Phenotyping minimum stomatal conductance in trees
Faculty mentor/Supervisor
German Vargas-Gutierrez
Email Address
Department Affiliation
Forest Ecosystems & Society
Project Location
Cordley Hall
Project Description
Plants need to balance losing water when the uptake carbon. To control water loss, they have tiny pores in their leaf epidermis called stomate or stomata. Stomata are sensitive to the environment particularly to how dry the air is, because this increase water exchange from the leaves to the atmosphere. Even after stomatal closure, plants can still lose water through leaky stomata that do not close tightly enough. Such phenomenon is particularly important during heatwaves as the one observed here in Oregon in 2021. Therefore, the goal of this project is to build a phenotyping chamber to characterize how much water plants lose after stomatal closure. This project aims to enhance our understanding of how trees respond to extreme hot and dry conditions by losing their ability to control water loss.
Describe the type of work and tasks you anticipate the student will perform
The duties of this position involve laboratory work to build the phenotyping chambers. The student will participate in constructing the chamber, programing sensors, and testing data collection protocols.
Please list special or preferred skills
- Curiosity for environmental sensing and electronics.
- Knowledge in programing languages such as Arduino, linux or python (training will be provided).
- Knowledge in programing languages such as Arduino, linux or python (training will be provided).
Hourly rate of pay
15.05/hr
Certification
Yes
What is the expected timeline of this project?
- January-March 2026: building the phenotyping chamber under the supervision of PhD student Sofía Hernandez and postdoctoral scientist Justine Rojas.
- March-May 2026: Test the phenotyping machine by characterizing minimal stomatal conductance of Douglas fir seedlings.
- June 2026: presentation of results.
- March-May 2026: Test the phenotyping machine by characterizing minimal stomatal conductance of Douglas fir seedlings.
- June 2026: 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?
5 to 10
How many hours per week do you anticipate engaging in direct mentorship?
1 to 2
5 to 10 with the PhD student and Postdoc
5 to 10 with the PhD student and Postdoc
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 data management, literature, scientific inquiry, and interpretation.
2. Fieldwork and Technical Skill Development (Throughout the Project):
o The student will be trained in the proper handling of electronics and tools to build the chambers
o As part of the mentorship, we 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 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 We will encourage the student to engage with relevant literature and incorporate it into their understanding of the project. This will be done by full engagement in the lab meeting opportunities.
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, we 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.
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 data management, literature, scientific inquiry, and interpretation.
2. Fieldwork and Technical Skill Development (Throughout the Project):
o The student will be trained in the proper handling of electronics and tools to build the chambers
o As part of the mentorship, we 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 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 We will encourage the student to engage with relevant literature and incorporate it into their understanding of the project. This will be done by full engagement in the lab meeting opportunities.
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, we 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.