In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

, We will learn about why flamingos are pink. Students have the opportunity to explore as a class or individually. With suggestions for different age groups. This resource has some activities to engage students with drawing, writing descriptions, or both. 

In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

Tribal communities in southeastern Alaska are partnering with federal and state agencies to investigate increasing harmful algal blooms—events that pose human health risks to subsistence harvesters.

Students are introduced to biofuels, biological engineers, algae and how they grow (photosynthesis), and what parts of algae can be used for biofuel (biomass from oils, starches, cell wall sugars). Through this lesson, plants—and specifically algae—are presented as an energy solution. Students learn that breaking apart algal cell walls enables access to oil, starch, and cell wall sugars for biofuel production. Students compare/contrast biofuels and fossil fuels. They learn about the field of biological engineering, including what biological engineers do. A 20-slide PowerPoint® presentation is provided that supports students taking notes in the Cornell format. Short pre- and post-quizzes are provided. This lesson prepares students to conduct the associated activity in which they make and then eat edible algal cell models.

By studying key processes in the carbon cycle, such as photosynthesis, composting and anaerobic digestion, students learn how nature and engineers "biorecycle" carbon. Students are exposed to examples of how microbes play many roles in various systems to recycle organic materials and also learn how the carbon cycle can be used to make or release energy.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Dimethyl sulfide (DMS) is a gas produced by bacteria and algae that gives the ocean its distinctive scent. It also plays an important role in cloud formation, leading scientists to think its production may be instrumental in regulating climate change. But sea ice melt in the polar oceans under global warming has led to a reduction in DMS production, which may further intensify climate warming. To gain a better understanding of how bacteria contribute to DMS production, scientists recently investigated the distribution of bacterial genes involved in DMS cycling in seawater samples collected from around the world. They found evidence that intense DMS cycling facilitated predominantly by Alphaproteobacteria and Gammaproteobacteria occurs in the Arctic and Antarctic oceans, with high involvement of the enzymes DMSP demethylase, DMSP lyases, and trimethylamine monooxygenase..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios in poster format by connecting outputs to inputs, and showing the cycles of how wastes become resources.

Students make edible models of algal cells as a way to tangibly understand the parts of algae that are used to make biofuels. The molecular gastronomy techniques used in this activity blend chemistry, biology and food for a memorable student experience. The models use sodium alginate, which forms a gel matrix when in contact with calcium or moderate acid, to represent the complex-carbohydrate-composed cell walls of algae. Cell walls protect the algal cell contents and can be used to make biofuels, although they are more difficult to use than the starch and oils that accumulate in algal cells. The liquid juice interior of the algal models represents the starch and oils of algae, which are easily converted into biofuels.

Nitrate and phosphate are useful as fertilizers in agriculture and gardening. Nitrate and phosphate aid agricultural production by producing more abundant crops. However, since the mass production of ammonia during the 1940's by way of the Haber process, it has been noted that a phenomenon known as “nitrate pollution” may occur. This pollution can be demonstrated by conducting this simple experiment. This experiment demonstrates two main ideas. The first is a test of what levels of nitrate and phosphate allow for optimum algal growth. The second demonstrates at which levels of nitrate and phosphate algal blooms may occur, causing harm to an aquatic ecosystem (Freeman, 2002).

This article discusses the many lichens found in the Arctic and Antarctica and their unique characteristics.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Natural microbial systems are all around us, from nutrient-rich soil to churning seawater to our own bodies. These complex systems include bacteria, archaea, viruses, and microbial eukaryotes. One of the best methods available for analyzing these systems is shotgun sequencing, which generates vast quantities of DNA sequence data. However, current data annotation methods don't include a dedicated way to find eukaryotic sequences. Now, researchers have introduced a bioinformatics method called EukDetect. EukDetect uses a database of over 500,000 universal marker genes from 241 conserved gene families across thousands of eukaryotes. Broad taxonomic coverage and accurate identification of low-abundance and high-similarity sequences were possible with EukDetect, and bacterial contamination was no obstacle to identifying eukaryotic species. EukDetect highlights information that could be missed or obscured in standard shotgun sequence analysis..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In a multi-week experiment, student groups gather data from the photobioreactors that they build to investigate growth conditions that make algae thrive best. Using plastic soda bottles, pond water and fish tank aerators, they vary the amount of carbon dioxide (or nutrients or sunlight, as an extension) available to the microalgae. They compare growth in aerated vs. non-aerated conditions. They measure growth by comparing the color of their algae cultures in the bottles to a color indicator scale. Then they graph and analyze the collected data to see which had the fastest growth. Students learn how plants biorecycle carbon dioxide into organic carbon (part of the carbon cycle) and how engineers apply their understanding of this process to maximize biofuel production.

Students discover how tiny microscopic plants can remove nutrients from polluted water. They also learn how to engineer a system to remove pollutants faster and faster by changing the environment for the algae.

This lesson plan helps students understand the factors that affect water quality and the conditions that allow for different animals and plants to survive. Students will look at the effects of water quality on various water-related activities and describe water as an environmental, economic and social resource. The students will also learn how engineers use water quality information to make decisions about stream modifications.

nanimate Life is an open textbook covering a very traditional biological topic, botany, in a non-traditional way. Rather than a phylogenetic approach, going group by group, the book considers what defines organisms and examines four general areas of their biology: structure (size, shape, composition and how it comes to be); reproduction (including sex when present); energy and material needs, acquisition and manipulations; and finally their interactions with conditions and with other organisms including agricultural interactions between plants and people. Although much of the text is devoted to vascular plants, the book comparatively considers ‘EBA = everything but animals’ (hence the title): plants, photosynthetic organisms that are not plants (‘algae’, as well as some bacteria and archaebacteria), fungi, and ‘fungal-like’ organisms. The book includes brief ‘fact sheets’ of fifty-nine organisms/groups that biologists should be aware of, ranging from the very familiar (corn, yeast, pines) to the unfamiliar (cryptophytes, diatoms, late-blight of potato). These groups reflect the diversity of inanimate life.

This updated edition was published in July 2022 and includes corrections, revisions, additional figures, and fact-sheets for several more groups.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Giant clams are keystone species of coral reef ecosystems. Like coral, giant clams harbor a vibrant community of algae and bacteria. But unlike coral, little is known about how these microorganisms help giant clams thrive or cause them to perish. To find out, authors of a new study placed giant clams in aquariums with one or two species of coral. DNA profiling revealed that the clams were home to three distinct varieties of microbial communities, or “microbiotypes”. Interestingly, these microbiotypes weren’t altered by changes in water temperature or by the type of coral species placed near clams. But dying clams did show one trait in common—an overwhelming presence of bacteria from the vibrionaceae family, which in humans are usually associated with infection from eating undercooked seafood. What’s more, clams died most frequently around coral of the species Acropora cytherea. That suggests that Acropora cytherea could make giant clams susceptible to infection by vibrionaceae bacteria..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Giant clams are no myth. In New England, people love clam chowder, but in the Pacific, some of the clams are as big as a suitcase! In this video filmed in Micronesia, Jonathan goes in search of Giant Clams. These clams are so big that people used to think they caught people...and it almost looks like they could. It turns out that the real problem is that too many people are eating the clams. Please see the accompanying lesson plan for educational objectives, discussion points and classroom activities.

Looking at lichen through a hand lens can be like looking at life-forms from an alien planet. In this activity, students focus closely on lichen and get turned on to its different strange and interesting forms. One reason for spending time learning about lichens is that they can be found just about anywhere, so students can keep investigating lichen after they leave your program. Students observe and explore this “weird organism” that grows on rocks and trees and wonder what it is. They learn that it’s a lichen, use a key to identify three types of lichen, reflect on the symbiotic relationship of fungi and algae that make up lichens, and finally search for evidence of lichen succession. After this activity, students will likely begin to notice lichens everywhere, and will be motivated to continue their explorations.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Macroalgae and their surface microbes closely interact in integrated assemblages called holobionts. However, the interactions within these holobionts and the effects of environmental factors, especially in the context of coastal pollution, remain unclear. To clarify this issue, a recent multiomics study investigated the spatiotemporal dynamics of the holobiont of Taonia atomaria, a Mediterranean seaweed at sites with different levels of trace metal pollution. At all geographical sites, the surface bacterial communities were highly specific to the seaweed. The density and diversity of bacteria living on the seaweed at each site generally increased with the progression of time toward summer, but the proportions of core taxa and specific algal-enriched taxa decreased, suggesting the arrival of new colonizing bacteria. Notably, besides temperature, the copper concentration in the seawater was a key environmental factor shaping holobiont dynamics..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.