Projective Foliage Cover
Projective foliage cover is a measure of the proportion of ground covered by the vertical projection of vegetation, or more simply put . . . how much shadow the vegetation overhead places on the ground. It is used in combination with tree height to classify the plant community within an ecosystem.
Projective foliage cover can be estimated by comparing the leaf area within the canopy overhead to the diagrams in the table below. Estimate the projective foliage cover in your study area by recording four random samples and finding the average value.
Projective foliage cover 70%
Projective foliage cover 50%
Projective foliage cover 40%
Projective foliage cover 30%
Projective foliage cover 60%
QUADRAT STUDY – Abiotic Factors
Task 3 Soil testing
Method.
disturbance is evident.
2. Perform soil tests/ observations listed below.
Name of parent rock
Texture
Sand – mostly larger mineral particles that do not stick together well. Will not produce a mass that sticks together.
Loam - a mix of larger and smaller particles (some adherence). Will produce a weak mass.
Clay – mostly fine particles that stick together. Will form a ribbon.
Colour A1 Horizon (be prescriptive)
Colour A2 Horizon (be prescriptive)
Indicative depth of Topsoil (to bottom of A1)
Drainage (excellent, good, fair, poor)
(saturation test)
pH using Universal Indicator
(Barium sulphate method)
Soil temperature (degrees Celsius)
(digital thermometer/ degrees Celsius)
Topography
Slope
(field protractor app or clinometer/ degrees)
Aspect
(Compass or i-Pad app/ bearing e.g. 45 degrees North-West). Take the compass bearing along one of the 20 metre sides down the slope to check aspect.
Compass bearing/ direction is ___________________ downslope.
Soil texture
Soil texture is determined by the relative proportions of the three mineral fractions (sand/ silt
and clay). A soil’s texture can be determined by feel.
A soil’s texture determines its ability to retain water and the nutrient levels available to plants.
Take a small sample of topsoil and perform a physical assessment of the sample by rubbing
between the fingers. Assess the average size of the mineral fraction by using the “roughness”
of the sample as a guide.
Comment on the expected moisture and nutrient availability for plant species growing in this soil.
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How might plants overcome these problems?��_________________________________________________________
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QUADRAT STUDY – Abiotic Factors.
Task 4. Measuring Atmospheric Conditions:
Method.
1. Perform the atmospheric tests (below) using the appropriate equipment.
2. Compare your findings to the long term data for this location.
Record the time of year/ date at which your readings were taken
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Why is the time of year relevant?
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Abiotic factors | Light Light meter/ Lux | Temperature Digital thermometer ºC | Relative Humidity Hygrometer % | Wind Speed Anemometer m/s | Wind Direction Compass/ Bearing |
Reading 1 | | | | | |
Reading 2 | | | | | |
Reading 3 | | | | | |
Reading 4 | | | | | |
Mean (Average) | | | | | |
Range (High – Low) | | | | | |
QUADRAT STUDY - Abiotic Factors
1. Are there any significant variations between readings? Explain any trends in data. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
� 2. Comment on the comparison between measured values and long term data.
Why is it necessary to consider long term data?�________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Which abiotic factors have the greatest impact on plants and animals occurring in the study area? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
VARIETY, DISTRIBUTION AND ABUNDANCE OF FAUNA
Task 5 Monitoring fauna:
Method
Within your quadrat area, examine the canopy, tree trunks, shrub layer, leaf litter and soil surface for the presence of animal life. Carefully capture and observe any small animals. Use Burnum Burnum or i-Book Field Guides to identify any animals you see. Release animals (unharmed) after observation.
Record any structures, markings, movement or sounds, etc caused by animals.
Complete the table below as a record.
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Name of animal (if known)
Numbers found
Comments/Observations (where found, feeding relationships, etc)
ESTIMATING ANIMAL POPULATION SIZE
Task 6: (Capture/ Tag/ Release/ Recapture Method)
Standard quadrat techniques cannot reliably measure the abundance (population size) of animals. One alternative method of estimating populations is to use the capture/ tag/ release/ recapture method.
Method
1. A known number organisms are captured and marked in some safe way (ear tagging, spray paint, collar, etc).
2. All individuals are released and time is allowed for these individuals to disperse/mix with others of the population.
3. A further sample is later recaptured and the percentage of marked species in the recapture is assumed to be that for the whole population.
Note: It is assumed that animals mix uniformly within the total population upon their release and that marking in no way increases the animal’s chances of predation or other misadventure.
4. Use the following formula to determine results.
A. Animals Captured/Marked/ Released. _________________
B. Total of Animals Recaptured. _________________
C. Marked Animals Recaptured. _________________
Estimate of total Population = A x B/ C _________________
RELATIONSHIPS BETWEEN ORGANISMS
Task 7 Trophic relationships
Method
1. Use data gathered from quadrat study area to suggest a food chain that illustrates trophic (feeding) relationships between some organisms that you may have found (or you suspect may be present) in your quadrat area. Be sure to include producer, consumer (1st and 2nd order) and decomposer organisms.
2. Construct a food pyramid using your food chain.
3. Comment on the expected changes in biomass at each level and the relative efficiency of energy flow.
Food Chain
Food Pyramid
Food Web
Energy Transfer/ Trophic Levels
The flow of energy is one of the two most important processes in any ecosystem (the other being the chemical cycling of matter).
Each link where energy flows from one level to another is called a trophic level (trophic meaning related to feeding).
This process is fairly inefficient with only 1 to 20% of energy moving from one trophic level to another (typically around 10% in Australian ecosystems). The remainder of energy is lost as heat.
An example of Energy Transfer through trophic levels
Incoming Solar Energy Eg 10000 kilojoules
1st Trophic Level Producers
Generally 1% harvested at first trophic level. If 10000 kilojoules are absorbed by green plants 1000 kilojoules will become energy within plant material.
2nd Trophic Level Herbivores
Approx. 10% energy harvested. 100 kilojoules will become energy within these animals.
3rd Trophic Level Carnivores
Approx. 10% energy harvested. 10 kilojoules will become energy within these animals.
4th Trophic Level High order Carnivores
Approx. 10% energy harvested. 1 kilojoule will become energy within these animals.
RELATIONSHIPS BETWEEN ORGANISMS
In any ecosystem more complex relationships than a simple predator/ prey situation may exist. The term used to describe relationships where one organism interacts with another in a more complex way is symbiosis. There are three types of symbiotic relationship that exist . . . Parasitism, Commensalism and Mutualism.
Task 8
Observe the examples shown and describe briefly how each relationship works.
Example 1. Mistletoe (Dendrophthoe vitellina)
What is the host for the mistletoe?
How could the dispersal/ spread of this plant be explained?
Describe the nature of attachment of the mistletoe to the host tree. What tissues do you think would be involved?
Notice the similarity between the leaves of the mistletoe and the host. Is this important in any way?
Classification of relationships
. . . between mistletoe and the host tree.
. . . between mistletoe and the mistletoe bird.
Example 2. Scribbly Gum (Eucalyptus haemastoma)/ Moth larvae
Scribbly gum is easily recognised by its smooth, white or grey bark which has scribbly patterns over its surface.
What causes these patterns?
Does the tree appear to show any signs of ill health due to the action of the moth larvae?
Are there any other benefits to the moth larvae in addition to food supply?
Classification of the relationship.
Example 3. Termite/ Protozoan
Why are termites important in drier ecosystems (i.e. dry sclerophyll forest compared to rainforest)?
Termites feed exclusively on dead wood which is extremely high in cellulose, yet they cannot digest cellulose. Explain the role of the protozoan in the termite's gut.
Classification of the relationship.
ADAPTATIONS OF AUSTRALIAN PLANTS
Australian native plants possess a number of adaptations that are biological solutions to the environmental problems that face them.
Task 9 Case Study: Banksia serrata
Stem Trunk and Bark
Describe the feel of the bark and its colour. How might these features be adaptations to prevent damage during bushfire or drought?
Look for evidence of epicormic buds (buds located on the trunk sometimes/ under the bark) or buds from the lignotuber (base of the trunk). How do these buds help the plant following bushfire or drought?
Leaves
Draw a Banksia leaf.
Banksia leaves have very different upper and lower leaf surfaces.
How might these surfaces help prevent moisture loss from the leaf?
How are the leaves displayed? eg. do they hang down?
How could this help prevent moisture loss?
How does the leaf’s shape and texture help protect it against predators?
Buds/Flowers
Sketch a flower spike and compare to an individual flower. stigma
Note that true petals, sepals and filaments are missing.
How does this reduced flower structure help the plant? anther
style
perianth tube
(4 segments)
Fruit/Seeds
Draw and describe the woody fruit (follicle) and seeds of the Banksia.
What adaptations do these parts possess?
Other adaptation
Proteoid roots - shallow roots that spread widely to collect moisture efficiently.
Mycorrhiza – micro-organisms attached to roots in a symbiosis that helps the plant to take up nutrients especially nitrogen and phosphorus.
Yellow flower colour/ heavy nectar production – encourages both insects and small mammals to visit flowers meaning pollination is more reliable than by wind.
Sunken stomates/reduced stomates in leaves – causes reduced moisture loss.