Comparative responses of two dominant Antarctic phytoplankton taxa to interactions between ocean acidification, warming, irradiance, and iron availability

We investigated the responses of the ecologically dominant Antarctic phytoplankton species Phaeocystis antarctica (a prymnesiophyte) and Fragilariopsis cylindrus (a diatom) to a clustered matrix of three global change variables (CO2, mixed-layer depth, and temperature) under both iron (Fe)-replete and Fe-limited conditions based roughly on the Intergovernmental Panel on Climate Change (IPCC) A2 scenario: (1) Current conditions, 39 Pa (380 ppmv) CO2, 50 µmol photons/m**2/s light, and 2°C; (2) Year 2060, 61 Pa (600 ppmv) CO2, 100 µmol photons/m**2/s light, and 4°C; (3) Year 2100, 81 Pa (800 ppmv) CO2, 150 µmol photons/m**2/s light, and 6°C. The combined interactive effects of these global change variables and changing Fe availability on growth, primary production, and cell morphology are species specific. A competition experiment suggested that future conditions could lead to a shift away from P. antarctica and toward diatoms such as F. cylindrus. Along with decreases in diatom cell size and shifts from prymnesiophyte colonies to single cells under the future scenario, this could potentially lead to decreased carbon export to the deep ocean. Fe : C uptake ratios of both species increased under future conditions, suggesting phytoplankton of the Southern Ocean will increase their Fe requirements relative to carbon fixation. The interactive effects of Fe, light, CO2, and temperature on Antarctic phytoplankton need to be considered when predicting the future responses of biology and biogeochemistry in this region.

Plant biology in the future

In the beginning of modern plant biology, plant biologists followed a simple model for their science. This model included important branches of plant biology known then. Of course, plants had to be identified and classified first. Thus, there was much work on taxonomy, genetics, and physiology. Ecology and evolution were approached implicitly, rather than explicitly, through paleobotany, taxonomy, morphology, and historical geography. However, the burgeoning explosion of knowledge and great advances in molecular biology, e.g., to the extent that genes for specific traits can be added (or deleted) at will, have created a revolution in the study of plants. Genomics in agriculture has made it possible to address many important issues in crop production by the identification and manipulation of genes in crop plants. The current model of plant study differs from the previous one in that it places greater emphasis on developmental controls and on evolution by differential fitness. In a rapidly changing environment, the current model also explicitly considers the phenotypic variation among individuals on which selection operates. These are calls for the unity of science. In fact, the proponents of “Complexity Theory” think there are common algorithms describing all levels of organization, from atoms all the way to the structure of the universe, and that when these are discovered, the issue of scaling will be greatly simplified! Plant biology must seriously contribute to, among other things, meeting the nutritional needs of the human population. This challenge constitutes a key part of the backdrop against which future evolution will occur. Genetic engineering technologies are and will continue to be an important component of agriculture; however, we must consider the evolutionary implications of these new technologies. Meeting these demands requires drastic changes in the undergraduate curriculum. Students of biology should be trained in molecular, cellular, organismal, and ecosystem biology, including all living organisms.

Los microfósiles y la Crisis de Salinidad del Mediterráneo como recurso didáctico en Ciencias de la Tierra

El estudio de las disciplinas científicas resulta más atractivo si se acompaña de actividades de carácter práctico. En este trabajo se propone un taller cuya finalidad es introducir al alumnado en el trabajo científico que realizan los geólogos y paleontólogos a través de la información paleoambiental y bioestratigráfica que proporcionan los microfósiles y su aplicación a la Crisis de Salinidad del Messiniense. Este periodo es considerado como uno de los acontecimientos más relevantes de la historia geológica del Mediterráneo y se caracteriza por una acumulación masiva de evaporitas en el fondo de la cuenca, que se relaciona con la desecación y posterior reinundación del Mediterráneo hace aproximadamente cinco millones de años. El taller consta de tres sesiones: una teórica, de introducción de los contenidos necesarios para el desarrollo de la actividad, para la que se proponen una serie de recursos bibliográficos y audiovisuales de libre acceso en internet; una práctica, de obtención de datos; y una final, de interpretación de los cambios paleoambientales que conlleva la presentación de los resultados en forma de artículo científico y posterior debate en el aula. Todos los datos necesarios para el desarrollo de la actividad se proporcionan en el presente artículo, si bien esta propuesta de taller queda abierta a las posibles modificaciones y mejoras que el profesorado considere oportunas. Para vertebrar esta propuesta, en forma de ejemplo de aplicación, se ha incluido el taller en la programación de la asignatura Biología y Geología (4º ESO). La puesta a punto de este taller pone de manifiesto que resulta idóneo para el trabajo en grupo en el aula permitiendo que el alumnado se sienta partícipe de todas las fases que constituyen una investigación científica.