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Senior Biology-Spotted Tailed Quoll
A Local Ecosystem – A Study of Open Forest.
Student Name: _____________________________________
587 Chapel Hill Road Sackville North NSW 2756
Phone: 4579 1136 Fax: 4579 1072
www.brewongle-e.schools.nsw.edu.au
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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, theories and laws of science, with particular emphasis on first-hand investigations in Biology.
P4 Describes the applications of Biology which affect society or the environment. P7 Describes the range of organisms in terms of specialisation for a habitat. P8 Analyses the interrelationships of organisms within the ecosystem. P11 Identifies and implements improvements to investigation plans. P14 Draws valid conclusions from gathered data and information. P16 Demonstrates positive values about and attitudes towards both the living and non-
living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science.
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)
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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 threatened nationally and classed as vulnerable in NSW.
Student Task
Establish parameters for the quoll’s survival.
Test the study site for its ability to support quolls.
Interpret results and make conclusions based on findings.
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Let’s study the Spotted-tailed quoll
What type of first hand investigation methods could you use in the field to complete this study and what equipment or resources do we need?
Quoll
Where do they nest?
What is
their diet?
What type of ecosystem do
they require?
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Gully 1 Gully 2 Ridge 1 Ridge 2
Temperature
Colour
Texture
Leaf Litter
Depth
Temperature
Slope
Elevation
Lithology
Ge
og
rap
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
Aspect
Turn on to x100 & take a reading from waist
height (add two zeros to your reading)
% Moisture
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
Step 3-Sprinkle barium sulphate on sample
Step 4-Use colour chart to assess pH level
Method
Abiotic Components - Physical & Chemical Characteristics Along the Transect
So
il
See notes on pink laminated sheet
Place trowel into leaf litter.
Take measurement from centre of trowel
pH
Survey Recording Form
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
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Gully 1 Gully 2 Ridge 1 Ridge 2
Temperature
pH5.5 – 8 =
healthy
Texture
Leaf Litter
Depth
2 – 3cm =
adequate
Temperature
% Moisture
Slope
Aspect
Elevation
Lithology
Ge
og
rap
hy
Light Intensity
How would the slope influence vegetation?
How would the aspect of the slope change the type of vegetation?
Does the vegetation change as you move between the gully and ridge? Explain
differences.
Why are we interested in the type of rock observed?
Did your reading differ between the gully and ridge? Why / why not?
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
Did your lux readings vary between the gully and ridge? Why / why not?
<1cm =
unhealthy
3cm &
above =
healthy
1 – 5.5 =
unhealthy
8 – 12 =
unhealthy
Did humidity differ between the gully and ridge? Why / why not?
Survey Recording FormAbiotic Results – interpretation sheet
U=Unhealthy
So
il
H=Healthy
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Vegetation - Type and Height
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
Quolls prefer a structurally diverse forest (plenty of grasses, shrubs, small and large trees). Do your observations
show adequate vegetation layers for the quoll? YES / NO
What layer of vegetation (if any) is missing? ____________________________________________________________
Tall trees (>30m)
Example
Ridge 2
Heig
ht
Distance
Canopy Cover
Vegetation Structure
Heig
ht
Gully 1 Gully 2
Vegetation Structure
Tree Height
Canopy Cover
Vegetation Structure
Distance Distance
Tree Height
Canopy Cover
Survey Recording Form
Small Trees (5-10m)
Distance
Tree Height
Canopy Cover
Vegetation Structure
Shrubs (<5m)
TREE HEIGHT KEY
Heig
ht
Distribution of a species describes where i t i s found. A transect can be used to measure dis tribution. Fol low your 30m transect
and record tree category and tree height on the table below. Draw a l ine for each tree with a symbol at the top that represents
the category.
Heig
ht
Ridge 1
Heig
ht
Distance
Tree Height
Medium Trees (10-30m)
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Relative Abundance
Key No.Present % Key No.Present %
Key No.Present % Key No.Present %
TREE HEIGHT KEY
Shrubs (<5m)
Small Trees (5-10m)
Medium Trees (10-30m)
Tall trees (>30m)
Survey Recording Form
Abundance refers to the number of species in a given area. To do this we use sample plots
or quadrats to estimate relative abundance.
No. of species = Relative Abundance %
Gully 1 Gully 2
Ridge 1 Ridge 2
X 100Total no. of plants counted
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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
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Nest Box Camera Survey List any wildlife or evidence of wildlife that you found.
Threats to the Spotted-tailed quoll List any threats to the survival of the quoll that you have identified during your field study.
Wildlife Camera Results List any animals recorded on the wildlife cameras.
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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) mining of soil, clay or sand dumping of rubbish/garden waste bushrock collection access roads, paths or tracks
2. Has the vegetation been disturbed by; None (o) minor (1) major (2)
weed invasion logging past clearing off road vehicle use nutrient/sewage seepage from adjacent farmland
3. Is the site;
No (0) Yes (2) adjacent to an urban area adjacent to recreational facilities showing evidence of feral animals
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.
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Use the ID Charts supplied to complete the following tables for the species below.
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
Threats
Loss, fragmentation and degradation of habitat. Accidental poisoning during wild dog and fox control programs. Deliberate poisoning, shooting and trapping may also be an issue. Competition with introduced predators such as cats and foxes.
(DECC, 2007)
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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.
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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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
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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