The effect of phytoplankton properties on the ingestion of marine snow by Calanus pacificus.

Marine snow, formed through the aggregation of phytoplankton and other organic matter, can be consumed by various types of zooplankton, affecting both planktonic trophic dynamics and the export of carbon to depth. This study focuses on how two factors-phytoplankton growth phase and species-affect copepod feeding on marine snow. To do this, we conducted a series of grazing experiments using gut pigment and stable isotope methods to quantify the ingestion of the copepod, Calanus pacificus, on both marine snow aggregates and individual phytoplankton. Results demonstrate that marine snow can represent a substantial food source for copepods, comparable to rates on individual phytoplankton. Moreover, we found that both the overall ingestion and the relative ingestion of aggregates vs. individual phytoplankton depended on phytoplankton growth phase for experiments conducted with the diatom Thalassiosira weissflogii. Although copepods consumed aggregates composed of Skeletonema marinoi at similar rates as those composed of T. weissflogii, no effect of growth phase was observed for S. marinoi. These findings suggest that marine snow can be an important source of nutrition for copepods, but that its role in planktonic food webs may differ depending on the phytoplankton community composition and the stage of phytoplankton blooms.

Using Active Learning to Teach Concepts and Methods in Quantitative Biology.

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms.