The Algae Foundation<Superscript>®</Superscript> and algal-based education initiatives

The Algae Foundation^®, an American non-profit organization formed in February 2013, is developing a rich portfolio of algal-based Science, Technology, Engineering and Math (STEM) initiatives. The Algae Foundation’s efforts include the following: (1) formation of the Algae Technology Educational Consortium (ATEC); (2) development of two community college degrees: (i) Algal Biology and Cultivation and (ii) Algal Biotechnology; (3) development of the Algae Cultivation Extension Short-courses (ACES); (4) kindergarten to 12th grade (K–12) algal-based STEM curriculum initiatives; (5) student scholarships; and (6) funding of the revision of the Industrial Algae Measurements publication. The Algae Foundation^® has been supported by more than 50 volunteers dedicating their time and intellectual capital to achieving its stated goals. The ATEC effort has initiated its first degree program in Algal Biology and Cultivation at Santa Fe Community College (SFCC), New Mexico, USA, in the Fall 2016 semester. The Algal Biotechnology degree program is scheduled to start in the Fall 2017 semester at Austin Community College (ACC), Texas, USA. A K–12 algal-based STEM initiative completed its pilot debut at the Aviara Oaks Middle School, Carlsbad, California, USA, in Spring 2016. The expansion of the algal curriculum K–12 program will reach 50 schools in 2017 to be followed by a national rollout in 2018.     

Effects of aluminum,calcium and low pH on egg hatching and nymphal survival of Cloeon triangulifer McDunnough (Ephemeroptera: Baetidae)

Laboratory experiments were conducted to assess the effects of aluminum, calcium and low pH on egg hatching and nymphal survival of the mayfly Cloeon triangulifer. Percent successful hatch (living nymphs breaking free of the chorion) decreased and percent partial hatch (nymphs dying attached to the chorion) increased with increasing acidity (pH 7.5–3.0). Most hatches occurring below pH 5.0 were partial hatches. Decreased time of exposure to acidic waters increased percent successful hatch and decreased percent partial hatch. Time to first hatch was not affected by pH. Eggs were incubated in acidic waters (pH 4.0 and 5.5) with additions of calcium (10 and 100 mg l^–1) and aluminum (100 and 500 g l^–1). Aluminum decreased percent successful hatch and increased percent partial hatch and calcium increased both percent successful hatch and percent partial hatch. Time to first hatch was increased by both aluminum and calcium. The 96 h LC50 for small nymphs was pH 4.75. Addition of aluminum (100 and 500 µg l^–1) to acidic waters (pH 4.0 and 5.0) reduced nymphal mortality by 8–22%. Toxic effects of low pH on egg hatching and early nymphs may contribute to the absence of mayflies from acidified habitats.Contribution No. 1469 of the Maine Agricultural Experiment Station, University of Maine, Orono, Maine 04469 USA.Contribution No. 1469 of the Maine Agricultural Experiment Station, University of Maine, Orono, Maine 04469 USA.     

REVIEWS

Marine Algae of the Monterey Peninsula, California. By GILBERT M. SMITH, Professor of Biology, Stanford University. Published by the Stanford University Press, Stanford University, California. Oxford University Press. London: Humphrey Milford. Price 36.5. net.
The Pleistocene Period: its Climate, Chronology and Faunal Successions . By F rederick E. Z euner , D. S C, F.Z.S., F.G.S.     

Territory size and distribution of newly-emerged Atlantic salmon (Salmo salar)

Newly emerged Atlantic salmon (Salmo salar) were observed from May to August 1981 at six isolated redds in Washington County, Maine, USA. Territorial size and distribution were measured. At the end of the emergence period (12 to 28 May), fish maintained positions (stations) at redds where water velocity did not exceed 52 cm s^–1 By 12 June, most salmon (80–96%) had moved off the redds of origin and had established territories 1 to 5 m from the redd. The area defended increased substantially after mid-June, but territorial aggression diminished by 15 July, and the fry dispersed downstream. All fish observed were territorial, and the percentage of time during which stations were held decreased from 89 in mid-May to as low as 40% in mid-June.Cooperators are the Maine Department of Inland Fisheries and Wildlife, University of Maine, U.S. Fish and Wildlife Service, and the Wildlife Management Institute     

EXPLORING PORPHYRA SPECIES FOR USE AS NITROGEN SCRUBBERS IN INTEGRATED AQUACULTURE

Carmona, R.¹, Kraemer G. P.², Zertuche, J. A.³, Chanes, L.⁴, Chopin, T.⁵, Neefus C.^4,6 & Yarish, C.^{1 1}Dept. of Ecol. and Evol. Biol., University of Connecticut, One University Place, Stamford, CT 06901, USA; ²Department of Environmental Sciences, State University of New York, Purchase, NY 10577 USA; ³IIO, Universidad Autonoma de Baja California. Ensenada,B.C., Mexico; ⁴DGETI-CBTis41, Mexico; ⁵CCSA, Dept. of Biol., University of New Brunswick, Saint John, N.B., E2L 4L5, Canada; ⁶Department of Plant Biology, University of New Hampshire, Durham, NH 03824, USA Finfish mariculture along the Northeast US coast continues to develop into a strong industry. At a regional level, mariculture can be a significant contributor to nutrient loading in coastal waters. Since macroalgae are able to concentrate nutrients and grow at high rates, they can be an useful tool for alleviating this problem. In addition, seaweed mariculture is by itself a multi-billion dollar industry, with the red alga Porphyra (nori) valued at over $US 1.8 billion. Local species and strains of Porphyra from the Northeast U.S.A. are being studied to determine their capacity as nutrient scrubbers under different nutrient and temperature conditions. P. purpurea was grown under two N sources (NO3- vs. NH4+). The fastest growth (up to 13% d-1) and greatest N content (ca. 7% DW) were measured in plants grown at 300 µM NH4+. Short-term NH4+ uptake by P. purpurea (strains from Maine and Long Island Sound) and by P. amplissima was not saturated at 150 µM, the highest concentration tested. The P. purpurea isolate from Maine took up NH4+ faster than did the Long Island Sound isolate. NH⁴⁺ uptake by P. amplissima was faster than uptake by either P. purpurea strain. The high growth rates obtained and the ability for N uptake and tissue accumulation make these species suitable for using as a biological nutrient removal system.     

Book reviews

Book reviewed in this article: Dreyer, Glenn D. & Niering, William A. 1995. Tidal marshes of Long Island Sound: Ecology, history and restoration. 72 pp. Connecticut College Arboretum Bulletin No. 34. Published by the Connecticut College Arboretum, Box 5201 Connecticut College, 270 Michigan Avenue, New London, CT 06320–4196, USA. ISBN 1–878899–05–8 (paper). Price USD 5.-. Jerry M. Baskin ^{1 1} School of Biological Sciences, University of Kentucky, Lexington, KY, 40506-0225, USA.     

A rapid technique for the determination of RNA and DNA in marine phytoplankton

An adaptation of the ethidium bromide technique for the analysisof nucleic acids is presented for marine phytoplankton. Themethod involves an initial homogenization of cells in phosphatebuffered saline, followed by incubation of subsamples of thecell homogenate in the presence and absence of ribonudease.Quantities of DNA and DNA + RNA in the respective sub-samplesare then determined by reaction with ethidium bromide. An evaluationis made of appropriate levels of bentonite required in the assayto inhibit endogenous cellular ribonucleases. Two nucleoproteindissociating agents, pronase and heparin, are also investigatedfor their capacities to enhance nucleic add fluorescence yield.The final recommended method resulted in maximum measured levelsof RNA and DNA in phytoplankton samples tested. The method canbe rapidly performed, involves a minimum amount of sample manipulation,and yields numbers having a high degree of precision. ¹Current address: School of Fisheries, University of Washington,WH-l0, Seattle, WA 98195, USA. ²Current address: Bigelow Laboratory for Ocean Sciences, WestBoothbay Harbor, ME 04575, USA.     

Seasonal absence of fishes in tidepools of a boreal environment (Maine,USA)

Tidepool fishes of a rocky, boreal community in Maine (USA) were sampled periodically from September 1979 to September 1988. Unlike tidepool fish communities in many other areas of the world, those in Maine included no year-round residents. Several of the 22 species among the 1,135 fishes collected occupied tidepools seasonally as nursery areas. In particular, juvenile lumpfish,Cyclopterus lumpus, used tidepools from June to December during their first two years of life. Disappearance of these species from tidepools in winter appeared to be primarily a result of low water temperatures and reduced algal cover in pools.Cooperators are the University of Maine, Maine Department of Inland Fisheries and Wildlife, U.S. Fish and Wildlife Service, and Wildlife Management Institute.     

Relationship between avian range limits and plant transition zones in Maine

Aim To determine if vegetation complexity associated with transition zones may be a contributing factor affecting bird species distributions in Maine, USA, and in increased numbers of bird species at about 45° north latitude in northeastern North America. Location Maine, USA; North America north of Mexico. Methods We delineated the ranges within Maine (86,156 km²) of 186 bird species and 240 woody plants using literature and expert review. Maps showing species richness and numbers of range limits, at 324 km² resolution, were developed for woody plants and groups of breeding birds: forest specialists, forest generalists, and those that used barren and urban habitats, early successional areas, and wetlands or open water. Two plant transition zones for Maine were identified previously, with the north–south transition zone mapped across eastern North America. Patterns in bird distribution maps were compared to woody plant maps and to transition zones. Results When the distributions of forest specialists were compared to the north–south vegetation transition zone in Maine, they were spatially coincident, but were not for other groups. Forest specialists had more species with range limits in the state (61%) than generalists (13%) or any other group. At a continental‐scale, the vegetation transition zone within eastern North America agreed fairly well with the areas of highest bird richness. Main conclusions A bird transition zone occurs in Maine and across eastern North America, akin to and overlapping the vegetation transition zone. Seasonality is likely the primary source of the inverse gradient in bird richness in the eastern USA, as reported by others. However, vegetation structure and habitat selection at very broad spatial scales appear to contribute to the reversed gradient. North of the vegetation transition zone, forest structure is simpler and coniferous forests more dominant, and this may contribute to reduced bird species richness. However, the northern (> 49°) typical gradient in bird species richness has been related to many hypotheses, and several are likely involved in the genesis of the gradient.     

A virtual bird’s eye view: Live streaming nest boxes to continue outreach in the era of COVID‐19

COVID‐19 created a host of challenges for science education; in our case, the pandemic halted our in‐person elementary school outreach project on bird biology. This project was designed as a year‐long program to teach fifth‐grade students in Ithaca, New York, USA, about bird ecology and biodiversity using in‐person presentations, games, activities, and outdoor demonstrations. As a central part of this effort, we set up nest boxes on school property and planned to monitor them with students during bird breeding in the spring. Here, we describe our experiences transitioning this program online: we live streamed nest boxes to the students’ virtual classroom and used them as a focal point for virtual lessons on bird breeding and nestling development. In an era of social distancing and isolation, we propose that nest box live streaming and virtual lessons can support communities by providing access to the outdoors and unconventional science learning opportunities for all students. Instituting similar programs at local schools has the potential to increase equitable learning opportunities for students across geographic locations and with varying degrees of physical access to the outdoors and nature.     

Neuroscientists’ Classroom Visits Positively Impact Student Attitudes

The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4^th-6^th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students’ attitudes toward science and learning.     

Investigating Minerals: Promoting Integrated Inquiry

"Mineral Detectives!" is one of eighteen lessons in the Private Whys? integrated science unit, which uses a guided inquiry investigation to teach students in grades three through five about the role of minerals in our lives. The University of North Texas developed Private Whys? with funding from the Copper Development Association. This lesson can easily be implemented in the classroom, and the entire unit can naturally be integrated into existing elementary school curricula.     

A DISTRIBUTIONAL ANALYSIS OF BENTHIC MARINE ALGAE COLLECTED IN SOUTH CENTRAL ALASKA DURING THE CHIA STUDIES OF EVOS

Hansen, G. I.¹ & Stekoll, M. S.^{2 1}Hatfield Marine Science Center, Oregon State University, Newport, OR 97365 USA; ²Juneau Center for the School of Fisheries and Ocean Sciences, University of Alaska, Juneau, AK 99801 USA During the University of Alaska's Coastal Habitat Injury Assessment (CHIA) study of the Exxon Valdez oil spill, intensive investigations were carried out on the intertidal algal communities of Prince William Sound, the Kenai Peninsula, the Kodiak Islands, and the Alaska Peninsula. As a part of these investigations, thorough voucher collections were made of the benthic marine algae present in more than 100 transect areas used for the study. The 7,300 collected specimens were pressed, identified to species, curated, and cataloged. For this study, we have utilized these data as well as information on the habitat types and species life histories to prepare regional checklists and distributional analyses of the species discovered. Environmental conditions in south central Alaska vary regionally as well as seasonally, and the narrow vs. broad ranges of these species appear to reflect closely their ability to tolerate these diverse conditions. The algal biodiversity, distribution, and habitat data made available through this study provide crucially needed background information for future environmental impact studies and for restoration and conservation efforts in Alaska.     

Rubidium transport in irradiated vitamin-E-deficient bone marrow cells

We showed previously that the Rb⁺ transport rate in bone marrow cells (BMC) of vitamin-E-deficient mice is significantly lower than that in BMC of euvitaminotic mice. It is now evident that 4 h after whole-body, low-dose (0.01–1.0 Gy) gamma-irradiation of avitaminotic mice, there is an increase in the rate of Rb⁺ transport. This increase is quite pronounced, exceeding at all dose levels the rate of Rb⁺ transport in euvitaminotic mice exposed to the same radiation dose.On leave from the University of Rochester, School of Medicine and Dentistry, Department of Biophysics, Rochester, New York, USA     

Elementary education majors experience hands-on learning in introductory biology

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K-8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.     

Tintinnids and other microzooplankton -- seasonal distributions and relationships to resources and hydrography in a Maine estuary

Species composition and abundance of tintinnids and other microzooplanktonwere studied in the Damariscotta River estuary, Maine, USA duringthe period March 1981 to May 1982. Peak tintinnid abundancesoccurred during spring and summer and exceeded 7 x 10³ I^–1.Spearman rank correlation coefficients indicated that temperature,nanoplankton chlorophyll and phaeopigments passing a 20 µnfilter were important factors correlating with total tintinniddensity. Species composition of tintinnids changed seasonallyand was similar in the spring of both years. Non-loricate ciliateswere also most abundant in the spring, reaching peak densitiesof 4.5 x 10⁴ I^–1 in April 1982. Rotifers were most commonupestuary in the spring. Present address: Department of Zoology, University of Georgia,Athens, GA 30602, USA     

Preservice elementary teachers’ willingness to specialize in science and views on evolution

Background

Acceptance and understanding of evolutionary ideas remains low in the United States despite renewed science education standards, nearly unanimous acceptance among scientists, and decades of research on the teaching and learning of evolution. Early exposure to evolutionary concepts may be one way to reduce resistance to learning and accepting evolution. While there is emerging evidence that elementary students can learn and retain evolutionary ideas, there is also emerging evidence that elementary teachers may be unprepared to teach evolution. It may not be possible to train elementary teachers like their secondary counterparts who receive specialized training in science. This exploratory study was designed to determine if the 147 surveyed preservice elementary teachers (PETs) who are most willing to specialize in science maintain a greater understanding and acceptance of evolution. Such a relationship could have implications for teacher training and science instruction at elementary schools.

Results

As willingness to specialize in science increases so too does acceptance of evolution. For both measures, there was a monotonic increase with increasing willingness to specialize in science. There was a significant correlation (p?=?.047) between willingness to specialize in science and acceptance of evolution as measured by the MATE. There was not a significant correlation between willingness to specialize in science and understanding of evolution as measured by the CINS (p?=?.21). The thirty-two PETs who are enthusiastically willing to specialize in science had the highest understanding and acceptance of evolution.

Conclusions

It may be possible to identify prospective elementary teachers that could assume roles as specialists simply by identifying PETs’ willingness to specialize. Such students appear to enter elementary teacher preparation programs with the science background and enthusiasm for science required to be specialists without the need for much additional training. Thus, science teacher educators could help local elementary school principals identify graduating, and recently graduated, elementary teachers who are willing to specialize in science. Identified teachers could serve as specialists to work with their building and district colleagues to develop, among other topics, evolution related curricular materials and facilitate the implementation of those materials through co-teaching and peer coaching.

     

International student exchange and the medical curriculum: evaluation of a medical sciences translational physiology course in Brazil

The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of S?o Paulo School of Medicine in Ribeir?o Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.     

Important laboratory animal resources: selection criteria and funding mechanisms for their preservation

Members of the committee were Dorothea Bennett (Chairman), Department of Zoology, University of Texas, Austin (deceased); Linda C. Cork, Division of Comparative Medicine, Department of Pathology, The Johns Hopkins University School of Medicine, Baltimore, Maryland; Thomas J. Gill III, Department of Pathology, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania; Jon W. Gordon, Department of Obstetrics and Gynecology, Mt. Sinai School of Medicine, New York, New York; Andrew G. Hendrickx, California Primate Research Center, University of California, Davis, California; Larry E. Mobraaten, The Jackson Laboratory, Bar Harbor, Maine; and John L. VandeBerg, Department of Genetics, Southwest Foundation for Biomedical Research, San Antonio, Texas.     

Proselytization and popular music: A policy framework for religious musical expression in public schools

What legal and ethical issues arise when students choose to perform popular music with explicitly religious content? The purpose of this article is to construct a policy framework for discussing the use of popular religious music within the classroom, with a specific focus on the concept of proselytization as legal criteria for setting appropriate curricular boundaries. Three recent American federal court cases are examined: O.T. et al v. Frenchtown Elementary School District (465 F.Supp.2d 329, 2006); Golden v. Rossford Unified School District (445 F.Supp.2d 820, 2006); and DeNooyer v. Livonia Public Schools (799 F.Supp. 744, 1994). Conclusions suggest that when music teachers encourage student expression via the composition and performance of popular music, schools must balance students' rights to free expression with maintaining a viewpoint-neutral school environment. Criteria of particular importance in determining whether particular musical expressions are appropriate include the age of the students and the possible presence of a captive audience.