Search for: All records

Abstract Environmental contamination of bisphenol A (BPA) is a widespread and multifaceted issue with vast ecological, social and economic consequences. Thus, understanding how local environmental conditions, such as temperature, interact with BPA to affect populations and community dynamics remain important areas of research. Here, we conduct laboratory experiments aimed at understanding how environmental gradients of both temperature and BPA concentration influence freshwater phytoplankton population growth and community structure. We exposed phytoplankton assemblages comprised of three common species of green algae (Chlorella vulgaris, Ankistrodesmus braunii and Scenedesmus quadricauda) as well as isolates of each individual species to three BPA concentrations (0, 2, 13 mg/L BPA) and three temperatures (18, 23, 27°C) monitoring population growth and community structure (via biovolume). We observed antagonistic interactions between BPA and warmer temperatures, such that when warmer temperatures decreased growth (observed with A. braunii), high concentrations of BPA elevated growth at these warm temperatures; however, when warmer temperatures increased growth (C. vulgaris, S. quadricauda), high BPA concentrations diminished these gains. Although BPA exposure inhibited the growth of most C. vulgaris populations, growth was not reduced in A. braunii or S. quadricauda populations exposed to 2 mg/L BPA. Phytoplankton assemblage evenness (Pielou evenness index) decreased as BPA concentration increased and was consistently lowest under 27°C. Community composition was similar in assemblages cultured under 0 and 2 mg/L BPA under 18 and 23°C but was most similar between assemblages cultured under 2 and 13 mg/L BPA under 27°C. These results indicate that local environmental temperatures can mediate the consequences of BPA for freshwater phytoplankton growth rates and community structure and that BPA can diminish potential gains of increased growth rate for warm-adapted phytoplankton species at high environmental temperatures. 

Abstract Inquiry‐based components of ecology curricula can be valuable, exposing students to what it means todoscience, from conceiving of a meaningful question to effectively disseminating results to an audience. Here, we describe two approaches for implementing independent, remote research for undergraduates enacted in the spring semester of 2020 at Reed College in Portland, OR, reporting case studies from an intermediate‐level ecology course and an interdisciplinary environmental science course. We report on both the challenges as well as the novel opportunities for independent research projects in such a setting, the details of how projects were implemented, the tools and resources that may help facilitate such endeavors, as well as perceptions on the effectiveness of this endeavor by students. As institutes of higher education continue to operate in an online learning environment, we hope these materials help spark a discussion about how to engage in meaningful research experiences as part of coursework in the COVID‐19 era and beyond.