HOW TO USE THIS COURSE. This course has been written for Biology students who are taking part in a fieldwork excursion to Field of Mars Environmental Education Centre in Sydney, Australia. Though the course sections are arranged in a logical order you may like to browse on your own terms The Navigation table below shows which sections are considered to be: - the Minimum requirements for a good understanding of the topic - the Fieldwork knowledge requirements for students preparing for the Field of Mars EEC excursion - the Reporting framework information for student preparing a report based on the excursion.

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Minimum Fieldwork Reporting

Your Introduction to the topic, A Local Ecosystem

1.1 Your tasks and worksheet

1.2 Real world applications

1.3 Syllabus content and outcomes

Local ecosystems in focus

2.1 Study site location and surroundings

2.2.1 Ecosystem types - Dry sclerophyll woodland

2.2.2 Ecosystem types - Mangrove forest

2.3.1 Human impacts - Recent human impacts

2.3.2 Human impacts - Historical human impacts

Fieldwork investigation

3.1 Rationale - real world management contexts

3.2 Investigation planning and design

3.3 Working with biotic variables

3.4.1 Abiotic variables - Air temperature, humidity, wind speed

3.4.2 Abiotic variables - Light intensity

3.4.3 Abiotic variables - Aspect and slope

3.4.4 Abiotic variables - Soil pH

3.4.5 Abiotic variables - Soil texture

3.4.6 Abiotic variables -Soil temperature

3.5 Abiotic variables - Data management

3.6 Analysis of results and reaching a conclusion

Practical fieldwork notes

4.1 Planning for effective group work

4.2 Technology

4.3 Safety

Chapter 1.1 - your tasks and worksheetWelcome to this online course.

It will help you through the fieldwork component of the Yr 11 Biology unit A Local Ecosystem which is heavily focussed on a practical field study of an Australian ecosystem.

This course has been designed to help prepare you for the mandatory fieldwork investigation excursion as well as your school's fieldwork assessment task.

How does this course work?

1. Before the fieldworkYou are likely to be given sections of this course for homework in the weeks before the fieldwork excursion.This will involve reading and making notes on your own copy of the fieldwork worksheets (download the worksheet using the assignment link below). You can also make online study notes using the tab on the right of your iPad screen. 

2. During the fieldworkYou will be using the same copy of your fieldwork worksheets on the day of the fieldwork excursion. Please look after them! 

3. After the fieldworkDepending on your school's biology assessment schedule, you will have to complete some sort of assessment task.The assessment task may take the form of an information report, an open book examination or a completed fieldwork booklet. It is usually worth 15-20% of your HSC Preliminary Course assessment marks.

It is a very good idea to revisit this course and your notes when preparing for your assessment task.

TASK:

Download and if possible print the fieldwork worksheets. (link url below)You will need this to make manual notes before and during the fieldwork.

Link: http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2015/02/Biology-Worksheet-2015.pdf

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Chapter 1.2 - Real world applicationWhat is the topic about? The A Local Ecosystem topic is essentially an ecological study of a natural environment.

Ecology is the branch of biology that deals with the study of how organisms interact with:  • each other • their biotic environment • their abiotic environment In this topic you will also be analysing and reporting on the aspects of a local ecosystem that have been affected by humans. You will also be proposing solutions to any problems that exist as a result of these "human impacts".

Why is this topic important? Many biology students just like you go on to have careers as consulting ecologists. Even if you do not become an ecologist yourself, your world will be shaped by the work of ecologists. They are the people who allow society to predict the consequences of human activity on the environment, and make informed decisions for a better future. An ecologist's work is well-paid and typically involves preparing detailed reports about ecosystems, human impacts, endangered animal recovery plans, abiotic factors and environmental impact statements. An Environmental Impact Statement (EIS) is a specialised report that is required by law to be prepared before a development or planned disturbance, such as a new road, structure or building, is allowed to go ahead. In practice an EIS describes the existing environment, its surrounding area, the potential environmental impacts of the proposed development or disturbance and suggestions of what can be done to minimize these impacts.

How does the fieldwork excursion work? The Field of Mars EEC excursion has been carefully designed to simulate the work of an ecologist preparing an EIS.

During the excursion there will be three activities: Two activities are focussed investigations that record and analyse information as if for an EIS The third activity is a general ecological information study that covers other important information about the flora and fauna of the ecosystems studied. This general ecological information is important for ecologists because their ability to predict environmental impacts depends on their understanding of the fauna and flora and ecological processes in the environment.

OPTIONAL EXTENSION ACTIVITY:

Find the flora and fauna assessment capabilities of this environmental consultancy company. (link url below)The first three dot points are very similar to the work you will be doing in this topic.

Link: https://nghenvironmental.com.au/ecology/

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Chapter 1.3 - Syllabus content and outcomesHere is a direct quote from the contextual outline of the A Local Ecosystem unit in the Biology syllabus;

Students should be encouraged to analyse and report on those aspects of the local environment that have been affected by people and propose realistic solutions to the problems that exist.The report should include:• a statement of purpose;• a clear and detailed description of the area studied;• any background material collected on the area;• appropriate presentation of data collected;• analysis of data;• suggestions of the relationships that exist in the area;• and an assessment of human impact on the area. 

At present, this online course and excursion covers about 60% of the content and outcomes of the whole A Local Ecosystem topic. The other 40% is very closely related and will be covered in other lessons organised by your teacher.   You will also be covering key outcomes and content from other parts of the syllabus, including some crucial content from the Year 12 Biology HSC topic Maintaining a Balance.

TASK:

Access the download page for the NSW HSC Biology Syllabus. (link url below)

The A Local ecosystem topic can be found on pages 22-24

Link: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/biology.html

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Chapter 2.1 - Study site location and surroundingsDuring this course and your fieldwork you will be investigating two neighbouring ecosystems:

1. The dry sclerophyll woodland of Sugarloaf Hill 2. The mangrove wetlands of Buffalo Creek Reserve.

1. Sugarloaf Hill is a valuable pocket of dry sclerophyll woodland covering an almost conical hill on a small promontory that juts out into the Lane Cove River in East Ryde.

Sugarloaf Hill (often referred to as 'The Sugarloaf') became part of Lane Cove National Park in 1996 and is home to many species of native flora and fauna including the threatened Red-crowned Toadlet.

The dry sclerophyll woodland of Sugarloaf Hill is a remnant ecosystem, which effectively means it is a patch of native trees, shrubs and grasses leftover from the bushland that used to cover a much larger area, and is almost totally cut off from the rest of Lane Cove National Park by the suburban area of East Ryde, Buffalo creek and the Lane Cove River.  

The Sugarloaf Hill bushland remnant is far from untouched and shows major differences in ecological structure from the original vegetation type due to disturbances by natural and human intervention. Despite these disturbances it is regenerating largely through natural processes. Just because it is remnant bushland doesn’t mean it is low quality habitat.

2. Buffalo Creek Reserve occupies the lower reaches and mouth of Buffalo Creek where it meets the Lane Cove river. The area is managed by Hunters Hill Council.

At the end of the 19th Century it was a large low-lying area covered with saltmarsh vegetation and a few mangroves along the creek line, however the extent of the mangrove forest expanded dramatically when the creek and Lane Cove River silted up as a result of urban development.

In the 1950s people didn’t understand about the ecological value of these ecosystems and much of the site was buried under a garbage tip. This tip was intended to be in use for many years and would have eventually filled the valley. Fortunately local residents protested and the tip was closed.

The tip area has now been rehabilitated as a recreation-style area with bicycle tracks, playgrounds and picnic amenities, however the rubbish (mainly old vehicles and building refuse), still remains under the grass .

A major source of environmental pollution called Leachate occurs when rainwater filters through the old tip and emerges back into the mangrove swamp laden with dissolved and suspended pollutants.

TASKS: 1. Examine this Google map. (link url below) Use the information to carefully shade in the extent of the two fieldwork ecosystem areas and the position of the main study sites.

2. Take the time to read this fact sheet about remnant vegetation. (link url below)Use this to answer the first two questions on page 2 of your worksheet.

Link 1: http://goo.gl/maps/a7bRp,Link 2: http://www.spiffa.org/uploads/2/6/7/5/2675656/factsheetprotectingremnants.pdf

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Chapter 2.2.1 - Ecosystem types: Dry sclerophyll woodland

Why is it called a Dry sclerophyll woodland?

The geology of the area is sandstone, which weathers to form a loose, sandy soil with low organic content and water holding ability.The vegetation type reflects this.

Sclerophyll is a general term used to describe Australian vegetation communities dominated by plants with tough, hard leaves that do not easily dry out.

A woodland is a low density forest where the tree canopy layer has many gaps, allowing lots of sunlight to reach the ground.

Our dry sclerophyll woodland ecosystem study site can be summarised as being dry, infertile, fire-prone and having high levels of biodiversity.It covers approximately 7.5 hectares.

Common names of typical native plant species found at the site include:

• Trees: Red Bloodwood, Sydney Peppermint, Old Man Banksia and Broad leaved Hakea

• Shrubs: Mountain devil, Hop bush, Hair-pin Banksia, Wild Parsley and Prickly moses

• Herbs and groundcovers: Blue flax lily, Flannel flower, Hooded orchid & forest grass tree.

There are also some introduced (weed) species including:

• Blackberry, Canary island palm, Ochna and Asparagus fern

OPTIONAL EXTENSION ACTIVITY:

Read the first few lines of this transcript of the proceedings of the NSW Legislative Council.Why did the politicians act to add Sugarloaf Point to Lane Cove National Park?

Link: http://www.parliament.nsw.gov.au/prod/parlment/hansart.nsf/V3Key/LC19960924034

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Chapter 2.2.2 - Ecosystem types: Mangrove forestThe mangrove forest ecosystem study site is found between the low and high tide levels (this is often called the intertidal zone), along the banks of Buffalo Creek and Lane Cove River. This ecosystem is usually flooded with salt water twice a day when the tide is high.

While this ecosystem is extraordinarily rich in nutrients it is largely a monoculture, meaning it is dominated by only one family of vegetation consisting of 95% Grey Mangroves and 5% River Mangroves.

Mangroves are a type of tree that are unique in their ability to grow in intertidal mudflat habitats that present the following challenges to plants:

• Salt - living cells will usually die in a saline environment.

• Oxygen-poor soils - the mudflat sediments are permanently soaked which makes it difficult for the trees to breathe through their roots.

• Unsupportive soils - the wet sediments do not hold together well and so do not offer much support for large trees.

Despite these challenges the mangrove forest is a valuable nutrient-rich ecosystem that provides crucial habitat to a great variety of estuarine and marine species.

Mangrove forests can also work as effective barriers between terrestrial and marine environments, guarding against erosion and trapping physical and chemical pollution.

The Buffalo Creek mangrove study site covers an area of approximately 8.5 hectares.

TASK:

This fact sheet will be a great help in your studies.What are the three key functions that are provided by mangrove ecosystems?

Link: http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0020/236234/mangroves.pdf A local ecosystem 2015

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Chapter 2.3.1 - Recent human impactsAn environmental impact is a specific ecological effect on an environment caused by a disturbance.

It is important to note that the A local ecosystem topic is focussed on examining the environmental impacts of disturbances caused by human activities.

Both of our study sites have been affected by a variety of past and continuing environmental impacts caused by human actions in the last few decades.

In describing these impacts it is important that you detail the human action that led to the environmental impact.

For example, lets examine the following paragraph:

Urban development in the surrounding area involved land clearing and earthmoving on building sites. This sped up the natural process of erosion and downstream sedimentation which meant that the riverside salt marsh ecosystem was smothered with eroded sediment which killed the saltmarsh and allowed the mangrove forest to take over. The species that depended on the salt marsh ecosystem were then unable to inhabit the area.

In the paragraph above the environmental impact process can be summarised as:

Land clearing = erosion of soil = deposition in other areas = smothering of salt marsh ecosystem = loss of habitat.

TASK:

Watch the video and take notes on the human actions and their associated impacts that have altered the ecosystems at the study site in the last 30 years.

Link: https://vimeo.com/85315376

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Chapter 2.3.2 - Historical human impactsAs with the recent human impacts (Section 2.3.1) you will need to continue describing human actions and their associated impacts on the study site ecosystems, however, you are now describing things that happened well into the past (prior to 1980).

Many of these impacts can be described as legacy impacts, meaning that the human action stopped a long time ago, but the environmental impacts are still having an effect of the ecosystems.

TASK:

Watch the video and take notes on the human actions and their associated impacts that have altered the ecosystems at the study site prior to the 1980s.

Link: https://vimeo.com/85315377

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Chapter 3.1 - Rationale - real world management contextsSugarloaf Hill is part of Lane Cove National Park. The main reason why Australia has national parks is to conserve biodiversity which is important for many reasons (see assignment below). In Lane Cove National Park the park rangers are required by law to manage (look after) all the living things in the park no matter how difficult or complicated this job may be. Sugarloaf Hill is home to several threatened and vulnerable species of plants and animals, each of which requires a separate species management plan. It takes considerable time and effort to gather the right sort of quality information needed for these management plans. To make the park ranger's jobs even more challenging, most Australian vegetation communities often need to be deliberately set on fire: •Control burns are lit every 2-30 years to stimulate fresh vegetation growth and create ideal conditions for healthy habitats and higher levels of biodiversity. •Hazard reduction burns are lit when the rangers decide that the bush has a large amount of flammable leaf litter that is likely to lead to a catastrophic fire risk in summer. Usually these deliberate burns are planned for the cooler times of the year. At Sugarloaf Hill the rangers must be very careful in how they plan these deliberate burns, not only because of all the suburban houses and infrastructure nearby, but also because the area is known to support several vulnerable and endangered species which could be destroyed if too much bush was burnt at once. One of these species is the Red-crowned Toadlet that lives near sandstone outcrops on the hill. Because of this the rangers usually burn part of the bush in patches every year. This means animals and plant communities have a chance to recover and thrive after each burn. Our woodland fieldwork study has been planned up to collect information about the difference in plant diversity between two patches of bush that differ in how long it has been since they were set on fire by the rangers. Another way of saying this is that we are going to see if there are any differences in the variety of plants at Sugarloaf Hill as a result of control burning.

TASKS: Why is it important to conserve biodiversity in Australia? What are the three priorities of the NSW Biodiversity Conservation Strategy? Use this short eBook to find out.

What are the main threats to the Red-crowned Toadlet? What are the management strategies in place to protect this animal? (Use this fact file. hint - 3rd page)

Link: http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/tsprofileRedcrownedToadlet.pdf A local ecosystem 2015

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Chapter 3.2 - Investigation planning and designAs you know from the previous post (3.1 Rationale), the purpose of your field study is to collect information about the difference in plant diversity between two adjoining patches of bush that differ in the period since they were last burnt.

You may already know about some common ecological sampling techniques and how they can be used to determine a specie's abundance or distribution.

For our investigation we are going to utilise a method called a line transect, which in our case will be a 20 to 60 metre long measurement line marked out in the bush, along which we will record the plant diversity (the number of plant species) in five metre sample zones. Teams of students will be working in these 5 metre sample zones to record the necessary information about the vegetation.

We want to compare two areas of vegetation that differ in the period since they were last burned by a bushfire we obviously need to make sure that any transect we set up runs from one relevant area to the other.

In the Biology course you are going to be assessed on your understanding of investigation design so it is important to consider the big picture when designing a method for this sort of investigation.

For example, how can we be sure that any recorded differences in plant diversity are to do with the fire and not some other ecological factor? Remember, this is not a lab-based experiment where we can control all other variables.

The best thing we can do is measure these other environmental variables and keep an eye out for any patterns in the data that may suggest that something other than the difference in fire frequency between the two zones may be causing any observed change in the plant diversity.

Another way of saying this is that we are going to carefully measure some other factors that are known to affect woodland ecosystems. Any difference in these other factors will give us an indication that something else is causing any observed change in the plant diversity. 

Continued on second page...

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The other factors we are going to record are:

• Air temperature

• Relative humidity

• Wind speed

• Slope

• Aspect

• Soil pH

• Soil texture

• Soil temperature

Some of these are biotic (living) factors and others are abiotic (non-living) factors.

Professional ecologists know it is important to make sure that any environmental factors they are

testing are actually being affected by these specific variables and not something else. For this reason

ecologists often record lots of background data which can provide valuable clues about what else

might be affecting an ecosystem.

On the excursion the class will be working together to formulate a hypothesis for testing.

The hypothesis will be a simple sentence that predicts how the vegetative diversity (the variety of

different types of plants) in the dry sclerophyll woodland is affected by the length of time since the last

bushfire.

You will be using Page 4 of your worksheet to plan the investigation and Page 5 to record your own

data for part of the transect. You will then be transferring your data to a class data table (see second

assignment below) that will be used to collate and examine the total data for the entire transect.

TASKS: 1.Watch the video (filmed at the study site) to get an idea of how your investigation may be set up.

2.View the transect combined data sheet your class will be using. Once you have collated the whole class results you will then be constructing a column graph with the transect segment on the X axis.

3.Review the 5 basic steps of the scientific method using the example in this short eBook (which uses chemistry as an example) - the same steps as your ecology fieldwork investigation.

1. Link: https://vimeo.com/72242779

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Chapter 3.3 - Working with biotic variablesHere is a step-by-step guide to how we will be setting up a vegetation line transect: (adapted from: "Establishing vegetation transects" by the WA government).

1. Place a marker stake to establish the transect start. (A brightly coloured marker system can be used to identify the transect markers.)

2. Measure out the whole transect line (preferably along the ground or as close to ground level as possible) and place another marker stake at the other end. 

3. Using the same measuring tape mark out the other transect marker stakes every 5 metres.

4. Divide the class group into small teams and assign each team to a 5 metre section of the larger transect. 

5. Each group needs to work along their 5 metre section of the transect line and count how many different types of each species of plant intercepts the line. (Remember to look up and include the branches of plants that hang over the transect line.)

6. Record the abiotic readings at the mid-point of each transect section. 

7. Record data on your fieldwork worksheets and then transfer this to the Combined Data Sheet.

8. If you have enough time, identify each species encountered along your section of the transect and use its unique code, and an estimation of its height, to plot each plant along your section of the transect.

TASK: This vegetation ID chart will be used to identify plants during the field study. It gives each plant a unique code which speeds up the collection and analysis of vegetation data.

Link: http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/2012-Chart-title-page.pdf

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Chapter 3.4.1 - Abiotic variables:Air temperature, humidity & wind speedAir temperature, humidity and wind speed are important abiotic factors that affect living things Together with aspect (see 3.4.3) they influence the moisture levels of the soil, leaf litter and vegetation itself.

TASK: Watch this video which explains how to use the Kestrel 3000, a specialised instrument that measures all three factors.Link: https://vimeo.com/72245347

CHAPTER 3.4.2 - WORKING WITH ABIOTIC VARIABLES: LIGHT INTENSITY

Light intensity is the main source of energy in ecosystems.

In a forest foodchain the green plants are the producers that use light energy to photosynthesise and produce energy which is in turn used by the consumers.

Light intensity controls rates of photosynthesis and plant growth and, together with light duration (the length of daylight hours in a day), affects flowering, germination and consumer behaviour.

Too much light energy, however, will damage the chloroplasts (photosynthetic organelles in the plants leaf cells) and for this reason many Australian plants have a shiny coating on their leaves to reflect excess light.

The unit of measurement for light intensity is lux.

TASK: Watch this video that details how to measure light intensity using a light meter.Link: https://vimeo.com/85314012

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Chapter 3.4.3 - Working with abiotic variables:Aspect and slope

Slope is a measurement of the angle or steepness of an area.

Aspect is the direction that the slope faces.

Slope and aspect are important factors in an ecosystem because they affect the:Potential for erosionAngle and intensity of light as well as the length of the daily period of direct light exposureBehaviour of bush firesEffects of prevailing winds - typically hot in summer and cold, dry in winter.

Being a geometric measurement, the unit we use for slope is degrees.

TASK: Ecologists measure the slope of an area with an instrument called an inclinometer. Watch this video to find out how.

Link: https://vimeo.com/72242873

CHAPTER 3.4.4 - WORKING WITH ABIOTIC VARIABLES: SOIL PH

Soil pH is measured using the pH scale between 0 and 14.

0-7 is acidic, 7 is neutral and 7-14 is alkaline.

Most plants do not grow well outside the range of between pH 4.5 - 8.0.

The pH scale has no unit of measurement.

Soil pH is important because it affects a plant's ability to absorb nutrients such as nitrogen, potassium and phosphorus which are essential for that plant's growth and disease resistance.

Soil pH is commonly measured using a saturated paste testing kit. 

TASK: Watch this video that explains how to perform the "saturated paste" soil pH test in the field.

Link: https://vimeo.com/85314011

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Chapter 3.4.5 - Working with abiotic variables: Soil texture

Soil texture describes the relative proportions of sand, silt, and/or clay in a soil.

Soil texture is important because it affects the water and nutrient holding of a soil which in turn affects what sort of vegetation can grow in that soil. Coarse soils are usually less able to hold and retain nutrients and moisture than fine soils.

At our sugarloaf study site we often find the soil is one of the following textures:

Loamy sand

Clayey sand

Sandy loam

TASKS:

•To determine soil texture we will be getting our hands dirty. This video demonstrates the bolus and ribbon method we will be using. (Watch from 1.19 - 3.50)

•This instruction sheet gives a good outline of different soil textures and the steps we will take to measure them.

Link URL: http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/Soil-texture-test-instructions.pdf

CHAPTER 3.4.6 - WORKING WITH ABIOTIC VARIABLES: SOIL TEMPERATURE

Soil temperature is an important ecological factor because it affects the germination of seeds as well as the growth rates of seedlings and roots.

When measuring soil temperature, it is important that the soil thermometer penetrates the soil and not just the layer of leaf litter, in reality this means a depth of 5 - 10 cm.

TASK: This information sheet shows how to measure soil temperature with a soil temperature probe: http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/Soil-temperature.pdf

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Chapter 3.5 - Data management

As a student of ecology, you need to present and manage the data you collect so that you can:

Identify if there is a significant difference in plant diversity along the transect

Decide whether to accept of reject your investigation hypothesis

Identify any trends in the extra abiotic and biotic factors that were measured

Your worksheet and the transect combined data sheet (see 3.2 and below) have been created for these purposes however you may chose your own way of re-tabulating and managing the data after the excursion.

TASK: Transect combined data sheet.

http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/Transect-combined-data-sheet-2005.doc

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Chapter 3.6 - Analysis of results and reaching a conclusion.

Before you read this section please take a moment to re-read sections:

3.2 Investigation planning and design

3.3 Working with biotic variables.

Your tasks are now to:

1. Accept or reject your hypothesis.

2. Discuss whether any differences in the other factors measured are contributing to any difference in plant diversity.

3. Discuss if any further investigation is needed before a definitive conclusion can be made about the cause of any difference in vegetative diversity at this study site.

These steps will almost certainly be discussed together as a group in class time, however if you want a good assessment mark you will ultimately have to formulate a conclusion in your own words.

You will remember that the purpose of our investigation is to test our hypothesis which is to do with the difference in observed plant diversity between two patches of bush that differ in how the period since they were burnt in a significant bushfire.

Your class developed a common hypothesis for investigation on Page 4 of your worksheets and your class recorded transect data for each sample zone on Page 5.

Each work group then transferred their data to the Class Data Table which is now used to examine the total data for the entire transect. It may be useful to graph all data using the transect marker numbers as the X axis.

If the data shows a significant (>10%) difference in vegetative diversity between the bushland on either side of the track and there is little or no difference in the other recorded factors then we will probably accept our hypothesis if this is what it predicted.

If there is a significant (<10%) change in the other factors then careful thought is needed: Is any difference in the factors a cause or an effect?

For example, if light intensity was found to be higher in an area with a greater vegetative diversity then this might be because the bushland that is not burnt every 8-14 years  tends to become dominated by certain species of tree and tall shrub which often shade out the understorey. This can make it harder for other species to germinate and thrive, thus causing a drop in vegetative diversity.

TASK: Examine these sample results from a similar transect. Can you make a conclusion using the steps detailed above? http://fieldofmarseec.nsw.edu.au/wp-content/uploads/2014/01/Transect-results.pdf

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Chapter 4.1 - Planning for effective group work during the investigationFieldwork can be challenging for some students. Not only is it a challenge to stay safe and comfortable in a bushland environment but it can also be difficult for a student who is not used to natural environments to have the vision and the planning skills to design and carry out a meaningful scientific investigation that will provide the required data.

As you prepare for your fieldwork stay in touch with your Biology classmates and chat about what you are doing, why you are doing it and how you plan to do it. This way you will practise communicating ecologically and you will at least be 'on the same page' when it comes time to work together during the fieldwork investigation.

Fieldwork tasks:

Here is what you and your partner(s) will need to do in the field at the sugarloaf study site:

1. Make your way to your 5m section of the transect.

2. On Page 6 of your worksheet label the X-axis with the relevant transect distances and make general notes of any tracks, boulders, erosion, etc.

3. Count and record how many different species of plants are found along your transect section.

4. Measure and record the readings of the abiotic factors at a point midway along your transect section.

5. Transfer the data from 2 and 3 above to the Combined Data Sheet. (Your teacher will have this sheet)

6. Identify the different species of plants and plot these with their codes on the table in the lower half of Page 6.

7. Construct a simplified cross section showing where each plant occurred and the height of each plant.

8. Parts 1-5 are essential, 6 and 7 can be left off if time runs out.

Time management:

It is usually best to break up your fieldwork time into manageable chunks and double-check your progress with the Field of Mars EEC teacher every 10-15 minutes. Some groups like to 'divide and conquer' where one student records plant types and the other abiotic factors, other groups work together the whole time.

Above all, don't be afraid to ask questions! Even if you don't know how to put your question properly into words the friendly Field of Mars staff will be able to help.

Don't forget: this course (and all it's instructional videos and resources) will be available on the Field of Mars EEC fieldwork iPads on the excursion.

Equipment management:

Please make sure all instruments are clean, turned off and returned to the red equipment bags

TASK: Review the methods and notes on these two pages. Page 1 shows simplified instructions for measuring the abiotic factors. Page 2 shows a completed example of a slightly different transect worksheet.

A local ecosystem 2015

INTRODUCTION LOCAL ECOSYSTEMS IN FOCUS

FIELDWORKINVESTIGATION

PRACTICALFIELDWORK NOTES

Chapter 4.2 - Using technologyYou will be using numerous technologies during the course of your fieldwork. These include:

• This online course

• Abiotic measuring instruments

• Interactive digital texts

• iPad apps for data management, spreadsheets and graphing

• Email and cloud based storage systems.

Most of these technologies are used to help manage the flow of information and data whilst others are used for accurate and efficient measurement of ecological factors.

If you have any further ideas of how technology can be used in a biology fieldwork investigation then please contact Field of Mars EEC using the contact link below.investigation.

OPTIONAL TASK: Contact us with your suggestions: http://fieldofmarseec.nsw.edu.au/contact/

CHAPTER 4.3 - SAFETY All you are going to do is spend the day outdoors in the great Australian bush - what could possibly go wrong?

Here are some of the risks, however remote, with hints on how to stay safe:

• Dehydration (possible) - please bring at least one litre of water. If the weather is going to be hot bring two bottles - one frozen.

• Sunburn (possible) - Wear a comfortable hat, long-sleeved shirt and bring sunscreen.

• Twisting your ankle (unlikely) - please take your time when moving around and wear supportive shoes with grippy soles.

• Exhaustion (unlikely) - You will travel just over 1km during the excursion, bring a large lunch and plenty of snacks

• Snakebite (extremely unlikely) - Red bellied black snakes live in the area, but are glimpsed only very, very rarely. They are a timid species and will only consider attacking if cornered. Back slowly away.

• Getting lost (unlikely) - The field study area is not large, let the teacher know if you are a slow walker or have any mobility issues.

• Biting insects (possible) - In summer bring a personal roll-on insect repellant and avoid sitting down without checking for ant nests.

• Bad weather (possible) - Unless the weather forecast predicts very heavy rain, heatwave, duststorm or extreme fire danger the excursion will likely go ahead. Please bring clothing to suit the conditions.

OPTIONAL TASK: Optional download: Area map with safety information

A local ecosystem 2015

INTRODUCTION LOCAL ECOSYSTEMS IN FOCUS

FIELDWORKINVESTIGATION

PRACTICALFIELDWORK NOTES