Senior Biology
A Local Ecosystem –
A study of Sydney Sandstone Gully Forest.
587 Chapel Hill Road
Sackville North NSW 2756
Phone: 4579 1136
Fax: 4579 1072
www.brewongle-e.schools.nsw.edu.au
1
Health and Safety Issues
As you are working out in the field you need to be aware that:
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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 Work
P2
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.
P16
Demonstrates positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical
evaluation of the consequences of the applications of science.
History of the Study Site
The 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)
2
Investigation Scenario
The Task: Background
The 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 spottedtailed quoll (Dasyurus
maculatus). The quoll is
threatened nationally and
classed as vulnerable in NSW.
Student Task
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Establish parameters for the quoll’s survival.
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Test the study site for its ability to support quolls.
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Interpret results and make conclusions based on findings.
3
Let’s study the Spotted-tailed quoll
Where do
they
nest?
What is
their
diet?
Quoll
What type of
ecosystem do
they require?
What type of firsthand investigation methods could you use in the field to complete this study and
what equipment or resources do we need?
4
Survey Recording Form
Abiotic Components
Physical & Chemical Characteristics Along the Transect
Method
Temperature
Colour
Soil
pH
Texture
Leaf Litter
Depth
Temperature
Air
% Moisture
Light Intensity
Slope
Geography
Aspect
Elevation
Lithology
Site 1
Site 2
Site 3
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
See notes on pink laminated sheet
Place trowel into leaf litter. Take measurement from centre of trowel
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.
Turn on to x100 & take a reading from waist height (add two zeros to
your reading)
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
5
Abiotic results – interpretation sheet
Site 1
Site 2
Site 3
H=Healthy
U=Unhealthy
H=Healthy
U=Unhealthy
H=Healthy
U=Unhealthy
Temperature What would soil temperature influence?
pH
Texture
Leaf Litter
Depth
Soil
1 – 5.5 = unhealthy
5.5 – 8 = healthy
8 – 12 = unhealthy
How would the texture influence vegetation?
<1cm = unhealthy
2 – 3cm = adequate
3cm & above = healthy
You will need to use internet resources like the Bureau of Meteorology to answer some of the following
What is the average temperature range for the month for Sackville North?
Temperature Does your recorded temperature fit within the average?
Air
Light
Intensity
% Moisture
Slope
Aspect
Geography
Elevation
Lithology
<100 lux = very dark day Full daylight = ~10,000 lux Bright sunlight = ~100,000 lux
Did your lux readings vary as you moved along the transect?
Why?
What is the average humidity for the month at Sackville north?
How does your recorded humidity compare to the average?
How would the slope influence vegetation?
How would the aspect of the slope change the type of vegetation?
Does the vegetation change as you move up the slope?
Why/why not?
Why are we interested in the type of rock observed?
6
Survey Recording Form
VEGETATION TYPE AND HEIGHT
Biotic Components – Cross section
Plant Distribution Along the Transect
Transect 1
Transect 2
Key to Flora
= Shrubs (<5m)
= Small Trees
(5-10m)
= Med trees
(10-30m)
= Tall trees
(30m +)
Example
Distribution
Distribution of a species describes where it is found. A transect can be
used to measure distribution. Follow your 30m transect and record tree
category and tree height on the table below. Draw a line for each tree
with a symbol at the top that represents the category.
Transect 3
What is the vegetation classification?
____________________________________
(To complete refer to ‘Vegetation Classification by Structure’ sheet)
Quolls prefer a structurally diverse forest (plenty of
grasses, shrubs, small and large trees) Do your
observations show adequate vegetation layers for
the quoll?______________
What layer of vegetation (if any) is missing?
_________________________________________
7
Plant Abundance
Abundance refers to the number of species in a given area. This may involve counting actual species.
If the area is too large, sample plots or quadrats are used to estimate overall abundance.
You will be counting tree and shrub typess in 10m x 10m
quadrats (100sqm).
Study Site =
approx. 30,000sqm
You will then need to estimate total abundance of each
plant type for the whole site (30,000sqm)
The results for each quadrat by will be multiplied
by_______________ to find total abundance for the
study site.
Are there any site factors that could make this figure
inaccurate?____________________________________
PLANT TYPE
Quadrat 1
Quadrat 2
Quadrat 3
Quadrat 4
Average
(amount per
100sqm)
TOTAL ABUNDANCE (amount per
30,000 sqm)
(average result x _________?)
Shrubs
Small Trees
Medium Trees
Large Trees
How could this data affect the presence of a population of Spotted-tailed quolls? ______________________________________
______________________________________________________________________________________________________
HABITAT ASSESSMENT
SITE
1
Habitat
Element
A variety of 4 or more
plant species
2
Healthy Tree Canopy
/ Plant Foliage
Healthy
2
Moderately
Healthy
1
Defoliation
Evident
0
Shrubs
None
0
Some
1
Most
2
Native Shrubs
None
0
Some
1
Most
2
Ground Cover
None
0
Some
1
Most
2
Native Grasses or
Spreading Plants
2
Hollows
Butt
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
WATER
Pond/Water
Yes
1
No
0
FOOD
Plants with Fruits
/ Seeds
None
0
Some
1
Most
2
Plants of Different
Ages
None
0
Some
1
Most
2
Joined or Located to
Other Gardens / Bush
by Gardens / Bush
Yes
1
No
0
SHRUBS
GROUND
COVERS
Shrubs
2
TREES
One or more trees
native to Australia
SHELTER
SITE
3
More than 5 large trees
2
HABITAT
SPACE
1 - 3 large trees (> 6m)
1
SURROUNDING
LANDSCAPE
Trees
SITE
2
Evidence of
Dieback
0
TOTAL SCORE
/ 33
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 spotted tailed quoll requires a minimum score of 20 to
survive.
INTERPRETING THE HABITAT ASSESSMENT
AREA - 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
Nest Box Camera Survey
List any wildlife or evidence of wildlife that you found.
Threats to the Spotted-tailed quoll
List any threats to the survival of the quoll that you have identified during
your field study.
Wildlife Camera Results
List any animal recorded on the wildlife cameras.
Human Impacts on a Vegetation Community
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)
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minor (1)
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major (2)
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Has the vegetation been disturbed by;
None (o)
minor (1)
major (2)
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erosion (sheet, rill, gully)
mining of soil, clay or sand
dumping of rubbish/garden waste
bushrock collection
access roads, paths or tracks
2.
weed invasion
logging
past clearing
off road vehicle use
nutrient/sewage seepage
from adjacent farmland
3.
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Is the site;
adjacent to an urban area
adjacent to recreational facilities
showing evidence of feral animals
Score:
Poor
Average
Good
=
=
=
21 - 30
11 - 20
0 - 10
No (0)
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Yes (2)
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Recorded score:
NB: the spotted-tailed quoll requires a
score of 0-10 to survive.
Observe as many alterations to the vegetation community at the study site.
Alteration
Environmental Impact
Use the ID Charts to choose any 5 plants from the list below to determine the
availability of food sources for tree mammals throughout the year.
PLANT NAME
HABITAT &
HEIGHT
FLOWERING
TIME
ADAPTATIONS
Mountain Blue Gum
Eucalyptus deanei
Lilly Pilly
Syzygium smithii
Drip tip leaves
Sweet Pittosporum
Pittosporum undulatum
Grey Myrtle
Backhousia myrtifolia
Rough Barked Apple
Angophora floribunda
Coachwood
Ceratopetalum apetalum
Turpentine
Syncarpia glomulifera
Paperbark
Melaleuca styphelioides
Timber very
resistant to fire
Salt water durable
Use the ID Charts supplied to complete the following tables for the species below.
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
Threats
Loss, fragmentation and degradation of habitat.
Accidental poisoning during wild dog and fox control programs.
Deliberate poisoning, shooting and trapping may also be an issue.
Competition with introduced predators such as cats and foxes.
(DECC, 2007)
Conclusions
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? ________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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? ________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Are there potentially enough habitat space requirements for spotted-tailed quoll? ____________
6. What evidence do you have to support this? ________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Is the study site joined / connected to other forest ecosystems? _________________________
8. What are the implications of this for the quoll? _______________________________________
_______________________________________________________________________________
Recommendations
1. What are the possible threats and human impacts on the quoll? _________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Outline your recommendations to improve or manage the site as habitat for the spotted-tailed
quoll.
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
DEFINITIONS
abiotic
abundance
the non-living components of an ecosystem (soils, climate, air, water)
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
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 literally means “hurting each other” and in plant biology refers to the
chemical by-products of one plant inhibiting the growth of another
the mass of living matter in a particular area
the life-supporting layer of the earth extending from the upper atmosphere into
the soil
the living component (both plants and animals) usually of a particular region
a close relationship between two organisms such that one derives food and/or
shelter from the other
an assemblage of interacting populations of plants, animals, bacteria and fungi
sharing a common environment
the striving for the use of common resources between or within species
and organism that feed on other organisms (plants or animals) or on organic
matter (dead organisms, detritus)
the geographic occurrence of a population or species
the number of species in a given area
the study of ways that organisms interact with each other and with their abiotic
environment
a system of ecological relationships
all the living and non-living components that constitute and organisms
surroundings
dormant organs of vegetative growth on a stem
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
a plant or animal introduced form another region
a simple series representing the transfer of food and energy from plants through
herbivores to carnivores
a net of interwoven food chains
a plant community dominated by trees where the canopy of the trees shades
more than 30% of the ground
autotroph
allelopathy
biomass
biosphere
biota
commensalism
community
competition
consumer
distribution
diversity
ecology
ecosystem
environment
epicormic buds
eutrophication
exotic
food chain
food web
forest
genus
herbivore
larva
micro climate
micro habitat
mutualism
niche
organism
parasite
perennial
photosynthesis
quadrat
respiration
sclerophyll
species
succession
symbiosis
terrestrial
transect
transpiration
trophic
trophic level
wetland
woodland
a taxonomic group of closely related species eg. Eucalyptus, Acacia
an animal which feed upon living plants
the immature form at birth or hatching of some groups of animals such as insects,
molluscs and frogs, requiring metamorphosis to reach adult form
the meteorological conditions, or climate, in a small area
the different parts of the habitat that an individual encounters
symbiosis which advantages both species
the place or role of an organism in a community; all the components of the
environment with which an organism interacts
any living thing
an organism that consumes part of the tissue of its host
a regular event; usually an herbaceous plant or shrub which lives from year to
year
production by plants of organic compounds from water and carbon dioxide using
energy absorbed from light
a sampling frame, or an area marked out for sampling flora and fauna in a study
area
breathing; the oxidation of organic molecules within a cell to release energy
hard-leathery leaves that aid in moisture retention – usually applied to eucalypt
forests and woodlands
a group of similar individuals that are capable of interbreeding and producing
fertile offspring
the process by which one plant community replaces another
usually refers to a mutually beneficial relationship between species, but may
include parasitism and commensalism
relating to the land
a line or narrow strip, used in censuses of organisms in a given area
evaporation of water from plants, usually the leaves
refers to nutrition
position in the food chain; primary consumers (herbivores) are on the first trophic
level, secondary consumers (carnivores) are on the second or third levels
an area of low lying land that is irregularly, regularly or permanently covered with
either fresh or salt water
plant communities dominated by trees whose canopies shade less than 30% of
the ground
Definitions drawn substantially from A Natural Legacy, Pergamon 1986