Field Investigation
AIM:
To investigate a natural habitat of organisms, to recognise separation between species in a habitat and to recognise the relationships between organisms.
MATERIALS:
1. String
2. Hygrometer
3. Field Guide
4. Pen
METHOD:
ABSENT
DISCUSSION QUESTIONS:
Question 1: Why do we use transects and quadrants for field work?
A quadrant is an area that is separated that measures the distribution or number in a population. A transect is a line for counting the number of organisms along that particular line. Quadrants are placed along transects. We use these for field work because it allows us to determine the amount of individuals in that specific area and in average in a habitat.
Question 2: What was the dominant species in the 3 areas studied?
Area 1: Riparian - Cedar Wattle
Area 2: Flood plain - Australian Bracken
Area 3: Ridge top - Silver Wattle
Question 3: Why did the dominant species differ in each area?
Dominant species differ because the habitat changes in each area. Each of the dominant species requires different forms in their environments to take nutrients from or to keep in optimum conditions. The three areas all varied by water consistency or land type, meaning that different plants prefer these areas.
Question 4: What are field guides and what is the purpose of using field guides?
A field guide is a guidebook consisting of detailed information and can include images of a certain area. It allows the reader to gain background information of an area but to also understand and identify wildlife around them such as birds, plants and other animal life.
Question 5: List 3 pieces of evidence you might observe indicating the presence of animals not seen.
Animal tracks on the ground can indicate the presence of animals that have travelled that way. Excrement from animals also show that animals have been present and it also can help to identify the animal. Damage to the habitat also shows evidence of animals, such as scratches on tree trunks.
Question 6: Why did we not see any animals out on the field?
The weather was a factor in the reason why no animals were seen. Being winter, cold and wet weather is common, so the animals are generally in their nest or home keeping warm rather than exposing them to the cold.
Question 7: Discuss the difference between direct count and class cover; when would each be used?
Direct count involves actually counting the exact number of organisms present in a certain area. Class cover involves estimating the percentage of the area that is covered by a particular species. Direct count would be used if there are plants which are easily counted within an area such as trees but class over is used if it is uncertain of the amount such as bushes as they grow in clumps together.
CONCLUSION:
Looking at the organisms throughout different quadrants allowed an estimation of the quantity of flora species and fauna weren’t present in the environment because of the cold and wet conditions.
To investigate a natural habitat of organisms, to recognise separation between species in a habitat and to recognise the relationships between organisms.
MATERIALS:
1. String
2. Hygrometer
3. Field Guide
4. Pen
METHOD:
ABSENT
DISCUSSION QUESTIONS:
Question 1: Why do we use transects and quadrants for field work?
A quadrant is an area that is separated that measures the distribution or number in a population. A transect is a line for counting the number of organisms along that particular line. Quadrants are placed along transects. We use these for field work because it allows us to determine the amount of individuals in that specific area and in average in a habitat.
Question 2: What was the dominant species in the 3 areas studied?
Area 1: Riparian - Cedar Wattle
Area 2: Flood plain - Australian Bracken
Area 3: Ridge top - Silver Wattle
Question 3: Why did the dominant species differ in each area?
Dominant species differ because the habitat changes in each area. Each of the dominant species requires different forms in their environments to take nutrients from or to keep in optimum conditions. The three areas all varied by water consistency or land type, meaning that different plants prefer these areas.
Question 4: What are field guides and what is the purpose of using field guides?
A field guide is a guidebook consisting of detailed information and can include images of a certain area. It allows the reader to gain background information of an area but to also understand and identify wildlife around them such as birds, plants and other animal life.
Question 5: List 3 pieces of evidence you might observe indicating the presence of animals not seen.
Animal tracks on the ground can indicate the presence of animals that have travelled that way. Excrement from animals also show that animals have been present and it also can help to identify the animal. Damage to the habitat also shows evidence of animals, such as scratches on tree trunks.
Question 6: Why did we not see any animals out on the field?
The weather was a factor in the reason why no animals were seen. Being winter, cold and wet weather is common, so the animals are generally in their nest or home keeping warm rather than exposing them to the cold.
Question 7: Discuss the difference between direct count and class cover; when would each be used?
Direct count involves actually counting the exact number of organisms present in a certain area. Class cover involves estimating the percentage of the area that is covered by a particular species. Direct count would be used if there are plants which are easily counted within an area such as trees but class over is used if it is uncertain of the amount such as bushes as they grow in clumps together.
CONCLUSION:
Looking at the organisms throughout different quadrants allowed an estimation of the quantity of flora species and fauna weren’t present in the environment because of the cold and wet conditions.