Ryosuke Fujinuma

Soil organic carbon and nitrogen sequestration and turnover in aggregates under subtropical leucaena–grass pastures

Stabilisation and protection of soil organic carbon (SOC) in macroaggregates and microaggregates represents an important mechanism for the sequestration of SOC. Legume-based grass pastures have the potential to contribute to aggregate formation and stabilisation, thereby leading to SOC sequestration. However, there is limited research on the C and N dynamics of soil organic matter (SOM) fractions in deep-rooted legume leucaena (Leucaena leucocephala)–grass pastures. We assessed the potential of leucaena to sequester carbon (C) and nitrogen (N) in soil aggregates by estimating the origin, quantity and distribution in the soil profile. We utilised a chronosequence (0–40 years) of seasonally grazed leucaena stands (3–6 m rows), which were sampled to a depth of 0.3 m at 0.1-m intervals. The soil was wet-sieved for different aggregate sizes (large macroaggregates, >2000 µm; small macroaggregates, 250–2000 µm; microaggregates, 53–250 µm; and 250 µm), and then analysed for organic C, N and δ13C and δ15N. Leucaena promoted aggregation, which increased with the age of the leucaena stands, and in particular the formation of large macroaggregates compared with grass in the upper 0.2 m. Macroaggregates contained a greater SOC stock than microaggregates, principally as a function of the soil mass distribution. The oPOM-C and -N concentrations were highest in macroaggregates at all depths. The acid nonhydrolysable C and N distribution (recalcitrant SOM) provided no clear distinction in stabilisation of SOM between pastures. Leucaena- and possibly other legume-based grass pastures have potential to sequester SOC through stabilisation and protection of oPOM within macroaggregates in soil.

Biological nitrification inhibition by root exudates of native species, Hibiscus splendens and Solanum echinatum

Australian native species grow competitively in nutrient limited environments, particularly in nitrogen (N) limited soils; however, the mechanism that enables this is poorly understood. Biological nitrification inhibition (BNI), which is the release of root exudates into the plant rhizosphere to inhibit the nitrification process, is a hypothesized adaptive mechanism for maximizing N uptake. To date, few studies have investigated the temporal pattern and components of root exudates by Australian native plant species for BNI. This study examined root exudates from two Australian native species, Hibiscus splendens and Solanum echinatum, and contrasted with exudates of Sorghum bicolor, a plant widely demonstrated to exhibit BNI capacity. Root exudates were collected from plants at two, four, and six weeks after transplanting to solution culture. Root exudates contained three types of organic acids (OAs), oxalic, citric and succinic acids, regardless of the species. However, the two Australian natives species released larger amount of OAs in earlier development stages than S. bicolor. The total quantity of these OAs released per unit root dry mass was also seven-ten times greater for Australian native plant species compared to S. bicolor. The root exudates significantly inhibited nitrification activity over six weeks’ growth in a potential nitrification assay, with S. echinatum (ca. 81% inhibition) > S. bicolor (ca. 80% inhibition) > H. splendens (ca. 78% inhibition). The narrow range of BNI capacity in the study plants limited the determination of a relationship between OAs and BNI; however, a lack of correlation between individual OAs and inhibition of nitrification suggests OAs may not directly contribute to BNI. These results indicate that Australian native species generate a strongly N conserving environment within the rhizosphere up to six weeks after germination, establishing a competitive advantage in severely N limited environments.

Repeating knowledge application practice to improve student performance in a large, introductory science course

There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.