A Local Environment. Student Name: A study of the spotted-tailed quoll

Transcription

1 Senior Science A Local Environment A study of the spotted-tailed quoll Student Name: 587 Chapel Hill Road Sackville North NSW 756 Phone: Fax:

2 Senior Science Health and Safety Issues As you are working out in the field you need to be aware that: 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. 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 P Applies the processes that are used to test and validate models with particular emphasis on first hand investigations P7 P P4 P3 P5 Identifies relationships between organisms in the environment Discusses the validity and reliability of data gathered from first hand investigations Draws valid conclusions from gathered data and information. identifies appropriate terminology and reporting styles to communicate information and understanding in biology implements strategies to work effectively as an individual or as a team member 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 8. 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 Brewongle Field Studies Centre was opened officially in 979 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)

3 Senior Science Investigation Scenario 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 spotted-tailed quoll (Dasyurus maculatus). The quoll is classed as Endangered nationally and classed as Vulnerable in NSW. Student Tasks Complete pre-excursion analyses of study site and target animal species Test the study site for relevant abiotic and biotic variables Interpret results and make conclusions based on findings after the excursion 3

4 Senior Science Before the excursion: Visit Utilise Google Maps/Earth on the website to answer the following: Describe the major land use patterns around Brewongle Sackville North: The study site is remnant bushland what does this mean and what might be the implications for native flora and fauna? What is a vegetation corridor and why are they important for native wildlife? Is Brewongle EEC linked to other remnant bushland areas by a vegetation corridor? Use the Prezi provided on the website to complete the following 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 They may have as many as dens across their home range (ha) and may use rabbit warrens and wombat holes. They establish latrine sites that are used a toilet and scent marking site. These are usually on exposed rock platforms or open ground. Threats 4

5 Senior Science From your research on page 4, identify some factors that would influence the distribution and abundance of Spotted Tailed Quolls around Brewongle EEC and Sackville North: What type of first hand investigation methods could you use in the field to complete this study? To measure Abiotic variables? To measure Biotic Variables? List some equipment that you may require to complete this study 5

6 Senior Science Abiotic Components - Physical & Chemical Characteristics Along the Transect Survey Recording Form Method 3 4 Mean Range Temperature Remove the cover from the thermometer and place probe in soil. Colour Rub fore fingers on ground & colour in the worksheet section Step -Place soil on white tray with spoon Soil ph Step -Place -3 drops of universal indicator over the sample Step 3-Sprinkle barium sulphate on sample Step 4-Use colour chart to assess ph level Texture See notes on pink laminated sheet Leaf Litter Depth Place trowel into leaf litter. Take measurement from centre of trowel Temperature Use the temperature meter Use hygrometer. Step -Read dry bulb temperature Air % Moisture Step -Read wet bulb temperature Step 3-Calculate difference between wet & dry bulb temperatures Use chart in centre to assess relative humidity Light Intensity Use lux meter. lux = light of one candle per square meter. Turn on to x & take a reading from waist height (add two zeros to your reading) Slope Use clinometer. (blue colour) (in degrees) Geography Aspect Elevation Use compass. Step -Assess where north is Step -Assess direction of transect line Will be given to you Lithology Assess the rock type observed 6

7 Senior Science Abiotic Results interpretation sheet Survey Recording Form What would soil temperature influence? Temperature Soil ph Texture 5.5 = unhealthy = healthy 8 = unhealthy How would the texture influence vegetation? H=Healthy U=Unhealthy Leaf Litter Depth Temperature <cm = unhealthy 3cm = adequate 3cm & above = H=Healthy U=Unhealthy healthy How does your result compare to the average for Sackville North for this time of year? Air Light Intensity < lux = very dark day Full daylight = ~, lux Bright sunlight = ~, lux What factors contribute to a variation in lux readings? % Moisture How would the humidity infuence vegetation? Slope How would the slope influence vegetation? Geography Aspect Elevation How would the aspect of the slope change the type of vegetation? Would the vegetation change as you move between the gully and ridge? Explain differences. Why are we interested in the type of rock observed? Lithology 7

8 Senior Science Vegetation - Type and Height Survey Recording Form Distribution of a species describes where it is found. A transect can be used to measure distribution. Follow your 3m 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. 3m 3m Height m m Height m m 5m m 5m m 5m 3m 5m m 5m m 5m 3m Distance Distance Tree Height Canopy Cover Vegetation Structure 3 3m Tree Height Canopy Cover Vegetation Structure 4 3m Height m m Height m m 5m m 5m m 5m 3m 5m m 5m m 5m 3m Distance Distance Tree Height Canopy Cover Vegetation Structure Tree Height Canopy Cover Vegetation Structure TREE HEIGHT KEY Example Shrubs (<5m) 3m Small Trees (5-m) Medium Trees (-3m) Height m m Tall trees (>3m) 5m m 5m m 5m 3m Distance Quolls prefer a structurally diverse forest (plenty of grasses, shrubs, small and large trees). Do your observations show adequate vegetation layers for the quoll? YES / NO What layer of vegetation (if any) is missing? 8

9 Relative Abundance Survey Recording Form Abundance refers to the number of species in a given area. To do this we use sample plots or quadrats to estimate relative abundance. No. of species Total no. of plants counted X = Relative Abundance % Key No.Present % Key No.Present % 3 4 Key No.Present % Key No.Present % TREE HEIGHT KEY OVERALL RESULTS Key Mean Range Shrubs (<5m) Small Trees (5-m) Medium Trees (-3m) Tall trees (>3m) 9

10 HABITAT ASSESSMENT Habitat Element Trees - 3 large trees (> 6m) M ore than 5 large trees 3 4 Mean Range TREES One or more trees native to Australia A variety o f 4 o r mo re plant species H ealthy T ree C ano py /Plant Foliage Healthy M oderately Healthy Defoliation Evident Evidence of Dieback SHRUBS Shrubs Native Shrubs M any Most GROUND COVERS Ground Cover Native Grasses or Spreading Plants Most H o llo ws Butt Hollows Limb Hollows Fallen Log Hollows Rocks & Crevices Most SHELTER Leaf Litter Most Loose Bark (attached or shed) Most Logs & Fallen Branches Most WATER Pond/Water Yes No FOOD P lants with F ruits / Seeds Most Plants of Different Ages Most Joined or Located to Other Gardens / Bush by Gardens / B ush Yes No 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. TOTAL SCORE / 33 A quoll requires a minimum score of to survive

11 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 % 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

12 Nest Box Camera Survey List any wildlife or evidence of wildlife that you found. Box Species How many? behaviour/comments Camera Species 3 Camera Trap Results How many? behaviour/comments

13 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.. Has the soil been disturbed by; (o) minor () major () erosion (sheet, rill, gully) mining of soil, clay or sand dumping of rubbish/garden waste bushrock collection access roads, paths or tracks. Has the vegetation been disturbed by; (o) minor () major () weed invasion logging past clearing off road vehicle use nutrient/sewage seepage from adjacent farmland 3. Is the site; No () Yes () adjacent to an urban area adjacent to recreational facilities showing evidence of feral animals Score: Poor = - 3 Recorded score: Average = - Good = - Observe as many alterations to the vegetation community at the study site. Alteration NB: the spotted-tailed quoll requires a score of - to survive. Environmental Impact 3

14 Conclusions. Is there structural diversity evident in the vegetation that may support a wide range of food for the quoll?. 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. What are the possible threats and human impacts on the quoll? _. Outline your recommendations to improve or manage the site as habitat for the spotted-tailed quoll. 4

15 DEFINITIONS abiotic abundance adaptation autotroph allelopathy biomass biosphere biota commensalism community competition consumer distribution diversity ecology ecosystem environment epicormic buds eutrophication exotic food chain food web forest the non-living components of an ecosystem (soils, climate, air, water) the number of species in a given area 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 3% of the ground 5

16 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 3% of the ground Definitions drawn substantially from A Natural Legacy, Pergamon 986 6