Potential Future Land Loss of Small Islands of Puerto Rico and the United States Virgin Islands

Page 1


Potential Future Land Loss

of Small Islands of Puerto Rico and the United States Virgin Islands

FINAL REPORT

for

Project Number: R-111-1-10 to University of Puerto Rico

Sea Grant College Program

Mayagüez, Puerto Rico

William J. Neal

Pablo Llerandi-Román Chester W. Jackson, Jr.

August 5, 2013

INTRODUCTION

Understanding how shorelines respond to rising sea level is critical for developing sound coastal management and land use planning guidelines, and is even more important when considering the effect on small islands. Commonly applied coastal recession models are less than adequate in predicting coastal evolution. Such models typically lack adequate baseline data or do not consider local complexities in sufficient detail. Add to this the uncertainty of change in rate of future sea-level rise, and most results are not much better than a simple slope/retreat model.

In this study we evaluated potential shoreline change and associated land loss as a result of continuing sea-level rise of selected associated islands of Puerto Rico and the United States Virgin Islands (USVI). Three techniques of predicting change were employed: (1) the simple slope-retreat model, (2) extrapolation of historical shoreline change, and (3) a modification of the Coastal Vulnerability Index (CVI) currently in use in the United States and Canada, but applied here for the first time to small islands. The modification to the CVI required field and remote mapping of the islands to be able to better predict potential changes for each island subenvironment. State-of-the-art software was employed to assess shoreline change and perform CVI analyses for each location using AMBUR and a recently developed hazard-vulnerability assessment tool called AMBUR-HVA.

Outreach was a second major task of the project. To that end, a field- and inquiry-based professional development workshop was held for in-service teachers, graduate students, and informal educators. The original plan was to hold two workshops, one in Puerto Rico and one in the U. S. Virgin Islands. However, owing to financial limitations, a single workshop was held, in Humacao, with attendees from the USVI.

No perfect model exists to predict coastal recession during times of rising sea level. The most commonly used model has been the Bruun Rule (Bruun, 1962). That model and similar

approaches require so many simplifying assumptions as to be rendered useless in real world applications (Pilkey and Davis, 1987; Cooper and Pilkey, 2004). Another approach is to consider geomorphological changes during a shoreline transgression (Carter and Orford, 1993), although this approach must consider a longer time frame than that of interest to the coastal planner and manager.

This study forecasts shoreline change and land loss using three methods. (1) For simplicity, an overview of the setting was established using a coastal slope/retreat model. (2) Next, determination of historical shoreline change using air photo and satellite imagery, and extrapolation of those changes into the future. The former approach presupposes that the dominant control on coastal regression is the offshore/onshore long profile of the area of interest; the latter approach presupposes that “what’s past is prologue.” Good data is available for both approaches and by understanding the limits of the projects, sound results can be obtained. (3) Finally, a more detailed forecast was made by applying a variation of the Coastal Vulnerability Index (CVI, see discussion below). The CVI model looks at shoreline segments based on composition and develops a potential response to sea-level rise for each island subenvironment, and/or unique shoreline stretch.

The mainland coast of Puerto Rico has been and continues to be well studied (Morelock, 1978; Morelock, 1984; Bush, 1991; Thieler and Danforth, 1993, 1994a; Bush et al., 1995; Thieler and Carlo, 1995; Schwab et al., 1996; Bush et al., 2001; Morelock and Barreto, 2003, Donnelly, 2005). The USVI have been evaluated to a lesser degree, for example, Cambers (1997) reported on Eastern Caribbean Island coastal changes. However, much less attention has been paid to the associated small islands. Small islands are important resources for reasons of recreation, cultural, historical significance, and/or development (Maul, 2005). It is clear that the significance of understanding the risks of coastal recession and inundation, plus the sustainability of coastal development, include aspects beyond the evaluation of expected sea-level rise, as noted in studies of Pacific Island Nations (Dickinson, 1999). For these reasons, the study focused on selected small associated islands.

Further, a bilingual workshop for in-service teachers, marine/environmental educators, and graduate students from Puerto Rico, the U.S., and the USVI was developed and presented. The workshop was titled: “Coastal Processes, Geoindicators, and Earth Science Education at the secondary school level.” It was conducted at the Sea Grant facilities of the University of Puerto Rico, Humacao. Participants visited Playa Palmas de Lucía in Yabucoa, the beach south of Punta Tuna in Maunabo, and the rock outcrops in Punta Tuna as part of the workshop. Evaluations of the workshop were obtained from the attendees, and follow-up comments have been obtained.

METHODS

There are well over 100 small islands and cays surrounding Puerto Rico and the U. S. Virgin Islands. Twenty islands were selected for inclusion in the study because they exhibit either historical, cultural, recreational, or scientific importance, or some combination of factors (Table 1, Figure 1, Plates 1-6). Islands that contain benchmarks were considered for inclusion because benchmarks increase the precision and accuracy of the CVI field mapping. Appendix A presents Google Earth images of all the islands in the study. There are several generations of images available within Google Earth. In addition, transects were drawn across the islands in several directions in order to measure island width in various orientations.

The project evolved in three parts, (1) calculating shoreline change, (2) developing and applying a Coastal Vulnerability Index (CVI), and (3) outreach.

Table 1. Islands included in the study.

USGS Quad (location on PR) Island

Bayamón (north)

Cayo Icacos (northeast)

Culebra (east)

Naguabo (east)

Punta Guayanés (east)

Salinas (south)

Playa de Ponce (south)

Punta Cucharas (south)

Parguera (south)

Puerto Real (west)

East Point (USVI, St Croix)

Characteristics

Isla de las Palomas Rare northern island

Isla de Cabras Historical and recreational significance

Palominos Reefs, recreation

Palominitos Reefs, recreation

Cayo Icacos Reefs, recreation

Cayo Diablo Reefs, recreation

Cayo Ratón Reefs, recreation

Isla Culebrita

Large, high elevation, and wetlands

Cayo Algodones Sandy, has bench mark

Cayo Santiago Large, forested, has bench mark

Cayo Batata

Very small, has bench mark

Cayos de Ratones Mangroves, lighthouse

Isla Caja de Muertos

Isla Morrillito

Isla de Cardona

Cayo Río

Isla Magueyes

Isla Matei

Cayo Ratones

Large, lighthouse, recreation

Sandy, associated with Caja de Muertos

Small, lighthouse, reefs

Medium size, near port, reef

UPR Marine Station, mangroves

Large, high elevation, mangroves

Small, erosion problem

Buck Island National Park

Shoreline Change Methods

Shoreline change was approached in two ways. First, what would happen to an island shoreline assuming rapid (essentially instantaneous) sea-level rise on an unchanging land surface (the slope/retreat model). This is sometimes also referred to as “filling the bath tub” and seeing how the shoreline changes. It is largely dependent on the slope of the island itself. Second, measuring the historical evidence from air photos and satellite imagery, shoreline position change is analyzed. Along with digitizing the position of historical shorelines, the most recent shoreline was classified and digitized by shoreline type. This provided a catalog of shoreline segments to later be applied to a vulnerability analysis.

Slope/Retreat Calculation

Shoreline recession based on migration surface slope gives an idea of shoreline retreat based strictly on the slope of the island surface to be transgressed given a specific rise in sea level. Sea-level rise and resultant transgression are assumed to occur instantaneously under this scenario, so that slope of the flooded surface would be the only control on shoreline recession. NOAA has an on-line sea-level rise viewer with data from Puerto Rico, the Sea Level Rise and Coastal Flooding Impacts Viewer (NOAA, 2011) As such, we decided to forgo calculating and plotting slope-retreat maps in deference to the already-available NOAA tool. The NOAA Sea Level Rise and Coastal Flooding Impacts viewer may be accessed at http://www.csc.noaa.gov/slr/viewer/#. It should be noted that NOAA has attempted to calibrate the elevations of their 3D models from geodetic datum (PRVD02) to a tidal datum of mean higher high water (MHHW) for better modeling with aerial LiDAR data. However, it was determined that future work is needed to better calibrate aerial LiDAR to tidal datums given vertical errors (1+ meters) that exist with PRVD02 datums. Terrestrial LiDAR was used to produce a high resolution elevation model of Cayo Ratones and calibrated to the instantaneous

Figure 1. Location of the islands included in the study (yellow pins).

mean high water line observed. This provided centimeter vertical accuracy and a better 3D surface model of the cay and holds great promise for future studies of cays in Puerto Rico.

Historical Shoreline Change

Historical shoreline change was calculated using AMBUR software (Jackson et al., 2012) and employed the methodology that was defined in the in the manuscript by Jackson et al., (2012). Monitoring changes in the position of the shoreline or other shoreline markers indicates the dynamics between sea-level change, sediment supply, hydrography, and meteorology. The actual shoreline, dividing line between land and the marine realm, is the most obvious line of demarcation. Perhaps no information is more critical for coastal management than shoreline change history.

Historical shoreline change is typically determined using aerial photographs from as many different surveys as possible preferably with at least one set of photos from each decade. Thieler and Danforth (1994b) used air photo data for the main island of Puerto Rico up through the 1980s. For this study, shorelines from NOS T-sheets and LiDAR data were used along with air photos.

The more generations of air photos covering the larger amount of time, the better the data will be with fewer errors. Methodology and discussions on shoreline position errors are presented in several studies (e.g., Crowell et al., 1991; Douglas and Crowell, 2000; Moore, 2000; and Thieler and Danforth, 1994a & b). All shoreline positions have some degree of inaccuracy, and such errors should be reported so that rate-of-change calculations may be interpreted and used judiciously. Newly developed digital shoreline analysis systems (Jackson et al., 2012) can take a shoreline position and forecast a new shoreline position using a sea level rise rate and a beach slope It can also forecast using traditional rate methods and can be modified to incorporate other parameters (Jackson et al., 2012).

Historical shoreline position data was digitized from NOAA t-sheets and aerial photographs (Table 2). Accuracy of shoreline position obtained from the air photos is much better than that from the t-sheets. The historical shorelines were digitized as continuous lines.

The Shoreline position rate of change calculated using end point rate in the AMBUR program (Jackson et al., 2012) as discussed previously. AMBUR was set to derive transects every 10 meters, resulting in a total of 5,234 transects among all the study area islands. The length of all shorelines digitized totaled 106km. The total area of all the islands in the study was 609.97 hectares, just over 6 square kilometers.

Table 2. Inventory of data used for shoreline change analysis.

Coastal Vulnerability Index Methods

A Coastal Vulnerability Index (CVI) incorporates geologic and physical process variables that are dominant in the coastal system, and provides a relative yet quantitative measure of vulnerability. The CVI accounts for the dynamic nature of the coast and reflects its sensitivity to change with respect to rising sea level.

Small islands of the Northeastern Caribbean are discrete environments that lack study in any great detail. It was therefore necessary to utilize a variable set appropriate to the environmental conditions of the study area. The lure of the CVI approach lay in its flexibility to

be modified based on the question, the geologic setting, and the oceanographic regime of interest. Many coastal vulnerability assessments using the CVI technique occur in the literature, each of them using a format designed to suit the study area. The CVI was originally developed by Gornitz and Kanciruk (1989) for the mid-Atlantic region; see also Shaw et al. (1998), Thieler and Hammar-Klose, (1999) and Wood (2009) for a review of formats.

There are several reasons for examining small islands exclusively in this regard. First, many small islands in the Northeastern Caribbean are recognized for scientific, historical, and/or cultural/recreational significance. Islands of this size are convenient grounds for the testing of new models, because they are mostly removed from the influence of anthropogenic activity and development (Nunn, 1986). For the main islands of Puerto Rico and USVI, this phenomenon is emphasized due to extensive development in the coastal zone. Therefore, small associated islands can be considered more naturally intact environments than those subjected to anthropogenic disturbance. In some ways, small islands approximate the compartmentalized beach systems of the main island coast; both environments are characterized by little to no communication of energy between adjacent systems. Furthermore, processes shaping the main island coast will incur change more rapidly over the smaller surface area of a small island. This capacity for sensitivity to change over a shorter period of time suggests small islands as a potential proxy for future shoreline change.

In an effort to optimize coastal resource management for U.S. National Parks, the USGS and National Park Service (NPS) employed a CVI in their National Assessment of Coastal Vulnerability to Sea Level Rise (Thieler and Hammar-Klose, 1999). In this series of CVI studies, the variable set included: Geomorphology, Historical Shoreline Change Rate (m/yr), Regional Coastal Slope (%), Relative sea-level change (mm/yr), Mean significant wave height (m), and Mean tidal range (m). Most of the shorelines analyzed were large and continuous, with the exception of St. John’s Island of the USVI and Dry Tortugas National Park in Florida.

Owing to its setting in the Northeastern Caribbean, the vulnerability assessment for St. John’s was used as a comparative basis for our modified CVI assessment. Modification of the variable set to reflect coastal vulnerability to sea level rise for PR/USVI was required due to differences in the geologic, oceanographic, and climatic settings of the Northeast Caribbean and the continental United States.

Most of the selected islands have not been previously studied, are not easily accessible, or are far removed from tidal gauges. Thus, much of the data are approximate and therefore quite preliminary. To address these issues, detailed field mapping was completed for several islands including Cayo Ratones, Isla de Cardona, and Isla Magueyes

The powerful advantage of this approach is that the proposed CVI may be refined and applied for similar vulnerability assessments of the main islands of Puerto Rico and the U.S. Virgin Islands. A refined and complete CVI for this region would improve the factual basis for coastal management in the Northeastern Caribbean. Accurate vulnerability assessment in this area also has large economic and scientific implications. The risks associated with sea-level rise in the Northeastern Caribbean greatly affects its residents, as current population densities are highest in low lying areas. Additionally, these areas rely on tourism as a major revenue source. Revenue from tourism is diminished by eroding shorelines and failing structures. Mitigation is possible after an erosion problem has developed, but the cost to maintain these efforts becomes tremendous over time. Soft stabilization (i.e., beach nourishment) and hard stabilization (seawalls, groins, etc) both require regular monitoring and maintenance. Therefore, preventative action and understanding the potential for erosion and inundation is much more effective and cost efficient. As populations increase, more people will be forced into coastal areas. In light of

projected sea level rise scenarios, which may rise as much as 10 to 23 inches by the year 2100 (IPCC AR4, 2007), it is evident that the need for effective, accurate and preventative coastal zone management is dire.

CVI Parameters

Applying a Coastal Vulnerability Index (CVI) starts with assessing which geomorphic and physical parameters are most important in driving coastal processes in the study area. Once the parameters are determined and weighted, the CVI can be applied to each shoreline segment. Sea-level rise is incorporated into the CVI. Predicting change is critical for proper coastal zone management and land use planning. However, the lack of complete understanding of the variables and processes of coastal forcing and the disagreement among researchers on which quantitative approaches are valid severely restricts satisfactory outcomes of such studies (Gutierrez et al., 2007).

Because of such complexities and disagreements, an approach was developed for predicting future shoreline regression and land loss called the Coastal Vulnerability Index. The approach is based on evaluations of geomorphic and physical parameters of the coastal system in question that have major influence over the natural vulnerability to the effects of sea-level rise (Gutierrez et al., 2007). The method has been widely applied (see Gutierrez et al., 2007, for a summary). Of special relevance to this proposal are several U. S. Geological Survey Open-File reports dealing with small National Park islands similar in many regards to those considered for study in Puerto Rico and the USVI. For example, Virgin Islands National Park (Pendleton et al., 2004a), Dry Tortugas National Park in Florida (Pendleton et al., 2004b), and the National Park of American Samoa (Pendleton et al., 2005). In addition, the coast of Canada is evaluated by (Shaw et al., 1998). Although at a much larger scale, the Canadian study includes many small islands and a variety of geologic shoreline types, thus sharing some similarity with the small islands of the proposed study.

As originally developed by Gornitz and Kanciruk (1989), Gornitz (1990, 1991) and Gornitz et al. (1991), the Coastal Vulnerability Index utilized six variables. Shaw et al. (1998) modified the approach for application in Canada to include seven variables. The U. S. Geological Survey approach is the most widely published version and utilized six variables. It was based on an earlier database developed by Gornitz and White (1992). For comparison, the six variables utilized by the USGS (from Thieler and Hammar-Klose, 1999) versus the seven variables used by Shaw et al. (1998) are given below for illustration purposes.

The six variables utilized by the USGS (from Thieler and Hammar-Klose, 1999) are: -geomorphology, -shoreline erosion and accretion rates (m/yr), -coastal slope (percent), -rate of relative sea-level rise (mm/yr), -mean tidal range (m), and -mean wave height (m).

The seven variables used by Shaw et al. (1998) in Canada are: -relief -rock type

-coastal landform

-sea-level tendency

-shoreline displacement rate

-mean tidal range (higher tides)

-mean annual maximum significant wave height

Rankings of each variable within the Coastal Vulnerability Index utilized by Thieler and Hammar-Klose (1999) are given in the Table 3. Obviously some of the variables above are not applicable to small islands. For example, for a single small island, mean tide range will likely not vary, not have been measured, or will not easily be measured. The same holds for mean wave height. This meant that we had to assess which parameters are most pertinent to Puerto Rico and USVI and would need to be ascertained and incorporated.

Table 3. CVI paramers used by Thieler and Hammar-Klose (1999).

Ranking of Coastal Vulnerability Index (from Thieler and Hammar-Klose, 1999) Very low Low Moderate High Very high VARIABLE 1 2 3

Geomorphology

Rocky, cliffed coasts Fiords Fiards

Medium cliffs Indented coasts Low cliffs Glacial drift Alluvial plains

Cobble beaches Estuary Lagoon Barrier beachs Sand Beaches Salt marsh Mud flats Delta Mangrove Coral reefs

Our revised CVI utilized only four parameters: -shoreline composition -sea level change -slope -shoreline change rates

Shoreline composition

Shoreline composition was determined from field work, air photos, satellite imagery, and an Environmental Sensitivity Index (ESI) produced by Research Planning Institute, Inc. (RPI) (Zengel et al., 2001). The ESI was developed for oil-spill contingency planning and response and

coastal resource management. As part of the ESI assessment, the shoreline is classified into ten categories some with subcategories for a total of 15 coastal classification categories. The ESI categories are presented in order of increasing sensitivity to spilled oil. The data are available digitally and were incorporated into our evaluations. The 15 classes were collapsed into five weighted categories for use within our CVI. The shoreline classifications in our CVI are, of course, in order of increasing vulnerability to coastal change.

Coastal shoreline habitat classification (Zengel et al., 2001), in order of increasing sensitivity to spilled oil:

la. Exposed rocky cliffs

lb. Exposed, solid man-made structures

2a. Exposed wave-cut platforms in bedrock

2b. Scarps and steep slopes in muddy sediments

3. Fine- to medium-grained sand beaches

4. Coarse-grained sand beaches

5. Mixed sand and gravel beaches

6a. Gravel beaches

6b. Riprap

7. Exposed tidal flats

8a. Sheltered rocky shores

8b. Sheltered, solid man-made structures

9a. Sheltered tidal flats

9b. Sheltered, vegetated low banks

10. Mangroves

Shoreline classification categories in our modified CVI, in order of increasing vulnerability to coastal change, that is, increasing erodibility or mobility of the substrate:

1. Rocky shores and platforms; seawalls

2. Gravel beaches and riprap; Sheltered mangroves

3. Mixed sand & gravel beaches and fill; Exposed mangroves

4. Coarse-grained sand beaches; Sheltered tidal flats

5. Fine-grained sand beaches; Exposed tidal flats

Particular importance was placed on shorelines dominated by mangroves, which can offer protection to land areas behind them by dampening wave energy. Wave height, and thus flux of energy, can be reduced as much as 66% through 100 meters of mangroves as mangrove roots and lower branches act as physical barriers (McIvor et al., 2012a).

Mangroves have also been shown to reduce the effects of storm surge (Krauss et al., 2009; Zhang et al., 2012) and from erosion (Thampanya et al., 2006). Mangroves slow water movement and block wave energy. Storm surge may be reduced as much as 50 cm per kilometer of mangrove width and waves by at least 75% over that distance (McIvor et al., 2012b). Of course, on the small islands in this study there are no sites with 1 km of mangrove, however, some attenuation of energy is expected, and the model will hold for islands outside the study area.

Some indication of the reduction of flow velocity over various types of ground surfaces is giving by the Manning coefficient of friction (also called simply the Manning number and denoted by the symbol n) (Li and Zhang, 2001). When water flows over a land surface, regardless of whether or not it is confined in channels, is driven purely by gravity such as in rivers or overland flow, or is pushed by storm surge, the friction between the flowing water and the land creates a drag force

which causes expenditure of energy and thus can dampen water flow velocity. Any vegetation present can increase the roughness of the boundary surface and further reduce flow velocity (Chow et al. 1988; Jin et al., 2000).

Some examples of experimentally derived Manning numbers are given in Chow (1959) and Mattocks and Forbes (2008):

Open water/sand

Scattered brush/shrub/scrub

Forest/estuarine forested wetland

Dense woods

0.02

0.05 (0.035 to 0.07)

0.10 (0.08 to 0.12)

0.15 (0.11 to 0.20)

For illustration purposes, a Manning coefficient of 0.02 will theoretically allow a flow velocity five times the speed of a land surface with a coefficient of 0.1. Thus water flowing over a sandy surface could flow five times faster than water flowing over forested wetland. Mazda et al. (1997) report Manning coefficients as high as 0.4-0.7 in some mangrove swamps. Acrement and Schneider (1989) review coefficients for flood plains.

Not only do they block wind, wave, and storm surge, another aspect to the importance of mangroves is their sediment-trapping capabilities, which allow wetland surfaces to keep pace with sea level rise (McIvor et al., 2013). Though Cahoon et al. (2006) reports sediment surfaces lagging behind sea-level rise. Studies in Twin Cays, Belize, report mangrove surfaces being maintained for thousands of years (McKee et al., 2007; McKee, 2011). These studies stress the importance of protecting mangroves and maintaining an unimpeded surface over which they can migrate as sea level rises.

Sea-Level Change

In addition to being useful for coastal planning and management in the short term (up to 10 years, for example), projections of shoreline position 50 and 100 years into the future are useful for long-term planning. An analysis of sea-level change data is reported by the Puerto Rico Climate Change Council (PRCCC) (2013). The current rate of sea-level rise will result in a rise of 0.4 meters by 2100 (Figure 2). According to the report, if the observed Puerto Rico sea level rise trend continues linearly, with no acceleration in rate, by 2100 the sea level around Puerto Rico will have risen by at least 0.4 meters. The U.S. Army Corps of Engineers (USACE) conducted an analysis for the PRCCC to project possible future sea level rise for the North and South coasts to 2165. Sea-level rise estimates range from 0.07 to 0.57 meters (0.20 to 1.87 feet) above current mean sea level by the year 2060 and between 0.14 and 1.70 meters (0.40 to 5.59 feet) above current mean sea level by the year 2110. In order to produce maps of projected shoreline position, the low, moderate, and high rates of sea-level rise were utilized (Table 4). Results are shown in the Addendum to follow this report.

Table 4. Projected sea-level positions assuming a low, moderate, and high rate of sea-level rise over the next 50 and 100 years. Numbers are relative to current sea level. Data from PRCCC (2013).

Figure 2. Sea level rise projection scenarios for Puerto Rico through 2150 (Puerto Rico Climate Change Council (PRCCC) 2013).

The current rate of sea-level change was obtained from NOAA tide gauge station information. San Juan and Isla Magueyes have the two longest operating gauges in Puerto Rico. Charlotte Amalie, St. Thomas, USVI, also has a long-operating station. We decided it was most expedient and accurate to use only the data from these three stations. The value for the San Juan station is 1.65 +/- 0.52 mm/yr over the time period of 1962 to 2006, equal to to a change of 0.54 feet in 100 years (NOAA Sea Level Trends web page: http://tidesandcurrents.noaa.gov/sltrends/sltrends_station.shtml?stnid=9755371). For Isla Magueyes, the trend is 1.35 +/- 0.37 mm/yr over the time period 1955 to 2006 which is equivalent to a change of 0.44 feet in 100 years (NOAA Sea Level Trends web page: http://tidesandcurrents.noaa.gov/sltrends/sltrends_station.shtml?stnid=9759110). For Charlotte Amalie mean sea level trend for Charlotte Amalie, St. Thomas, USVI, is 1.20 millimeters/year with a 95% confidence interval of +/- 0.96 mm/yr based on monthly mean sea level data from 1975 to 2006 which is equivalent to a change of 0.39 feet in 100 years. From NOAA Sea

Level Trends web page http://tidesandcurrents.noaa.gov/sltrends/sltrends_station.shtml?stnid=9751639.

In the rates from the three stations are so similar as to be essentially the same. In fact, on the CVI (see below) all three fall into the same weighted category. It should also be noted that modern GPS constraints are providing estimates for the magnitude and direction of tectonic plate movement of the Puerto Rico–Virgin Islands platform (Grindlay et al, 2005; Mann, 2005). Ideally, future CVI assessments for this area should incorporate measures of neotectonic subsidence/uplift to corroborate against the calculated rate of relative sea level rise. Unpublished preliminary subsidence data for Puerto Rico seems to indicate that Puerto Rico is undergoing subsidence faster on the northeastern/north coast which may have a greater impact than global sea-level rise.

Shoreline Change

Given that there has yet to be an accepted method adopted by both industry and academia for analyzing shoreline change, AMBUR was employed to calculate changes and produce a variety of statistical data (Jackson et al., 2012). The advantage of using AMBUR is that it provides a tool for assessing highly curved/sinuous shorelines that are difficult to assess using existing tools. Furthermore, transects and data generated with AMBUR can be used with the newly developed AMBUR-HVA tool to calculate a CVI for different shoreline types and localities. The program calculates shoreline change by measuring the position differences of two or more historical shorelines along transects. Transects were cast at orientations approximately normal to, or in the direction of shoreline movement along a baseline at a spacing interval of 10 m for this study. Each transect captured the shoreline change distances and rates between the oldest and modern shoreline.

Slope Data

Slope data was primarily derived from USACOE 2004 aerial LiDAR that was provided by NOAA’s Coastal Services Center. Bare-earth LiDAR points were used to produce a 3D surface or grid that was approximately 1-meter per pixel. The algorithm used to construct digitial elevation models (DEM) for each location was ANUDEM, a robust 3D modeling/surfacing program. The percent slope was calculated in ArcGIS 10.1 for each pixel the in DEM. Transects were cast alongshore at 10 meter spacing and at least 20 meters inland and offshore of the historical shorelines and intersected with DEMs of each location. The mean slope was calculated for each transect using AMBUR-HVA.

Coastal Vulnerability Index Calculation

The final weighting of CVI parameters is given in Table 5. Geomorphology was mapped but not used in the analysis. The idea behind geomorphology was that it is a representation of island composition and land cover. That is, what is the shoreline going to encounter inland from the current shoreline as sea level rises. There seemed to be a lot of redundancy between

shoreline type and our developing geomorphology category that we decided to abandon geomorphology as a CVI input, though it is retained in Table 5 for illustration purposes.

Table 5. Final CVI parameter weighting.

Geomorphology

Shoreline type (ESI Categories)

(after Zengel et al., 2001)

Resistant rock (igneous, metamorphic, siliciclastic)

Rocky shores and platforms; seawalls (1)

Non-resistant rock (limestone, eolianite)

Gravel beaches and riprap; Sheltered mangroves (6,8)

Unconsolidated sediment, gravel

Mixed sand & gravel beaches and fill; Exposed mangroves (5,2)

Unconsolidated sediment, vegetated

Coarse-grained sand beaches; Sheltered tidal flats (9,4)

Unconsolidated sediment, unvegetated

Fine-grained sand beaches; Exposed tidal flats (7,3,10)

The Coastal Vulnerability Index calculation is very simple (Equation 1). The index parameters are weighted on a 1-5 scale. For each parameter, 1 denotes a very low probability of coastal change, 5 being the highest probability of coastal change. The beauty of a CVI is that it can incorporate a wide range of types of input parameters, but as long as they are weighted, their relative importance is shown. Within AMBUR, CVI is calculated as the square root of the product of the ranked variables divided by the total number of variables Thieler, E. R and Hammar-Klose, E. S. (1999).

Equation 1. Final applied CVI calculation:

Outreach: Geoscience Education Activities

A geoscience education, field- and inquiry-based workshop designed to enhance the understanding of concepts related to coastal geomorphology and dynamics took place at the UPR-Sea Grant facilities at Humacao in July 20-22, 2011. In-service teachers, graduate students, and informal educators from Puerto Rico and the USVI participated in the workshop.

The workshop presented a great opportunity to expose participants to the interdisciplinary and systemic approach to coastal research. This approach aligns naturally with recent national and international recommendations stressing the importance of developing systemic skills, integrating knowledge, and promoting inquiry in geoscience education to improve conceptual knowledge (UCAR-TERC, 2007; TERC, 2007; King, 2001). In addition to enhancing conceptual knowledge through systemic thinking and inquiry, Llerandi-Román (2007) showed that positioning the geoenvironmental context of learning at the core of teaching and learning objectives was also effective in developing inservice teachers’ social responsibility and students’ cultural and ecological identities or worldviews. For these reasons, the outreach activities were designed in order to develop meaningful learning experiences related to coastal processes and coastal geomorphology, including the use of geoindicators in assessing coastal conditions in their local and neighboring coastal communities. The project investigators have remained (and will remain) accessible to assist in the future implementation of coastal science/science education activities in the classroom and the field.

The geoscience education workshop followed a contextual/meaningful learning conceptual model for curricular development in which relevant questions related to shoreline response to relative sea level changes and other coastal processes constituted the core of the curriculum similar to the model implemented in Llerandi-Román (2007, p. 51-55). Specific content was selected based on a needs assessment questionnaire distributed to participants before the workshop, and a content analysis of the Puerto Rico Department of Education (PRDE) Science Curricular Framework, PRDE Content Standards and Grade Level Expectations, and the National Science Education Standards (DEPR, 2007; INDEC, 2003; NRC, 1996). Activities focused on developing understanding of: (a) current geoenvironmental conditions affecting the local coastal region in Puerto Rico and the USVI; (b) content/conceptual knowledge of coastal processes and coastal geomorphology; and (c) transforming content/conceptual knowledge into effective teaching strategies in the classroom. The latter refers to the concept of Pedagogical Content Knowledge (PCK) (Shulman, 1986) or the knowledge to teach science content/concepts in specific contexts as a result of teachers’ solid understanding of pedagogical approaches, student learning skills, and science (Appleton, 2008).

Two workshops had been proposed, one in Puerto Rico and one in the U. S. Virgin Islands. However, owing to resource constraints, we decided on one workshop (in Humacao) and inviting and funding participants from the USVI. It is important to acknowledge Lesbia Montero (Sea Grant Program at UPR-Humacao) and Christine Settar (Sea Grant Program at U. of Virgin Islands), who were of great help in organizing the workshop and in contacting teachers (workshop participants) from Puerto Rico and the US Virgin Islands. Dr. Llerandi-Román was the leader of the survey development and he and Dr. Jackson developed and taught the workshop.

A main goal of the outreach portion of the project was to develop and disseminate a Nive l de l ma r y geoindicadore s (Sea - leve l chang e and geoindicators) survey for workshop participants. T his survey was developed using the SurveyMonkey® online platform and services and after going through extensive revision and face validity assessment by

Llerandi-Román and Jackon. The survey questions included both open-ended and Likert-type items in the online platform. SurveyMonkey® generated a secure link that was sent through email by Lesbia Montero (Sea Grant Program at UPR-Humacao) to all workshop participants. Workshop participants answered the online survey before the first day of the workshop.

The online survey was active for several months before and after the workshop. The registration and monthly fee for services in SurveyMonkey® was covered by a professional development allocation for Llerandi-Román by the Department of Geology, GVSU. The survey was completed by 16 Puerto Rican and U.S. Virgin Islands teachers participating in the coastal resources workshop. Results show that 57% of the participants have never taught sea level concepts in the past. The participants’ level of understanding of sea level change and the causes of sea level change is inadequate and contains misconceptions, for example: [related to understanding of the concept] “Sea level change is the change in the amount of water in the ocean, resulting in a different tidal range” and [related to causes] “Changes in Earth's composition - such as glacial melting, drought, major earthquakes”. Another interesting result from the survey, that can assist teacher educators in the future, is that teachers’ sources of information about sea level change derive mainly from Internet news and science websites (82% of participants) and radio and TV news (57%); only 44% of participants reported learning through professional development. Detailed information about participant responses is found in the summary survey report in the Appendix E.

The final format for the workshop was developed over several months and the final revision was based on the participant responses to the online survey. The workshop ran during the period of July 20-22. The final title of the workshop was “Procesos costeros, geoindicadores y la enseñanza de ciencias terrestres a nivel secundario [Coastal processes, geoindicators, and earth science education in secondary school] – A bilingual (Spanish-English) field-based workshop, UPR Sea Grant Program, UPR, Humacao.” Participants (see workshop Appendix F): 20 Puerto Rico and US Virgin Island in-service teachers, marine educators, and University of Puerto Rico, University of Virgin Islands, and University of Toledo, Ohio graduate students.

RESULTS AND FINDINGS

The project generated a tremendous amount of data and output maps, presented in the appendices. We present here summary findings of each aspect of the project. The most important findings of the project are the results of the shoreline change analysis, the coastal vulnerability analysis, and the workshop impact.

Historical Shoreline Change Analysis

Summary shoreline change statistics of all the islands are given in Table 6. Individual transect locations are plotted using Google Earth. Figure 3 is a Google Earth plot of shoreline transect locations around Cayo Palominos. Red and blue dots are locations of transects Red dots indicate transects with net erosion and blue dots indicate transects with net accretion. Shoreline type is not considered for the shoreline change analysis. See Appendix B for complete set of shoreline change maps.

Table 6. Shoreline change analysis statistics.

Length of all shorelines digitized (km)

Area of historical shorelines (ha)

Area of modern shorelines (ha)

Area of estimated land loss (ha)

Shoreline analysis software AMBUR (v.1.03-19) https://r-forge.r-project.org/R/?group_id=476

Number of transects

Figure 3. An example of shoreline change analysis output for Isla Palominos. The data are plotted on Google Earth. Red and blue dots are locations of transects selected within the AMBUR program at 10-meter spacing. Red dots indicate transects with net erosion and blue dots indicate transects with net accretion. Shoreline type is not considered. Tables 6 and 7 give overall shoreline change statistics for the project. See Appendix B for complete set of shoreline change maps.

The shoreline change summary calculations are given in Table 7. AMBUR produces the data based on the individual transects analyzed. Mean shoreline change rate is the overall average of change for all transects on each island. Error margin is maximum of +/- 0.2 m/yr. Percent erosion is the percent of each individual island’s shoreline that is experiencing erosion. Mean erosion rate is the average of just the transects experiencing erosion. Mean accretion rate is the average of just the transects experiencing accretion. Transects are created within AMBUR at 10-meter spacing. Subsequent tables present sorted data by mean shoreline change rate and percent erosion.

Table 3. Shoreline change summary.

Negative rates = erosion, positive rates = accretion

Table 8 shows the study area islands sorted by mean shoreline change rate in meters per year. The greatest shoreline change rate is -0.83 meters/year, exhibited by Cayo Ratones. Many of the islands are very nearly stable. Cayo Ratón. Cayo Santiago, Isla Magueyes, and Isla de Cardona have positive shoreline change rates, that is, accretion. Many of the rates are within the statistical margin of error of +/- 0.2 m/yr.

mean shoreline change rate.

Isla Caja de Muertos

Isla Culebrita

Isla Morrillito

Cayo Río

Isla Magueyes 0.05

Isla de Cardona 0.05

*Rates are in meters/year (negative = erosion and positive = accretion)

Table 4. Study area islands sorted by

Table 9 lists study area islands sorted by percent erosion. That is, what percentage of the shoreline of each island is retreating. The largest percentage of the shoreline exhibiting erosion is 95%, found on Cayo Ratones, Isla de los Palomas, and Isla Morrillito.

Table 5. Study area islands sorted by percent erosion.

Island/Cay % Erosion

Cayo Ratones 95

Isla de los Palomas 95

Isla Morrillito 95

Cayo Icacos 93

Isla Caja de Muertos 85

Cayo Diablo 76

Palominitos 75

Isla de Cabras 75

Isla Culebrita 67

Cayo Río 65

Cayos de Ratones 64

Cayo Algodones 63

Paliminos 63

Isla de Cardona 60

Isla Matei 56

Buck 56

Cayo Santiago 55

Isla Magueyes 51

Cayo Batata 45

Cayo Ratón 42

Table 10 is an area analysis for the study islands, based on the island area as measured by the historical shoreline versus the modern shoreline. Accretion area is calculated from every instance where the modern shoreline moved seaward of the historical shoreline. Conversely, the erosion area is calculated from every instance where the modern shoreline moved landward of the historical shoreline. Percent erosion is erosion area compared to historical area. Isla Caja de Muertos is the largest island in the study area with an area of 1,479,280 m 2 (148 ha,1.48 km2). The smallest study island is Palominitos at only 2,132 m 2 (0.21 ha). Palominos has been dominated by erosion

Table 6. Area analysis for islands in the study. Calculated from modern shoreline. Negative numbers indicate erosion.

Coastal Vulnerability Index Analysis

By applying the CVI formula (Equation 1), AMBUR calculates a single number to represent the CVI for each transect on the island, then calculates the mean of the CVI for all the individual transect on the island giving a numerical representation of an island’s overall vulnerability. Table 11 gives the minimum CVI for an individual transect on that island, the maximum CVI or an individual transect on that island, the mean for the island, the standard deviation of the mean calculation, plus the number of 10-meter-spaced transects on that island.

Table 7. CVI analysis for islands in the study. The mean value is the overall vulnerability for a given island.

Coastal vulnerability is plotted on maps for each island using Google Earth. Figure 4 is the CVI analysis for Isla Palominos. On all the CVI maps blue colors mean lower vulnerability and ramp up to red for higher vulnerability. Thus, blue sections of the shoreline will have lower vulnerability, while red will have higher. See Appendix C for complete set of maps. Table 12 lists examples of the numerical relationship between colors on CVI output maps and the

numerical ranking for Isla Palominos Figure 5 is a close up of the northwester portion of Isla Palominos in order to more clearly see the color scheme used to represent CVI results. Dark blue represents lowest vulnerability, red the highest. (Red not shown on this image. ) Transect numbers are shown.

Figure 4. CVI analysis for Isla Palominos. Blue colors mean lower vulnerability and ramp up to red for higher vulnerability. See Appendix C for complete set of maps.

Table 8. Isla Palominos as an example of the relationship between colors on CVI output maps and the numerical ranking. See Figure 5 for transect locations and colors.

Red not shown greater

Figure 5. The northwestern portion of Isla Palominos to illustrate the color scheme used to represent CVI results. Dark blue represents lowest vulnerabilty, red the highest. Red not shown on this image. Transect numbers are shown. See Table 12 for numerical comparison.

Outreach Results And Findings

A geoscience workshop that focused on enhancing the participants’ conceptual understanding of sea-level change, coastal processes and geoindicators in Puerto Rico and the USVI. Teaching activities included hands-on and field-based experiences, demonstrations, and interactive lectures. Most of the experiences were framed on inquiry-based learning.

Assessment During The Workshop

Reflection questions – open-ended questions about the quality of the learning experiences and the concepts learned during the workshop activities. Questions from the 1st day of the workshop (July 20, 2011) include:

1. Reflect on your experience in today’s workshop (July 20, 2011):

2. Explain what you learned in the workshop.

3. Explain how you will use the newly acquired knowledge

4. What concepts (discussed today) require a further/deeper discussion to help you better understand?

5. What positive experiences you had during today’s workshop.

6. How could we improve the workshop?

Activity worksheets:

Appendix G, including presentations and activities as part of a CD produced for participants with the assistance of Lesbia Montero and Dr. Jackson, see item #9 on this list.

Informal observations during workshop experiences: Interactions in small-group discussions, interactions with instructors, oral answers to questions, and participant work during field-based experiences.

Alternative assessments (e.g. concept maps, one-minute papers)

Lesson development:

Objectives met: Participants enhanced their understanding of the relationship of earth systems and the coastal zone. Participants enhanced their understanding of the causes of global sea-level change Participants enhanced their understanding of the current relative sea-level change in the Caribbean. Participants familiarized with the concept of geoindicators. Objectives partially met: Only a few participants developed a teachable lesson (during the duration of the workshop) related to the concepts discussed during the workshop.

General reflection:

This workshop was successful in exploring various ways of conveying critical information related to sea-level rise and geoindicators, in both the classroom and the field. The workshop produced the expected positive results in assisting participants to enhance their conceptual understanding according to participant answers to reflection questions and informal interviews and observations. For the Puerto Rico-based participants, and for most of the U.S. Virgin Island participants, the element of contextualization (e.g. use of the local/regional geoenvironmental context) present in the activities was inspiring and positive in relation to

learning and becoming more interested in teaching at the field. The earth system/geological connections made during the field-based education activities were particularly useful and provide the right context to learn about the big picture. For example, after discussing specific details of beach geomorphology, sedimentology, marine currents, and beach dynamics in the morning, including a few activities related to sedimentology and beach profiling, we ended the field-based activities in the afternoon with a visit to Puerto Maunabo. On this site, participants had the opportunity to explore the three rock types (sedimentary, metamorphic, and igneous) at the contact of an extension of the San Lorenzo Batholith with metasedimentary rocks on a beach environment. At this particular site, the concept of sediment provenance and the geologic influence on beach morphology and geoindicators was obvious for most participants.

In addition, informal interviews with participants provided the qualitative evidence to support the general success of the workshop. The main comments related to improving the workshop were related to increasing the number of field-based days or activities and giving more time to reflect upon the workshop activities and develop associated lesson plans. The preworkshop pilot survey and the workshop itself served as the basis to develop a sabbatical project related to the coastal geohazard and sea level rise pedagogical content knowledge (PCK) of teachers in Puerto Rico during the academic year of 2013-2014. This project was approved and will be conducted by Llerandi-Román and could be considered an indirect impact of the UPRSea Grant project described in this report. Llerandi-Román’s sabbatical was partially funded by a NASA-Michigan Space Grant Seed Grant awarded to Llerandi-Román (see section E).

PROJECT OBJECTIVES ACCOMPLISHED OR NOT AND WHY

Some modifications to the original proposed project had to be made. Most improved the project. Some tasks had to jettisoned owing to time or resource constraints.

The original project was organized into two phases. Phase One was predicting coastal recession scenarios using three methods. For each method, a series of maps will be prepared showing predictions of 50- and 100- year shoreline recession and quantification of the amount of land loss in hectares. Phase One had three tasks: Task 1: Slope/retreat calculations and maps, Task 2: Historical shoreline change rates extrapolated into the future, and Task 3: Development and application of a Coastal Vulnerability Index including detailed field mapping of two very small islands and application of that technique to larger islands using remote sensing.

Phase Two was outreach, including training, emphasizing technology transfer and coastal change monitoring. Phase Two has two tasks: Task 1: Developing property damage mitigation and land use planning recommendations by working with coastal planners and managers based on geoindicators assessments. Task 2: Design and implementation of field-based, geoscience education activities focused on improving teachers’ understanding of coastal processes and coastal geomorphology in the context of their local communities.

Phase One, Task 1 was quickly abandoned because NOAA produced a web site that accomplished the same goal in much more detail than we could have. NOAA has an on-line sealevel rise viewer with data from Puerto Rico. We decided to forgo calculating and plotting slope-retreat maps in deference to the already-available NOAA tool. The NOAA Sea Level Rise and Coastal Flooding Impacts viewer may be accessed at http://www.csc.noaa.gov/slr/viewer/#. Maps can be produced and downloaded from the web site.

Phase Two, Task 1 was not accomplished. The CVI took longer to develop and run than anticipated. At the end, there was not enough time to meet with local officials to review results. In addition, the geoindicator survey for each island was not done except as part of the workshop.

Travel to each island was cost prohibitive. Hopefully these goals can be accomplished in the future via electronic communication with stakeholders on each island, or through the Puerto Rico Department of Natural and Environmental Resources or some other agency.

Finally, Phase Two, Task 2, the workshop, was modified slightly. The original plan was to hold two workshops, one in Puerto Rico and one in the U. S. Virgin Islands. Owing to monetary limitations we decided to hold one workshop, in Naguabo, and invite (and fund) participants from USVI. That resolution worked out very well.

PROJECT IMPACTS AND PRODUCTS

The most exciting of the project products is a completely revised Coastal Vulnerability Index. The original goal was to modify an existing index utilized by the USGS into one suitable for Puerto Rico and the USVI. Instead, the modifications made resulted in a better CVI applicable anywhere in the world. Further, the AMBUR-HVA program was modified by Chester Jackson to better handle coastal features found in the Caribbean such as cays or smaller islands with diverse geological and biological frameworks. AMBUR-HVA is currently being developed with funds provided by NOAA through the Governors South Atlantic Alliance. The current version is in alpha status and being tested by researchers from FL, GA, SC, and NC with plans to release a beta version to the public in the Fall of 2013. Employing the new AMBURHVA tool for this study permitted a better analysis of coastal vulnerability than was available with previous tools that were available at the start of the project. Furthermore, geospatial datasets produced during the study will be compatible with future AMBUR-HVA analytical tools of coastal vulnerability as assessment methodologies and calculations evolve. Additionally, since AMBUR and AMBUR-HVA tools are open-source and free, they provide high powered geospatial analytical tools to coastal scientists/managers with limited funds/budgets.

Beyond the realm of project goals and expected outcomes, many unanticipated benefits were realized as a result of the study. From a personnel standpoint, these include establishing contacts with scientists and staff of the Puerto Rico Department of Natural and Environmental Resources of Puerto Rico (PR-DNER), the Department of Marine Sciences (Milton Carlo), and the Department of Geology (Fernando Gilbes) of the University of Puerto Rico, Mayagüez (UPRM). Establishing contacts and meeting with administrative personnel of the UPRM Sea Grant Program (Kurt Grove, Ruperto Chaparro, and Manuel Valdéz-Pizzini). Establishing contacts with boat owners and captains.

A good relationship was developed with the U.S. Coast Guard in Ponce, PR. They graciously provided boat, field assistance, and access to the Isla Cardona lighthouse to do high resolution LiDAR surveys. Likewise, biologists with PR DNER and FWS also provided assistance in the field and boat access. All groups are highly interested in the application of terrestrial LiDAR for the study of both the PR and USVI mainland and cays. New terrestrial LiDAR and bathymetric ROV equipment recently acquired by the Applied Coastal Research Lab at Georgia Southern University will certainly be an asset to future studies.

Published and unpublished resources related to the coastal zone of Puerto Rico and dissemination documents related to small islands and cays were collected. These documents will be helpful in future work and were used in the geoscience education workshop for in-service teachers, graduate students, and informal educators conducted in the summer of 2011.

RECOMMENDATIONS FOR FURTHER WORK

There are clear needs for further work that are obvious now that the project is complete. The newly-developed CVI makes it very easy to quickly analyze the shoreline vulnerability or any island or cay. Depending on your definition of a small island or cay, there are well over 100 small associated islands within the study area of Puerto Rico and the United States Virgin Islands. Obviously, this study only scratched the surface. Fortunately, the data bases include information for most of the other islands, and it would be a simple task to complete the analyses and output tables and maps. Surely this would be a high-priority item for coastal planning and management.

Shoreline change is probably the most important baseline information utilized for coastal planning and management. There exist many sources of shoreline position data that were not utilized in this study. For this study we were most interested in the relatively simple “end point rate” of shoreline change, so several generations of data were not needed. We recommend inputting all available data into the database and reanalyzing shoreline change.

Outreach should be ongoing. More workshops around the islands should be presented. In-service educators and other interested persons represent a great resource as citizen scientists who, once trained, could take the lead in collecting meaningful data about the state of the environment. The collection of beach profiles and geoindicator assessments would make important contributions to monitoring the beaches in much the same way that the REEF Fish Survey Project allows individuals to share their own pictures and data of fish observed while diving (http://scistarter.com/project/142), or the Key Biscayne Citizen Scientist Project (http://www.keyscience.org), or any of many, many others.

ACKNOWLEDGEMENTS

The investigators would first and foremost like to thank the University of Puerto Rico Sea Grant College Program for providing the opportunity to undertake this study. We also would like to thank the following individuals: Lt. Tyler Stutin and MST1 Jeffrey Merrell with the U.S. Coast Guard who provided field assistance and access to Isla Cardona and the lighthouse for LiDAR imaging and shoreline mapping; Gaspar Pons (Oficial de Manejo, RVS Embalse Cerrillos Area Recreativa Atracadero) for providing field assistance while on Isla Cardona; Adam Bode with NOAA Coastal Services Center for providing historical maps (t-sheets); Capt. Finzi with Adventures Tourmarine for providing boat access to Cayo Ratones in Joyuda, PR; PR DNER for providing boat access to Isla Cardona; Iván C. Llerandi Román and Miguel Garcia for assisting with coordinating boating and access to cays; and Lesbia Montero, UPR-Humacao Sea Grant Program, for her assistance in organizing the geoscience education workshop and with logistics. Gratitude is due to the student researchers: Ryann Runyan, Beth Perison-Parrish, Kyle Siemer, Shelley Petruccelli, Patty Locurto, Paul Sanon, and Anzel Nichols. Thanks also to the UWG Student Research Assistant Program for providing funds for student salary and travel, and to a UWG Faculty Research Grant for providing travel support for DMB. Thanks to the Geology Department at Grand Valley State University for providing professional development funds for PLR and for the funds to WJN cover student travel. The Michigan Space Grant Consortium supported Kyle Siemer during his island inventory work

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LIST OF FIGURES

Figure 1. Location of the islands included in the study (yellow pins).

Figure 2. Sea level rise projection scenarios for Puerto Rico through 2150 (Puerto Rico Climate Change Council (PRCCC) 2013).

Figure 3. An example of shoreline change analysis output for Isla Palominos. The data are plotted on Google Earth. Red and blue dots are locations of transects selected within in the AMBUR program at 10-meter spacing. Red dots indicate transects with net erosion and blue dots indicate transects with net accretion. Shoreline type is not considered. Tables 6 and 7 give overall shoreline change statistics for the project. See Appendix B for complete set of shoreline change maps.

Figure 4. CVI analysis for Isla Palominos. Blue colors mean lower vulnerability and ramp up to red for higher vulnerability. See Appendix C for complete set of maps.

Figure 5 The northwestern portion of Isla Palominos to illustrate the color scheme used to represent CVI results. Dark blue represents lowest vulnerabilty, red the highest. Red not shown on this image. Transect numbers are shown. See Table 12 for numerical comparison.

LIST OF PLATES

Plate 1. Index map of study islands. From Google Earth.

Plate 2. Study islands of the northern coast. From Google Earth.

Plate 3. Study islands of the northeastern and eastern coasts. From Google Earth.

Plate 4. Study islands of the southern central coast. From Google Earth.

Plate 5. Study islands of the southwestern coast. From Google Earth.

Plate 6. Location of Buck Island. From Google Earth.

LIST OF TABLES

Table 1. Islands included in the study.

Table 2. Inventory of data used for shoreline change analysis.

Table 3. CVI paramers used by Thieler and Hammar-Klose (1999).

Table 4. Projected sea-level positions assuming a low, moderate, and high rate of sea-level rise over the next 50 and 100 years. Numbers are relative to current sea level. Data from PRCCC (2013).

Table 5. Final CVI parameter weighting.

Table 6. Summary shoreline change analysis statistics.

Table 7. Shoreline change summary.

Table 8. Mean shoreline change rate.

Table 9. Study area islands sorted by percent erosion.

Table 10. Area analysis for islands in the study. Calculated from modern shoreline. Negative numbers indicate erosion.

Table 11. CVI analysis for islands in the study. The mean value is the overall vulnerability for a given island.

Table 12. Isla Palominos as an example of the relationship between colors on CVI ouput maps and the numerical ranking. See Figure 5 for transect locations and colors.

LIST OF APPENDICES

A. Google Earth images of all islands in the study. Google Earth’s several generations of imagery available for each island are included. Cross-island transects are for island width measurements.

B. Historical shoreline change maps.

C. Coastal Vulnerability Index maps.

D. Undergraduate summer research project: Assessing land loss due to sea-level rise in Puerto Rico, using field methods, remote sensing, and mapping tools; authored by Grand Valley State University (GVSU) undergraduate student Kyle W. Siemer. This project was sponsored by a NASA Space Grant Student Fellowship (Michigan Space Grant Consortium) awarded to Siemer in 2010 under the supervision and mentoring of Llerandi-Román and Neal (Geology). The project resulted in a preliminary inventory of small islands and cays around Puerto Rico, produced by Siemer.

E. Information about participant responses to sea-level change survey.

F. Workshop participant list.

G. Workshop activity worksheets.

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