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Teaching Seed Bank Ecology in an Undergraduate Laboratory Exercise

机译：在实验室实验中教授种子库生态学

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The study of weed life cycles, reproductive strategies, and the soil seed bank is emphasized in the undergraduate weed science course at Ohio State University as central to an understanding of the survival of weeds in the environment. A laboratory exercise was conducted every spring and fall academic quarter from 1991 to 1993 to demonstrate the effects of long-term cropping and soil disturbance histories on weed seed banks and aboveground weed communities. Five sites with diverse histories of culture were sampled; these included a field cultivated in vegetables under continuous conventional tillage for 59 yr, a field cultivated in field corn under continuous no-tillage for 11 yr, a 24 yr-old turfgrass research farm, a 70 yr-old forest, and a section of the forest border. Students conducted a survey of the weeds growing at the sites and separated and identified seeds from soil samples over a 3-wk period in weekly 2-h laboratory periods. Students wrote reports interpreting the data based on their knowledge of the site histories, weed life cycles, and weed seed production and longevity characteristics. The data were consistent over academic quarters as well as with published research, indicating that the survey and soil sampling techniques provided a reasonably accurate representation of the weed flora and soil seed populations. Weeds found growing at the sites were primarily summer annuals at the vegetable site, and a mix of summer and winter annuals, biennials, and perennials at the remaining sites. Annual weeds dominated the seed banks of all sites with common lambsquarters, pigweed spp., and common purslane being the most commonly found seeds. The presence of most seeds in the soil could be explained by a combination of species seed production and seed longevity characteristics and species abundance in the standing community. Interpretation of the data required students to integrate and apply lecture material and provided an excellent thinking exercise.
机译：俄亥俄州立大学的本科杂草科学课程强调了对杂草生命周期，繁殖策略和土壤种子库的研究，这是理解杂草在环境中生存的关键。从1991年至1993年的每个春季和秋季学术季度进行了一次实验室演习，以证明长期种植和土壤扰动史对杂草种子库和地上杂草群落的影响。采样了五个具有不同文化历史的遗址；其中包括在常规连续耕作下在蔬菜上耕种的田地59年，在连续免耕下在玉米田上耕种的11年田地，24岁的草坪草研究农场，70岁的森林以及森林边界。学生进行了一次调查，调查了这些场所中生长的杂草，并在每周2小时的实验室时间内进行了为期3周的分离，并从土壤样品中分离出了种子。学生写了报告，根据对现场历史，杂草生命周期以及杂草种子产量和寿命特性的了解来解释数据。这些数据在学术季度以及已发表的研究中均保持一致，这表明调查和土壤采样技术可以合理地准确表示杂草植物群和土壤种子种群。在这些地点发现的杂草主要是蔬菜地的夏季一年生植物，其余地区则是夏季和冬季的一年生植物，两年生植物和多年生植物的混合体。一年生杂草在所有地点的种子库中占主导地位，常见的有羊羔，杂草和马齿sl是最常见的种子。土壤中大多数种子的存在可以通过种的种子产量和种子寿命特征以及常备种群的物种丰富度的组合来解释。数据的解释要求学生整合和应用讲义材料，并提供出色的思维练习。

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