Investigation of the effect of microplastics on the UV inactivation of antibiotic-resistant bacteria in water

This study investigated the effect of polyethylene and polyvinyl chloride microplastics on the UV fluence response curve for the inactivation of multidrug-resistant E. coli and enterococci in ultrapure water at pH 6.0 ± 0.1. In the absence of microplastics, the UV inactivation of the studied bacteria exhibited an initial resistance followed by a faster inactivation of free (dispersed) bacteria, while in the presence of microplastics, these 2 regimes were followed by an additional regime of slower or no inactivation related to microplastic-associated bacteria (i.e., bacteria aggregated with microplastics resulting in shielding bacteria from UV indicated by tailing at higher UV fluences). The magnitude of the negative effect of microplastics varied with different microplastics (type/particle size) and bacteria (Gram-negative and Gram-positive). Results showed that when the UV transmittance of the microplastic-containing water was not taken into account in calculating UV fluences, the effect of microplastics as protectors of bacteria was overestimated. A UV fluence-based double-exponential microbial inactivation model accounting for both free and microplastic-associated bacteria could describe well the disinfection data. The present study elucidated the effect of microplastics on the performance of UV disinfection, and the approach used herein to prove this concept may guide future research on the investigation of the possible effect of other particles including nanoplastics with different characteristics on the exposure response curve for the inactivation of various microorganisms by physical and chemical disinfection processes in different water and wastewater matrices.publishedVersio

Investigation of the effect of microplastics on the UV inactivation of antibiotic-resistant bacteria in water

This study investigated the effect of polyethylene and polyvinyl chloride microplastics on the UV fluence response curve for the inactivation of multidrug-resistant E. coli and enterococci in ultrapure water at pH 6.0 ± 0.1. In the absence of microplastics, the UV inactivation of the studied bacteria exhibited an initial resistance followed by a faster inactivation of free (dispersed) bacteria, while in the presence of microplastics, these 2 regimes were followed by an additional regime of slower or no inactivation related to microplastic-associated bacteria (i.e., bacteria aggregated with microplastics resulting in shielding bacteria from UV indicated by tailing at higher UV fluences). The magnitude of the negative effect of microplastics varied with different microplastics (type/particle size) and bacteria (Gram-negative and Gram-positive). Results showed that when the UV transmittance of the microplastic-containing water was not taken into account in calculating UV fluences, the effect of microplastics as protectors of bacteria was overestimated. A UV fluence-based double-exponential microbial inactivation model accounting for both free and microplastic-associated bacteria could describe well the disinfection data. The present study elucidated the effect of microplastics on the performance of UV disinfection, and the approach used herein to prove this concept may guide future research on the investigation of the possible effect of other particles including nanoplastics with different characteristics on the exposure response curve for the inactivation of various microorganisms by physical and chemical disinfection processes in different water and wastewater matrices

Go-Lab learning spaces specification

The current deliverable presents a set of initial specifications of the Go-Lab learning spaces, which is the interface that students see and use when learning with a Go-Lab online lab. These specifications are based on an overview of the literature on the use of cycles in inquiry learning and of the guidance that can be given to students involved in an inquiry process with online labs. The current deliverable is organized as follows: We start with summarizing the main learning goals for learning with laboratories. Then we summarize different inquiry cycles and synthesize a cycle that best fits the Go-Lab project. Next, a literature review of guidance for inquiry learning with online labs is given. We organize this guidance according to the types of support given and the different phases of the selected inquiry cycle. These inventories and choices then result in a set of specifications for the Go-Lab learning spaces and are illustrated with the three anchor labs we chose for the current phase of the project: Aquarium, Faulkes Telescopes, and HYPATIA. These specifications should be read in relation to the full versions of the mock-ups of the Go-Lab learning environments