Senior Science

1

Student Name: _____________________________________

587ChapelHillRoadSackvilleNorthNSW2756

Phone:45791136Fax:45791072

www.brewongle-e.schools.nsw.edu.au

A Local Environment A study of the spotted-tailed quoll

Senior Science

2

Health and Safety Issues As you are working out in the field you need to be aware that:

§ Ground material is often covered in moss and can be very slippery. § Vines and dense undergrowth can trip. § Fallen trees can be rotten and weak. § Some animals can deliver painful or venomous bites. § On slopes, rocks can be easily dislodged. § Edges of wetlands can be quite deep and muddy.

Preliminary Course Outcomes covered by the Field Work P2 Applies the processes that are used to test and validate models with particular

emphasis on first hand investigations P7 Identifies relationships between organisms in the environment P12 Discusses the validity and reliability of data gathered from first hand investigations P14 Draws valid conclusions from gathered data and information. P13 identifies appropriate terminology and reporting styles to communicate information

and understanding in biology P15 implements strategies to work effectively as an individual or as a team member

History of the Study Site The site is located at Sackville North on a ridge above the Hawkesbury River. The natural vegetation of the area has been modified by farming practices, school buildings and rural residential properties. The land was originally inhabited by the Darug Aboriginal nation and presumably was not greatly altered during that time. The Sackville - Windsor area was considered suitable for farming and was settled in 1810. The vegetation was severely modified following settlement. This was initially restricted to the flood plain immediately adjacent to the river. Sackville North Public School was located on the site from 1878-1972. Brewongle Field Studies Centre was opened officially in 1979 after the site was used for camping in the interim. It is now called Brewongle Environmental Education Centre and is a facility that hosts other schools on day and camp visits.

The site has been classified as having the vegetation community of Sydney Sandstone Gully Forest with dominant tree species including Grey Gum (Eucalyptus punctata), Turpentine (Syncarpia glomulifera) and Grey Myrtle (Backhousia myrtifolia)

Senior Science

3

Investigation Scenario

The study site is a NSW Department of Education and Communities facility called Brewongle Environmental Education Centre. Centre staff would like to recruit you to carry out an ecological assessment of the site for its suitability to support the spotted-tailed quoll (Dasyurus maculatus). The quoll is classed as ‘Endangered’ nationally and classed as ‘Vulnerable’ in NSW.

Student Tasks • Complete pre-excursion analyses of study site and target animal species • Test the study site for relevant abiotic and biotic variables • Interpret results and make conclusions based on findings after the excursion

Senior Science

4

Before the excursion: Visit https://brewongleeec.com/student-learning/secondary/stage-6/a-local-ecosystem-stage-6/ Utilise Google Maps/Earth on the website to answer the following: Describe the major land use patterns around Brewongle EEC @ Sackville North:

______________________________________________________________________________

______________________________________________________________________________

The study site is ‘remnant bushland’ – what does this mean and what might be the implications for

native flora and fauna?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What is a ‘vegetation corridor’ and why are they important for native wildlife? Is Brewongle EEC linked to other remnant bushland areas by a vegetation corridor? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Use the ‘Prezi’ provided on the website to complete the following Spotted-Tailed Quoll (Dasyurus maculatus)

Distribution Mostly coastal NSW, Vic, Tasmania and restricted to some areas on western side of great dividing range. Their range has severely decreased since European settlement.

Habitat

Diet

Dens and Latrine sites

They may have as many as 20 dens across their home range (200ha) and may use rabbit warrens and wombat holes. They establish ‘latrine sites’ that are used a toilet and scent marking site. These are usually on exposed rock platforms or open ground.

Threats

Senior Science

5

From your research on page 4, identify some factors that would influence the distribution and abundance of Spotted Tailed Quolls around Brewongle EEC and Sackville North: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What type of first hand investigation methods could you use in the field to complete this study? To measure Abiotic variables? ______________________________________________________________________________

______________________________________________________________________________

To measure Biotic Variables?

______________________________________________________________________________

______________________________________________________________________________

List some equipment that you may require to complete this study ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Senior Science

6

1 2 3 4 Mean Range

Temperature

Colour

Texture

Leaf Litter Depth

Temperature

Slope

Elevation

Lithology

Method

Soil

See notes on pink laminated sheet

Place trowel into leaf litter. Take measurement from centre of trowel

pH

Remove the cover from the thermometer and place probe in soil.

Rub fore fingers on ground & colour in the worksheet section

Step 1-Place soil on white tray with spoon

Step 2-Place 2-3 drops of universal indicator over the sample

Step 3-Sprinkle barium sulphate on sample

Step 4-Use colour chart to assess pH level

Air

Use the temperature meter

Use hygrometer.

Step 1-Read dry bulb temperature

Step 2-Read wet bulb temperature

Step 3-Calculate difference between wet & dry bulb temperatures

Use chart in centre to assess relative humidity

Use lux meter. 1 lux = light of one candle per square meter.

Light Intensity

Aspect

Turn on to x100 & take a reading from waist height (add two zeros to your reading)

% Moisture

SurveyRecordingFormAbiotic Components - Physical & Chemical Characteristics Along the Transect

Geo

grap

hy

Use clinometer. (blue colour) (in degrees)

Use compass.Step 1-Assess where north is

Step 2-Assess direction of transect line

Will be given to you

Assess the rock type observed

Senior Science

7

Temperature

pH 5.5 – 8 = healthy

Texture

Leaf Litter Depth

2 – 3cm = adequate

Temperature

% Moisture

Slope

Aspect

Elevation

Lithology

SurveyRecordingFormAbiotic Results – interpretation sheet

Soil

H=Healthy U=Unhealthy

How does your result compare to the average for Sackville North for this time of year?

Air

What would soil temperature influence?

How would the texture influence vegetation?

<100 lux = very dark day Full daylight = ~10,000 lux Bright sunlight = ~100,000 lux

What factors contribute to a variation in lux readings?

<1cm = unhealthy

3cm & above = healthy

1 – 5.5 = unhealthy

8 – 12 = unhealthy

How would the humidity infuence vegetation?

H=Healthy U=Unhealthy

Geo

grap

hy

Light Intensity

How would the slope influence vegetation?

How would the aspect of the slope change the type of vegetation?

Would the vegetation change as you move between the gully and ridge? Explain differences.

Why are we interested in the type of rock observed?

Senior Science

8

Vegetation-TypeandHeight

30m 30m

20m 20m

10m 10m

5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m

30m 30m

20m 20m

10m 10m

5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m

30m

20m

10m

5m 10m 15m 20m 25m 30m

SurveyRecordingForm

SmallTrees(5-10m)

Distance

TreeHeight

CanopyCover

VegetationStructure

Shrubs(<5m)

TREEHEIGHTKEY

Heigh

t

Distributionofa species describes wherei ti s found.Atransectcanbeusedtomeasuredis tribution.Fol lowyour30mtransectandrecordtreecategoryandtreeheightonthetablebelow.Drawa l ineforeachtreewitha symbol atthetopthatrepresents thecategory.

Heigh

t

3

Heigh

t

Distance

TreeHeight

MediumTrees(10-30m)

TreeHeight

CanopyCover

VegetationStructure

Distance Distance

TreeHeight

CanopyCover

Heigh

t

1 2

VegetationStructure

Quollspreferastructurallydiverseforest(plentyofgrasses,shrubs,smallandlargetrees).Doyourobservationsshowadequatevegetationlayersforthequoll?YES/NO

Whatlayerofvegetation(ifany)ismissing?____________________________________________________________

Talltrees(>30m)

Example

4

Heigh

t

Distance

CanopyCover

VegetationStructure

9

RelativeAbundance

Key No.Present % Key No.Present %

Key No.Present % Key No.Present %

Key Mean Range

SurveyRecordingFormAbundancereferstothenumberofspeciesinagivenarea.Todothisweusesampleplotsorquadrats toestimaterelativeabundance.

No.ofspecies=RelativeAbundance%

1 2

Talltrees(>30m)

3 4

X100Totalno.ofplantscounted

OVERALLRESULTS

TREEHEIGHTKEY

Shrubs(<5m)

SmallTrees(5-10m)

MediumTrees(10-30m)

10

HabitatElement

1 2 3 4 Mean Range

T rees

One o r mo re trees nat ive to A ustralia 2

A variety o f 4 o r mo re plant species 2

H ealthy T ree C ano py / P lant F o liage

Healthy 2

M oderately Healthy

1

Defo liation Evident

0

Evidence of Dieback

0

Shrubs None 0

Some 1

M any 2

N ative Shrubs None 0

Some 1

M ost 2

Gro und C o ver None 0

Some 1

M ost 2

N ative Grasses o r Spreading P lants 2

H o llo wsButt

Hollows 1

Limb Hollows

1

Fallen Log Hollows

1

R o cks & C revices None 0

Some 1

M ost 2

Leaf Lit ter None 0

Some 1

M ost 2

Lo o se B ark (attached or shed)

None 0

Some 1

M ost 2

Lo gs & F allen B ranches None 0

Some 1

M ost 2

WATER

P o nd/ Water Yes 1

No 0

FOOD P lants with F ruits /

SeedsNone

0Some

1M ost

2

P lants o f D if ferent A ges

None 0

Some 1

M ost 2

Jo ined o r Lo cated to Other Gardens / B ush

by Gardens / B ush

Yes 1

No 0

HABITAT ASSESSMENT

TOTAL SCORE / 33

1 - 3 large trees (> 6m) 1

M ore than 5 large trees 2

TREES

SHRU

BSGR

OUND

COV

ERS

SHELTER

A LOW SCORE WILL INDICATE THE ZONE IS POOR HABITAT. This may be because it has been disturbed or requires additional habitat parameters to better

support the amazing variety of living things. A quoll requires a minimum score of 20 to survive

11

INTERPRETING THE HABITAT ASSESSMENT AREA - the higher the score the better. Larger animals and those higher up the food chain require more territory/range in which to support themselves. Wildlife corridors play an important role in sustaining and conserving plant and animal species. TREES - provide nesting sites and food for nectar and fruit eaters. HEALTHY TREE CANOPY – a healthy canopy will indicate the site is relatively free of human disturbances (eg; erosion, compaction) or natural disturbances (storm damage, major presence of mistletoe) SHRUBS – dense native shrubs allow small native animals and birds to shelter and to hide from predators such as feral cats. HERBS & GROUND COVERS – provide the food for finches, lyrebirds, lizards, frogs and wallabies, and also provide habitats for small mammals, insects and spiders. NATIVE PLANTS – native plants are adapted to the Australian environment. They require less watering, little or no fertiliser and provide the right food at the right time for the native animals that have evolved with them. HOLLOWS – are important homes for native wildlife. It can take over a hundred years for hollows to develop in forests. Hollows also provide nesting sites for birds, possums and bats. ROCKS & CREVICES – provide habitat for many animals to live and feed and for certain species of plants to grow – they are valuable habitat. Bush rock collection has had a significant impact on our wildlife and degraded many areas. LEAF LITTER – provides habitat for smaller animals like lizards, geckos, frogs and invertebrates. Leaf litter, when broken down, provides humus – a rich source of nutrients for trees and shrubs. LOOSE BARK – provides habitat for invertebrates, spiders and lizards. LOGS OR FALLEN BRANCHES – 20% of native mammals need logs to nest in. They provide habitat for invertebrates and reptiles. When they decay they provide nutrients for the ecosystem. POND / WATER – provides homes for frogs, native fish, dragonfly nymphs and other invertebrates. Also drinking water for birds and animals. PLANTS WITH FRUIT / SEEDS – an important source of food for birds, bats, possums and invertebrates. PLANTS OF DIFFERENT AGES – indicates that an area has more habitat spaces for a variety of plants and animals. JOINED OR LOCATED TO OTHER GARDENS / BUSH – a variety of vegetation, vegetation density and landscapes will allow a greater range of animal species to find food and nesting sites. References – Rumbulara EEC CRAM Project – CMA,Windsor

12

Nest Box Camera Survey List any wildlife or evidence of wildlife that you found. Box Species How

many? behaviour/comments

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Camera Trap Results Camera Species How

many? behaviour/comments

1

2

3

4

5

6

7

13

Human Impacts on a Vegetation Community There are many ways in which a vegetation community can be disturbed and each disturbance can have a varying degree of impact. Observe the vegetation community around you to complete the following checklist.

1. Has the soil been disturbed by; None (o) minor (1) major (2)

erosion (sheet, rill, gully) 1 1 1 mining of soil, clay or sand 1 1 1 dumping of rubbish/garden waste 1 1 1 bushrock collection 1 1 1 access roads, paths or tracks 1 1 1

2. Has the vegetation been disturbed by; None (o) minor (1) major (2)

weed invasion 1 1 1 logging 1 1 1 past clearing 1 1 1 off road vehicle use 1 1 1 nutrient/sewage seepage 1 1 1 from adjacent farmland

3. Is the site;

No (0) Yes (2) adjacent to an urban area 1 1 adjacent to recreational facilities 1 1 showing evidence of feral animals 1 1

Score:

Poor = 21 - 30 Recorded score: Average = 11 - 20 Good = 0 - 10

Observe as many alterations to the vegetation community at the study site.

Alteration Environmental Impact

NB: the spotted-tailed quoll requires a score of 0-10 to survive.

14

Conclusions

1. Is there structural diversity evident in the vegetation that may support a wide range of food for

the quoll?____________________________________________________________________

2. What evidence do you have to support this? ________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Are there enough habitat space requirements for small mammals and birds that make up the

food supply of the quoll? ________________________________________________________

4. What evidence do you have to support this? ________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5. Are there potentially enough habitat space requirements for spotted-tailed quoll? ____________

6. What evidence do you have to support this? ________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Is the study site joined / connected to other forest ecosystems? _________________________

8. What are the implications of this for the quoll? _______________________________________

_______________________________________________________________________________

Recommendations 1. What are the possible threats and human impacts on the quoll? _________________________

_______________________________________________________________________________ _______________________________________________________________________________

2. Outline your recommendations to improve or manage the site as habitat for the spotted-tailed quoll.

_______________________________________________________________________________

_______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

15

DEFINITIONS abiotic the non-living components of an ecosystem (soils, climate, air, water) abundance the number of species in a given area

adaptation a genetically determined characteristic of form, function or behaviour that makes an organism suited to live in its environment

autotroph an organism that is able to synthesise organic matter from inorganic nutrients and a source of energy. most plants and some bacteria are autotrophs

allelopathy allelopathy literally means “hurting each other” and in plant biology refers to the chemical by-products of one plant inhibiting the growth of another

biomass the mass of living matter in a particular area biosphere the life-supporting layer of the earth extending from the upper atmosphere into

the soil biota the living component (both plants and animals) usually of a particular region commensalism a close relationship between two organisms such that one derives food and/or

shelter from the other community an assemblage of interacting populations of plants, animals, bacteria and fungi

sharing a common environment competition the striving for the use of common resources between or within species consumer and organism that feed on other organisms (plants or animals) or on organic

matter (dead organisms, detritus) distribution the geographic occurrence of a population or species diversity the number of species in a given area ecology the study of ways that organisms interact with each other and with their abiotic

environment ecosystem a system of ecological relationships environment all the living and non-living components that constitute and organisms

surroundings epicormic buds dormant organs of vegetative growth on a stem eutrophication the enrichment of lakes and waterways as a result of the leaching of nutrients.

this often causes an excessive growth of aquatic plants. it is commonly produced by effluents such as fertilisers and sewage

exotic a plant or animal introduced form another region food chain a simple series representing the transfer of food and energy from plants through

herbivores to carnivores food web a net of interwoven food chains forest a plant community dominated by trees where the canopy of the trees shades

more than 30% of the ground

16

Definitions drawn substantially from A Natural Legacy, Pergamon 1986

genus a taxonomic group of closely related species eg. Eucalyptus, Acacia herbivore an animal which feed upon living plants larva the immature form at birth or hatching of some groups of animals such as insects,

molluscs and frogs, requiring metamorphosis to reach adult form micro climate the meteorological conditions, or climate, in a small area micro habitat the different parts of the habitat that an individual encounters mutualism symbiosis which advantages both species niche the place or role of an organism in a community; all the components of the

environment with which an organism interacts organism any living thing parasite an organism that consumes part of the tissue of its host perennial a regular event; usually an herbaceous plant or shrub which lives from year to

year photosynthesis production by plants of organic compounds from water and carbon dioxide using

energy absorbed from light quadrat a sampling frame, or an area marked out for sampling flora and fauna in a study

area respiration breathing; the oxidation of organic molecules within a cell to release energy sclerophyll hard-leathery leaves that aid in moisture retention – usually applied to eucalypt

forests and woodlands species a group of similar individuals that are capable of interbreeding and producing

fertile offspring succession the process by which one plant community replaces another symbiosis usually refers to a mutually beneficial relationship between species, but may

include parasitism and commensalism terrestrial relating to the land transect a line or narrow strip, used in censuses of organisms in a given area transpiration evaporation of water from plants, usually the leaves trophic refers to nutrition trophic level position in the food chain; primary consumers (herbivores) are on the first trophic

level, secondary consumers (carnivores) are on the second or third levels wetland an area of low lying land that is irregularly, regularly or permanently covered with

either fresh or salt water woodland plant communities dominated by trees whose canopies shade less than 30% of

the ground