In deer-populated forests, tastier plants can avoid being eaten if they are surrounded by less appealing plants. But with deer gone, diverse plots become weaker and plants are better off sticking to their own kind.
A Chesapeake Bay NOAA mullet skiff. Note the motor near the bow. (SERC)
With its motor located near the bow (front) of the boat, the modern-day mullet skiff could have been a character in Lewis Carroll’s novel “Alice’s Adventures in Wonderland.” Similar to the unpunctual rabbit, vanishing cat and hookah smoking caterpillar, it seems illogical…or does it?
Commercial mullet fishing in 1955. (Monts de Oca, C. Morris courtesy of State Archives of Florida)
In the early 1900s, the mullet skiff was originally designed for use in the commercial mullet fishery of the south. Popular for its simple construction, flat-bottom dory style hull with vee entry, and rounded stern (back) design, the mullet skiff was ideal for operating in shallow waters while carrying heavy loads of fish. However, during Prohibition, entrepreneurs souped up their mullet skiffs with straight-8 engines (precursor V8s) to run rum from the Bahamas and Cuba to the states. Since then, many mullet skiffs have undergone less scandalous modifications and have evolved to have an outboard motor in a well near the bow.
Why place a motor here? For three important reasons: 1) It places the motor higher in the water for maneuvering in shallow water, 2) it leaves the stern (back) open to work a net, and 3) it eliminates the risk of net entanglement in the propeller. So, with “the wrong end in front,” the mullet skiff was the perfect choice for the near-shore predator study our field crew conducted this summer throughout the Chesapeake Bay.
Eleven-year-old Lucy Paskoff knows something about the hazards of filming wildlife. She and fellow home-school student McKenna Austin-Ward spent weeks documenting one of Chesapeake Bay’s most destructive pests: the mute swan.
From left: SERC home-school students Joe Giardina, Molly Enriquez and Anne Marie Nolan at the student documentary film screening. (SERC)
It began with a video series called Ecosystems on the Edge. Home-school students ages 11 to 16 came to the Smithsonian Environmental Research Center every two weeks, from September 2013 to January 2014, to create short science documentaries. Their abilities ranged from knowing how to shoot film to knowing how to turn on a computer, but full-scale video production was new to all of them. The Ecosystems series–short videos of SERC scientists working to save the coast–provided a springboard of ideas. The rest of the creative process was up to the students.
They broke into teams, ranging from one student to three. Instructor Karen McDonald walked them through the documentary-making process. Each team had to draft a proposal, draw a story board, create a shot list and script, interview SERC scientists on camera, film “B” roll (extra film) and find narrators, or read the narration themselves. Then came post-production, when the students spent weeks learning to use editing software.
By January, four teams overcame the environmental snags and technical difficulties and produced their own documentary shorts. From invasive earthworms to mute swans, here are their films:
Invisible Invasion: Joe Giardina, Molly Enriquez, Anne Marie Nolan. Using ideas from the video Earthworm Invaders, this group focused on the silent and invisible invasion of earthworms in forests and the effects of invasive worms on forest ecosystems.
Beauty and Beast: McKenna-Austin Ward, Lucy Paskoff, Max Gwinn. This documentary was inspired by the video Alien Invader, which looked at invasive barnacles in the Chesapeake Bay. For their video the students chose the invasive mute swan, and compared people’s perception of the bird as beautiful to its beastly effect on the flora and fauna of the Bay.
Invertebrates as Bioindicators: Xanthia Strohl. Inspired by the video Stream Health, Xanthia explored the idea of using blue crabs and crayfish as indicators of water quality and health in the Bay, and suggested ideas for helping reduce runoff.
Blue Crabs-The Soul of the Chesapeake Bay: Abbie and Katie Cannon. This team of sisters was moved by the Blue Crabs: Top Predator in Peril film. Their documentary is based on the plight of the blue crab in the Bay, and factors affecting its population and success.
Image capture of the blue crab from Smithsonian X3D. (Credit: Smithsonian Institution)
Can’t get to water to fish up a blue crab? Want to teach about blue crabs and Smithsonian research but can’t make it to SERC or the Chesapeake Bay? Landlocked, but you want students to measure a crab’s carapace and learn about its life cycle? SERC has the answer: a virtual blue crab.
The blue crab is just part of the new Smithsonian X3D—a revolutionary way for visitors to interact with Smithsonian collections and research. In November 2013 the Smithsonian launched the Smithsonian X3D (beta) program, which allows visitors to flip, rotate and zoom in on digitized 3D images of objects from across the Institution. Right now they can explore more than 20 objects, including Amelia Earhart’s flight suit, the Wright brothers’ plane and a life mask of Lincoln.
Wood frogs (Lithobates sylvaticus) freeze solid over winter and come back to life in spring
by Karen McDonald
Wood frog (Dave Huth)
Here in North America there are a wide variety of toads and frogs, but perhaps none are so unusual as the wood frog. These frogs are found in Eastern North America, Canada, and up into Alaska. On a warm spring night you might hear them singing(click here for sound clip) near bogs, vernal pools or upland forests, but something remarkable happens to them this time of year in the winter: They freeze solid. Now freezing solid isn’t remarkable by itself, but what is remarkable is that the frogs will literally come back to life in the spring, after having no heartbeat or brain activity (they don’t even breathe) for up to eight weeks! This baffles and amazes scientists, who are actively studying them even now.
Herve Memiaghe, front, in Gabon’s Rabi forest plot. The red line marks where they measure the tree’s diameter. (Smithsonian Institution)
Herve Memiaghe isn’t the average intern. Before coming to the Smithsonian Environmental Research Center, the 33-year-old Gabonese ecologist had already earned a master’s degree and spent four years working at IRET, the Institute for Research in Tropical Ecology in Gabon. Since 2012 he has also done field work in the Rabi plot as part of the Smithsonian’s global forest study.
The 25-hectare Rabi plot sits on the southwest coast of Gabon. Diversity spikes in the rainforests of Central Africa, where a single hectare can contain more than 400 different species. And that’s just the trees. The animals bring problems of their own. In Memiaghe’s experience, it’s not uncommon for hungry elephants to eat the tree tags along with the leaves.
“Sometimes we find the tag in the dung of elephants,” Memiaghe says. Usually the scientists can figure out where the tag came from, so it doesn’t throw off their research that much. “It just maybe can be a mess for the new people.”
by Monaca Noble, Kristen Larson, Linda McCann and Ian Davidson
Video: Biologists place pennies underwater to test how well volunteers can spot small invaders
What is the Bioblitz, and why would researcher Linda McCann cash in her dollar bills for hundreds of pennies in preparation for it?
Bioblitzers braved the rain to search for invasive species. (Deborah Mercy)
A Bioblitz is an intensive survey in which trained volunteers head out en masse to catalog species in a specific area. On September 28, volunteers in Ketchikan, Alaska, joined staff from the Smithsonian Environmental Research Center (SERC), San Francisco State and the University of Alaska to search for invasive marine species along Ketchikan’s waterfront. The Marine Invasive Species Bioblitz in Ketchikan had three goals: to engage and teach the public about invasive species, detect newly arriving species that threaten Alaskan coastal waters, and recruit these enthusiastic volunteers for future monitoring efforts.
7-year-old Cecilia Bowers collects frogs in the SERC forest. (SERC)
It’s 2 o’clock in the afternoon. In the forest beside SERC’s beaver pond, Dylan McDowell and Shelby Ortiz have just finished helping a dozen 7-to-9-year-old students search for frogs and toads. They’re headed to the stream when McDowell runs into a dilemma: Some of the children don’t want to release their frogs.
“It would be really hard to find frogs around where I live,” says Emma Guy, who doesn’t have any parks or forests near her home.
“Did you know a couple years ago, they found a brand new species of frog in New York City?” McDowell asks her. He’s referring to a new species of leopard frog confirmed in 2012, whose known range has Yankee Stadium almost dead center. Closer to home, SERC biologists discovered juvenile eastern spadefoot toads in one of its wetlands this summer—the toad’s first recorded appearance on the SERC landscape. McDowell’s point, at least for the afternoon lesson: Amphibians can appear almost anywhere if you know where to look.
As store aisles quickly fill up with back to school supplies, SERC’s summer education programs are coming to a close. SERC’s Education Team took a slightly different approach to summer programming this year. Instead of hosting summer camps, they sponsored three “activity weeks” throughout the summer. Each activity week had a specific theme, and was tailored to different age groups. The first of SERC’s activity weeks was “Changing Environments,” designed for students aged 13-15. The week focused on certain case studies that highlighted environmental changes. The students also visited SERC’s weather tower, and went on expeditions in the SERC forest to catch insects and frogs. “Kids Unplugged”, the next week, was made up of students aged 7 to 9. One of the more memorable lessons was when the kids made “scat” out of play-doh in order to better understand the types of birds and mammals that live in the SERC forest. The last activity week, “Junior SERC Scientists” introduced 10-12 years olds to problem solving and the scientific method. They used forensic clues to discover who “killed” a beaver. The kids put their sleuthing skills to the test and found that the murderer was none other than Education Intern Shelby Ortiz!