Comparison of ecosystem processes in a woodland and prairie pond with different hydroperiods

Shallow lakes and ponds constitute a significant number of water bodies worldwide. Many are heterotrophic, indicating that they are likely net contributors to global carbon cycling. Climate change is likely to have important impacts on these waterbodies. In this study, we examined two small Minnesota ponds; a permanent woodland pond and a temporary prairie pond. The woodland pond had lower levels of phosphorus and phytoplankton than the prairie pond. Using the open water oxygen method, we found the prairie pond typically had a higher level of gross primary production (GPP) and respiration (R) than the woodland pond, although the differences between the ponds varied with season. Despite the differences in GPP and R between the ponds the net ecosystem production was similar with both being heterotrophic. Since abundant small ponds may play an important role in carbon cycling and are likely to undergo changes in temperature and hydroperiod associated with climate change, understanding pond metabolism is critical in predicting impacts and designing management schemes to mitigate changes

Dose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer Students

The Workshops for Engineering and Science Transfers (WEST) program was designed to foster critical-thinking skills and develop a supportive community for new Science, Technology, Engineering, and Mathematics (STEM) community college transfer students at the University of California, Santa Cruz, with the ultimate goal of improving student retention and persistence in STEM. All learners in the program participate in inquiry activities devised to incorporate elements of backward design and equity and inclusion. Here we discuss our 2019 Toxicology WEST workshop activity, an in-depth exploration of dose-response relationships created to provide an overview of the field of toxicology and clarify common misconceptions. To reflect authentic research design, we had learners assume the roles of Environmental Protection Agency (EPA) scientists tasked with investigating the effects of environmental toxicants on the model organisms Caenorhabditis elegans and Daphnia magna. Learners were asked to design and conduct experiments to explore the dose-response relationship and report their results in a culminating poster symposium. We assessed learning by evaluating their performance on two tasks: an individual written response and a group poster presentation. Our activity gave learners an opportunity to practice experimental design, data analysis, and science communication before beginning UCSC STEM courses. Practicing these skills early is essential for student retention in STEM, as many students find the experimental process challenging. Here, we describe details of our inquiry workshop activity, reflect on the effectiveness of the activity and our assessment of student learning, and offer suggestions for facilitation and adaptation of our activity to additional educational contexts