C.B.S. Ecology Field Trip.
Student Name:………………………………….
Date:………………………………
Group
Members:………………………………………………………………………………………………………………………………….
Ecology is the study of the interaction of organisms with their environment. The organism
interacts with both biotic (living) and abiotic (non-living) components of its environment. We
are interested in how these components help explain the diversity of living organisms and the
distribution of any particular organism in the environment through time. During this field trip
you will make observations of plants in their natural environment; today you will observe
some of our native plants in their normal surroundings.
I. ECOLOGICAL OBSERVATIONS
On your field trip you should take notes on your own observations as well as those of your
teacher and classmates.
You will observe POPULATIONS (members of the same species within an area) that
comprise a COMMUNITY (the different populations that interact and occupy an area).
A community interacting with the physical factors of the environment is known as an
ECOSYSTEM.
As you fill in the first section try to note any of the following to record later.
o Identify the major angiosperms (flowering plants) by using the key provided.
o Go out of your way to observe the animals that interact with the plants; look
for herbivores, parasites, pollinators, dispersers, and predators.
o If you cannot see animals, you may be able to observe the results of their
presence: droppings, leaf/bark/fruit/wall damage, fruit set.
o In what ways have the abiotic factors determined what plants are present and
the positions they occupy within this ecosystem?
o In what ways have the plants of this ecosystem determined the abundance and
success of animal species?
Fill in each section as accurately as possible. Include as much detail as possible.
Question 1.
Type of habitat being studied:…………………………………………………………………………………
(Examples of habitats include: woodland, seashore, bog land, hedgerow and grassland.)
Question 2.
Abiotic factors.
At each ecosystem, note any;
a) slope:
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b) exposure to wind and wind direction:
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C.B.S. Ecology Field Trip.
c) light intensity:
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d) air temperature:………………………………..
e) soil temperature:………………………………
f) Note obvious soil texture and composition as well as potential for drainage.
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g) Determine the relative amount of organic litter above the soil:
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Note type of parent rock present if visible:
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Question 3.
Using a pencil, sketch a map of the habitat being studied in the space provided over the page.
Include main reference points such as; water features, large rocks, fences, pathways, trees, hedge
rows, buildings, direction of north, wind direction, major slopes.
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C.B.S. Ecology Field Trip.
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C.B.S. Ecology Field Trip.
II. Population Observation.
Carry out each of the following investigations and you must record your own results.
Question 4.
Line transect:
Method:
i.
ii.
iii.
iv.
v.
vi.
Follow all safety guidelines,
Place spike in ground usually under tree or in hedgerow
Unwind cord as you walk away from tree towards centre of field.
Ensure cord is marked at regular intervals (0.5m/1m/5m).
Record plants that occur immediately under markings.
In the following table record the plant type and the height of the plant.
Distance
Line
transect
0m
0.5m
1.5m
2m
2.5m
3m
3.5m
4m
4.5m
1
2
3
4
5
Question 5.
Estimate percentage frequency using a quadrat:
Method:
i.
ii.
iii.
iv.
v.
Follow all safety guidelines.
Choose a suitable area.
Throw a tennis ball over your shoulder.
Place quadrat over area where tennis ball stops.
Note results and repeat ten times.
Plant
Name:
Quadrat Number
Total
(Place a tick in each quadrat where the plant is found)
1
2
3
4
5
6
7
8
Clover
Buttercup
Dandelion
4
Percentage frequency
(total/10 x 100)
9
10
5m
C.B.S. Ecology Field Trip.
Question 6.
Using a pooter:
A pooter is an instrument use to collect small insects by sucking them up.
Trap any small insects and identify them using a key, release them into a suitable area.
Insects identified:
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Question 7.
Using a pitfall trap:
A pit fall trap is a trap used to collect small insects as they walk along the ground.
Method:
i.
ii.
Dig a small hole to bury pitfall trap level with surrounding soil.
Inspect every 24 hours, record insects caught and release.
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C.B.S. Ecology Field Trip.
Question 8.
Tullgren funnel:
A Tullgren funnel is used to collect small insects from a soil sample or leaf litter.
Method.
i.
ii.
iii.
iv.
Collect a sample of soil/leaf litter (top 10 cm of soil) and place in a sealed container.
Bring back to the lab.
Place soil sample in tullgren funnel and switch on light.
Record results at 10 min intervals.
Question 9.
Using a sweep net:
Method:
i.
ii.
Walk at a constant pace while sweeping the net in a figure of 8 through the grass.
Inspect types of organisms collected and identify using keep provided and record numbers
collected.
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C.B.S. Ecology Field Trip.
Question 10.
To estimate the number of earthworms in a pasture.
Method:
i.
ii.
iii.
iv.
v.
Remove excess grass/ vegetation,
Place the quadrat on the ground,
Add 20mls of washing up liquid to 2 litres of water and slowly pour over the area of the
quadrat.
After 10 min. count the worms as they come to the surface.
Repeat in another area.
III. Organism Interactions.
Question 11.
Record any of the following you may have seen or state any evidence to suggest they are
present:
i. herbivores:
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ii. carnivores,
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iii.
omnivores,
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iv.
parasites,
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v.
pollinators,
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vi.
dispersers,
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vii.
predators.
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C.B.S. Ecology Field Trip.
Question 12.
Make observations on how the following categories are found in each ecosystem:
a. Food Chains:--production, herbivore, predation, decomposition
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b. Symbioses:--mutualism, commensalism, parasitism
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c. Competition:--intraspecific, interspecific
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What resources may be limiting in this ecosystem?
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How many producer individuals are there relative to herbivores and carnivores?
How does energy flow in this ecosystem?
How do species protect themselves from those "higher" on the food chain?
Take time out to observe the often overlooked decomposers; how important are they to the
mineral nutrition of this ecosystem?
It may be difficult to observe competition, particularly since the superior competitors have
already succeeded, but you may note how successful the younger members of these species
are faring with respect to established individuals.
How are the successful species well-adapted to monopolize these resources or more
efficiently use them? Are any of the plants spatially or temporally separating their efforts
with respect to the annual efforts of other plants?
Change.
Look for evidence of succession. Some types of change are brought about by the natural
process of making new habitats; conversion of exposed bedrock to niches for plants and
buildup of a soil. What are the pioneer species in this ecosystem? What is the climax
community? How does each successive group of plants alter the environment to lead to the
next level of succession? This would be an example of primary succession. Secondary
succession occurs when a community is destroyed and a second round of succession is
allowed to proceed. An old field going back to forest is an example of secondary succession.
What are the species involved with this type of succession?
Notes:
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