Morphological and physiological responses of apple trees under photoselective colored nets

In recent years and thanks to innovative technological advances in supplemental lighting sources and photo-selective filters, light quality manipulation (i.e. spectral composition of sunlight) have demonstrated positive effects on plant performance in ornamentals and vegetable crops. However, this aspect has been much less studied in fruit trees due to the difficulty of conditioning the light environment of orchards. The aim of the present PhD research was to study the use of different colored nets with selective light transmission in the blue (400 – 500 nm), red (600 – 700 nm) and near infrared (700 – 1100 nm) wavelengths as a tool to the light quality management and its morphological and physiological effects in field-grown apple trees. Chapter I provides a review the current status on physiological and technological advances on light quality management in fruit trees. Chapter II shows the main effect of colored nets on morpho-anatomical (stomata density, mesophyll structure and leaf mass area index) characteristics in apple leaves. Chapter III provides an analysis about the effect of micro-environmental conditions under colored nets on leaf stomatal conductance and leaf photosynthetic capacity. Chapter IV describes a study approach to evaluate the impact of colored nets on fruit growth potential in apples. Summing up results obtained in the present PhD dissertation clearly demonstrate that light quality management through photo-selective colored nets presents an interesting potential for the manipulation of plant morphological and physiological traits in apple trees. Cover orchards with colored nets might be and alternative technology to address many of the most important challenges of modern fruit growing, such as: the need for the efficient use of natural resources (water, soil and nutrients) the reduction of environmental impacts and the mitigation of possible negative effects of global climate change.

How teachers think about the role of digital technologies in student assessment in mathematics

This study concerns teachers’ use of digital technologies in student assessment, and how the learning that is developed through the use of technology in mathematics can be evaluated. Nowadays math teachers use digital technologies in their teaching, but not in student assessment. The activities carried out with technology are seen as ‘extra-curricular’ (by both teachers and students), thus students do not learn what they can do in mathematics with digital technologies. I was interested in knowing the reasons teachers do not use digital technology to assess students’ competencies, and what they would need to be able to design innovative and appropriate tasks to assess students’ learning through digital technology. This dissertation is built on two main components: teachers and task design. I analyze teachers’ practices involving digital technologies with Ruthven’s Structuring Features of Classroom Practice, and what relation these practices have to the types of assessment they use. I study the kinds of assessment tasks teachers design with a DGE (Dynamic Geometry Environment), using Laborde’s categorization of DGE tasks. I consider the competencies teachers aim to assess with these tasks, and how their goals relate to the learning outcomes of the curriculum. This study also develops new directions in finding how to design suitable tasks for student mathematical assessment in a DGE, and it is driven by the desire to know what kinds of questions teachers might be more interested in using. I investigate the kinds of technology-based assessment tasks teachers value, and the type of feedback they give to students. Finally, I point out that the curriculum should include a range of mathematical and technological competencies that involve the use of digital technologies in mathematics, and I evaluate the possibility to take advantage of technology feedback to allow students to continue learning while they are taking a test.