Field Report
Aim:
- To examine and describe a natural community of organisms
- To recognise the limits between different communities
- To classify and describe the association between organisms and their surroundings
Materials:
- pH reader
- Temperature reader
- 4x 10m String
- Humidity reader
- Wind reader
Method:
1. Using all the readers (wind, humidity, temperature, ph) record the numbers
2. By using all 4 pieces of the 10m string, lay the strings down in a large square
3. Move the, now, quadrat and record each species of tree, shrubs and saplings, that is there and in what numbers (in the booklet)
Conclusion:
This experiment showed off the different species that lived and grew in different areas. By measuring a quadrat, we were able to identify different species that live in that area. The experiment was able to reach all goal required.
DISCUSSION QUESTIONS:
Question 1:
Explain the purpose of the quadrat and transect that you set up?
The purpose of the quadrat and transect, was to determine what different species grew in a certain area as well as finding how much area they cover.
Question 2:
What was the dominant species in the 3 areas studied? (You need to talk to your class mates and swap information)
1. Hazel pomaderris
2. Narrow-leaved peppermint
3. Prickley current bush
Question 3:
Why did the dominant species differ in each area?
The dominant species in each area differed due to the conditions in each area being different. Not all the dominant species could grow in all quadrats because the conditions that are needed to grow the species, is not in all quadrat.
Question 4:
What are field guides and what is the purpose of using field guides (you used one on the excursion).
A field guide helps to determine what a species looks like. By using a field guide you can identify species that you would like to know what they are.
Question 5:
List 3 pieces of evidence for the presence of animals in the area.
1. The extremities of an animal
2. Holes in the ground
3. Burrows
Question 6:
Why did we not see any animals out on the field?
We did not see any animals out in the field, because it was a cold and wet day and all the animals were in their habitats hiding from the rain.
Question 7:
A quadrat contained several Hazel Pomaderris trees and tussock grass. Explain why the numbers of one of these flora could be determined by direct count, but class cover information would need to be provided for the other.
The Hazel Pomaderris can be determined by direct count due to how big they are and easy it is to recognize them that you can count them. Although tussock grass can not be directly counted due to how much of it there is. At least by determining the cover class you can get a rough idea of how of it there is in a certain are.
- To examine and describe a natural community of organisms
- To recognise the limits between different communities
- To classify and describe the association between organisms and their surroundings
Materials:
- pH reader
- Temperature reader
- 4x 10m String
- Humidity reader
- Wind reader
Method:
1. Using all the readers (wind, humidity, temperature, ph) record the numbers
2. By using all 4 pieces of the 10m string, lay the strings down in a large square
3. Move the, now, quadrat and record each species of tree, shrubs and saplings, that is there and in what numbers (in the booklet)
Conclusion:
This experiment showed off the different species that lived and grew in different areas. By measuring a quadrat, we were able to identify different species that live in that area. The experiment was able to reach all goal required.
DISCUSSION QUESTIONS:
Question 1:
Explain the purpose of the quadrat and transect that you set up?
The purpose of the quadrat and transect, was to determine what different species grew in a certain area as well as finding how much area they cover.
Question 2:
What was the dominant species in the 3 areas studied? (You need to talk to your class mates and swap information)
1. Hazel pomaderris
2. Narrow-leaved peppermint
3. Prickley current bush
Question 3:
Why did the dominant species differ in each area?
The dominant species in each area differed due to the conditions in each area being different. Not all the dominant species could grow in all quadrats because the conditions that are needed to grow the species, is not in all quadrat.
Question 4:
What are field guides and what is the purpose of using field guides (you used one on the excursion).
A field guide helps to determine what a species looks like. By using a field guide you can identify species that you would like to know what they are.
Question 5:
List 3 pieces of evidence for the presence of animals in the area.
1. The extremities of an animal
2. Holes in the ground
3. Burrows
Question 6:
Why did we not see any animals out on the field?
We did not see any animals out in the field, because it was a cold and wet day and all the animals were in their habitats hiding from the rain.
Question 7:
A quadrat contained several Hazel Pomaderris trees and tussock grass. Explain why the numbers of one of these flora could be determined by direct count, but class cover information would need to be provided for the other.
The Hazel Pomaderris can be determined by direct count due to how big they are and easy it is to recognize them that you can count them. Although tussock grass can not be directly counted due to how much of it there is. At least by determining the cover class you can get a rough idea of how of it there is in a certain are.