Influence of white-tailed deer on nitrogen cycling and vegetative community change in canopy gaps in a hemlock-northern hardwood forest

Our research explored the influence of deer and gap size on nitrogen cycling, soil compaction, and vegetation trajectories in twelve canopy gaps of varying sizes in a hemlock-northern hardwood forest. Each gap contained two fenced and two unfenced plots. Gap size, soil compaction, winter deer use, and available nitrogen were measured in 2011. Vegetation was assessed in 2007 and 2011, and non-metric multi-dimensional scaling was used to determine vegetative change. Results show that winter deer use was greater in smaller gaps. Deer accessibility did not influence compaction but did significantly increase total available nitrogen in April. April ammonium, April nitrate, and May nitrate were positively related to gap size. The relationship between gap size and vegetative community change was positive for fenced plots but unrelated for unfenced plots. In conclusion, deer are positively contributing to nitrogen dynamics and altering the relationship between canopy gap size and vegetative community change.

Occasional white boarding : examining the effects of physics students' understanding of motion graphs

The Modeling method of teaching has demonstrated well--‐documented success in the improvement of student learning. The teacher/researcher in this study was introduced to Modeling through the use of a technique called White Boarding. Without formal training, the researcher began using the White Boarding technique for a limited number of laboratory experiences with his high school physics classes. The question that arose and was investigated in this study is “What specific aspects of the White Boarding process support student understanding?” For the purposes of this study, the White Boarding process was broken down into three aspects – the Analysis of data through the use of Logger Pro software, the Preparation of White Boards, and the Presentations each group gave about their specific lab data. The lab used in this study, an Acceleration of Gravity Lab, was chosen because of the documented difficulties students experience in the graphing of motion. In the lab, students filmed a given motion, utilized Logger Pro software to analyze the motion, prepared a White Board that described the motion with position--‐time and velocity--‐time graphs, and then presented their findings to the rest of the class. The Presentation included a class discussion with minimal contribution from the teacher. The three different aspects of the White Boarding experience – Analysis, Preparation, and Presentation – were compared through the use of student learning logs, video analysis of the Presentations, and follow--‐up interviews with participants. The information and observations gathered were used to determine the level of understanding of each participant during each phase of the lab. The researcher then looked for improvement in the level of student understanding, the number of “aha” moments students had, and the students’ perceptions about which phase was most important to their learning. The results suggest that while all three phases of the White Boarding experience play a part in the learning process for students, the Presentations provided the most significant changes. The implications for instruction are discussed.