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- Genre: Masters Thesis
- Resource Type: Text
Description
Human-induced rapid environmental change (HIREC) influences nearly all of Earth's ecosystems through processes such as urbanization. Previous studies have found that urbanization influences biodiversity patterns, often yielding an increase in the abundance of a few urban-adapted taxa at the expense of native species diversity. The western black widow spider, Latrodectus hesperus, is a medically-important pest species that often forms dense urban subpopulations (i.e., infestations) relative to the low-density subpopulations found throughout undisturbed, desert habitat. Here, I employ field and laboratory studies to examine the population ecology and stoichiometry of this urban pest to increase our understanding of the mechanisms underlying its success. The population ecology of ten black widow subpopulations spread across metropolitan Phoenix, AZ was examined during the peak breeding season (June-August). This study revealed that arthropod prey abundance, female mass and population density of females showed significant spatial variation across the ten subpopulations. Additionally, prey abundance and foraging success, measured as the number of carcasses found in webs, were a strong determinant of female mass and population density within each subpopulation. To test the mechanisms that drive black widow infestations, I used ecological stoichiometry to examine the nutrient (nitrogen and phosphorus) composition of spiders and arthropod prey from urban habitat, desert habitat and a laboratory diet regime. These studies revealed that (1) spiders are more nutrient rich than cricket prey in the field, (2) spider subpopulations exhibit significant spatial variation in their nitrogen composition, (3) nutrient composition of urban spider subpopulations does not differ significantly from Sonoran desert subpopulations, (4) laboratory-reared spiders fed a diet of only laboratory-reared crickets are more nitrogen and phosphorus limited than field-captured spiders, and (5) cannibalism by laboratory-reared spiders alleviated phosphorus limitation, but not nitrogen limitation, when compared to field-captured spiders. This work highlights the need to examine the population ecology of species relationships, such as predator-prey dynamics, to fully understand the fecundity and population growth of urban pest species. Moreover, the integration of population ecology and stoichiometry illustrates the need to address mechanisms like nutrient limitation that may explain why urban pest populations thrive and native species diversity suffers following HIREC.
ContributorsTrubl, Patricia (Author) / Johnson, James C. (Thesis advisor) / Rutowski, Ronald (Thesis advisor) / McGraw, Kevin (Committee member) / Arizona State University (Publisher)
Created2012
Description
Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip.
ContributorsRuberto, Thomas (Author) / Semken, Steve (Thesis advisor) / Anbar, Ariel (Committee member) / Brownell, Sara (Committee member) / Arizona State University (Publisher)
Created2018
Description
The molt from pupae to adult stage, called eclosion, occurs at specific times of the day in many holometabolous insects. These events are not well studied within Lepidopteran species. It was hypothesized that the eclosion timing in a species may be shaped by strong selective pressures, such as sexual selection in the context of male-male competition. The daily timing of eclosion was measured for six species of nymphalid butterflies. This was done by rearing individuals to pupation, placing the pupa in a greenhouse, and video recording eclosion to obtain the time of day at which it occurred. Four species exhibited clustered eclosion distributions that were concentrated to within 201 minutes after sunrise and were significantly different from one another. The other two species exhibited eclosion times that were non-clustered. There were no differences between sexes within species. The data support a relationship between the timing of eclosion each day and the timing of mating activities, but other as of yet undetermined selective pressures may also influence eclosion timing.
ContributorsSencio, Kaylon (Author) / Rutowski, Ron (Thesis advisor) / McGraw, Kevin (Committee member) / Pratt, Stephen (Committee member) / Arizona State University (Publisher)
Created2017
Description
Calls for changes in science education over the last several decades have contributed to a changing landscape of undergraduate life science education. As opposed to simply lecturing at students and expecting them to recite science facts, there has been a strong push to make systemic changes so that students not only know pertinent science content, but also walk away with critical science process skills. There have been suggestions to create environments that focus on goals such as evaluating scientific evidence and explanations, understanding the development of scientific knowledge, and participating in scientific practice and discourse. As a part of the call for increases in student participation in science practice, we’ve seen suggestions to increase student exposure to the tools, techniques, and published research within various science fields. The use of primary scientific literature in the classroom is documented as being a tool to introduce students to the nature of scientific reasoning, experimental design, and knowledge creation and transformation. Many of the current studies on primary scientific literature in undergraduate courses report on intensive course designs in which students interact with the material with very specific goals, as outlined by the authors and researchers. We know less about the practices that take place in typical undergraduate settings. This exploratory study looks at information provided by a national sample of faculty that alludes to what sort of practices are taking place and the reasoning for doing so. Through analysis of both closed-ended and open-ended survey questions we have found that faculty are engaging students with primary scientific literature for many reasons and in a variety of ways. We have also attempted to characterize the way in which faculty view the body of scientific literature, as members of the research community. We discuss the implications of faculty views on the utility and value of the body of scientific literature. We also argue that those perceptions inform how the material is used in the undergraduate classroom.
ContributorsWagoner, Nevada (Author) / Brownell, Sara (Thesis advisor) / Maienschein, Jane (Thesis advisor) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2016