25 minute presentation

The first 15 minutes aimed at year 1 students (around 180 student)on one of the following topics:

1) The Mitochondrion2) Polychaete feeding strategies3) Ecology of a species adapted to an extreme environment

.The remaining 10 minutes should consider how you would contribute to the teaching and management of SU Biosciences taught programmes (foundation to masters)

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DR SARA BARRENTOTutor in Biosciences (Job Number AC01202)

Previous lectures

Gas transportOsmotic regulation

ECOLOGY OF A SPECIES ADAPTED TO AN EXTREME ENVIRONMENT

Sara Barrento

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What is an extreme environment?

HARSHSTRESSFULL

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What is an extreme environment?

High temperatures “too Hot”

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What is an extreme

environment?Low temperatures“too cold”

Getty Images6

Polar regionsAlpines regions

Low temperatures High PressureOceans depthsHot springs

Hydrothermal ventsHot deserts

High temperatures

Severe droughtDeserts

Lack of water

Acid mine wasteThe stomachSoda Lakes

Acidic or alkaline

Polluted areasVolcano

Toxic elements

Salt lakes

High salt

Decomposing matterEstuarine mudsVertebrate intestine

No Oxygen

UVNuclear disaster

Radiation

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Criteria used by some authors to avoid the anthropocentric view:

An environment dominated by an extreme conditionSALINITY in Salt lakes

Small areas that are rare compared to other types CAVES, HOT SPRINGS

Organisms must have:

• Morphological structures

• Biochemical mechanism

not found in most related species

Low species richness number of species present in a defined geographic unit

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Extremophile organisms(from Latin extremus meaning "extreme" and Greek philiā  meaning "love")

Halophile An organism that loves saline environments

Acidophile An organism that loves acidic environments usually has optimal growth at pH <3

AlkaliphileAn organism that loves alkaline environments usually has optimal growth at pH >9

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ExtremophilesSalt lake 4000 m altitude Atacama Desert, Chile

So who lives here?

Crustacean Artemia spp.

Salinity concentration g/L

Salt

la

ke

35 g/Ls w

240 g/La.b.c.

1. High UV and light intensity2. Temperature range 6-35⁰C3. High salinity4. Low oxygen

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Kingdom Animalia Phylum Arthropoda Subphylum Crustacea Genus Artemia

Artemia tunisiana (Europe and North Africa)Artemia species (America, part of Europe, Asia)Artemia franciscana (America, part of Europe)Artemia parthenogenetica (Europe, Africa, Asia Australia) Artemia sinica (Central Asia, China)Artemia persimilis (Argentina)Artemia urmiana (Iran)

8-10 mm

~10-12 mm

claspers

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Common names: artemia or brine shrimp

Artemiacrustaceanfilter feeder

Flamingosbirdpredator and agents of dispersion

Salt lakes have low species richness

Dunaliellamicroalgae

Halobacteriumbacteria

Salt lake 4000 m altitude Atacama Desert, Chile

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Extremophiles

1. Adaptation to LOW OXYGEN

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Adaptations to salt lake environment

2. Adaptations to HIGH SALINITY

3. Adaptation to CHANGING ENVIRONMENT

Extremophiles

1. Adaptation to LOW OXYGEN

3 types of haemoglobins with high affinity for oxygen

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Extremophiles

2. Adaptations to HIGH SALINITY

Two salt pumps to pump salt out:1. Salt pump in the gills2. Neck gland

Artemia control how much salt they let into their body tissues better than any other organism in the world

When water is highly salty, the pumps work harder and have a higher outputWhen the water is less saline, the pumps slow in order to retain some salts within the shrimp

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Ovoviviparous animals retain

eggs inside the uterus until embryonic

development is fully completed

3. Adaptation to changing environment

Oviparous animals lay eggs, with little or no

other embryonic development within the

mother 

CYSTS

http://www.leloft.co.uk/artemia.html16

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WHY ARE CYSTS SO IMPORTANT TO THE GLOBAL ECONOMY?

Artemia is a convenient feed for fish larvae

http://www.artemiaworld.com/home/

VIDEO

Brine shrimp breeding ponds in San Francisco Bay

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SUMMARY

What are extremophiles?

Organisms that live in extreme environments3 examples were given:

Acidophile AlkaliphileHalophile

What are extreme environments? 1. Dominated by an extreme condition2. Organisms have specific adaptations 3. Low species richness4. Relative small geographic scale

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SUMMARY

Ecology of Artemia to salt lakes

1. Artemia are filter feeders2. Artemia are eaten by birds

Adaptations to salt lake environments:

1. Three haemoglobins to bind oxygen 2. Two salt pumps to excrete excess salts3. Reproduction strategy

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Essential reading

Begon, M., Townsend, R.C., Harper, J.L. (2006). Ecology, from individuals to ecosystems. Blackwell Publishing, UK. 738 p. Randall, D. J., Burggren, W. W., French, K., & Eckert, R. (2002). Eckert animal physiology: Mechanisms and adaptations. New York: W.H. Freeman and Co.Schmidt-Nielsen, K. (1997). Animal physiology: Adaptation and environment. Cambridge [England: Cambridge University Press.Great Salt Lake ecosystem Program http://wildlife.utah.gov/gsl/brineshrimp/index.phpBrine Date, teacher, technician and student notes. Welcome Trust http://survivalrivals.org/content/documents/brinedatenotebook.pdf

Further reading

Wharton, D.A. (2002) Life at the Limits. Organisms in Extreme Environments. Cambridge University Press

Salt Lake brine shrimphttp://saltlakebrineshrimp.com/about-brine-shrimp/

FAO. Artemia spp. Cultured aquatic species information programme http://www.fao.org/fishery/culturedspecies/Artemia_spp/en

Laboratory of aquaculture and artemia reference centrehttp://www.aquaculture.ugent.be/index.htm

Image CreditsSlide 2,4,9,10, 11, 12,13 19 – Images by Sara BarrentoSlide 3 – Getty ImagesSlide 5

Acid mine waste http://www.h2ogeo.upc.es/proyectos/atrapo/Atrapocastellano.htmlFukushima is here http://www.fukuleaks.org/web/?p=12450

Slide 7- Image by Andre PiresSlide 14 www.leloft.co.uk/artemia.htmlSlide 15 http://www.artemiaworld.com/home/Slide 16 – Image by Doc SearlsSlide 19 – Image by Sara Barrento

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Contribution to teaching & management of SU Biosciences taught programmes (foundation to masters)

Dr Sara Barrento

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DR SARA BARRENTO – EDUCATION

Year 0

BIO000 Foundation Biology

BIO003 Laboratory Skills

Year 2

BIB213 Animal physiology hormones and behaviour

Contribution to teaching

1) A degree or equivalent in Biosciences or a related subject6) Possess sufficient breadth or depth of specialist knowledge in the discipline

Essential Core Criteria 1 & 6

Marine Biology &

Fisheries, Faro

Portugal (5 years)

Including dissertation

project – sea bream

1999-2004

Marine Biology

Animal Physiology

Keywords

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DR SARA BARRENTO - EDUCATION

PhD in Animal Science

Porto University,

Portugal

EU ProjectsCrustaSea

2006-2010 Keywords

Biochemistry

Marine Invertebrate Physiology

Food Safety

Year 0

BIO004 Molecular Biology and Biochemistry

Year 1

PM 131 Chemistry of life

Year 2

BIB213 Animal physiology hormones and behaviour

BIO217 Marine Invertebrates

Contribution to teaching

1) A postgraduate research qualification in ecology6) Possess sufficient breadth or depth of specialist knowledge in the discipline

Desirable Core Criteria 1 & Essential Core Criteria 6

PhD title: Nutritional quality and physiological responses to transport and storage of live crustaceans traded in Portugal.

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2012

-201

5

Post Doc Fellow

2010

-201

5

Post Doc Research Assistant

2005

-200

6

Research Assistant

DR SARA BARRENTO – WORKING EXPERIENCE – Essential Core Criteria 1 & 6

Portugal IPMA

EU ProjectsShellPlant LobsterPlant

UK – Swansea UK University

MusselsAlive EU MacroBiocrude NERC MARIBE Horizon2020

Portugal, Porto

University; Chile,

Universidad de Los

Lagos IMTA

Portugal, University of Algarve, Centre for Molecular and Structural Biomedicine

Molecular Biology

Biotechnology

Marine Invertebrate PhysiologyBiochemistryFood Safety &EU regulations

Seaweed EcologySeaweed farmingBiochemistryAquaculture

Keywords

Year 0BIO000 Foundation BiologyBIO003 Laboratory SkillsBIO004 Molecular Biology and Biochemistry

Year 1PM 131 Chemistry of life

Year 2PM247 Biomolecular TechniquesBIB213 Animal physiology hormones and behaviourBIO217 Marine Invertebrates

Year 3BIO350 Biosciences research projectBIO360 Biosciences literature analyses

MRES Biosensices Marine Biology and Aquaculture

DR SARA BARRENTO – WORKING EXPERIENCE - Essential Core Criteria 1 & 6

Molecular

Biology

Biotechnology

Marine InvertebratePhysiologyBiochemistryFood Safety &EU regulations

Seaweed EcologySeaweed farmingBiochemistryAquaculture

Keywords Contribution to teaching

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DR SARA BARRENTO

2) Demonstrate the ability to teach and supervising students successfully3) Excellent organisation skills 4) High level of written and oral presentation as well as IT skills

Essential Core Criteria 2,3 & 4

Lectures

Video

Tutorial

Swansea University, UK

BIO 217 Marine Invertebrates

BIO306 Marine Biology Field Course

2014

Queen’s University, Belfast, UK

IBIS, Integrated Aquatic Resources Management Education project

2013

CIIMAR, Porto, Portugal

Short Public Online Tutorials on Integrated Multi Trophic Aquaculture

2013

ExcelWordPower PointWindows movie maker

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DR SARA BARRENTO

2) Demonstrate the ability to teach and supervising students successfully3) Excellent organisation skills 4) High level of written and oral presentation as well as IT skills

Essential Core Criteria 2,3 & 4

Lectures

Video

Tutorial

The New Zealand Institute for Crop and Food Research

Lecture on Nutritional quality and the live trade of crustaceans in Portugal.

2007

SlideShare WordPress

Swansea University, UK

MusselsAlive online trainning

2012

ReportsScientific JournalsFact Sheets

ACOPE, Lisboa, Portugal

Professional Development Course on crustaceans physiology

2009

ExcelWordPower Point

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DR SARA BARRENTO

Co-supervising KESS master student 2014-2015 Seaweed farming Selwyns Seafood

Ongoing Application KESS PhD

Prof. Kam TangDr. John Griffin

Supporting EnAlgae

Invited speaker IMTA workshop 2nd July 2015

Writing INTERREG

proposal

Alex Keay Dr. Ruth Callaway

5) To work as an effective member of the teaching staff and to contribute to teaching programmes in cooperation with colleagues2) Experience of supervising undergraduate or postgraduate students

Essential Core Criteria 5 & Desirable Core Criteria 2

Prof. Kam TangDr. John Griffin

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Introduction to Seaweed Farming short course

Seaweed and mankind introducing seaweeds from an historical perspective. Seaweeds as crop and ecological allies, from ancient China to modern times.

This module is targeted for students but it can be adapted and delivered to entrepreneurs, seaweed gatherers, aquaculture farmers and the curious citizen

Commercial species and their usesLocal species global markets. Which species and what for?

Seaweed and sustainability How do seaweeds fit the concept of Planet, People, Profit?

Life CyclesIntroduction to the life cycles, and reproduction strategies of the green, brown and red seaweeds. Reproducing seaweeds in the lab.

Cultivation techniquesFrom the ocean, to the lab and back to the ocean or to the tank.

research Dr. Sara Barrentos.i.barrento@swansea.ac.uksciencetell.wordpress.com

sara barrento |2014

5) contribute to teaching programmes in cooperation with colleaguesEssential Core Criteria 5

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THE RIGHT TOOL FOR THE JOB

Innovative teaching

SU DRI

2010 Web Journalism

Professional Course, Portugal

2006 - Science Communication

Workshop with BBC staff members,

Portugal

Conferences since 2004

Spread Ideas Fact sheetsReportsScientific Papers

2009 Certificate of Pedagogical

Skills, Portugal

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THE RIGHT TOOL FOR THE JOBFact Sheet

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THE RIGHT TOOL FOR THE JOB

VIDEO

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THANK YOU

Wordpress

www.sciencetell.wordpress.com

Twitter: @sciencetell

LinkedIn:Sara Barrento.

SlideShare: Sara Barrento

YouTube: Sara Barrento