Browsing by Author "Berven, Keith A."

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    Thermal Biology of Parasites and Their Hosts in the Laboratory and Classroom
    (2024-01-01) Craig, Hunter Michael; Raffel, Thomas R.; Berven, Keith A.; Moore, Shaun A.
    The threat of climate change makes it increasingly important for biologists and the public to understand how organisms respond to temperature. The Metabolic Theory of Ecology (MTE) predicts that temperature should affect organism performance, with implications for species interactions and ecosystems that span disciplines including mathematics, chemistry, and biology. Temperature strongly impacts parasitic diseases of ectothermic hosts, with important implications for diseases of humans and wildlife. It is thus vital to examine metabolic responses of hosts and parasites to temperature in research laboratories and classroom education. I used MTE-based models to describe thermal responses of the pathogen Batrachochytrium dendrobatidis (Bd) and its amphibian hosts (Notophthalmus viridescens, eastern red-spotted newts). I measured newt breath rate and oxygen consumption (Chapter 2), as well as Bd zoospore swimming speed and critical thermal maximum (Chapter 3), to parameterize MTE-based models of host and parasite thermal performance. I conducted a controlled-temperature Bd infection experiment with newts collected from different latitudes (Chapter 4). In all three experiments, I also used temperature shifts to test for thermal acclimation effects. I hypothesized that newts and Bd would exhibit beneficial acclimation, but that Bd would acclimate to a new temperature faster because of its smaller mass and faster metabolism. I found little evidence of thermal acclimation effects on host performance, but my results suggested that the Bd either shows no acclimation or very rapid (< 3 minutes) acclimation responses. I also combined scholarship of research with scholarship of learning by developing an online teaching lab activity that introduces students to MTE-based thermal models by contrasting thermal responses in humans versus frogs (Chapter 5). I conducted a controlled experiment to compare learning outcomes for the online versus the face-to-face version of the activity (Chapter 6). Results varied, but students generally achieved similar learning outcomes in both versions of this activity.