Field report
Aim: (1 Mark)
To identify and describe the relationships between organisms and their environment/ surroundings.
Materials: (1 Mark)
-Abiotic measure device
-String/rope
-Pen
-Field report
Method: (2 Marks)
Line transect profile
1. A 10 meter string was layed to section out the land.
2. A rough sketch on the horizontal axis was made to show the land.
3. The string was moved in 1 meter intervals and the dominant vegetation was recorded using the key and symbols provided.
Quadrat data collection1. The 10m x 10m quadrat was marked with the string provided.
2. A section of the quadrat data sheet was allocated to each member of the group to fill out e.g. how many trees.
3. The species of trees, shrubs and saplings were recorded, and the quantity of each plant in that area were observed and recorded.
Conclusion: (2 Marks)
In conclusion with the data we collected, we could comment on the relationships existing between organisms and their environment at three different sites, with reference to abiotic factors we observed throughout.
DISCUSSION QUESTIONS: (10 Marks)
Question 1: (2 Marks)
Explain the purpose of the quadrat and transect that you set up?
The purpose of the quadrat and transect we set up was to measure the relative abundance of organisms in that area. Using these two ecological tools allowed us to gather accurate data and let us compare this data. A quadrat is counted within a grid and a transect uses a single line; it is a cross section of an area.
Question 2: (1 Mark)
What was the dominant species in the 3 areas studied?
1) Hazel Pomaderris (Pomaderris aspera)
2) Prickly Currant Bush (Coprosma quadrifida)
2) Narrow-leaved Peppermint (Eucalyptus radiata)
Question 3: (1 Mark)
Why did the dominant species differ in each area?
Dominant species differ in each area as every organism requires different abiotic and biotic factors in order to survive. Eg; The Fishbone Water-fern is dominant near the water supply as it needs water to flourish. This species would not be dominant in an area with not much water.
Question 4: (2 Marks)
What are field guides and what is the purpose of using field guides.
A field guide is a book that is designed to assist the reader to identify wildlife (either plants or animals) or other objects of natural occurrence. Its purpose is for the reader to bring this document into the ‘field’ or local area where these organisms exist to determine and help distinguish between similar organisms.
Question 5: (1 Mark)
List 3 pieces of evidence for the presence of animals in the area.
* Heard birds present in area
* Saw yabby holes in the dirt
* Saw animal faeces
Question 6: (1 Mark)
Why did we not see any animals out on the field?
We did not see any animals out on the field as the weather conditions were not appropriate for certain animals. Also people were present so certain animals may have been scared of human interaction. Different animals have different rhythms, this means that these animals could have been diurnal, nocturnal and crepuscular. This suggests that these animals were designed to be active either throughout the day, in the evening (twilight) and at night.
Question 7: (2 Marks)
A quadrat contained several Hazel Pomaderris trees and tussock grass. Explain why the numbers of one of these flora could be determined by direct count, but class cover information would need to be provided for the other.
The numbers of the Hazel Pomaderris trees can be determined by direct count and the tussock grass could be determined by class cover. As Hazel Pomaderris are single trees, it is much easier to count (direct count). By counting a bunch of grasses is time consuming; this is why class cover is used. It is also a much more accurate way in determining the variance of different plants.
To identify and describe the relationships between organisms and their environment/ surroundings.
Materials: (1 Mark)
-Abiotic measure device
-String/rope
-Pen
-Field report
Method: (2 Marks)
Line transect profile
1. A 10 meter string was layed to section out the land.
2. A rough sketch on the horizontal axis was made to show the land.
3. The string was moved in 1 meter intervals and the dominant vegetation was recorded using the key and symbols provided.
Quadrat data collection1. The 10m x 10m quadrat was marked with the string provided.
2. A section of the quadrat data sheet was allocated to each member of the group to fill out e.g. how many trees.
3. The species of trees, shrubs and saplings were recorded, and the quantity of each plant in that area were observed and recorded.
Conclusion: (2 Marks)
In conclusion with the data we collected, we could comment on the relationships existing between organisms and their environment at three different sites, with reference to abiotic factors we observed throughout.
DISCUSSION QUESTIONS: (10 Marks)
Question 1: (2 Marks)
Explain the purpose of the quadrat and transect that you set up?
The purpose of the quadrat and transect we set up was to measure the relative abundance of organisms in that area. Using these two ecological tools allowed us to gather accurate data and let us compare this data. A quadrat is counted within a grid and a transect uses a single line; it is a cross section of an area.
Question 2: (1 Mark)
What was the dominant species in the 3 areas studied?
1) Hazel Pomaderris (Pomaderris aspera)
2) Prickly Currant Bush (Coprosma quadrifida)
2) Narrow-leaved Peppermint (Eucalyptus radiata)
Question 3: (1 Mark)
Why did the dominant species differ in each area?
Dominant species differ in each area as every organism requires different abiotic and biotic factors in order to survive. Eg; The Fishbone Water-fern is dominant near the water supply as it needs water to flourish. This species would not be dominant in an area with not much water.
Question 4: (2 Marks)
What are field guides and what is the purpose of using field guides.
A field guide is a book that is designed to assist the reader to identify wildlife (either plants or animals) or other objects of natural occurrence. Its purpose is for the reader to bring this document into the ‘field’ or local area where these organisms exist to determine and help distinguish between similar organisms.
Question 5: (1 Mark)
List 3 pieces of evidence for the presence of animals in the area.
* Heard birds present in area
* Saw yabby holes in the dirt
* Saw animal faeces
Question 6: (1 Mark)
Why did we not see any animals out on the field?
We did not see any animals out on the field as the weather conditions were not appropriate for certain animals. Also people were present so certain animals may have been scared of human interaction. Different animals have different rhythms, this means that these animals could have been diurnal, nocturnal and crepuscular. This suggests that these animals were designed to be active either throughout the day, in the evening (twilight) and at night.
Question 7: (2 Marks)
A quadrat contained several Hazel Pomaderris trees and tussock grass. Explain why the numbers of one of these flora could be determined by direct count, but class cover information would need to be provided for the other.
The numbers of the Hazel Pomaderris trees can be determined by direct count and the tussock grass could be determined by class cover. As Hazel Pomaderris are single trees, it is much easier to count (direct count). By counting a bunch of grasses is time consuming; this is why class cover is used. It is also a much more accurate way in determining the variance of different plants.