vce biology unit 2; area of study 1: area of study 2 ... · it addresses the key knowledge and...

VCE Biology Unit 2; Area of Study 1: Area of Study 2

Adaptations of Organisms; Dynamic Ecosystems

DYNAMIC ECOSYSTEMSDYNAMIC ECOSYSTEMSDYNAMIC ECOSYSTEMS AAANNN ALMOSTALMOSTALMOST NATURALNATURALNATURAL COMMUNITYCOMMUNITYCOMMUNITY

Student Workbook

Dynamic Ecosystems — Student Workbook

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This program is designed to meet the requirements of the school-assessed coursework (SAC) component for Outcome 2, Field Investigation. It addresses the key knowledge and skills related to VCE Biology Unit 2 , Organisms and their Environment , Area of Study 2 with particular reference to relationships of organisms in their environment.

Aims • to investigate and describe a natural community of organisms; • to recognise the boundaries between different communities; • to identify and describe the relationships between organisms and their surroundings.

Program instructions

The program is undertaken in 16 ha. of bushland, known as the Coranderrk Nature Trail, that adjoins the Sanctuary. Three distinct communities are present in this area of bushland - dry ridge top, flood plain and riparian or creek side. The opportunity to explore and compare the three communities is achieved through the following activities: identification and recording of animal evidence, use of taxonomic keys to classify plants, completing a transect profile and quadrat in each community. Students will work collaboratively in small groups and will be assigned one of the three communities. This activity takes 1.5 hours to complete. Analysis of the data collected can occur following the activity and a detailed conclusion can be formed.

This symbol denotes you have a task to perform.

Introduction

Topographic map

Scale

-20 0 20 40

metres

Healesville Sanctuary

N

Coranderrk Fence Line

Direction of flow

Badger

Creek


force speed (km/hr)

wind definition

0 0—2 Calm Smoke rises vertically

1 3—5 Light air Smoke slowly drifts

2 6—11 Light breeze Wind felt; leaves gently rustle

3 12—18 Gentle breeze Leaves in continuous

movement; flags flap

4 19—26 Moderate breeze Dust and paper blown about; small

branches in motion

5 27—34 Fresh breeze Small trees in leaf sway; crested

wavelets form on inland waters

6 35—43 Strong breeze Branches in motion, whispering in

telephone wires

7 44—53 Moderate gale Whole trees sway

8 54—64 Fresh gale Twigs and small branches broken off

trees; progress impeded

9 65-77 Strong gale Large branches broken off; slight

structural damage to houses

10 78—90 Whole gale Trees uprooted; roof damage

11 91—104 Storm Rarely experienced inland

Beaufort Wind Scale

Site conditions - weather

Day ................... Date ...... / ...... / ...... Time ................

Cloud cover

............. % cover

(0 -100%)

Wind

Force ..........

At which point should we

not be out in the bush?

.................................

Temperature

hot

warm

cool

cold

Precipitation

• Raining?

Yes No

If yes, is it:

heavy?

light?

constant?

intermittent?


Evidence of consumers

As you walk around the trail you should spend some time just looking at the area you are walking through and developing a 'feel’ for the natural bush. When absorbed in fact-finding activities, it is easy to overlook the natural wonders around

you.

• Using the table below, record any evidence of vertebrate and invertebrate consumers. Such evidence may

include: spiders' webs, yabby holes, bore holes in trees, droppings, scratchings, nests, sightings of the animals

themselves. You may like to make brief notes and/or include diagrams.

Key to recording information Location FP floodplain Diet O omnivore R riparian C carnivore

DR dry ridge H herbivore Classification I invertebrate B bird R reptile A frog (Amphibian) M mammal F fish

Type of Evidence Location FP, R, DR

Classification I, R, M, B, A, F

Diet O, H, C


simple pinnate bipinnate

Key to plants of the Coranderrk Nature Trail

1. (a) Leaves: eucalypt & eucalypt/lemon-like scent when crushed ................. go to 2

(b) Leaves: no eucalypt scent ................. go to 3

2. (a) Woody, small tree/shrub with leaves < 2 cm's ................. Burgan (Kunzea ericoides)

(b) Large woody tree with leaves > 2 cm's ................. go to Eucalyptus spp. page 7

3. (a) Plants with a woody structure usually shrubs and trees ................. go to 4

(b) Plants without a woody structure Grasses and herbaceous plants

(c) Ferns and allied plants (fronds present) ................. go to page 8

4. (a) Foliage: bipinnate ................. go to Acacia spp. page 7

(b) Foliage: either simple or pinnate ................. go to 5

5. (a) 3 to 5 parallel veins (flattened phyllodes) ................. go to Acacia spp. page 7

(b) Leaves with networked veins or those that are greatly reduced in size (needle like) ................. go to 6

6. (a) Leaves: needle-like and/or prickly to touch ................. go to 7

(b) Leaves: not needle-like or prickly to touch ................. go to 8

7. (a) Bark: papery ................. Prickly Tea-tree

(Leptospermum continentale)

(b) Bark: not papery ................. Silky Hakea

(Hakea sericea)

8. (a) Bush: prickly to touch in parts ................. go to 9

(b) Bush: not prickly ................. go to 10

9. (a) Prickles formed by broken branches ................. Prickly Currant Bush

(Coprosma quadrifida)

(b) Pickles formed by orange/brown spines on the plants ................. Sweet Bursaria (Bursaria spinosa) 10.(a) Thin leaves with only a dominant mid vein present and an odour when crushed ................. Common Cassinia (Cassinia aculeata)

(b) Leaves broader with obvious networked veins ................. go to 11

11.(a) Underside of leaf: short brown hairs ................. Hazel Pomaderris (Pomaderris aspera)

(b) Underside of leaf: no hairs ................. go to 12

12.(a) Leaves: edges distantly serrated (toothed) ................. Austral Mulberry (Hedycarya angustifolia) (b) Long thin tubular cypress-like branchlets ................. Cherry Ballart (Exocarpos cupressiformis)


Candlebark (E. rubida)

Acacia (Wattle Trees)

While first appearing somewhat later in the fossil record (25 million years ago) than eucalypts, acacias have nevertheless diversified to more species than any other plant genus. While often taking the role of the sub-canopy in south-eastern Australia, they did begin to replace eucalypts throughout central Australia when Australia was in the grip of its driest period 10,000 years ago.

Red Stringybark (E. macrorhyncha)

A. Adult leaves J. Juvenile leaves

J

Peppermint (E. radiata)

Acacias

Eucalypts

phyllodes present

Hop Wattle (A. stricta)

glands evenly spaced

Silver Wattle (Acacia dealbata)

Blackwood (A. melanoxylon)

bipinnate foliage

Acacia

Cedar Wattle (Acacia elata)

• Kind permission of Leon Costermans, Native Trees & Shrubs of South-eastern Australia

Bark smooth, white to cream sheds in ribbons or flakes

Bark thick long fibred strands over trunk & branches

0.5m of

rough

bark on

butt

J

A

A

J A

A

J

Eucalpyt

over

2m of

rough

bark

on

butt

Bark interlaced finely, not shed

Manna Gum (E. viminalis)

Eucalyptus (Gum Trees)

Eucalypts first appeared in the fossil record some 34 million years ago and since that time they have diversified to become the most dominant plant group in Australia. Their sclerphyllous adaptations have suited the gradual drying out of the Australian landscape and given them an adaptive advantage over their broad leaf competitors. The Manna Gum in particular is the most abundant eucalypt in south-eastern Australia.


Ferns

Mature ferns and allied plants reproduce by spores borne on the underside of fronds (not by flowers and hence do not produce fruits or seeds). 1. (a) Ferns with a solid trunk and fronds over 1 metre long emerging from the top of trunk .................... go to 2

(b) Ferns with a small trunk and fronds under 1 metre .................... Fishbone Water-fern

Blechnum nudum

(c) Ferns without a distinct trunk .................... go to 3

2. (a) Base of the fronds smooth .................... Soft Tree-fern

Dicksonia antarctica

(b) Base of the fronds rough, with scales .................... Rough Tree-fern

Cyathea australis

3. (a) Fronds dark green, glossy and 30 to 100 cm's in length.

Dark red/brown hairs towards the base of stem .................... Austral Bracken

Pteridium esculentum

(b) Fronds light green, soft to touch but otherwise similar to Austral Bracken .................... False Bracken Calochlaena dubia

Silver Wattle Acacia dealbata

Prickly Currant Bush Coprosma quadrifida

Hazel Pomaderris Pomaderris aspera

Sweet Bursaria Bursaria spinosa

Manna Gum Eucalyptus viminalis

Species Field Characteristics

Field characteristics


To complete a profile of a vegetation community the following information and tasks need to be obtained and completed respectively.

Abiotic factors

There are numerous factors involved in shaping the structure and composition of a community of plants and animals. These include both abiotic (non-living) and biotic (living) factors. The abiotic factors about which you will need to obtain data are: soil structure, light intensity, temperature, wind strength and humidity.

The recording of such information provides a 'picture' of the non living factors present which are having a direct influence on the plants growing in a particular area. This information can then be used to compare different plant communities.

Line transect profile

1. Lay a 10 metre string out to define your profile length.

2. Make a rough sketch on the horizontal axis to show the lay of the land.

3. Move along the string in 1 metre intervals and record the dominant vegetation that occurs there using the key and symbols provided.

Community profile

Key 1 Eucalyptus radiata 2 Eucalyptus viminalis 3 Acacia dealbata 4 Acacia melanoxylon 5 Cassinia aculeata 6 Bursaria spinosa 7 Gahnia radula 8 Grasses

1 2 3 4 5 6 7 8 9 10m

35

30

25

20

15

10

5

0

height of vegetation

vegetation present along transect profile

1

1 1

3

2

4

5

2

5 6 7 8

Canopy (trees>20m)

Sub-canopy (trees<20m)

Shrub layer (0.5 to 3m)

Herbaceous plants (<0.5m) (herbs & tree seedlings)

Floor covering (leaf litter, moss, lichen)


Cover class Percentage

5 75% - 100%

4 50% - 75%

3 25% - 50%

2 5% - 25%

1 1% - 5%

+ less than 1%

Following the directions provided ,fill in the appropriate pages for the vegetation community that your group has been as-signed to study. • Riparian pp. 11 & 12, • Floodplain pp. 13 & 14, • Ridge-top pp. 15 & 16

Quadrat data collection 1. Mark out your 10m x 10m quadrat with the string provided. 2. Assign each member of your group a section of the quadrat data sheet to complete e.g. trees. 3. Move through the quadrat and record each species of trees and shrubs and saplings, that occurs there and in

what numbers in the relevant section of the table provided. Cover Class This is calculated by estimating what percentage of your area is covered by a particular species and converting it to a cover class using the table below: The shaded area produced by a particular species when the sun is directly overhead is a good indication of what percentage of the area is covered.

Community Profile


RIPARIAN COMMUNITY

Length of profile

metres 0 1 2 3 4 5 6 7 8 9 10

48

44

40

36

32

28

24

20

16

12

8

4

Height of vegetation

Abiotic factors Soil (smell, feel, moisture, content)

Temperature Humidity Light Wind

6. Fishbone Water-fern

7. Grasses and grass-like plants

8. Austral Bracken

9. Forest Hounds-tongue

10. Other

Species key 1. Manna Gum

2. Hazel Pomaderris

3. Rough tree Fern

4. Prickly Currant Bush

5. Austral Mulberry

Transect profile


Riparian Quadrat Data Sheet

Marker Species Hazel Pomaderris (Pomaderris aspera)

Draw an outline of the leaf Describe the upper surface of the leaf.

Describe the underside of the leaf.

What is the angle of the leaf in relation to the sun?

Does the leaf contain oils?

trees

shrubs &

saplings

Species

Density Cover Class

Total No. Area Density

(per sq. m)

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

Grasses and Herbs

Leaf Litter

Soil


5 75% - 100%

4 50% - 75%

3 25% - 50%

2 5% - 25%

1 1% - 5%

+ less than 1%


FLOODPLAIN COMMUNITY Abiotic factors

Soil (smell, feel, moisture, content)


Length of profile

metres 0 1 2 3 4 5 6 7 8 9 10

48

44

40

36

32

28

24

20

16

12

8

4




8. Other

Species key 1. Manna Gum

2. Silver Wattle

3. Blackwood

4. Burgan

5. Sweet Bursaria

Transect profile


Floodplain Quadrat Data Sheet

Marker Species

Prickly Currant Bush (Coprosma quadrifida)

Draw an outline of the leaf

Describe the upper surface of the leaf.





5 75% - 100%

4 50% - 75%

3 25% - 50%

2 5% - 25%

1 1% - 5%

+ less than 1%

trees

shrubs &

saplings

Species

Density Cover Class


(per sq. m)

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

Grasses and Herbs

Leaf Litter

Soil


Length of profile

metres 0 1 2 3 4 5 6 7 8 9 10

24

22

20

18

16

14

12

10

8

6

4

2


RIDGE-TOP COMMUNITY

Abiotic factors Soil (smell, feel, moisture, content)


Transect profile

6. Common Cassinia


8. Other

Species key 1. Narrow-leaved Peppermint

2. Red Stringybark

3. Candle Bark

4. Burgan



Ridge-top Quadrat Data Sheet

Marker Species Narrow-leaved Peppermint (Eucalyptus radiata)

Draw an outline of the leaf Describe the upper surface of the leaf.




trees

shrubs &

saplings

Species

Density Cover Class


(per sq. m)

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

100m²

Grasses and Herbs

Leaf Litter

Soil


5 75% - 100%

4 50% - 75%

3 25% - 50%

2 5% - 25%

1 1% - 5%

+ less than 1%


Back at school

Total number of species

Total sample area (sq. m)

Analysis of Quadrat data

1. Calculate the density of each species and record in the table provided for the community you studied.

Density =

2. Complete the following table listing the plants from dense to least dense for the plant community you studied.

3. Compare the information recorded at Question 2 and your Transect profile and quadrat information for each of

the three communities.

(a) What key differences exist between the plant species of each community?

(b) Identify any marker species (a species that is common in one community but absent from others) for each community. Suggest a reason(s) as to why they might

prefer that particular site?

4. Compare the transect profiles of the three different communities. Consider the height of the vegetation, the

number of vegetation layers and the density of the plants.

Which community contains:

(a) The tallest trees?

(b) The greatest number of vegetation layers?

(c) The most dense vegetation?

5. Look at the abiotic information collected. Outline the main differences in the physical conditions experienced by

each plant community.

Animal evidence

6. Why are wombat burrows only evident in the Riparian Zone?

7. Why are ants present on the Ridge-top and Floodplain, but not in the Riparian Zone?

Consider their diet when responding to this question.

Conclusion

By referring to the data you have collected, comment on the nature of the relationships existing between organisms

and their environment at the three sites, with particular reference to abiotic factors.

Plant species Density (plants/sq. m)


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Notes


abiotic

Relating to a non living component such as temperature

adaptation

a characteristic of an organism that assists its survival in its environment

aspect the direction to which a land slopes, e.g., a southerly aspect

biodiversity

the diversity that exists within ecosystems, plants, animals and genetic materials

biotic Relating to a living organism, either plant or animal

bipinnate a pinnate leaf with the leaflets pinnately divided

carnivore

an animal that catches live prey for food; meat eater

community

a group of organisms, both plants and animals, interacting with each other within a shared habitat or environment

consumer

an animal that eats other organisms; can be a herbivore, carnivore, scavenger, or decomposer. Consumers are also classified according to their order in the food chain - herbivores are primary or first-order consumers, carnivores are secondary or higher order consumers

ecosystem

a community of organisms interacting with one another and their physical environment

exudate

a substance that oozes out from a pore or small opening

herbivore an animal that feeds exclusively upon plants; plant eater

indigenous originating in and characterizing a particular region or country

microhabitat

a very small, usually confined and isolated habitat e.g., a tree stump

omnivore an animal that feeds upon both plants and animals

phyllode a broadened stem that resembles and performs the same functions as that of a leaf

pinnate describes a leaf that is feather-like in appearance, having leaflets growing from either side of a stem

producer an organism (plant) that manufactures its own food by photosynthesis

sclerophyll is the name given to the variety of plants typically found in low rainfall areas which have tough leaves which help to reduce water loss

stomata

are minute openings (pores) which occur on all exposed parts of a plant but are most abundant in the epidermis layer of the underside of leaves

succession

the progressive replacement of one community by another in development towards climax vegetation

toxin

an organic poison produced by a living or dead organism

Glossary


Melbourne Zoo Healesville Sanctuary Werribee Open Range Zoo Post Office Box 74 Badger Creek Road K Road

Parkville Vic 3052 Healesville, Vic 3777 Werribee, Vic 3030

Ph: 61 3 9285 9355 Ph: 61 3 5957 2819 Ph: 61 3 9731 9635

Fax: 61 3 9285 9340 Fax: 61 3 5957 2873 Fax: 61 3 9731 9644

© These sheets may be reproduced for teaching purposes. Permission to reproduce them for other

purposes may be obtained from the Learning Experiences at Healesville Sanctuary.

Learning Experiences is a partnership with

vce biology unit 2; area of study 1: area of study 2 ... · it addresses the key knowledge and...

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