This study tested an experimental approach to use in teaching the concept of functional diversity. The project culminated in a laboratory exercise for use in high schools.
Experimental design consisted of representatives of three functional groups of plants, (legumes, grasses, and forbs), planted singly, and in two, or three species combinations. Legumes were represented by Trifolium repens and Medicago lupulina, grasses were represented by Cynodon dactylon and Festuca rubra, and forbs were represented by Helianthus annus and Raphanus sativa.
Plants were grown inside a controlled growth chamber. During the growth phase, measurements were taken to highlight temporal differences in development. After two months, wet and dry weights of aboveground and belowground portions were measured as indicators of productivity.
Research showed unique developmental patterns related to functional groups. Secondly, functional combination, not functional group number, produced a significant difference in biomass.
Laboratory use involves group discussion, active-learning, and higher understanding of conservation.
","abstract_html":"<p>This study tested an experimental approach to use in teaching the concept of functional diversity. The project culminated in a laboratory exercise for use in high schools.</p><p>Experimental design consisted of representatives of three functional groups of plants, (legumes, grasses, and forbs), planted singly, and in two, or three species combinations. Legumes were represented by <em>Trifolium repens</em> and <em>Medicago lupulina</em>, grasses were represented by <em>Cynodon dactylon</em> <em>and Festuca rubra</em>, and forbs were represented by <em>Helianthus annus</em> and <em>Raphanus sativa</em>.</p><p>Plants were grown inside a controlled growth chamber. During the growth phase, measurements were taken to highlight temporal differences in development. After two months, wet and dry weights of aboveground and belowground portions were measured as indicators of productivity.</p><p>Research showed unique developmental patterns related to functional groups. Secondly, functional combination, not functional group number, produced a significant difference in biomass.</p><p>Laboratory use involves group discussion, active-learning, and higher understanding of conservation.</p>","abstract_has_math":false,"creators":["Stanley, Cory McKelvey"],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Biology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-04T07:00:00Z","date_published":"2002-05-04T07:00:00Z","updated_at":"2026-07-24T02:19:07Z","subjects":["High School Education","Science Education","Biological Diversity","Functional Diversity","Teaching Concepts","Biology Education","Biology","Life Sciences"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/637","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stanley, Cory McKelvey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2002-05-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Biology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["High School Education","Science Education","Biological Diversity","Functional Diversity","Teaching Concepts","Biology Education","Biology","Life Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/1794/viewcontent/stanleyc041402.pdf","https://dc.etsu.edu/etd/637"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study tested an experimental approach to use in teaching the concept of functional diversity. The project culminated in a laboratory exercise for use in high schools.
Experimental design consisted of representatives of three functional groups of plants, (legumes, grasses, and forbs), planted singly, and in two, or three species combinations. Legumes were represented by Trifolium repens and Medicago lupulina, grasses were represented by Cynodon dactylon and Festuca rubra, and forbs were represented by Helianthus annus and Raphanus sativa.
Plants were grown inside a controlled growth chamber. During the growth phase, measurements were taken to highlight temporal differences in development. After two months, wet and dry weights of aboveground and belowground portions were measured as indicators of productivity.
Research showed unique developmental patterns related to functional groups. Secondly, functional combination, not functional group number, produced a significant difference in biomass.
Laboratory use involves group discussion, active-learning, and higher understanding of conservation.
"]},{"key":"dc:title","label":"Title","values":["An Experimental Approach to Teaching the Concept of Functional Diversity."]}]}],"canonical_facts":{"dc:creator":["Stanley, Cory McKelvey"],"dc:date.issued":["2002-05-04T07:00:00Z"],"dc:description.abstract":["This study tested an experimental approach to use in teaching the concept of functional diversity. The project culminated in a laboratory exercise for use in high schools.
Experimental design consisted of representatives of three functional groups of plants, (legumes, grasses, and forbs), planted singly, and in two, or three species combinations. Legumes were represented by Trifolium repens and Medicago lupulina, grasses were represented by Cynodon dactylon and Festuca rubra, and forbs were represented by Helianthus annus and Raphanus sativa.
Plants were grown inside a controlled growth chamber. During the growth phase, measurements were taken to highlight temporal differences in development. After two months, wet and dry weights of aboveground and belowground portions were measured as indicators of productivity.
Research showed unique developmental patterns related to functional groups. Secondly, functional combination, not functional group number, produced a significant difference in biomass.
Laboratory use involves group discussion, active-learning, and higher understanding of conservation.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/1794/viewcontent/stanleyc041402.pdf","https://dc.etsu.edu/etd/637"],"dc:rights":["Copyright by the authors."],"dc:subject":["High School Education","Science Education","Biological Diversity","Functional Diversity","Teaching Concepts","Biology Education","Biology","Life Sciences"],"dc:title":["An Experimental Approach to Teaching the Concept of Functional Diversity."],"thesis:degree_discipline":["Biology"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MS (Master of Science)"]},"updated_at":"2026-07-24T02:19:07Z"}