Succession Lab
Procedure: Complete this procedure for two different areas of campus as assigned by your teacher.
1. Research Area Description: Before you begin walking through your plot (as this will bother the animals present), describe your research area on the data sheet (questions 1, 2, and 3).
2. Direct Animal Observation:
a. In ecology, there are two ways to collect data. Researchers typically collect observational data or manipulation data. In this experiment, you will be collecting observational data on the animal community within your successional plot.
b. Sit quietly and spend 10-15 minutes observing your research area. If you and your group members are loud, many of the birds and small mammals could be scared away.
c. While sitting quietly, fill in the Direct Animal Observation table on your data sheet. Do not worry if you do not know the names of the animals that you see. Use morphospecies (identification based on basic characteristics such as shape, size, and color) to fill in the data table.
d. Make sure you look in trees and bushes for birds and small rodents. Quantify as many macroinvertebrates (insects, spiders, worms, isopods, etc.) as possible. Habitat is important for determining successional stage.
3. Indirect animal observation: Even if the actual animals are not present, you can use the evidence of animals to identify their presence in this research plot. Use the questions listed under the Indirect Animal Observation portion of the data sheet to help with this identification. Answer these questions now.
4. The Plant Community:
a. Scientists frequently use research transect to identify plant species and composition. A transect is a research plot that cuts across or through your research area. For our study, the position of the transect must be randomly determined.
b. Your research transect should be at least 10 meters long. Use a measuring tape or meter sticks to read a quadrat every 1 meter.
c. Identify all species within each quadrat. In order to determine succession, it is most important to figure out plant form (such as annual, perennial herb, shrub, small tree, or large tree) rather than individual species.
d. Similarly to the animal data, use morphospecies if you do not know the true name of the plant species.
e. When looking at the quadrant, identify the number of plants, then focus on percent cover. Record your data on the data sheet.
f. Consider this information:
i. Annual: grows, flowers, and sets seed all in one year
ii. Perennial: a plant that lives more than one year, such as grass
iii. Shrub: a small, woody plant
iv. Small tree
v. Large tree
vi. Is the plant flowering?
vii. Are seed pods present? Are the dried or fresh?
1. Research Area Description: Before you begin walking through your plot (as this will bother the animals present), describe your research area on the data sheet (questions 1, 2, and 3).
2. Direct Animal Observation:
a. In ecology, there are two ways to collect data. Researchers typically collect observational data or manipulation data. In this experiment, you will be collecting observational data on the animal community within your successional plot.
b. Sit quietly and spend 10-15 minutes observing your research area. If you and your group members are loud, many of the birds and small mammals could be scared away.
c. While sitting quietly, fill in the Direct Animal Observation table on your data sheet. Do not worry if you do not know the names of the animals that you see. Use morphospecies (identification based on basic characteristics such as shape, size, and color) to fill in the data table.
d. Make sure you look in trees and bushes for birds and small rodents. Quantify as many macroinvertebrates (insects, spiders, worms, isopods, etc.) as possible. Habitat is important for determining successional stage.
3. Indirect animal observation: Even if the actual animals are not present, you can use the evidence of animals to identify their presence in this research plot. Use the questions listed under the Indirect Animal Observation portion of the data sheet to help with this identification. Answer these questions now.
4. The Plant Community:
a. Scientists frequently use research transect to identify plant species and composition. A transect is a research plot that cuts across or through your research area. For our study, the position of the transect must be randomly determined.
b. Your research transect should be at least 10 meters long. Use a measuring tape or meter sticks to read a quadrat every 1 meter.
c. Identify all species within each quadrat. In order to determine succession, it is most important to figure out plant form (such as annual, perennial herb, shrub, small tree, or large tree) rather than individual species.
d. Similarly to the animal data, use morphospecies if you do not know the true name of the plant species.
e. When looking at the quadrant, identify the number of plants, then focus on percent cover. Record your data on the data sheet.
f. Consider this information:
i. Annual: grows, flowers, and sets seed all in one year
ii. Perennial: a plant that lives more than one year, such as grass
iii. Shrub: a small, woody plant
iv. Small tree
v. Large tree
vi. Is the plant flowering?
vii. Are seed pods present? Are the dried or fresh?
1. The research area is 11 meters from the trail to the edge. It's by a path outside Heritage High.
2. Signs of human activity include an apple core, a water bottle, and tire tracks on the trail. The original cause of disturbance was likely human activity when the school had construction going on,
3. There is soil present in this area. It's silty on the trail where erosion has occurred, but thicker on the actual area.
4.
2. Signs of human activity include an apple core, a water bottle, and tire tracks on the trail. The original cause of disturbance was likely human activity when the school had construction going on,
3. There is soil present in this area. It's silty on the trail where erosion has occurred, but thicker on the actual area.
4.
5. a) There are no animal tracks visible, but there is deer and dog scat. There was one obvious hole where a spider was hiding, small and in the ground.
b) There were no bird tracks or feathers. Neither were there any nests. No trees were high enough for birds to live in.
c) There was insect activity where ants crawled, flies flew, and spiders scuttled. However, we found no exoskeletons or webs.
6.
b) There were no bird tracks or feathers. Neither were there any nests. No trees were high enough for birds to live in.
c) There was insect activity where ants crawled, flies flew, and spiders scuttled. However, we found no exoskeletons or webs.
6.
Analysis Questions
1. Our plot is undergoing secondary succession, as is seen by the fact that human disturbance plowed down what was originally there, uprooted plants on the trail causing erosion, and getting rid of what was originally there. In the area, new plants have grown but not very high. It's still early.
2. The successional stage of our plot is early-mid. Plants haven't grown much yet and animals are scarce except for insects, but there are plants making their way through succession, more than just tufts of grass and soil.
3. A climax community is an ecosystem in which plants and animal activity have reached a steady point. Some ecologists believe these do not exist because nature is constantly changing, and there is no real "steady" in the natural world.
4. The final successional stage of our campus would likely include pine trees and a lot of wheat. If the school was removed and the ecosystem were allowed to progress through succession, there would probably be older, taller trees and less erosion, as well as a lot of grass and clover. Deer and rabbits would run rampant. It would take approximately ten years for the campus to reach climax community.
2. The successional stage of our plot is early-mid. Plants haven't grown much yet and animals are scarce except for insects, but there are plants making their way through succession, more than just tufts of grass and soil.
3. A climax community is an ecosystem in which plants and animal activity have reached a steady point. Some ecologists believe these do not exist because nature is constantly changing, and there is no real "steady" in the natural world.
4. The final successional stage of our campus would likely include pine trees and a lot of wheat. If the school was removed and the ecosystem were allowed to progress through succession, there would probably be older, taller trees and less erosion, as well as a lot of grass and clover. Deer and rabbits would run rampant. It would take approximately ten years for the campus to reach climax community.