Wetland Vegetation Analysis
Objectives:
● Establish an initial description of the wetland vegetation shortly after planting that will allow later
comparative studies of wetland succession.
● Teach students standard techniques of vegetation sampling and statistical analysis.
● Introduce need for library (secondary) research prior to original (primary) research.
● Introduce new students to databases, journal article location, and citation.
● Introduce student to format for primary research reports in science.
Lab 1: Library research (may not be done first if weather permits field work)
See “Library Intro F05.doc”
1. Introduce wetland project to students
● design and objectives. Show photos.
● social importance,
● crucial role of students & importance of careful work.
● benefits to students,
● need for background information.
2. Go to library for introduction to library research. (Details in library intro file)
How to use search databases.
How to locate articles in journals.
How to cite journal articles.
Typical form of a primary research paper in science.
3. Students research on different topics related to wetlands. Groups of 2 work on different topics,
e.g.
• Wetlands - what are they? where? Importance of wetlands. What kinds of things live there?
• Bioremediation
• Succession
• Biology of species in our wetland - plants, animals, microorganisms. What , where? how do they
live? how do nutrients get recycled? etc.
Groups find sources - books, journal article, review articles, etc. For each, type a summary of
contents:
• their name(s)
complete reference
• summary of what kinds of information can be found and were (pp.)
• photocopy short articles, illustrations, etc.
These are compiled in notebooks in the lab for all students to use to look for information about
particular topics or organisms. The notebooks either have the information or tell where it can be
found in the library. Instructor puts books on reserve .
Lab 2 (or 1 if good weather): Field work
Supplies for 8 groups of 3 (2 to consult on data; 1 recorder)
● PVC stakes for marking sampling grid areas. Size: 2-3 feet long. Number: about 40-50
In lab
● 3 envelopes with X,Y coordinates for high marsh (HM) and low marsh (LM) quadrats. (see other
files)
● Envelope for used sample papers.
- photo of an actual quadrat with vegetation, detritus and bar areas. One per pair. for practice.
- practice quadrate marked on floor with tape, containing potted plants and detritus from greenhouse
for practicing cover.
- practice data table for each student.
● 1 folder per group with:
● Instructions. one per student.
● Data sheets per group to record: species cover, detritus cover, water depth, percent water
cover,
● Transparencies to show 1%-4% cover. Write 1% in each square.
● Species identification photos with stratum and Indicator status.
Changes to make for F06:
- page of spp planted in ridges, including Scirpus pungens.
-page of spp planted in channels
- page of "grass species (spp.)" don't give names if plan to lump them together.
● map of wetland w planting areas labeled uniquely.
In van waiting at wetland:
● 12 sets Hip-waders (need to purchase 8 sets)
● Water and cups
● Sunblock
● First aid
- quadrats (stored in first floor storage room). Add more glue to corners. Attach U-shaped coat
hanger wire to each with a string. Students will use this on ridge sides to hold quad in place.
Meter sticks
Preparations before lab 2
1. Establish sample areas in the wetland. Each of the 5 course sections study 2 nearby vegetation
types to reduce walking through the wetland. Choose sites so that earlier sections do not trample
areas to be studied by later sections.
2. Set stakes every 10 m to facilitate measuring distances along ridges
3. Prepare map of sampling area, assigning column and rows to give each square meter a unique
designation. Prepare grab bag of all possible quadrats.
4. Photograph all species of plants to show species. Print 4-6 per page in color to make an
identification packet for each group of students.
5. Prepare instructions for finding random sample plots and collecting data. Add to packet on
clipboards with attached pencils.
Email students - remind to bring pencils, graph paper, calculators, rulers, shoes, hats; bathroom
before lab.
Procedures during lab 2
I. Preliminaries in lab for wetland work.
A. Overview of wetland (Students follow on map)
Purpose: To use plant to purify water from parking lots and roof of facilities management bldg on
hill behind.
How it works: Trace water path.
It's not a wetland yet. It has to develop into one. This is called succession - change in a
community over time -- species replacing other species. This is not evolution - the species don't
adapt, they just get replaced. Occurs because organisms naturally modify their environment. But
that creates conditions that allows other species to move in. Species don't modify environment
FOR the other species. They don't WANT to be replaced. it just happens.
Planting areas:
Some areas planted with native wetland plants. The theory is that by planting we will a) speed up
succession, making the wetland more effective, faster and b) the planting may help keep out
undesirable plants.
Point out some of planting areas on map and in wetland.
Channels (supposed "Low marsh") = plants adapted to "wet feet" - roots soaked in water for long
periods. We hope this area will stay wet all the time.
Ridges (supposed "High marsh") = plants that do well near water and can tolerate wet feet for
shorter periods.
Unplanted areas allow us to compare what happens when we don't plant with when we do.
Our role:
Biology classes will monitoring the succession. Seeing what plants move in when. We'll be
testing the theory to some degree. Do planting help keep out weedy plants? Does the wetland
develop faster in planted areas? Other classes will also be studying the animal life that changes
as the community changes.
Our class will begin the process. We will collect "baseline data" All future classes will need to
know what was here at the beginning -- before succession? They will look at your data. So what
you do will affect future classes. We need to make sure we do it well.
B. Practice identifying sampling location on maps
1. Assign 3 regions:
Low marsh will be approached from 2 ridges and only go half way in to minimize trampling.
2 LM groups approaching from North ridge share a random number bag.
2 LM groups approaching from the South ridge share a random number bag.
4 HM groups share a random number bag.
2. Groups pick 4 slips from the random coordinates envelope. Put selected papers into ‘Used”
envelope, so not used again.
3. Enter numbers in data table
4. Find each on map and put dot (approx)
C. Sampling.
Importance of randomization of observation units.
1. The statistical methods we use required randomized sampling. Require other methods if
sampling isn’t random.
2. To avoid bias. We usually have some idea of what we expect. If just put quadrats down “at
random”, we will often unconsciously place them in ways that will give us what we expect to
find. So we need a rule to follow that we establish in advance.
3. Hand out packet with instructions. Tell student to read how to find sampling locations. This
is important. They will not remember if you just tell them. They need to know what is in the
instructions and that they are expected to follow the instructions.
4. Call on students to tell steps. Show map to help them see how to do coordinates.
5. How will they place the quadrat? Show cross section of ridge and channel to show where
quadrats will be placed and where 0 lines are for nor/south coordinates.
6. Where will they stand. Stress importance of standing on sides and not moving to avoid
trampling in some other quadrat.
D. Practice estimating cover and filling out table.
Each students gets a sample data table.
Fill in information at top. Tell them to find the photograph in their packet of the planted
species.
Fill in quadrat coordinates
Give them sample data of each thing they will record. Have them put the data in the table.
Check that it's ok. We had lots of problems with students not knowing how to read a table
and putting in data in wrong places.
Species will be individual species, except grasses, which get lumped together.
E. Practice estimating cover.
1. With color photocopy of a quadrat containing vegetation, detritus, and bare area. One per
pair. Reuse for each section.
2. With quadrats marked out on floor containing potted plants and detritus form greenhouse.
III. Walk to wetland with students.
GROUPS TAKE PACKET WITH ONLY ONE OF THE DATA SHEETS. THROW AWAY THE
REST. (In some groups, each person recorded all the data, some we didn't discover until after
we had entered it three time in the data base.)
Cut through Facilities management parking lot.
Show how water from roof and surrounding lots enters into holding pond, then to wetland.
A. Orientation. Students get out map. Show:
● Compass directions
● Row numbers
● zero stakes.
B. Practice identifying species and estimating cover.
Instructor puts 4 quadrates down on vegetation around wetland that contains a variety of species.
1/4of class goes to each.
Instructor tells them to get out instruction sheet and follow step by step.
Instructor gives time for each work while he/she circulates to other groups, deals with questions of
estimation, and quizzes them on knowledge of instructions. If they fail or don't know, say "Read
the instructions. I'll be back." Don't let students go without them reading and following the
instructions. THIS IS CRUCIAL. Students will not remember what you say. They will be anxious
to get started, and will assume they know everything from the work in lab, but they will make
mistakes if they don't follow the instructions step by step.
Turn to color photos. Identify a species, help each other find all individuals of that species then
and estimate % cover.
repeat for other species
estimate % detritus – nonliving organic matter – Ignore overlapping plants.
estimate % bare - Where soil, or coconut mat, or water shows through the vegetation and detritus.
D. Sampling rules. When finished, groups get checked out by instructor. Instructor asks where
they go, where quadrate will be placed, where students will stand. Then sends them off.
E. Break
LM groups get boots from car.
All should get drink of water.
F. Groups collect data. Until 20 minutes before end of lab period
Those finish 4 quads earlier, get new data table (new sheet or on flip side) and keep working.
Instructor has to watch each groups for proper sampling technique.
Instructor needs to check each group to see that data is being properly entered.
G. Collect and check out gear.
Turn in packets with data sheets, illustrations, maps, transparencys, Methods
Turn in meter sticks
Turn in quadrats.
Instructor must check out each data sheet for all information. for data entered in the right place.
Check to make sure that % cover of all species, plus % detritus and % bare add up to at least 100%.
By 15 min before end of lab or after nearly all but a couple of groups have done 4 quadrats, return to
lab.
METHODS FOR STUDENTS
Place quadrat at coordinates
1. Go to the plot coordinates. The slip of paper gives 4
pieces of information:
a) Your study plot. HM = “high marsh” (slopes of
the ridges). LM = “low marsh” (flat channel bottom
between the ridges).
b).Your Row. Rows are the ridges in order from
south to north.
c) Distance east (E) or west (W) from the pinkflagged stake at the end of the row. The flag is at
0m. Others are at 10m intervals. Use your meter
stick to measure between stakes.
d) Distance north (N) or south (S) perpendicular to
the top edge of the ridge.
Example, if your slip of paper said HM2A Row 2
32E, 0S. You would look up the HM2A region on
the map. You will go to the 0 stake at the end of row
2, then count the stakes (10, 20, 30) to get to 30
meters, then use your meter stick to measure off 2
more. Then you will face South (see map) and the 0
meters will be at the edge of the ridge as it sloped
down.
e) Place the 1 m2 quadrat with the center (where the
wires cross) at the point of the coordinates given on
your slip of paper.
h) Each group of 3 does at least 4 quadrats. As time
permits, do more.
Identify species. Use color photo sheets.
1. List the species in your table by scientific name.
2. Lump grass species together. In your table, just
record “grass spp.”
3. If there is a species you can’t find in the photos, call
your instructor for help. If your instructor is busy,
give it a temporary code until he/she is available. If
your instructor can’t identify it, he/she will stake a
sample and give it a species number, starting with
species 9.
4. If water present in the quadrat. Measure it's depth in
three places and record an average.
Record number of plants of the planted species in
the area (if any)
Record the % of the plot that is wet with water.
Estimate cover.
1. Record species cover. Start with the first species
Each student looks straight down and individually
estimates cover as follows:
f) One student remains on the top of the ridge and had
3 jobs: A) help others up and down the slope, B)
makes sure methods are being followed precisely,
and C) records data.
What % of the whole 1 m2 quadrat is occupied by
vertical projection of leaves onto ground – like taking
a photo. Ignore other species overlapping above
and below.
g. Two students walk straight out on either side of their
quadrat. Put it in place, then stand on opposite
sides of the quadrat
Spaces between leaves are not included in cover –
just the areas covered by leaves and stems.
-----------------------0 line-----------------------------Ridge path
----------------------0 line ----------------------------Ridge slope
Don’t try to estimate less than one percent; just
record < 1%.
In range of 5-95% just estimate to nearest 5%
2. Repeat for each species.
north or south distance
------------------------------------------------------------
3. Record % detritus – % of the quadrat covered by all
nonliving organic matter – Ignore overlapping plants.
4. Record % bare - Where soil, or coconut mat, or water
shows through the vegetation and detritus. Any of
the plot overtopped by vegetation or living plant
matter is not included
TO AVOID TRAMPLING PLANTS, DO NOT MOVE
AROUND. DO NOT STIR UP THE MUCK IN THE
WATER..
5. Add up the % for each species, % detritus and %
bare. They should total at least 100%. If not, go
back and reevaluate your estimates.
Lab 3 Combining library and field research into a primary research paper.
Introduction
Will work in teams to write a primary research paper on our wetland research that (unlike our first
paper) will include a literature review in the introduction and (and also refer to literature in the
discussion?)
Objectives
● More practice writing a primary research paper. Hopefully seeing some last time helped. Use
journal Environmental Research as a guide.
● More practice finding information in library.
● More practice doing statistical analysis. (also on next exam)
● Learn to work effectively in teams.
Assemble notebooks
Notebook for each of 4 main topics of secondary research last week
Wetlands
Wetland plants
Wetland macroorganisms (besides plants)
Wetland microorganisms
Each will compile the resources available on those topics – Each section of the course will have a
section, but you’ll use informaito from all 5 sections.;
In writing your papers you will need information on a number of different topics. You’ll go to the
appropriate notebooks and see what’s available. Write down what sources have what information
you want. Then go to the library to read the source for yourself.
So we are combining our searching efforts to help everybody find useful information.
Library groups put together materials. I need to check before you put in notebook.
● Your name on each one.
● Full citation. Author date Title journal name vol, issue pp
● Summary of information it contains and pages where to find it if it’s a book.
When I’ve check you out, hole punch and put in appropriate notebook.
Groups for working on paper
I put names on board - groups of 3 (from different previous groups: Worked on different library topics;
and if possible a stronger, weaker, and intermediate student. Also tried to put dominating
personalities together)
Get together.
Exchange contact information.
Record possible meeting times outside of class and lab.
Requirements of group paper.
Same as last, except addition of literature to intro and discussion sections (see my BioTropica
paper as example of how I’ve talked about what’s know and compared it to what I’ve found.)
Follow format of the journal Environmental Research, which is in library. Imagine we are
submitting a paper to it. Follow its format and style.
Introduction
Info about wetlands – what they are
What is remediation
What the RU wetland is trying to do
Structure
What was planted and why. What are their properties?
What your question is and what’s known in the wetland literature.
Why it’s interesting or important to investigate it further.
Methods – how we collected data.
Results – what you found for your particular group question.
Discussion
Add literature in the discussion as well. – how what we’ve found fits in with what is known.
About similar wetlands
The plants.
How expected to change? – plants, macro animals, microbes.
Don’t obsess about whether library info goes in intro or discussion. I won’t worry about that as
long as it’s logically presented.
But you are required to include information from all four library research topics in your paper.
Individual group questions
Kinds of data and kinds of comparisons. I presented column headings of types of data collected and
asked students for possible comparisons (rows). They came up with things I didn’t think of (e.g. north
vs south of ridges)
% Cover of
individual spp
Total veg cover # spp. per plot
% detritus
cover
% bare
Ridge sides v
channel
bottoms
Different
planting areas
Ridges near
the inlet vas
farther
North vs
south sides of
ridges
Planted areas
vs unplanted
areas
Required to include at least one kind of comparison that requires statistical analysis. For A or B work,
may do more on data analysis, deeper, broader literature analysis, or both.
Groups decide on question(s) to investigate. Clear with me before you begin.
Groups assign jobs to each group member – not exclusive, but they head up that effort.
Before you leave today, each group will write in my chart:
A. group topic to investigate in the data.
B. each member’s job.
After checking each group’s topic, they could spend the rest of lab spent working in lab, computer lab
or library as needed. I tell them I will go to help folks in cu33 manipulate the JMP data for their
particular analysis.
Types of analysis that can be done
A. With cover data
1. Compile (instructors)
Total % bare earth
Total % water cover (?)
Total % vegetation cover
% Cover of each individual speciies.
2. Tests: (Students)
● % bare planted vs unplanted areas
● % bare ridge vs channel areas
● % bare one planted area vs another planted area
● % detritus cover planted vs unplanted areas
● % detritus cover ridge vs channel areas
● % detritus cover one planted area vs another planted area
● % cover of all species of all planted vs .all unplanted areas
% cover of all species nearer vs all farther plots from inlet. [not enough data fall 05]
● % cover of all species in ridge vs channel areas.
% cover between 2 areas of same planting type (e.g. LM2A vs LM2D) may not be enough data fall 05
●% cover of any given species or species combination in (e.g. grasses, Coronilla)
- planted vs unplanted
- high marsh vs low marsh (may not be enough data now)
- areas of same planting type (may not be enough data now)
- nearer vs farther plots
B. Species richness
1. Compile (instructors)
Give total number of species in wetland
Total species in high marsh areas
Total species in low marsh areas.
2. Tests (students)
Number of species in of all planted vs .all unplanted areas
Number of species in all low marsh vs a high marsh areas.
Number of species between 2 areas of same planting type (e.g. LM2A vs LM2D)
Number of species in all nearer vs all farther plots from inlet.
C. Frequency
1. Compile
Frequency of each species in wetland – frequency or % of all quadrats in which each occurs.
2. Tests
% of quadrats in which a species (or collection of species??) occurs, in
- all high marsh vs all low marsh quadrats
- all planted vs all unplanted quadrats
- all nearer vs all farther quadrats fro water source.