by creating marine parks: areas protected in some way from souvenir hunters and activities such as fishing and boating.

At the moment almost a third of the Great Barrier reef is protected from fishing. An important consideration is to locate marine parks in areas where the coral is resistant to bleaching. If the coral dies, eventually the fish and other marine species will die too.

Related site: Bleach watch
Explains how to recognise bleached corals and how to report coral bleaching.
(Great Barrier Reef Marine Park Authority, Australia)

The other thing we can do for the reef is to keep an eye on it. The reef has 2.4 million visitors every year, and these people go to places scientists can’t always get to. GBRMPA can use information from visitors about where they saw bleaching. And, just as importantly, where they didn’t see bleaching. This helps scientist to form an overall picture of which areas are vulnerable to bleaching.

Though the reefs may not be doomed, there is definitely cause for concern. Some scientists have predicted that by 2030 massive and devastating coral bleaching events will occur every year. Other scientists believe that there is a future for the reefs, and that though the reefs may change, they will be there in some form or another. We can only hope that they are right.


Activities

  • ReefED (Great Barrier Reef Marine Park Authority, Australia)
    • 'Exploring reef biodiversity' ideas for science – provides many suggestions for classroom activities for Years 3-10.
    • Reef rescue web quest – students are assigned roles (eg, marine botanist, diver) to find out how to respond to a hypothetical crisis upsetting the ecological balance on the Great Barrier Reef.
    • Reef rangers – students take on the role of 'reef rangers' to investigate some of the human impacts affecting marine ecosystems, and in particular, the Great Barrier Reef Marine Park World Heritage Area.
    • Reef at risk – students investigate human-induced threats to the reef and study ways in which individuals, communities, industry and Government can protect, manage and conserve the Great Barrier Reef World Heritage Area.
    • Improving water and waste management – students investigate products and processes that reduce human related impacts on reef ecosystems.
    • Managing the Great Barrier Reef Marine Park – students investigate the need for sustainable management practices.
    • Reef ecology – students explore the ecology of the Great Barrier Reef ecosystem and gain an appreciation of the diversity of life that it contains and the evolutionary process that have shaped the plants and animals that live there today.

  • National Aeronautics and Space Administration (USA)

  • Seaworld Adventure Parks (USA)
    • Growing coral – students observe the growth of crystals, a process similar to the formation of calcium carbonate cups by coral polyps.

  • University of Rhode Island Graduate School of Oceanography (USA)
    • Introduction to satellite oceanography – introduces infrared satellite imagery and explains two sample images of sea surface temperatures. Explains how oceanographers use satellite images and suggests questions that students can answer by using images provided at the end of the web page.

  • OceanWorld (Texas A&M University, USA)
    • Coral reefs – students read articles on different aspects of coral reefs (eg, symbiotic relationships, the destruction and conservation of reefs), then take an Interactive online quiz.

  • Xpeditions Lesson Plans(National Geographic, USA)

  • US Geological Survey

  • InnovatED (IP Australia)
    • Coral reefs lesson 1 – students consider the human threats to coral reefs and present their ideas in a play.
    • Coral reefs lesson 2 – students consider the natural threats affecting coral reefs and present their ideas for reef protection as a poster.

  • Coral Reef Education for Students and Teachers (Philippines)
    • CREST Manual – a manual on the basic ecology of coral reef ecosystems. Provides information, questions and activities on many different aspects of coral reefs (eg, 'What does a coral polyp look like?', 'How do coral polyps build reefs?' and 'Plankton').

  • Year of the ocean (National Oceanic and Atmospheric Administration, USA)


Further reading


Australasian Science
May 2008, pages 34-35
Heat shock (by David Yellowlees and Bill Leggat)
Examines gene expression of corals at high temperatures.


April 2008, page 10
Reef may shift south
Describes research investigating the effect of global warming on location of reef species.


August 2007, page 43
Seeking clues to coral bleaching (by Katherine Munkres)
Looks at the relationship between corals and algae in predicting the impact of climate change on the reefs.


June 2007, page 12
Coral disease linked to warming
Confirms the relationship between a coral disease and rising ocean temperatures.


May 2007, page 12
Fat corals live longer
Says that corals may find that being fat is the best way to survive global warming.


April 2007, page 13
Cold water corals chart heat
Describes how cold water corals are providing a valuable insight into the temperature history of the waters off South Australia.


March 2007, pages 12
Coral stress without precedent
Studies of fossilised coral reefs suggest that modern damage is worse than anything for thousands of years.


August 2006, page 8
Coral damage unprecedented
Compares the species present in ancient and present day reefs.


May 2006, pages 23-24
Coral bleachings strike the world’s reefs (by Michael Perry)
Describes the coral bleaching resulting from the hottest year on record.


March 2006, page 6
Corals kept cool in record heat
Describes the ‘Shade Project’ to protect sections of the Great Barrier Reef from the effects of warming.


November/December 2004, pages 41-42
Algal shuffling helps corals cope with environmental change (by Madeline van Oppen, Angela Little and Bette Willis)
Describes research into the symbiosis between reef-building corals and microscopic algae and how it helps corals acclimatise to environmental changes.


April 2004, pages 23-25
Time's almost up for the Great Barrier Reef (by Ove Hoegh-Guldberg and Hans Hoegh-Guldberg)
Looks at the ecological and economic costs of coral bleaching on the Great Barrier Reef.


Ecos
No. 124, 2005, page 35
A new bacterium may be associated with reef bleaching (by Steve Davidson)
Describes complex interactions between a new temperature-sensitive bacterium, coral, algae and a coral-grazing marine worm.


No. 115, 2003, pages 37-41
Do sediments sully the reef? (by Steve Davidson)
Investigates the effects of various land uses (eg, cattle and cane growing) on the corals of the Great Barrier Reef.


New Scientist
10 July 2008
Corals join frogs and toads as world's most endangered (by Catherine Brahic)
Reports on the state of the world’s coral species.


13 September 2006
Most corals unable to adapt to warming oceans (by Roxanne Khamsi)
Reports that less than one-quarter of coral species appear able to survive climate change by hosting new types of algae.


8 July 2006, pages 28-29
Intensive care heals damaged coral reefs (by Paul Marks)
Reports on the damage to coral reefs caused by humans and the possibility of protecting them from further damage.


5 February 2005, page 17
Coral reefs create clouds to control the climate (by Alison George)
Describes research showing that corals make a chemical that causes local cloud formation.


11 August 2004
Corals adapt to cope with global warming (by Jeff Hecht)
Describes research suggesting that coral bleaching depends on the algal partner.


10 January 2004, pages 12-13
Sewage nutrients fuel coral disease (by Rachel Nowak)
Discusses how nutrient-rich water, such as agricultural run-off and sewage, can destroy coral.


Useful sites

About coral reefs (International Coral Reef Information Network, USA)

An introduction to coral, coral polyps and coral reefs.
http://www.coralreef.org/coralreefinfo/about.html


The Great Barrier Reef: Designed to survive (built to last?) (Australian Academy of Science)

Transcript of a talk that looks at research into the resilience of corals to environmental change.
http://www.science.org.au/events/publiclectures/hughes.htm


Australian Institute of Marine Science

  • How the Great Barrier Reef was formed
    Describes how the reefs in north-eastern Australia have developed over the last 20,000 years.
    http://www3.aims.gov.au/pages/research/project-net/reefs/apnet-reefs01.html

  • Fears of massive coral bleaching
    A 2002 summary of the effects of rising sea temperatures on the Great Barrier Reef.
    http://www3.aims.gov.au/pages/about/communications/backgrounders/20020130-coral-bleaching.html

  • 2002 Coral bleaching
    Slides showing maps of increased sea temperatures around the Great Barrier Reef and photographs of unbleached and bleached corals.
    http://www3.aims.gov.au/pages/research/coral-bleaching/cb2002-gbr/cb2002-00.html


Coral bleaching (Reef Futures, Australia)

Explains the causes of global climate change, the biology of coral bleaching, bleaching thresholds, coral adaptation to higher temperatures and recovery after bleaching events.
http://www.reeffutures.org/topics/bleach.cfm


Global climate change and coral bleaching on the Great Barrier Reef (Queensland Department of Natural Resources and Mines, Australia)

This 2003 report includes background information about coral bleaching as well as possible scenarios for the future.
http://www.longpaddock.qld.gov.au/ClimateChanges/pub/CoralBleaching.pdf


Australian Broadcasting Corporation (transcripts)

  • Ancient coral reefs (The Science Show, 14 October 2006)
    Looks at the impact of rapid climate change on coral reefs.
    http://www.abc.net.au/rn/scienceshow/stories/2006/1760541.htm#

  • Corals in hot water (Earthbeat, 28 February 2004)
    Looks at a number of threats to corals from warmer ocean waters.
    http://www.abc.net.au/rn/science/earth/stories/s1051359.htm

  • Coral bleaching (New Dimensions, 4 September 2002)
    An interview with Dr Terry Done, an ecologist from the Australian Institute of Marine Science, and Dr David Etheridge, an atmospheric scientist from CSIRO.
    http://www.abc.net.au/dimensions/dimensions_future/Transcripts/s667374.htm

  • Beautiful one day (Four Corners, 22 April 2002)
    Reports on the risks the Great Barrier Reef faces. (There is a list of annotated links from this program available at Beautiful one day...related links.)
    http://www.abc.net.au/4corners/stories/s537725.htm


Coral bleaching: Current conditions report (Great Barrier Reef Marine Park Authority, Australia)

Summarises the current bleaching situation on the Barrier Reef.
http://www.gbrmpa.gov.au/corp_site/info_services/science/climate_change/conditions_report.html


Glossary

coral reef. A marine ridge or mound that has been built up over thousands of years from limestone (calcium carbonate) deposited in the skeletons of coral polyps. The term coral reef is often used to refer to the entire ecosystem – the coral, the substrate built by the coral and the organisms that live in, on and around the reef. The geographical shape of a reef can also be part of the definition – fringing reefs, barrier reefs and atolls. For more information see How does a coral reef form? (CRC Reef Research Centre, Australia).

electromagnetic radiation. Electromagnetic radiation is simply energy which travels through space at about 300,000 kilometres per second – the speed of light. We imagine radiation moving like a wave. The distance between two adjacent wave crests is called a wavelength. The shorter the wavelength, the more energetic the radiation is said to be. Also, the shorter the wavelength, the greater the frequency of the radiation. Other than wavelength, frequency and energy there is no difference between a radio wave, an X-ray and the colour green. They all possess the same physical nature. For more information see Back to Basics: Electromagnetic radiation (Australian Academy of Science) and Electromagnetic Spectrum (NASA Goddard Space Flight Center, USA).

fluorescent pigment. A pigment that absorbs light (electromagnetic radiation) at one wavelength and emits it at a different wavelength. Usually the emitted light has a lower energy than the light absorbed by the pigment.

photosynthesis. The biochemical process in which green plants (and some microorganisms) use energy from light to synthesise carbohydrates from carbon dioxide and water. Photosynthesis can be shown as:

CO2 + H2O + energy® [CH2O] + O2

plankton. Microscopic plants and animals that live near the surface of oceans and lakes.

ultraviolet (UV). A form of electromagnetic radiation. UV radiation has shorter wavelengths than visible light and it therefore carries more energy. It is divided into three broad categories: A, B and C. UV-A has the longest wavelength and is the least damaging form, although sufficient exposure will cause sunburn. UV-B damages proteins in unprotected organisms and can cause cancer, while UV-C is extremely dangerous because it can cause mutations in DNA.


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Posted April 2003.

The Australian Foundation for Science is also a supporter of Nova.

This topic is sponsored by the Australian Institute of Marine Science.


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