Plant-mediated effects on microbial diversity in mesocosms of an oligotrophic bog

Globally, peatlands occupy a small portion of terrestrial land area but contain up to one-third of all soil organic carbon. This carbon pool is vulnerable to increased decomposition under projected climate change scenarios but little is known about how plant functional groups will influence microbial communities responsible for regulating carbon cycling processes. Here we examined initial shifts in microbial community structure within two sampling depths under plant functional group manipulations in mesocosms of an oligotrophic bog. Microbial community composition for bacteria and archaea was characterized using targeted 16S rRNA Illumina gene sequencing. We found statistically distinct spatial patterns between the more shallow 10-20 cm sampling depth and the deeper 30-40 cm depth. Significant effects by plant functional groups were found only within the 10-20 cm depth, indicating plant-mediated microbial community shifts respond more quickly near the peat surface. Specifically, the relative abundance of Acidobacteria decreased under ericaceous shrub treatments in the 10-20 cm depth and was replaced by increased abundance of Gammaproteobacteria and Bacteroidetes. In contrast, the sedge rhizosphere continued to be dominated by Acidobacteria but also promoted an increase in the relative recovery of Alphaproteobacteria and Verrucomicrobia. These initial results suggest microbial communities under ericaceous shrubs may be limited by anaerobic soil conditions accompanying high water table conditions, while sedge aerenchyma may be promoting aerobic taxa in the upper peat rhizosphere regardless of ambient soil oxygen limitations.

Is virtuality close enough to reality? A comparison of the effectiveness of simulations with traditional laboratory activities in a high school biology class

Some schools do not have ideal access to laboratory space and supplies. Computer simulations of laboratory activities can be a cost-effective way of presenting experiences to students, but are those simulations as effective at supplementing content concepts? This study compared the use of traditional lab activities illustrating the principles of cell respiration and photosynthesis in an introductory high school biology class with virtual simulations of the same activities. Additionally student results were analyzed to assess if student conceptual understanding was affected by the complexity of the simulation. Although all student groups posted average gain increases between the pre and post-tests coupled with positive effect sizes, students who completed the wet lab version of the activity consistently outperformed the students who completed the virtual simulation of the same activity. There was no significant difference between the use of more or less complex simulations. Students also tended to rate the wet lab experience higher on a motivation and interest inventory.