AP Environmental Science: Chapter 8 Studying Forest Succession Background: Ecologists collect data about succession in different communities in different ways. One of the techniques used on prairies and in forests is called the quadrat. A quadrat is nothing more than four stakes with twine or clothesline set out in a square or rectangle of exact dimensions. Ecologists collect data inside the quadrat. On a prairie where plants grow very close together, ecologists may set up a quadrat enclosing only one square meter. In a forest they may find it more useful to set up quadrats of 100 square meters (100 m\ If they are studying shrubs or herbs, they may use rectangles of 10 square meters. Sometimes they will set up both kinds of quadrats in the same area. The line drawing on the following page will give you an idea of how a quadrat is set up. The canopy consists of the trees that form the uppermost branchy layer of the forest. The understory includes all other lower trees and shrubs. Directions for the problem: On the pages following Fig. AO (A model), you will find a series of five figures showing five different quadrats.-Each quadrat is an example of what you might find in a forest in southern Indiana (or IlIinois)jf you studied that forest over a period of 45 years. The first quadrat (Fig. AA) is a seedling countin afield after it had been taken out of cultivation for 5 years. The next t'M> quadrats (Figs. AS and AC) are canopy and understory quadrats 20 years after cultivation stopped. The last t'M> quadrats (Figs. AD and AE) are canopy and understory quadrats 50 years after the field was abandoned. With three of these quadrats you will find air and soil temperature data. Study each quadrat and figure out and record the total populations in each. Also compute the percentages for each as was done in the model (Fig. AO). When you have collected all the data, you should be able to draw some important conclusions about this kind of succession.
26
Embed
countin t'M> be - Quia...quadrats (Figs. AS and AC) are canopy and understory quadrats 20 years after cultivation stopped. The last t'M> quadrats (Figs. AD and AE) are canopy and understory
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
AP Environmental Science: Chapter 8 Studying Forest Succession
Background: Ecologists collect data about succession in different communities in different ways. One of the techniques used on prairies and in forests is called the quadrat.
A quadrat is nothing more than four stakes with twine or clothesline set out in a square or rectangle of exact dimensions. Ecologists collect data inside the quadrat. On a prairie where plants grow very close together, ecologists may set up a quadrat enclosing only one square meter. In a forest they may find it more useful to set up quadrats of 100 square meters (100 m\ If they are studying shrubs or herbs, they may use rectangles of 10 square meters. Sometimes they will set up both kinds of quadrats in the same area. The line drawing on the following page will give you an idea of how a quadrat is set up. The canopy consists of the trees that form the uppermost branchy layer of the forest. The understory includes all other lower trees and shrubs.
Directions for compl~ting the problem: On the pages following Fig. AO (A model), you will find a series of five figures showing
five different quadrats.-Each quadrat is an example of what you might find in a forest in southern Indiana (or IlIinois)jf you studied that forest over a period of 45 years. The first quadrat (Fig. AA) is a seedling countin afield after it had been taken out of cultivation for 5 years. The next t'M> quadrats (Figs. AS and AC) are canopy and understory quadrats 20 years after cultivation stopped. The last t'M> quadrats (Figs. AD and AE) are canopy and understory quadrats 50 years after the field was abandoned. With three of these quadrats you will find air and soil temperature data.
Study each quadrat and figure out and record the total populations in each. Also compute the percentages for each as was done in the model (Fig. AO). When you have collected all the data, you should be able to draw some important conclusions about this kind of succession.
E. Woody Shrubs Begin Replacing the Grasses and flowering Plants
f. A forest Eventually Grows Where Bare Ruck Once Existed
_ J
Succession ff1 •• 1,
I I I I I I t!I
I I I I I I II
I I
70 Un.dastanding Basic Ecological Umapts
{Problem Noo JJ continued]
fib·
e fA Used for
shrubs and Herbs
O(t x 10 M)
Used for Canopy MKI Understory Trees (10 x 10 M)
...._• -.ct
~
Ecologists use a quadrat map or worksheet to record exactly where the trees in the quadrat are and what kinds there are. From this record they can work out the total populations that exist in the quadrat. From this information they can draw conclusions about the forest's characteristics in general. The ecologists may study several quadrats and use averages to help them obtain the most accurate information about the makeup offorest populations. Fig.AO (A Model) on page 72 is an example ofone forest quadrat, Study this model.
In the model located on page 72 the ecologists were studying the canopy trees in a forest 100 years old. Each tree species has its own symboL The records show that there were six trees (made up ofthree species) in the canopy ofthis quadrat, These tree species are typical oftrees found in a healthy older forest in southern Indiana or Illinois. Use the records in Fig. AO to calculate the population densities of the canopy trees. Do this before going on.
!f------- 10 M -----__
(continwd)
72 Understanding BasicEcological Concepts
(Problem No. 13 continued}
Figure AO-A Model
Tree Species Distributioa in a 100M"Quadrat
.FaeId in Southern IDdiana Abandoned 100 Yean
Canopy Species:
\ .
~ e CD
-
_.
I
e -~
~
How Many Percent of Total(%)
Key: Shagbark Hickory <D Yellow Chestnut Oak e Red Oak 0 .
2
3
16.67
33.33
50.00
Total 6 100.00
I Succ.asion
Note: The figures in the table on page i2 were determined by counting the number of each species in the quadrat, This number is recorded in the blank to the right of each species' name. When this column is complete, the total number is obtained by adding this column. A percentage ofth e total for each species is then calculated. These percentages are added together to check the calculation.
73 I I I
(Problem No. l l amtinued]
FigureAA
Tree Species Distribution in a lOOW QU3drat
Field in Southern Indiana Abandoned 5 Years
Seedlings .Present:,'-
Kev: Sassafras b.
Persimmon.
Total
June 15-11:00 A.M.
Air Temperature Soil Surface Temperature
How Many
Sunny Day 27 Degrees C (80 0 F) 35 Degrees C (950 F)
Percent ofTotal (%)
I I I I I I I I I I I I I
b.
• . b.
lD.
b. • b. ..'
. }. I I
74 Urukrstanding Basic EcologicalConcepts
(Problem No. 13 continued)
FigureAB
Tree Species Distribution in a 100M2 Quadrat
Field in Southern Indiana Abandoned 20 Years
Canopy Species:
\
0
".. \ • -
l:l .
• •
l:l
l:l l:l
b..
How Many PercentofTo~(~)
Key: Winged Elm 0 Persimmon.
Sassafras l:l
Total
June 15-11:00 A.M.
Air Temperature Soil Surface Temperature
Sunny Day 24 Degrees C (75°F) 29 Degrees C (840 F)
1
'0'.J II Sucassion 75
(Problem No. 13 continued]
FigureAC
Tree Species Distribution in a lOOW Qu:adrat
Field in Southern Indiana Abandoned 20 Years Understory Species:
:; ~",
'\
• • •• ~ ~
. ~ e c:~ l~ C> l1
11 0 • 0 0
l~ • 0 . 11 ° •
e C> 0• 0 0 •.0 • 0• • Cb 0 ° 0° e °0 ••
° •• • .0. C) C) ° • • 0•. ·0'
How Many Percent of Total (%)
•
Key: Winged Elm 0
Persimmon.
Sassafras ~
Black Cherry e White Ash C)
Total
I I I I I I I I I I I I I I I I I 1
\, . , 76 Understanding Basic ErologUal Uinaprs
(Problem No. 13 continued)
Figure AD
Tree Species Distribution in a lOOW Quadrat
Field in Southern IDdiaoa Abandoned 50 Yeus
Canopy Species:
• e e
_.
0 0 . .
Q 0 Q
• .s: .
0
1":'\
" () •
Key: Black Cherry e White Ash ()
Persimmon.
Winged Elm 0 Bitternut Hickory 0
WhiteOak ~
Total
June 15-10:00 A.M.
Air Ternperature Soil Surface Temperarure
How Many Percent ofTotal (%)
Sunny Day 21 Degrees C (700 F). 20 Degrees C (680 F)
(Problem No. 13 continued]
Figw-eAE
Tree Species Distribution in a lOOMl Quadrat
Field in Southern Indiana Abandoned 50 Years
. Understory Species:
® e , <D
@ e
@ @ @
Q Q
Q -
<D e ~
Q
® Q Q
How Many Percent of Total (%)
Key: Bitternut Hickory @
Shagbark Hickory <D
White Oak Q Yellow Chestnut Oak e Red Oak ®
Total
. j I, I
I
(Problnn No. 13 amtinued)
Specific Tasks for This Problem
1. The 5-year quadrat you studied (Figure AA) represents a part of a field where cultivation was discontinued only 5 years ago. Hypothesize why so few seedlings appear in this quadrat,
2. Compare the understory quadrats (Figures AC and..AE) and the canopy quadrats (Figures AB and AD). Place a check in the appropriate space below indicating whether there are more trees in the understory or in the canopy at any given time.
UNDERSTORY CANOPY
How can you explain this observation?
3. Using the quadrat figures. provide the following information:
a.. List the tree species that disappeared from the understory between 20 and 50 years.
b. List the tree species that appeared in the understory between 20 and 50 years.
(amtintud)
If
Sucussion 79
(Problem No. 13 continued)
Specific Tasks for This Problem (continued)
c. Compare these two lists and note the differences below.
4. List the tree species that are found in the canopy at 50years.
Using the 50-year understory data (Figure AE). predict which of the trees you listed above will not be in the canopy at 100 years. What is the basis for your prediction?
PREDICTION: REASON: _
5. There is a difference of6° C in air temperature and of 15°C in soil surface temperature between the 5-year quadrat: and the 5O-yearquadrat, }\'hat might account for this difference?
6. A climax forest is a forest in which succession has. for the most pan. stopped. One kind ofclimax forest is called an oak-hickory climax because oaks and hickories are the predominant trees in it. Another kind is a beech-maple climax forest. Using Figures AD and AE.. predict what kind of climax forest will be produced" here. What are the reasons for your prediction?
('continued}
.J
\
I I I I I I I I I I I I I I I I I I I
V
80 Undaltanding Basic Ecological Concepts
(Problem No. 13 continued]
Specific Tasks for This Problem (continued)
PREDICrED CUMAX FOREST lYPE: REASON: ---
7. From the data you have gathered concerning the various quadrats. predict whether persimmon or sassafras trees would everbe commonly found in a climax forest, Give
,the reasons for your prediction.
PREDICnON: .:...-_-:...- _
REASON: _
8. Are there fewer or more trees in the canopy ofFigure AO than the canopy ofFigure AD? Check the appropriate answer (please note the age of each canopy):
MOREINAO LESS IN AO --
Hypothesize why this might be the case.
9. After studying the data you have (including Figure AO). list the events (changes) that take place during succession in a southern Indiana forest studied from the time that it was abandoned until it is 100 years old. Do this below.
/3
APES ACTIVITY: BIODIVERSITY - WHY IS IT IMPORTANT?
When a habitat is very diverse with a variety of different species, it is much healthier and more stable.
One of the reasons for this is that disease doesn’t spread as easily in a diverse community. If one species gets a
disease, others of its kind are far enough away (due to the variety of other organisms) that disease is often
stopped at the one or two individuals.
Simulation #1
1) Each student receives a card marked with D to represent Douglas Firs.
2) Each person is to meet three other people and write their names on the card.
3) All are to remain standing after they write down the names.
4) The teacher symbolizes the disease and will touch one of the students. That person will sit down
(because he or she is “dead”) and read the names on his/her card. As the names are read, those
students sit as well because they have been “touched” by the disease.
5) Ask another one of those sitting (dead) to read the names on their card, and all those students
named will sit. Continue until all those sitting have read the names on their cards.
6) Number of students left standing: ________________
Simulation #2
1) Each student will receive a card that is marked with a letter that represents a particular species of
tree: 2 with D for Douglas Firs, the rest with other letters: N for Noble Fir, C for Western Red Cedar,
M for Vine Maples, H for Western Hemlocks, W for White Fir, L for Lodge Pole Pine, WP for
Western White Pine, B for Bigleaf Maple, WD for Western Dogwood.
2) Repeat steps 2-6 as for Simulation 1. This time, only those students that are the same variety as the
diseased tree that touched them will sit. Different variety trees don't sit (don't die) even if they are
touched by a diseased tree.
3) Number of students left standing: _______________
FOLLOW-UP QUESTIONS
1) What does biological diversity mean?
2) Why didn't all the different trees get the disease?
3) Why didn't the disease spread as fast among the Douglas Firs in Simulation #2 as it did in Simulation
#1?
4) In which forest would you need to use more chemicals to control disease: the Douglas Fir forest or the
more diversified, old growth forest? Why?
5) Summarize what this simulation symbolized.
6) Which forest would have more diversity of wildlife? Why?
7) If you cut down the variety in a piece of forest you owned and replanted with one type of tree, what
will happen too much of the wildlife that was adapted to the forest? (Hint: they cannot just move
elsewhere. If other habitats are good, they will probably be near carrying capacity already.)
8) Will this fate happen to all the wildlife? Explain.
9) Many species can only live/reproduce in one type of forest. The spotted owl is an example: it can only
live and successfully reproduce in old growth forests (big, old cedars, hemlocks, etc.). If these old growth
forests are cut down, it’s unlikely this owl will survive. Environmentalists call it an “indicator species.”
What does this mean?
Why be concerned about one species?
10) Growing one plant, as is the case of growing only Douglas Fir, is called monoculture.
Give examples of monocultures a) in your home and b) in agriculture.
11) Why would you need to use more insecticides in monoculture? Is this good or bad?
12) If you wanted to help wildlife, what would you do with regards to the landscaping of your own home?
Name ________________________
Cane Toad Essay
Background:
We have discussed in class the unique ecological problem caused by the countless exotic species which
have been introduced, either by accident or on purpose, into the United States. One of the most unique species
introduced into Australia is the Cane Toad. You have watched a video on this species and we have discussed
its introduction in class.
Assignment:
You are to write a formal ecological recommendation to the Australian government explaining how they
can best eliminate the Cane Toad from their soil. The ideas presented in your recommendation must be based
on the facts stated in the video and other reliable sources (not other students, this is an independent assignment).
They must also be based on sound biological and ecological principles. The required length is 2-3 pages, 12
font, double spaced, 1 inch margins. This recommendation is due on _____________
Grading:
A- Detailed background information on introduction of the Cane Toad 1-10 pt _______
B- Review of ecological/economical damage caused by the Cane Toad 1-10 pt _______
C- Two different recommendations to the Australian government 1-10 pt _______
D- Biological/ecological soundness of your recommendations, 1-10 pt _______
(discussion of drawbacks to recommendations)
E- Grammar, spelling, word usage, paragraph structure and neatness 1-10 pt _______
Notes from Video:
Name _____________________________
Insert the Miller CD and click on:
Chapter 8
1. Species diversity by latitude
-What is the latitude of the North Pole? _______________
-At what latitude are ants and breeding birds’ species richness highest? ____________
2. Area and distance effects interaction
-What affects the rate at which new species immigrate in and existing species go extinct?