Spartina Decomposition - Morgan Marsh

Spartina wrack has not been studied extensively even though the accumulation of material in salt marshes can be considerable. The main questions to be addressed in this study are: (1) what are the decomposition rates of Spartina alterniflora wrack along the salt marsh elevational gradient; (2) what is the relative importance of fungi vs. bacteria in Spartina wrack decomposition; (3) what are the differences in fungal community structure between standing dead Spartina and Spartina wrack? This experiment utilizes 4 study sites in the salt marsh at the Baruch Institute, two at Clam Bank, one at Oyster Landing and one at Bly Creek. Four sampling stations along the elevational gradient (transect) at each of four sites are: subtidal, low marsh (intertidal, high marsh and high bank (terrestrial). Decomposition rates of Spartina in litterbags, associated microbial respiration, fungal and bacterial biomass (from ergosterol concentrations via HPLC, and epifluorescence microscopy, respectively) will be determined over ten months (March - December 2009; 5-7 sampling dates). Fungal community structure will be assessed either by DGGE. This study will provide insights into microbial communities associated with Spartina wrack, since earlier studies focused primarily on standing dead Spartina.

An encompassing South Carolina Scientific Academic Standard for high school students is understanding the scientific process (B-1). I can provide first hand experience and examples of this process through my research, explaining the logical steps I took to design my project. Another standard involves comprehension of energy flows in ecosystems (B-3), of which decomposition is a primary example. I will take respiration as a measurement of microbial production and decomposition throughout my experiment and show the class how to analyze and draw conclusions from real data. Addressing the standard of understanding evolution and diversity (B-5), I would teach the class basic microbial techniques, such as plating and isolating fungi. This would demonstrate many different unseen organisms that exist in the world.

An influential moment on my path to become a scientist was a field trip in the 10th grade. In Biology class, we went to the James River and toured a fresh water marsh and planted sea grasses we had previously grown in class. Being out in the field and learning about the ecosystem was incredibly exciting. I would love to share a similar experience with other students. A trip to the salt marsh would be an excellent incorporation of my research in the classroom and a real life experience.