vce biology unit 2; area of study 1: area of study 2 ... · it addresses the key knowledge and...
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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
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
Dynamic Ecosystems — Student Workbook
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?
Dynamic Ecosystems — Student Workbook
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
Dynamic Ecosystems — Student Workbook
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)
Dynamic Ecosystems — Student Workbook
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.
Dynamic Ecosystems — Student Workbook
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
Dynamic Ecosystems — Student Workbook
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)
Dynamic Ecosystems — Student Workbook
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
Dynamic Ecosystems — Student Workbook
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
Dynamic Ecosystems — Student Workbook
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
Cover class Percentage
5 75% - 100%
4 50% - 75%
3 25% - 50%
2 5% - 25%
1 1% - 5%
+ less than 1%
Dynamic Ecosystems — Student Workbook
FLOODPLAIN COMMUNITY Abiotic factors
Soil (smell, feel, moisture, content)
Temperature Humidity Light Wind
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
6. Prickly Currant Bush
7. Grasses and grass-like plants
8. Other
Species key 1. Manna Gum
2. Silver Wattle
3. Blackwood
4. Burgan
5. Sweet Bursaria
Transect profile
Dynamic Ecosystems — Student Workbook
Floodplain Quadrat Data Sheet
Marker Species
Prickly Currant Bush (Coprosma quadrifida)
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?
Cover class Percentage
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
Total No. Area Density
(per sq. m)
100m²
100m²
100m²
100m²
100m²
100m²
100m²
100m²
100m²
Grasses and Herbs
Leaf Litter
Soil
Dynamic Ecosystems — Student Workbook
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
Height of vegetation
RIDGE-TOP COMMUNITY
Abiotic factors Soil (smell, feel, moisture, content)
Temperature Humidity Light Wind
Transect profile
6. Common Cassinia
7. Grasses and grass-like plants
8. Other
Species key 1. Narrow-leaved Peppermint
2. Red Stringybark
3. Candle Bark
4. Burgan
5. Prickly Currant Bush
Dynamic Ecosystems — Student Workbook
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.
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
Cover class Percentage
5 75% - 100%
4 50% - 75%
3 25% - 50%
2 5% - 25%
1 1% - 5%
+ less than 1%
Dynamic Ecosystems — Student Workbook
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)
Dynamic Ecosystems — Student Workbook
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Notes
Dynamic Ecosystems — Student Workbook
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
Dynamic Ecosystems — Student Workbook
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.
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