Hydraulic limitations of tree growth
Faculty mentor/Supervisor:
German Vargas Gutierrez
Email Address:
Department Affiliation:
Forest Ecosystems & Society
Project Location:
Corvallis (lab work) and Metolius flux towers near Sisters, OR (fieldwork)
Project Description:
Climate change is increasing the frequency and intensity of extreme weather events such as heatwaves and droughts. This has led to the identification of a new phenomenon known as "climate change-type droughts"—droughts that occur alongside abnormally warm periods. These conditions affect the rate at which forest ecosystems absorb carbon from the atmosphere. However, current predictions of forest carbon uptake and sensitivity to these events remain highly uncertain due to our limited understanding of how these conditions impact CO2 assimilation and carbon mobilization within plants for metabolism and growth. One physiological process of particular importance is water transport, specifically the tree’s ability to maintain turgid cambium cells during drought. Therefore, by continuously monitoring tree growth, water transport, and plant water status, this project aims to enhance our understanding of how water transport and osmotic regulation mediate growth responses to temperature and drought.
Describe the type of work and tasks you anticipate the student will perform:
The duties of this position involve a combination of lab, office, and field work, with the intention to provide a glimpse of all aspects of forest ecology research. The student will participate in the deployment of sensors to monitor tree water transport, tree growth, tree water status, as well as the establishment of a xylem cavitation system on campus. For this work, the student will participate in field campaigns in two field sites near Sisters, OR. In addition to sensor deployment, the student will gain hands-on experience in, downloading, processing and interpreting sensor data. In the lab, the student will participate in the set up and construction of a xylem cavitation system (i.e., cavitron).
Please list special or preferred skills::
- Capacity of soldering electric wiring
- Proficiency in R computer language for data analysis
Hourly rate of pay:
14.70
What is the expected timeline of this project?:
- November-December 2024: sensor deployment.
- January – February – March 2025: data curation and building of the xylem cavitation system.
- April – May 2025: data analysis and visualization.
- June 2025: presentation of results.
Are special skills or knowledge required to work on this project?:
Yes
Will training be provided?:
Yes
How many hours per week do you anticipate a student to work?:
10
How many hours per week do you anticipate engaging in direct mentorship?:
1 hour, and an additional 1 hour for bi-weekly progress meetings
Detail your mentorship plan:
The primary goal of this mentorship plan is to provide the student with a well-rounded research experience that enhances both technical skills and intellectual growth in forest ecology and climate change impacts on plant physiology. The plan is structured around regular engagement, skill development, and fostering critical thinking, while promoting professional growth and scientific curiosity.
1. Initial Orientation and Goal Setting (Weeks 1-2):
o During the first two weeks, I will meet with the student to discuss the project objectives, expectations, and specific duties.
o A personalized learning plan will be developed, focusing on areas the student wants to grow, including field skills, data management, and interpretation.
2. Fieldwork and Technical Skill Development (Throughout the Project):
o The student will be trained in the proper handling and deployment of sensors, including learning how to troubleshoot equipment issues in the field.
o This work will be in collaboration with Chad Henson and Alex Irving. I will join some of the field campaigns.
o In the lab, the student will learn to operate specialized equipment like the xylem cavitation system. As part of the mentorship, I will provide hands-on training and supervision during the setup and operation of this system.
3. Data Management and Analysis (Ongoing):
o The student will receive regular guidance in downloading and processing data, with an emphasis on proper data management practices.
o I will mentor the student in using R programming for data analysis and visualization, holding weekly check-ins to review progress and address any challenges.
o We will collaboratively explore different approaches to interpreting the data, fostering critical thinking and problem-solving skills.
4. Professional Development and Scientific Communication (Mid-to-End Project)
o I will encourage the student to engage with relevant literature and incorporate it into their understanding of the project.
o The student will have opportunities to present preliminary findings during lab meetings, allowing for feedback and improving their scientific communication skills.
o As the project progresses, I will guide the student through the process of preparing a report or presentation of their results, possibly for an undergraduate research symposium.
5. Regular Check-ins and Feedback (Throughout):
o We will have bi-weekly check-ins to discuss progress, challenges, and any adjustments to the student’s learning plan. Feedback will be constructive, aiming to support both academic and personal growth.