kellogg biological station ’ s gk-12 bioenergy sustainability project
DESCRIPTION
Kellogg Biological Station ’ s GK-12 Bioenergy Sustainability Project. Your resident scientist Alycia Lackey Harper Creek coordinators Sandy Erwin and Steve Barry. Project Director: Tom Getty Project Manager: Robin Tinghitella. Species Loss in Stickleback Fish. - PowerPoint PPT PresentationTRANSCRIPT
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Kellogg Biological Station’s GK-12 Bioenergy Sustainability Project
Your resident scientist Alycia Lackey
Harper Creek coordinators Sandy Erwin and Steve Barry
Project Director: Tom GettyProject Manager: Robin Tinghitella
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Species Loss in Stickleback Fish
• Historically 2 species that differ in– Color, size, shape, behavior– Feeding & mating habitats
• One species mates in the open
• The other species mates in the vegetation
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Invasive Species Changed Mating Habitats
• Recent crayfish introduction
Historical Conditions Current Conditions
• Ecological changes:- Vegetation loss- Increased turbidity- Water color
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Loss of species through hybridization
Percent of Population
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Importance of research outcomes• Inform conservation and management actions• Understand how evolution
works• Explore impacts of the environment on evolution
- including human changes to environment
• Understand what affects biodiversity (formation and loss of species)
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Kellogg Biological Station’s GK-12 Bioenergy Sustainability Project
Project Director: Tom GettyProject Manager: Robin Tinghitella
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NSF’s GK-12 ProgramGraduate STEM Fellows in K-12 Education
This program provides funding for graduate studentsThis program provides funding for graduate students in NSF-supported science, technology, engineering, and mathematics (STEM) disciplines to bring their leading researchto bring their leading research practice and findingspractice and findings into K-12 learning settingsinto K-12 learning settings.
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NSF’s GK-12 ProgramGraduate STEM Fellows in K-12 Education
This program provides funding for graduate studentsThis program provides funding for graduate students in NSF-supported science, technology, engineering, and mathematics (STEM) disciplines to bring their leading researchto bring their leading research practice and findingspractice and findings into K-12 learning settingsinto K-12 learning settings.
Benefits:Grad students- Communicate science broadly- Learn to teachK-12 students- Excitement for science- Real-world, hands-on applicationK-12 teachers- Experiment with new activities, concepts
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Our theme is bioenergy sustainability and we will work in collaboration with:
Great Lakes Bioenergy Research Center
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From the new GK-12 grant proposal –
We will create a collaborative research network We will create a collaborative research network of schoolyard science research sites which willof schoolyard science research sites which will (a) serve as arenas for inquiry science activities that mimic aspects of KBS and fellows’ thesis research, while addressing Michigan Science GLCEs in Biology, Chemistry, Physics, Earth Science and Mathematics. (b) allow K-12 classes to develop their own research initiatives, (c) facilitate cross-district research collaboration
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Combinations of 3 treatments:A.Plant Composition:
1. switch grass 2. native prairie mixture
B. Fertilization 1. fertilized 2. not fertilized
C.Harvesting 1. harvested (biomass removed)
2. not harvested (small biomass samples)
x = 3m
y
B=1C=1D=1
B=1C=2D=1
B=2C=2D=1
B=2C=1D=1
B=1C=1D=2
B=1C=2D=2
B=2C=2D=2
B=2C=1D=2
2 standard replicates at each site.
The Schoolyard Science Plots - these are experimental ecology plots designed to address specific questionsdesigned to address specific questions to be determined via collaboration continuing through fall 2010
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Research Questions are still developing.
Example questions:1)Which section will have more biomass – switch grass or prairie?
- important for using these crops as biofuels
2) Which section will attract more species of insects? - important for understanding how
planting biofuel crops might affect community diversity
x = 3m
y
B=1C=1D=1
B=1C=2D=1
B=2C=2D=1
B=2C=1D=1
B=1C=1D=2
B=1C=2D=2
B=2C=2D=2
B=2C=1D=2
2 standard replicates at each site.
The Schoolyard Science Plots - these are experimental ecology plots designed to address specific questionsdesigned to address specific questions to be determined via collaboration continuing through fall 2010
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GK-12 Fellow Nikhil and KBS K-12 Partnership teacher John Edgerton check out a native prairie plot at KBS.
KBS K-12 Partnership teacher Sandy Erwin observes a switch grass plot at KBS.
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Switchgrass after 1 year
Native prairie after 1 year
Switchgrass June 2010
Native prairie June 2010
Switchgrass after 1 month
Native prairie after 1 month
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Sandy, Alycia and Steve marking four of the 10 blocks of plotsin the Harper Creek school district.
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12
1 2 3
1 2
1 2
1 2
1 2
31 2
345
1 2
1 23 4 5
6 78 9 10
21
*
*Parchment will be added (returned) to this map asap.
21
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A few ideas about the usefulness of our plots:
Biology/Ecology: – Species identification and diversity, humans as
part of the ecosystem, plants, birds, insects, microbial diversity (fungi, bacteria)
– Changes in ecosystems and environmental factors
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Soils and Earth Sciences: - Soil quality measurements, gas exchange
surveys, water flow through plots (measuring evapotranspiration)
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• Geography/Social Studies: – Implications of human land use decisions; comparisons of
fertility and diversity across different landscapes and soils
• Agronomy: – Productivity of various biofuel crops under differing
conditions, impacts of plant diversity on productivity
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The KBS K-12 Partnership gathers at the manor house
during our 2010 Summer Science Institute.
Our fearless leader, Tom Getty
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Kellogg Biological Station’s GK-12 Bioenergy Sustainability Project
Your resident scientist Alycia Lackey
Harper Creek coordinators Sandy Erwin and Steve Barry