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Lakes and reservoirs globally produce large quantities of methane and carbon dioxide in their sediments, which accumulate in the hypolimnia (bottom waters) during thermally stratified conditions. A key parameter controlling hypolimnetic greenhouse gas concentrations is dissolved oxygen. Land use and climate change have increased hypolimnetic anoxia worldwide in lakes and reservoirs, which is expected to affect their methane and carbon dioxide concentrations. We conducted whole‐ecosystem oxygenation experiments to assess the effects of oxygen concentrations on dissolved hypolimnetic greenhouse gas concentrations in comparison to a reference reservoir and calculated the maximum hypolimnetic global warming potential in both reservoirs over three summers. We observed significantly greater hypolimnetic methane under anoxic conditions but similar carbon dioxide concentrations, leading to greater hypolimnetic global warming potential of anoxic hypolimnia. Our study indicates that the global warming potential of hypolimnetic greenhouse gas concentrations may increase as the prevalence of hypolimnetic anoxia increases due to global change.

 

The relative importance of top‐down vs. bottom‐up control of phytoplankton biomass in aquatic ecosystems has been long debated and studied. However, few studies have considered the relative importance of top‐down vs. bottom‐up control on phytoplankton vertical distributions and characteristics of deep chlorophyll maxima (DCMs), and fewer still have investigated the importance of these drivers for multiple phytoplankton groups. We examined depth profiles of four phytoplankton spectral groups and a suite of top‐down (zooplankton) and bottom‐up (nutrients, temperature, and light) drivers from 51 north temperate lakes varying on gradients of size, trophic state, light availability, and thermal stratification. We used regression trees to identify the most important drivers of different vertical distribution metrics for each phytoplankton spectral group. The relative importance of top‐down vs. bottom‐up control varied across spectral groups and was related to the characteristics of the dominant taxa within each spectral group, as assessed by microscope counts. Zooplankton biomass was the most important driver of brown algae vertical distributions, likely because this group contained highly edible taxa (primarily chrysophytes), while thermal stratification predicted vertical distributions of buoyancy‐regulating cyanobacteria. Our work highlights the importance of examining phytoplankton community composition to improve understanding of DCM characteristics and top‐down vs. bottom‐up control of phytoplankton in aquatic systems.

 

Simulation models are increasingly used by ecologists to study complex, ecosystem‐scale phenomena, but integrating ecosystem simulation modeling into ecology undergraduate and graduate curricula remains rare. Engaging ecology students with ecosystem simulation models may enable students to conduct hypothesis‐driven scientific inquiry while also promoting their use of systems thinking, but it remains unknown how using hands‐on modeling activities in the classroom affects student learning. Here, we developed short (3‐hr) teaching modules as part of the Macrosystems EDDIE (Environmental Data‐Driven Inquiry & Exploration) program that engage students with hands‐on ecosystem modeling in the R statistical environment. We embedded the modules into in‐person ecology courses at 17 colleges and universities and assessed student perceptions of their proficiency and confidence before and after working with models. Across all 277 undergraduate and graduate students who participated in our study, completing one Macrosystems EDDIE teaching module significantly increased students' self‐reported proficiency, confidence, and likely future use of simulation models, as well as their perceived knowledge of ecosystem simulation models. Further, students were significantly more likely to describe that an important benefit of ecosystem models was their “ease of use” after completing a module. Interestingly, students were significantly more likely to provide evidence of systems thinking in their assessment responses about the benefits of ecosystem models after completing a module, suggesting that these hands‐on ecosystem modeling activities may increase students’ awareness of how individual components interact to affect system‐level dynamics. Overall, Macrosystems EDDIE modules help students gain confidence in their ability to use ecosystem models and provide a useful method for ecology educators to introduce undergraduate and graduate students to ecosystem simulation modeling using in‐person, hybrid, or virtual modes of instruction.

 

Ecologists are increasingly using macrosystems approaches to understand population, community, and ecosystem dynamics across interconnected spatial and temporal scales. Consequently, integrating macrosystems skills, including simulation modeling and sensor data analysis, into undergraduate and graduate curricula is needed to train future environmental biologists. Through the Macrosystems EDDIE (Environmental Data-Driven Inquiry and Exploration) program, we developed four teaching modules to introduce macrosystems ecology to ecology and biology students. Modules combine high-frequency sensor data from GLEON (Global Lake Ecological Observatory Network) and NEON (National Ecological Observatory Network) sites with ecosystem simulation models. Pre- and post-module assessments of 319 students across 24 classrooms indicate that hands-on, inquiry-based modules increase students’ understanding of macrosystems ecology, including complex processes that occur across multiple spatial and temporal scales. Following module use, students were more likely to correctly define macrosystems concepts, interpret complex data visualizations and apply macrosystems approaches in new contexts. In addition, there was an increase in student’s self-perceived proficiency and confidence using both long-term and high-frequency data; key macrosystems ecology techniques. Our results suggest that integrating short (1–3 h) macrosystems activities into ecology courses can improve students’ ability to interpret complex and non-linear ecological processes. In addition, our study serves as one of the first documented instances for directly incorporating concepts in macrosystems ecology into undergraduate and graduate ecology and biology curricula. 

In freshwater lakes and reservoirs, climate change and eutrophication are increasing the occurrence of low-dissolved oxygen concentrations (hypoxia), which has the potential to alter the variability of zooplankton seasonal dynamics. We sampled zooplankton and physical, chemical and biological variables (e.g., temperature, dissolved oxygen, and chlorophyll a) in four reservoirs during the summer stratified period for three consecutive years. The hypolimnion (bottom waters) of two reservoirs remained oxic throughout the entire stratified period, whereas the hypolimnion of the other two reservoirs became hypoxic during the stratified period. Biomass variability (measured as the coefficient of the variation of zooplankton biomass) and compositional variability (measured as the community composition of zooplankton) of crustacean zooplankton communities were similar throughout the summer in the oxic reservoirs; however, biomass variability and compositional variability significantly increased after the onset of hypoxia in the two seasonally-hypoxic reservoirs. The increase in biomass variability in the seasonally-hypoxic reservoirs was driven largely by an increase in the variability of copepod biomass, while the increase in compositional variability was driven by increased variability in the dominance (proportion of total crustacean zooplankton biomass) of copepod taxa. Our results suggest that hypoxia may increase the seasonal variability of crustacean zooplankton communities.