Field+Study+Activity

Field Study on a Murray River Ecosystem within Echuca 

Aim:

To investigate the interactions between living organisms and their environment, students will conduct a field study of the Murray River within Echuca.

Pupose:
 * To complete a first-hand field study of the selected ecosystem.
 * To consider the biotic and abiotic factors that make up an ecosystem.
 * To estimate the abundance and distribution of selected organisms within the ecosystem and consider the factors that might affect them.
 * To consider some of the relationships between species within the ecosystem.

Materials:
 * pencils
 * paper
 * measuring tape
 * rope or cord
 * 1mx1m quadrat
 * thermometer or temperature probe
 * light meter
 * pH meter or probe
 * secchi disk or turbidity probe
 * oxygen meter or probe
 * magnifying glass
 * other equipment as identified in planning
 * camera (optional)

Procedure: In the field you will be actively collecting data, including identifying and recording biotic and abiotic factors, making notes and preparing diagrams.

A. When you arrive at the Murray River site, take a few minutes to look around. Observe the main features, prominent landmarks, the kinds of vegetation in the area, dominant plant species and weather conditions.
 * 1) Write a general description of the habitat, including abiotic and biotic features. Abiotic features will include geographical characteristics as well as weather conditions. When describing biotic features, mention the type and density of vegetation. Consider features that will help you classify this ecosystem. Give a name to the type of ecosystem you are studying.
 * 2) Prepare an annotated sketch to represent the area.
 * 3) Abiotic Factors - measure as many abiotic factors as possible for the ecosystem. Record the relevant results of each test in the table below.
 * 4) Identify and describe any other abiotic factors in the ecosystem.

 · At ground level  · At 1m above ground level ||   ||
 * **Table 1: Summary of Abiotic Factors ** ||
 * Air temperature
 * Soil temperature ||   ||
 * Water Temperature ||   ||
 * Light intensity ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Wind speed ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Soil pH ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Water pH ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Water turbidity ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Flow rate of water (place an object in the water and measure distance covered over a given time, eg. m/min) ||   ||

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif;">B. Biotic Factors - Observe the ecosystem closely, looking out for any plant and animal life.
 * 1) Write a list of the different kinds of plants in the ecosystem, eg. trees, grasses, herbs, ferns, mosses, lichens. Also include algae and fungi that may be present. Provide specific names of plants that you are able to identify.
 * 2) Stand or sit quietly (for at least 5 minutes) to determine the kinds of animals in the ecosystem. Use other senses as well as your sight - listen for sounds. Examine the bark of trees where tiny animals may be hidden or camouflaged. Look for evidence of animals - eg. nests, webs, footprints, trails, burrows, chewed leaves, faecal matter.
 * 3) Prepare a list of the types of animals present in the ecosystem - identify as many as you can.
 * 4) Use your knowledge of interactions between organisms within ecosystems and your observations to draw four different food chains for this ecosystem.



<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif;">C. Popuation abundance and distribution In this part of the field study you will use some sampling techniques to gather data related to the distribution and abundance of organisms.


 * 1) Use the rope and measuring tape to mark a transect line at least 10m long through a selected area of the ecosystem. Make sure your transect line runs through an area that varies over the distance selected. Draw a sketch of the ecosystem represented by the transect line.
 * 2) Walk the transect line, observing and recording the plants and animals along the way.
 * 3) Choose a plant species from your list. Set up a quadrat 1m x 1m at one end of the transect line. Count and record the individual species within the quadrat.
 * 4) Repeat the procedure for another four quadrats set at intervals along the transect line to give a random selection of the plant type you are investigating.
 * 5) Discuss with other members of your class how to estimate the 'abundance' of this plant species in the area of the ecosystem you are studying.
 * 6) Choose a small animal, eg. an insect species, from the animals you identified in C.2. With other class members discuss a suitable way of estimating the abundance of this species in the area.
 * 7) Estimate the abundance of the animal species in the area. Indicate how you arrived at the estimation. Record the date and time you made the estimate, along with a description of particular circumstances that might affect the abundance of the animals at the time.
 * 8) Describe its ecological niche.
 * 9) Describe the distribution pattern of this animal species in the area. Consider the features of the ecosystem that provide the optimum conditions for the species, eg. shade plants, rocks for shelter, availability of food.

<span style="display: block; font-family: 'Arial Black',Gadget,sans-serif;">D. Human Impact
 * 1) Look carefully around the ecosystem for signs of human impact. This may include deliberate change or indirect effects resulting from human activity outside the ecosystem. Examples of human activity could include pollution (air, water, noise), clearing of land, building, fencing, use of water bodies, recreational use of land/water, introduced species of plants and animals.
 * 2) Record your observations.

<span style="color: #008080; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Assessment Task:

The major assessment task for this field study is detailed in the Post-Field Study Learning Activity.

<span style="color: #008080; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Useful resources: The Murray Darling Basin Authority provide a range of information on the Murray River and its ecology, including information on flora and fauna: [|Flora and Fauna of the Murray Darling Basin - Poster] [|Fish and Frogs of the Murray Darling Basin - Poster]

The North Central Catchment Management Authority has many fact sheets that provide useful information about flora and fauna of the Murray River including fish species, frogs, algae, macroinvertebrate, platypus, water rats, large woody tree debris, weeds, endangered species etc: [|North Central Catchment Management Authority fact sheets] [|Endangered species of North Central Victoria] [|Weeds of the North Central Region]

Information about plants and animals of the Murray River: [|Plants of the Murray River] [|Animals of the Murray River] [|Birds] [|Fish]

The Murray Darling Fresh Water Research Centre has useful fact sheets and web links, including information on plants and animals: [|MDFRC Fact Sheets] [|MDFRC Web links]

<span style="color: #008080; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">References:

Sanders, Y. (2005). //Heinemann, Biology 1, Student Workbook, VCE Units 1&2//. Harcourd Education: Port Melbourne, Victoria, Australia. [|North Central Catchment Management Authority] [|Murray Darling Basin Authority] [|Murray Darling Fresh Water Research Centre] [|The Living Murray]