Senior Biology - Web viewP2Applies the processes that are used to test and validate models, theories...
Transcript of Senior Biology - Web viewP2Applies the processes that are used to test and validate models, theories...
Senior Biology – Spotted Tailed Quoll
Student Name: _____________________________________
587 Chapel Hill RoadSackville North NSW 2756
Phone: 4579 1136 Fax: 4579 1072
www.brewongle-e.schools.nsw.edu.au
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A Local EcosystemA study of the spotted-tailed quoll
Senior Biology – Spotted Tailed Quoll
Health and Safety Issues As you are working out in the field you need to be aware that:
Ground material is often covered in moss and can be very slippery. Vines and dense undergrowth can trip. Fallen trees can be rotten and weak. Some animals can deliver painful or venomous bites. On slopes, rocks can be easily dislodged. Edges of wetlands can be quite deep and muddy.
Preliminary Course Outcomes covered by the Field WorkP2 Applies the processes that are used to test and validate models, theories and laws
of science, with particular emphasis on first-hand investigations in Biology.
P4 Describes the applications of Biology which affect society or the environment.
P7 Describes the range of organisms in terms of specialisation for a habitat.
P8 Analyses the interrelationships of organisms within the ecosystem.
P11 Identifies and implements improvements to investigation plans.
P14 Draws valid conclusions from gathered data and information.
P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology
P15 implements strategies to work effectively as an individual or as a team member
History of the Study SiteThe site is located at Sackville North on a ridge above the Hawkesbury River. The natural vegetation of the area has been modified by farming practices, school buildings and rural residential properties.
The land was originally inhabited by the Darug Aboriginal nation and presumably was not greatly altered during that time. The Sackville - Windsor area was considered suitable for farming and was settled in 1810. The vegetation was severely modified following settlement. This was initially restricted to the flood plain immediately adjacent to the river.
Sackville North Public School was located on the site from 1878-1972. Brewongle Field Studies Centre was opened officially in 1979 after the site was used for camping in the interim. It is now called Brewongle Environmental Education Centre and is a facility that hosts other schools on day and camp visits.
The site has been classified as having the vegetation community of Sydney Sandstone Gully Forest with dominant tree species including Grey Gum (Eucalyptus punctata), Turpentine (Syncarpia glomulifera) and Grey Myrtle (Backhousia myrtifolia)
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Senior Biology – Spotted Tailed Quoll
Investigation ScenarioThe study site is a NSW Department of Education and Communities facility called Brewongle Environmental Education Centre. Centre staff would like to recruit you to carry out an ecological assessment of the site for its suitability to support the spotted-tailed quoll (Dasyurus maculatus). The quoll is classed as ‘Endangered’ nationally and classed as ‘Vulnerable’ in NSW.
Student Tasks Complete pre-excursion analyses of study site and target animal species
Test the study site for relevant abiotic and biotic variables
Interpret results and make conclusions based on findings after the excursion
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Senior Biology – Spotted Tailed Quoll
Before the excursion: Visit https://brewongleeec.com/student-learning/secondary/stage-6/a-local-ecosystem-stage-6/
Utilise Google Maps/Earth on the website to answer the following:
Describe the major land use patterns around Brewongle EEC @ Sackville North:
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The study site is ‘remnant bushland’ – what does this mean and what might be the implications for
native flora and fauna?
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What is a ‘vegetation corridor’ and why are they important for native wildlife? Is Brewongle EEC linked to other remnant bushland areas by a vegetation corridor?______________________________________________________________________________
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Use the ‘Prezi’ provided on the website to complete the following
Spotted-Tailed Quoll(Dasyurus maculatus)
Distribution Mostly coastal NSW, Vic, Tasmania and restricted to some areas on western side of great dividing range. Their range has severely decreased since European settlement.
Habitat
Diet
Dens and Latrine sites
They may have as many as 20 dens across their home range (200ha) and may use rabbit warrens and wombat holes. They establish ‘latrine sites’ that are used a toilet and scent marking site. These are usually on exposed rock platforms or open ground.
Threats
From your research on page 4, identify some factors that would influence the distribution and abundance of Spotted Tailed Quolls around Brewongle EEC and Sackville North:
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Senior Biology – Spotted Tailed Quoll
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What type of first hand investigation methods could you use in the field to complete this study?
To measure Abiotic variables?
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To measure Biotic Variables?
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List some equipment that you may require to complete this study
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Senior Biology – Spotted Tailed Quoll
1 2 3 4 Mean Range
Temperature
Colour
Texture
Leaf Litter Depth
Temperature
Slope
Elevation
Lithology
Method
Soil
See notes on pink laminated sheet
Place trowel into leaf litter. Take measurement from centre of trowel
pH
Remove the cover from the thermometer and place probe in soil.
Rub fore fingers on ground & colour in the worksheet section
Step 1-Place soil on white tray with spoon
Step 2-Place 2-3 drops of universal indicator over the sample
Step 3-Sprinkle barium sulphate on sample
Step 4-Use colour chart to assess pH level
Air
Use the temperature meter
Use hygrometer.
Step 1-Read dry bulb temperature
Step 2-Read wet bulb temperature
Step 3-Calculate difference between wet & dry bulb temperatures
Use chart in centre to assess relative humidity
Use lux meter. 1 lux = light of one candle per square meter.
Light Intensity
Aspect
Turn on to x100 & take a reading from waist height (add two zeros to your reading)
% Moisture
Survey Recording FormAbiotic Components - Physical & Chemical Characteristics Along the Transect
Geo
grap
hy
Use clinometer. (blue colour) (in degrees)
Use compass.Step 1-Assess where north is
Step 2-Assess direction of transect line
Will be given to you
Assess the rock type observed
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Senior Biology – Spotted Tailed Quoll
Temperature
pH 5.5 – 8 = healthy
Texture
Leaf Litter Depth
2 – 3cm = adequate
Temperature
% Moisture
Slope
Aspect
Elevation
Lithology
Survey Recording FormAbiotic Results – interpretation sheet
Soil
H=Healthy U=Unhealthy
How does your result compare to the average for Sackville North for this time of year?
Air
What would soil temperature influence?
How would the texture influence vegetation?
<100 lux = very dark day Full daylight = ~10,000 lux Bright sunlight = ~100,000 lux
What factors contribute to a variation in lux readings?
<1cm = unhealthy
3cm & above = healthy
1 – 5.5 = unhealthy
8 – 12 = unhealthy
How would the humidity infuence vegetation?
H=Healthy U=Unhealthy
Geo
grap
hy
Light Intensity
How would the slope influence vegetation?
How would the aspect of the slope change the type of vegetation?
Would the vegetation change as you move between the gully and ridge? Explain differences.
Why are we interested in the type of rock observed?
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Senior Biology – Spotted Tailed Quoll
Vegetation - Type and Height
30m 30m
20m 20m
10m 10m
5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m
30m 30m
20m 20m
10m 10m
5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m
30m
20m
10m
5m 10m 15m 20m 25m 30m
Survey Recording Form
Small Trees (5-10m)
Distance
Tree Height
Canopy Cover
Vegetation Structure
Shrubs (<5m)
TREE HEIGHT KEY
Heig
ht
Distribution of a s pecies des cribes where i t i s found. A trans ect can be us ed to measure distributi on. Fol low your 30m transect and record tree category and tree height on the ta ble be low. Draw a l ine for each tree with a s ymbol at the top that repres ents the category.
Heig
ht
3
Heig
ht
Distance
Tree Height
Medium Trees (10-30m)
Tree Height
Canopy Cover
Vegetation Structure
Distance Distance
Tree Height
Canopy CoverHe
ight
1 2
Vegetation Structure
Quolls prefer a structurally diverse forest (plenty of grasses, shrubs, small and large trees). Do your observations show adequate vegetation layers for the quoll? YES / NO
What layer of vegetation (if any) is missing? ____________________________________________________________
Tall trees (>30m)
Example
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Heig
ht
Distance
Canopy Cover
Vegetation Structure
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Relative Abundance
Key No.Present % Key No.Present %
Key No.Present % Key No.Present %
Key Mean Range
Survey Recording FormAbundance refers to the number of species in a given area. To do this we use sample plots or quadrats to estimate relative abundance.
No. of species = Relative Abundance %
1 2
Tall trees (>30m)
3 4
X 100Total no. of plants counted
OVERALL RESULTS
TREE HEIGHT KEY
Shrubs (<5m)
Small Trees (5-10m)
Medium Trees (10-30m)
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Habitat Element 1 2 3 4 Mean Range
Trees
One or more trees native to Australia 2
A variety of 4 or more plant species 2
Healthy Tree Canopy /P lant Foliage
Healthy 2
Moderately Healthy
1
Defoliation Evident
0
Evidence of Dieback
0
Shrubs None 0
Some 1
Many 2
Native Shrubs None 0
Some 1
Most 2
Ground Cover None 0
Some 1
Most 2
Native Grasses or Spreading Plants 2
HollowsButt
Hollows 1
Limb Hollows
1
Fallen Log Hollows
1
Rocks & Crevices None 0
Some 1
Most 2
Leaf Litter None 0
Some 1
Most 2
Loose Bark (attached or shed)
None 0
Some 1
Most 2
Logs & Fallen Branches None 0
Some 1
Most 2
WAT
ER
Pond/Water Yes 1
No 0
FOOD Plants with Fruits /
SeedsNone
0Some
1Most
2
Plants of Different Ages
None 0
Some 1
Most 2
J oined or Located to Other Gardens / Bush
by Gardens / Bush
Yes 1
No 0
HABITAT ASSESSMENT
TOTAL SCORE / 33
1 - 3 large trees (> 6m) 1
More than 5 large trees 2
TREE
SSH
RUBS
GROU
ND C
OVER
SSH
ELTE
R
A LOW SCORE WILL INDICATE THE ZONE IS POOR HABITAT. This may be because it has been disturbed or requires additional habitat parameters to better
support the amazing variety of living things. A quoll requires a minimum score of 20 to survive
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INTERPRETING THE HABITAT ASSESSMENTAREA - the higher the score the better. Larger animals and those higher up the food chain require more territory/range in which to support themselves. Wildlife corridors play an important role in sustaining and conserving plant and animal species.
TREES - provide nesting sites and food for nectar and fruit eaters.
HEALTHY TREE CANOPY – a healthy canopy will indicate the site is relatively free of human disturbances (eg; erosion, compaction) or natural disturbances (storm damage, major presence of mistletoe)
SHRUBS – dense native shrubs allow small native animals and birds to shelter and to hide from predators such as feral cats.
HERBS & GROUND COVERS – provide the food for finches, lyrebirds, lizards, frogs and wallabies, and also provide habitats for small mammals, insects and spiders.
NATIVE PLANTS – native plants are adapted to the Australian environment. They require less watering, little or no fertiliser and provide the right food at the right time for the native animals that have evolved with them.
HOLLOWS – are important homes for native wildlife. It can take over a hundred years for hollows to develop in forests. Hollows also provide nesting sites for birds, possums and bats.
ROCKS & CREVICES – provide habitat for many animals to live and feed and for certain species of plants to grow – they are valuable habitat. Bush rock collection has had a significant impact on our wildlife and degraded many areas.
LEAF LITTER – provides habitat for smaller animals like lizards, geckos, frogs and invertebrates. Leaf litter, when broken down, provides humus – a rich source of nutrients for trees and shrubs.
LOOSE BARK – provides habitat for invertebrates, spiders and lizards.
LOGS OR FALLEN BRANCHES – 20% of native mammals need logs to nest in. They provide habitat for invertebrates and reptiles. When they decay they provide nutrients for the ecosystem.
POND / WATER – provides homes for frogs, native fish, dragonfly nymphs and other invertebrates. Also drinking water for birds and animals.
PLANTS WITH FRUIT / SEEDS – an important source of food for birds, bats, possums and invertebrates.
PLANTS OF DIFFERENT AGES – indicates that an area has more habitat spaces for a variety of plants and animals.
JOINED OR LOCATED TO OTHER GARDENS / BUSH – a variety of vegetation, vegetation density and landscapes will allow a greater range of animal species to find food and nesting sites.
References – Rumbulara EEC CRAM Project – CMA,Windsor
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Nest Box Camera SurveyList any wildlife or evidence of wildlife that you found.Box Species How
many?behaviour/comments
1234567891011121314
Camera Trap ResultsCamera
Species How many?
behaviour/comments
1234567
Human Impacts on a Vegetation Community12
There are many ways in which a vegetation community can be disturbed and each disturbance can have a varying degree of impact.
Observe the vegetation community around you to complete the following checklist.
1. Has the soil been disturbed by;None (o) minor (1) major (2)
erosion (sheet, rill, gully) mining of soil, clay or sand dumping of rubbish/garden waste bushrock collection access roads, paths or tracks
2. Has the vegetation been disturbed by;None (o) minor (1) major (2)
weed invasion logging past clearing off road vehicle use nutrient/sewage seepage from adjacent farmland
3. Is the site;No (0) Yes (2)
adjacent to an urban area adjacent to recreational facilities showing evidence of feral animals
Score:Poor = 21 - 30 Recorded score: Average = 11 - 20Good = 0 - 10
Observe as many alterations to the vegetation community at the study site.Alteration Environmental Impact
Conclusions13
NB: the spotted-tailed quoll requires a score of 0-10 to survive.
1. Is there structural diversity evident in the vegetation that may support a wide range of food for
the quoll?____________________________________________________________________
2. What evidence do you have to support this? ________________________________________
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3. Are there enough habitat space requirements for small mammals and birds that make up the
food supply of the quoll? ________________________________________________________
4. What evidence do you have to support this? ________________________________________
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5. Are there potentially enough habitat space requirements for spotted-tailed quoll? ____________
6. What evidence do you have to support this? ________________________________________
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7. Is the study site joined / connected to other forest ecosystems? _________________________
8. What are the implications of this for the quoll? _______________________________________
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Recommendations1. What are the possible threats and human impacts on the quoll? _________________________
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2. Outline your recommendations to improve or manage the site as habitat for the spotted-tailed quoll.
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DEFINITIONSabiotic the non-living components of an ecosystem (soils, climate, air, water)abundance the number of species in a given area
adaptation a genetically determined characteristic of form, function or behaviour that makes an organism suited to live in its environment
autotroph an organism that is able to synthesise organic matter from inorganic nutrients and a source of energy. most plants and some bacteria are autotrophs
allelopathy allelopathy literally means “hurting each other” and in plant biology refers to the chemical by-products of one plant inhibiting the growth of another
biomass the mass of living matter in a particular areabiosphere the life-supporting layer of the earth extending from the upper atmosphere into
the soilbiota the living component (both plants and animals) usually of a particular regioncommensalism a close relationship between two organisms such that one derives food and/or
shelter from the othercommunity an assemblage of interacting populations of plants, animals, bacteria and fungi
sharing a common environmentcompetition the striving for the use of common resources between or within speciesconsumer and organism that feed on other organisms (plants or animals) or on organic
matter (dead organisms, detritus)distribution the geographic occurrence of a population or speciesdiversity the number of species in a given areaecology the study of ways that organisms interact with each other and with their abiotic
environmentecosystem a system of ecological relationshipsenvironment all the living and non-living components that constitute and organisms
surroundingsepicormic buds dormant organs of vegetative growth on a stemeutrophication the enrichment of lakes and waterways as a result of the leaching of nutrients.
this often causes an excessive growth of aquatic plants. it is commonly produced by effluents such as fertilisers and sewage
exotic a plant or animal introduced form another regionfood chain a simple series representing the transfer of food and energy from plants through
herbivores to carnivoresfood web a net of interwoven food chainsforest a plant community dominated by trees where the canopy of the trees shades
more than 30% of the ground
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genus a taxonomic group of closely related species eg. Eucalyptus, Acaciaherbivore an animal which feed upon living plantslarva the immature form at birth or hatching of some groups of animals such as insects,
molluscs and frogs, requiring metamorphosis to reach adult formmicro climate the meteorological conditions, or climate, in a small areamicro habitat the different parts of the habitat that an individual encountersmutualism symbiosis which advantages both speciesniche the place or role of an organism in a community; all the components of the
environment with which an organism interactsorganism any living thingparasite an organism that consumes part of the tissue of its hostperennial a regular event; usually an herbaceous plant or shrub which lives from year to
yearphotosynthesis production by plants of organic compounds from water and carbon dioxide using
energy absorbed from lightquadrat a sampling frame, or an area marked out for sampling flora and fauna in a study
arearespiration breathing; the oxidation of organic molecules within a cell to release energysclerophyll hard-leathery leaves that aid in moisture retention – usually applied to eucalypt
forests and woodlandsspecies a group of similar individuals that are capable of interbreeding and producing
fertile offspringsuccession the process by which one plant community replaces anothersymbiosis usually refers to a mutually beneficial relationship between species, but may
include parasitism and commensalismterrestrial relating to the landtransect a line or narrow strip, used in censuses of organisms in a given areatranspiration evaporation of water from plants, usually the leavestrophic refers to nutritiontrophic level position in the food chain; primary consumers (herbivores) are on the first trophic
level, secondary consumers (carnivores) are on the second or third levelswetland an area of low lying land that is irregularly, regularly or permanently covered with
either fresh or salt waterwoodland plant communities dominated by trees whose canopies shade less than 30% of
the ground
Definitions drawn substantially from A Natural Legacy, Pergamon 1986
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