Fleming, 2014, plant ecology research lesson, S14 Supplemental text 1
Field Trip and Report Essentials
Introduction
The description of community structure is the cornerstone of community ecology. To undertake any
meaningful research in plant ecology, we must be able to quantify (and understand!) spatial relationships,
individual abundance, and diversity of plants. We must also consider soils because plants and soils
develop together. Regional climate and microclimate affect community structure as well, so these must
also be considered. Understanding vegetation patterns and species assemblages begins with a study of
plant communities, their associated edaphic (soil) factors, local climate, and local site history.
The following terms are used to describe vegetation, and should be familiar to you at this point:
A large area selected as representative of the plant community
Plot
An area within a plot in which vegetation is sampled
Quadrat
The number of individuals of a species in a community or plot
Abundance
The number of individuals per unit area
Density
The number of species in the plant community
Richness
The percentage of the total number of quadrats containing a certain species
Frequency
The percentage of area occupied by a vertical projection of the canopy onto the ground
Cover
Diameter at ~1.5m above the ground (“breast height” of early 20th century foresters)
DBH
Tree trunk cross-sectional area at ~1.5m above the ground
Basal Area
Field Methods
We will go over some of the basic field methods and review/practice them before our field trip. In the
field we will use a sampling technique known as nested quadrat sampling.
This sketch illustrates the nested quadrat design. The dimensions as sketched are approximate, but on the
ground, the large rectangle should measure 10 x 20m, while the large squares are 4 x 4m each, and the
small squares are 1 x 1m each. This design will be replicated in each new plot sampled on our field trip:
A. Vegetation Sampling
1. Establishing the Nested Quadrat
 We will lead you to pre-determined permanent sample locations.
 The four corners of each 10 x 20m plot are marked. Locate the corners and mark them with
accessories provided. Then use measuring tapes provided to mark the extent of the large plot
(10 x 20m). You will sample tree cover in this large quadrat.
 Within this large plot, mark five 4x4m quadrats, one in each corner of the large quadrat and
one in the center. You will sample shrub cover in each of these 4 x 4m quadrats and report the
average cover from these five subsamples.
 Within each of the five shrub quadrats, mark a 1x 1m herb layer quadrat approximately in
the center. You will sample shrub cover in each of these 1 x 1m quadrats and report the average
cover from these five subsamples.
 After you record these data, pack up your gear and head up the trail for your next sample location.
Fleming, 2014, plant ecology research lesson, S14 Supplemental text 1

It is important that you take thorough field notes describing the plot and any “quibbles” you ran
into while sampling to assist you in later analysis and writing. In particular, what evidence of
disturbance and unusual conditions occur? Were there any species you could not identify readily?
Take pictures of these! Did your plot cover both the north and south facing banks of a stream?
Were there new downed logs in your plot? Is it near a heavily used trail? Look for visual clues
to the history of this site.
2. Herb Layer Sampling
 Begin your vegetation sampling by using a 1x1m quadrat frame to sample the herb layer. A 1m2
quadrat frame with grids will be provided to each group. Locate one herb quadrat approximately
in the center of each of the shrub quadrats you have marked. For each placement, estimate and
record the percent cover for each species of herb and grass in each quadrat. Additionally,
estimate and record the percent cover of leaf litter and woody debris on the ground. Use the
data sheet provided to you. Have more than one person make independent estimates and discuss
before recording so as to avoid observer bias. Be sure to report the average values of species’
cover from all five subsamples as one value for the class data set.
3. Shrub Layer Sampling
 Estimate the percent of each 4m x 4m quadrat covered by each shrub species. Do not make
cover estimates for individual plants; the estimates should be a total percent cover for each
species (which may have one or many individual plants within the quadrat). Use a visual
projection of the canopy crown of each shrub to the ground level to estimate the extent of ground
area covered. Have more than one person make independent estimates and discuss before
recording so as to avoid observer bias. Be sure to report the average values of species’ cover
from all five quadrats as one value for the class data set.
4. Tree Layer Sampling
 In the large quadrats measure/record the DBH of each tree > 5cm in diameter. Record the
number of trees smaller than 5cm DBH but do not measure them (classify as <5cm). Be
aware of the units of the measuring tape you are using (only use cm!). From this information, you
can later estimate density and size distribution of trees.
 As you did with the shrubs, for each tree species visually estimate the percent canopy cover of
the quadrat. Again, it is better if two members in the group do this and discuss before recording.
It may help to make separate estimates for each half of the plot then average the values.
IMPORTANT!! To verify accuracy, and to ensure that all data are submitted in a timely manner,
each group must turn in two sets of raw data before leaving the field site. A class data set will be
compiled and returned to you by late next week.
B. Environmental Sampling
1. Environmental conditions
 At each location assigned for you to sample, we will give you location data, elevation, direction
and degree of slope, and distance to trails and streams. Please record these data on your data
sheet. Please also note any disturbance to the site such as trash, trampling by horses or hikers,
etc.
2. Soil collection
 Soils develop as a product of the parent material, climate, relief, weathering processes, organisms,
and time. Each group will collect soil samples from each plot sampled (e.g. within the 10 x 20m
plot) to return to the laboratory for further analysis.
 Collect soil from three different 1m x 1m subplots within the large 10m x 20m plot and combine
into one blended sample in the plastic bags provided. To obtain good soil samples, remove the
Fleming, 2014, plant ecology research lesson, S14 Supplemental text 1
leaf litter and the top 3cm of mineral soil, and then get a scoop of soil from about 10 cm
down. Remove roots and organic matter but not pebbles or stones. Total amount of soil
collected should be about one heaping handful or so. Record the plot number on the plastic
bag. In lab we will determine moisture content. You must weigh each soil sample before and
then again after it has dried in an oven. Record the following soil data:
a. The litter type and depth in the field (is it dominated by conifer or by deciduous litter?)
b. These samples will be sieved for texture when you return to the lab. You will record the
percent (by weight) of each of the three major size classes of soil. For reference:
Gravel >2mm
Sand 0.06-2mm
Fine: Silt and Clay <0.06mm
c. After weighing your fresh soil, I will place all samples in a drying oven at ~80° C for 48
hours. The dry mass is necessary for determination of moisture content.
% Soil Moisture =
𝑚𝑎𝑠𝑠 𝑏𝑒𝑓𝑜𝑟𝑒 𝑑𝑟𝑦𝑖𝑛𝑔 − 𝑚𝑎𝑠𝑠 𝑎𝑓𝑡𝑒𝑟 𝑑𝑟𝑦𝑖𝑛𝑔
𝑥 100
𝑚𝑎𝑠𝑠 𝑎𝑓𝑡𝑒𝑟 𝑑𝑟𝑦𝑖𝑛𝑔
d. Make a soil paste (one part dry soil, one part distilled water) and record its pH as directed
in lab. Use the provided Munsell Color Chart to score and record soil color as directed. For
this metric you will record soil value, hue, and chroma. These data are good proxies for soil
nutrient and organic load.
VEGETATION ANALYSIS PAPER
You will be supplied with data from this class and every semester before you. As noted many times in
class, you and your group will write a publication style report of your findings of the Red Hills
vegetation. The following tips may help your group have an easier time of writing up this work.
 Provide a short outline of your hypotheses, methods specific to how you used and modified the
data, expected results if your hypotheses are supported, and which group members will perform
which tasks. Your data analysis must include a t-test, ANOVA, regression and either an indirect
ordination or a direct ordination.
 Have me check over and approve your group’s outline.
 Remember to focus on specific questions that can be addressed by the tools and data you have
available. Attempts to match patterns in species data to various environmental factors will be
most relevant, and will demonstrate your ability to best apply what you have learned in this
course.
 Be sure to include at least five primary sources in your reference section. Secondary sources are
fine, but primary sources are mandatory. Any reference cited in your reference section must be
cited in text and vice versa.
 Each group must write a paper of ~15-20 pages total (includes graphs, references, etc.) reporting
your analysis. In the body of the paper, in the margins, please note who the main authors are.
For example, if Ann and Berry wrote the intro, and Chelsea and David wrote the methods, please
indicate so. If all members contribute equally for specific sections, note this as “all” in the
margins.
Fleming, 2014, plant ecology research lesson, S14 Supplemental text 1
This written report is due at the start of the final exam. The oral presentation is due in the
last lab session; group presentation order will be chosen randomly.
Fleming, 2014, plant ecology research lesson, S14 Supplemental text 1
Equipment/Gear checklist:
6 x 100m measuring tapes
6 x 50m measuring tapes
6 x 15m measuring tapes
data sheets (many copies)
24 clipboards
1 qt. freezer Ziploc bags (as many as plots will be sampled
12 hand trowels
florescent flagging tape
24 x chaining pins
GPS unit
compass
pencils
pens
Sharpie markers
6 x copies plant list  students can customize by adding species, pictures, etc.