Succession Lab
Partners: Paula Escobar, Ryan Pate
Pre Lab
No Pre-Lab.
Problem
How are the creatures we see and the plant-life we observe relate to the state of succession of the nature trail at Heritage High School?
Materials
- Meter stick
- Clipboard
- Data sheet
- Pen
Procedure
1) Take all materials and proceed to the nature trail.
2) Select area one. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
3) Select area two. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
4) Select area three. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
5) Enter forested area and select point one. Divide area into four quadrants and measure the distance from point one to the nearest tree in each quadrant. Measure the diameter of the trees.
6) Select another point. Repeat step five.
2) Select area one. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
3) Select area two. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
4) Select area three. Record all creatures and plants within a square meter. Evaluate any disturbances that may have influenced the area.
5) Enter forested area and select point one. Divide area into four quadrants and measure the distance from point one to the nearest tree in each quadrant. Measure the diameter of the trees.
6) Select another point. Repeat step five.
Observations
Area one had nearly no life, only sustaining ants and basic plants; however, frogs could be heard. Area two was near water, and was home to things like spiders, trees, and moss. Area three was fully developed with several trees, staves of bamboo, and several small critters. The further away we went from the school, the more life there was. Several observation were indirect, and we ascertained the presence of some creatures by things like noises and droppings, possibly indicating that the wildlife desires to stay away from humans. There was only moss seen in area two, and this may be because area two was by a stream. The trees measured for diameter were very similar in size for the most part. Spiders were only seen where there were trees.
a. Mammal/Reptile Activity: Are animal tracks visible? Is scat present in your plot? Are there any obvious holes where animals are hiding? Describe Below.
There was a hole by the stream in area two, and there were droppings in area three that could belong to a deer. Frogs were found in area one as well.
b. Bird Activity: Are there any bird tracks or feathers? Do you see any presence of nests? Do the birds live in trees (like robins) or on the ground (like the California quail? Can you determine whether they are seed eaters, berry eaters, macroinvertebrate feeders, or birds of prey? Describe below.
We saw no evidence of birds or their habitats in the trees or ground.
c. Insect Activity: Is there evidence of insect activity such as webs or molted exoskeletons? Describe below.
Ants were found in an ant hill in area one, and spiders were seen along with their webs in areas two and three. Cicadas were also seen in area three.
Plant Community Data: Length of Transect: 11 meters
a. Mammal/Reptile Activity: Are animal tracks visible? Is scat present in your plot? Are there any obvious holes where animals are hiding? Describe Below.
There was a hole by the stream in area two, and there were droppings in area three that could belong to a deer. Frogs were found in area one as well.
b. Bird Activity: Are there any bird tracks or feathers? Do you see any presence of nests? Do the birds live in trees (like robins) or on the ground (like the California quail? Can you determine whether they are seed eaters, berry eaters, macroinvertebrate feeders, or birds of prey? Describe below.
We saw no evidence of birds or their habitats in the trees or ground.
c. Insect Activity: Is there evidence of insect activity such as webs or molted exoskeletons? Describe below.
Ants were found in an ant hill in area one, and spiders were seen along with their webs in areas two and three. Cicadas were also seen in area three.
Plant Community Data: Length of Transect: 11 meters
Data Tables
Analysis and Conclusion
1. Is your plot undergoing primary or secondary succession?
Area 1 is undergoing secondary succession because the plot has just recently been disturbed due to the construction of the school. All of the plots we looked at were about 1 square meter in size, including this one. It was located right in front of the entrance to the nature trail; therefore we inferred that the plot has been disturbed about 6-7 years ago when the construction of the school had just begun. Soil was present in the area but there was also a pile of rocks that was brought by humans for construction (see picture 1 above). Area 2 and 3 are undergoing primary succession because these areas have not been disturbed recently (see pictures 2 and 3 above). Soil was present in both Area 2 and 3 as well.
2. Using the field data that you collected, determine the successional stage of your plot. Which of the following is it?
a. early
b. mid
c. late
d. climax
Area 1 is at an early stage of succession because annual plants, perennial plants, and grasses were the only things found there. Area 2 is at a late stage of succession because it contained all the thing observed in area 1 and, in addition, hardwood trees and shrubs. Area 3 is at a mid stage of succession because there were no trees found but it contained shrubs and the things observed in area 1 as well.
3. Some ecologists do not subscribe to the theory of a climax community. What is a climax community? Why do some ecologists believe they do not exist?
A climax community is a biological community of plants and animals, in which they remain stable and exist in balance with each other and their environment, it is a final stage of succession. Some ecologists believe that there is no such thing as a climax community because disturbance is an ongoing process and the ecosystems never stay the same for long periods of time because they are constantly changing and evolving.
4. Doing outside research what would the final successional stage of your campus be? If your school was removed and allowed to go through succession, what native plants and animals would you find? How long do you think it would take your campus to reach the climax community?
Area 1 was at an early stage of succession and it had been about 6-7 years since it was disturbed; therefore, we can infer that if Heritage High School was removed it would take about a hundred years or so for the campus to reach a climax community. Oak, pine trees, grasses, moss, and shrubs would be the plants most likely present in this community and animals such as deer, raccoon, and squirrel.
Area 1 is undergoing secondary succession because the plot has just recently been disturbed due to the construction of the school. All of the plots we looked at were about 1 square meter in size, including this one. It was located right in front of the entrance to the nature trail; therefore we inferred that the plot has been disturbed about 6-7 years ago when the construction of the school had just begun. Soil was present in the area but there was also a pile of rocks that was brought by humans for construction (see picture 1 above). Area 2 and 3 are undergoing primary succession because these areas have not been disturbed recently (see pictures 2 and 3 above). Soil was present in both Area 2 and 3 as well.
2. Using the field data that you collected, determine the successional stage of your plot. Which of the following is it?
a. early
b. mid
c. late
d. climax
Area 1 is at an early stage of succession because annual plants, perennial plants, and grasses were the only things found there. Area 2 is at a late stage of succession because it contained all the thing observed in area 1 and, in addition, hardwood trees and shrubs. Area 3 is at a mid stage of succession because there were no trees found but it contained shrubs and the things observed in area 1 as well.
3. Some ecologists do not subscribe to the theory of a climax community. What is a climax community? Why do some ecologists believe they do not exist?
A climax community is a biological community of plants and animals, in which they remain stable and exist in balance with each other and their environment, it is a final stage of succession. Some ecologists believe that there is no such thing as a climax community because disturbance is an ongoing process and the ecosystems never stay the same for long periods of time because they are constantly changing and evolving.
4. Doing outside research what would the final successional stage of your campus be? If your school was removed and allowed to go through succession, what native plants and animals would you find? How long do you think it would take your campus to reach the climax community?
Area 1 was at an early stage of succession and it had been about 6-7 years since it was disturbed; therefore, we can infer that if Heritage High School was removed it would take about a hundred years or so for the campus to reach a climax community. Oak, pine trees, grasses, moss, and shrubs would be the plants most likely present in this community and animals such as deer, raccoon, and squirrel.
General Analysis and Conclusion
Application: In this lab we got to observe the different stages of succession and see how they differ among each other. We learned that there are two types of succession: primary and secondary. Also, we got to explore the different areas around the nature trail and see how they differ in plant species and animal species diversity.
Accuracy of Results: This lab could have been conducted more accurately if we were to understand the directions better from the beginning. We were not exactly sure what we were looking for and that kind of threw us off until the very last ten minutes of class when we finally understood and had to cramp as many things together as we possibly could. If we were to understand what we had to do from the beginning then we might have picked different ares that better portrayed the stages of succession. We could also have done the point centered quarter sampling of a population more accurately because that one we did not understand at all until the very end when we had to leave to go back to the classroom. If more time were given this lab could have been more accurate.
Real Life Example: Mount St. Helens eruption in 1980 is an example of secondary succession. The ecosystem has been disturbed and covered by lava but after a period of time plants and animals started to occupy the area again. This volcanic eruption helped scientists study succession more in depth and develop certain theories about it. The observations conducted in our lab show that some areas around our campus are secondary type of succession as well, Area 1 is one example. This area has also been disturbed, not by volcanic lava, but by interference of humans trying to construct the school; however, after 6-7 years plants and animals became present again.
Liang, Jessica. "Ecological Succession in Mount St Helens." Mount St. Helens Eruption. UNC Digital Commons Project, n.d. Web. 23 Feb. 2013. <http://mountsthelens.web.unc.edu/ecological-succession-in-mount-st-helens/>.
Accuracy of Results: This lab could have been conducted more accurately if we were to understand the directions better from the beginning. We were not exactly sure what we were looking for and that kind of threw us off until the very last ten minutes of class when we finally understood and had to cramp as many things together as we possibly could. If we were to understand what we had to do from the beginning then we might have picked different ares that better portrayed the stages of succession. We could also have done the point centered quarter sampling of a population more accurately because that one we did not understand at all until the very end when we had to leave to go back to the classroom. If more time were given this lab could have been more accurate.
Real Life Example: Mount St. Helens eruption in 1980 is an example of secondary succession. The ecosystem has been disturbed and covered by lava but after a period of time plants and animals started to occupy the area again. This volcanic eruption helped scientists study succession more in depth and develop certain theories about it. The observations conducted in our lab show that some areas around our campus are secondary type of succession as well, Area 1 is one example. This area has also been disturbed, not by volcanic lava, but by interference of humans trying to construct the school; however, after 6-7 years plants and animals became present again.
Liang, Jessica. "Ecological Succession in Mount St Helens." Mount St. Helens Eruption. UNC Digital Commons Project, n.d. Web. 23 Feb. 2013. <http://mountsthelens.web.unc.edu/ecological-succession-in-mount-st-helens/>.