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IB Geo. 12 Formal Field Study Delta Nature Reserve / Watershed Park / Serpentine Wildlife Management Area Why study these areas? Consider: The presence of three unique ecosystems in a relatively short distance (see map handout)

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IB Geo. 12

Formal Field Study

Delta Nature Reserve / Watershed Park /

Serpentine Wildlife Management Area


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Why study these areas?

  • Consider:

  • The presence of three unique ecosystems in a relatively short distance (see map handout)

  • The unique value of each of these areas as described in the Preparation Exercises


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Research Question: Which key factor(s) account for the significant differences in vegetation types between the Delta Nature Reserve (Burns Bog), Watershed Park, and the Serpentine Wildlife Management Area?

Hypothesis: You design one. Based upon your preparation exercise readings and exercises and looking over the Factors Affecting Biomes web, hypothesize as to the main factor(s) determining the differences in vegetation type.


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Consider the formation of these areas over geologic time:

Ice Cover over the Lower Mainland – 16 000 years ago



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Note: Source for the previous two slides –

p. 39 and 51 of:

Clague, John, and Bob Turner. Vancouver, City On The Edge. Vancouver: Tricouni Press, 2003.




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Burns

Bog

Water-shed P.

SWMA

Today


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Note: Source for the previous three slides –

Natural Resources Canada. Geoscape Vancouver: The Fraser River Delta. Jan. 3, 2008 <http://geoscape.nrcan.gc.ca/vancouver/fraser_e.php>.


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Formation of Burns Bog over the last 7000 years. See preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. Mleziva’s website.


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Burns preparation exercise readings and questions for more details as well as more Burns Bog information on Mr.

Bog

Water-shed P.

SWMA


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Note preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. : Source for the previous slide –

Turner, Bob. Vancouver’s Landscape. Feb. 12, 2008 <http://gsc.nrcan.gc.ca/urbgeo/vanland/images/vanland_v7_3.jpg>.


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Nature preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. Reserve

Burns

Bog

Watershed

Park

SWMA

Vegetation of Southwestern Fraser Lowland 1858-1880


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Vegetation of Southwestern Fraser Lowland 1858-1880 preparation exercise readings and questions for more details as well as more Burns Bog information on Mr.

Burns Bog – It cb P = Labrador Tea: labrador tea (lt), cranberry (cb), salal, Pine (P)

mP = Moss with scrub pine: sphagnum (m), scattered pine (P), Hemlock, Spruce.

Watershed Park – DFC = Mixed Coniferous: Douglas fir (D), Grand fir (F), Cedar (C), [Hemlock], [Pine], [Spruce], Alder, Dogwood, vine maple, briars.

D = Douglas Fir: Douglas fir (D), [Cedar], salal, oregon grape, hawthorn

Serpentine Wildlife Management Area – g = Prairie: grass (g)g W hh ca = Prairie grass with shrubs: grass (g), Willow (W), hardhack (hh), crabapple (ca)sg sw s = Salt marsh: saltgrass (g), saltwort (sw), sedge(s)

Special Notes:Underlined species = dominant

[Bracketed species] = minor occurence

Capitalized species = part of tree canopy, not capitalized = understory


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Burns Bog preparation exercise readings and questions for more details as well as more Burns Bog information on Mr.

Watershed Park

SWMA

Note: See p. 331-332 in Geography: An Integrated Approach for a further description of podzols or podsols.


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Note preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. : Source for the previous four slides –

North, M.E.A., and M.W. Dunn. Environment Canada. Lands Directorate. Vegetation of Southwestern Fraser Lowland 1858-1880 (Poster). Canada: Minister of Supply and Services Canada, 1979.


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Watershed preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. Park

SWMA

Underlying Geologic Materials near the surface


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Underlying Geologic Materials preparation exercise readings and questions for more details as well as more Burns Bog information on Mr.

Burns Bog – Modern Sediments in Lowlands(<10 000 years old): 2: Peat

Watershed Park – Ice Age Sediments in Uplands(25 000 to 11 000 years ago): 6: Silt and clay9: Till 10: Steepland sediments 7: Sand

Serpentine Wilderness Management Area – Modern Sediments in Lowlands (<10 000 years old):4: Sand and silt2: Peat (on fringes)


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Note preparation exercise readings and questions for more details as well as more Burns Bog information on Mr. : Source for the previous two slides –

Turner, Bob. Geomap Vancouver. Feb. 11, 2008

<http://gsc.nrcan.gc.ca/urbgeo/geomapvan/index_e.php>.


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To what extent have humans altered these three sites since the late 1800s? - Consider preparation exercise readings and Burns Bog information on Mr. Mleziva’s website.

So what actually will we be doing on the day of the field study????


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The Tasks the late 1800s?


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Field Study Weather Conditions the late 1800s? Time

Temperature

Air Pressure

Wind Direction

Wind Speed

Sky Cover (Fraction out of 8)Cloud Type(s)

Present State of Weather

Explanation



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Research Question ensure that you are prepared.: Which key factor(s) account for the significant differences in vegetation types between the Delta Nature Reserve (Burns Bog), Watershed Park, and the Serpentine Wildlife Management Area?

Hypothesis: You design one. Based upon your preparation exercise readings and exercises and looking over the Factors Affecting Biomes web, hypothesize as to the main factor(s) determining the differences in vegetation type.


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  • Determining Our Transect Locations ensure that you are prepared.Ideally:

  • Random Sampling Technique – Random AreaRead p.160-161 in Geography: An Integrated Approach- Place a grid over the site and draw from a hat the coordinates that the transect will be located in

Advantage: Avoid bias. Every point or area of the total population has an equal chance of being selected.

Disadvantage: Careful sample design is needed to avoid the possibility of achieving misleading results when sampling over a large area.


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  • Limitations for this field study: ensure that you are prepared.

  • Safety concerns (i.e. slope at Watershed Park)

  • - Areas that are off limits due to wildlife management(i.e. Serpentine Wilderness Area)

  • Limiting our impact on a sensitive ecosystem (i.e. stay near boardwalks in Burns Bog + central bog closed to the public)

  • - Time and money (i.e. soil testing kits, bus rentals); ideally, we would want to do much more than just two transects for each site to better reflect the nature of the “total population”.


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  • General Site Conditions: ensure that you are prepared.

  • Plot site on map + compass (show north)- Study Site Area for Tree Survey Transect = 400m2- Study Site Area for Detailed Vegetation Identification Transect = 32 m2- Time- GPS coordinates - Elevation- Slope- Orientation of the Slope (aspect)- Average Annual Temp. - Avg. Annual Precip.- Notation of special conditions / activities or features in and around the study area i.e. farming, tourism, etc.


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Tree Survey Transect ensure that you are prepared.

20 m

20 m

  • Count the total number of trees within the transect, identify the types, and measure circumferences

  • Bring your “My Burns Bog Plant Book” Prep packet, “Ecoscope” Prep packet and “Plants of Coastal British Columbia” handout to help you identify species – Take a picture of the entire transect


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  • Detailed Vegetation Identification Transect ensure that you are prepared.

  • Bring your “My Burns Bog Plant Book” Prep packet, “Ecoscope” Prep packet and “Plants of Coastal British Columbia” handout to help you identify species

  • Total Study Area = 16m by 2m Transect = 32m2

  • Work with a partner in an assigned quadrat (2m by 2m square); using sticks and strings, divide your 4m2 quadrat into four quarters to make analysis easier.

2m

Qu.#1

Qu.#2

Qu.#3

Qu.#4

Qu.#5

Qu.#6

Qu.#7

Qu.#8

16m


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In your assigned quadrat, ensure that you are prepared.identify each vegetation species within the entire quadrat and give a description. Refer to your Plant Guides for assistance. In the description, also include the approximate height in cm (metre stick) of each species and measure the circumference of any trees in cm (use tape measure and/or string and metre stick). Also include % of surface coverage for each species within your quadrat.


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Sketch the area occupied by each vegetation species ensure that you are prepared. within your quadrat. Create a key and symbol for each species. (Note: The example shown below uses more squares than you will use and has some different species than you will find.)


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Take pictures of your ensure that you are prepared.quadrat – remember to put something into the picture for scale (eg clipboard).

Take picture(s) of the entire transect – have a person in the picture for scale.

Take a picture looking upwards at the top of the canopy (if present) to give a sense of the amount of light intensity. Note: We will try to measure the actual light intensity using a light metre placed in the ground in each quadrat.


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  • Describe soil conditions – colour, composition, texture. Is it mineral based or organic based? Take a picture.

  • We will dig two holes at each site (as close as possible to Quadrats 1 and 8) to expose a profile for the soil and try to reach the water table and take a pH strip reading at the water table. Take a picture. We will collect two soil samples from each of these profiles four inches (10 cm) below the surface (as instructed by the soil testing kit) and later test for pH, nitrogen, phosphorous, and potash content.

  • We will take three pH meter readings in each quadrat and average the data for each quadrat. These readings will be consistently taken from the middle and towards opposite sides of each quadrat . This is called Systematic Sampling (see p.161-162). Advantage: Ease of use.Disadvantage: All points do not have an equal chance of selection – it may either overstress or miss an underlying pattern.


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  • We will also, if available, get a pH reading for sitting water in or around the transect.

  • We will also later test for moisture content via a drying process and measuring mass before and after. In particular we will want to see if peat is indeed composed of 90% water and 10% solids and how do the peat samples differ from samples at the other sites.


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- Also consider based on the plants present in the transect whether or not this is a “productive” site – nitrogen rich.Note: Later on, look at the packet entitled “Indicator Plants of Coastal BC”.

Labrador Tea (Ledum groenlandicum) = indicator of nitrogen-poor soil


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Serpentine Wildlife Management Area whether or not this is a “productive” site – nitrogen rich.


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Task List whether or not this is a “productive” site – nitrogen rich. (Thursday Sept. 22, 2011)

  • Fix long sticks and strings (16m) for Detailed Vegetation Identification Transects – check for 1m labelled intervals- Fix small sticks and string: measure each 2.2m long and re-tie

  • - Measure out four 20m long strings attached to sticks for the Tree Survey Transect- Test ph, soil moisture, and light intensity metres for consistency

  • - need six people


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Task List whether or not this is a “productive” site – nitrogen rich. (Saturday Sept. 24, 2011)

Quadrat #1:

Quadrat #2:

Quadrat #3:

Quadrat #4:

Quadrat #5:

Quadrat #6:

Quadrat #7:

Quadrat #8:

Tree Survey Transect: - need eight people


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  • carrying sticks and buckets + assisting teachers in setting up and taking down the transects (i.e. 16m long string and sticks) [Note: Everyone is responsible for taking down and furling their own short strings and sticks]: need four people

  • - ph, soil moisture, and light intensity metres measurements: need six people - carrying shovels and digging soil profile holes near Quadrats 1 and 8, testing pH (using pH paper) of water table and / or nearby sitting water, and collecting soil samples 4 inches (10 cm) below the surface: need two people- Lat. and Long. + elevation: GoogleEarth in class

Task List continued (Saturday Sept. 24, 2011)


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Run = 16m m up and taking down the transects (i.e. 16m long string and sticks) [

Level

Y2

Y1

Ground

Rise = Y1 – Y2

- Slope calculation using 16m long string + sticks and a level: need six people

- Sphagnum Collection: Mr. Mleziva


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Task List up and taking down the transects (i.e. 16m long string and sticks) [ (Sunday Sept. 25, 2011)

Quadrat #1:

Quadrat #2:

Quadrat #3:

Quadrat #4:

Quadrat #5:

Quadrat #6:

Quadrat #7:

Quadrat #8:

Tree Survey Transect: - need eight people


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  • carrying sticks + buckets +assisting teachers in setting up and taking down the transects (i.e. 16m long string and sticks) [Note: Everyone is responsible for taking down and furling their own short strings and sticks]: need four people

  • - ph, soil moisture, and light intensity metres measurements: need six people- carrying shovels and digging soil profile holes near Quadrats 1 and 7, testing pH (using pH paper) of water table and / or nearby sitting water, and collecting soil samples 4 inches (10 cm) below the surface: need two people- Lat. and Long. coordinates and elevation: GoogleEarth in class

Task List continued (Sunday Sept. 25, 2011)


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Run = 16m and taking down the transects (i.e. 16m long string and sticks) [

Level

Y2

Y1

Ground

Rise = Y1 – Y2

- Slope calculation using 16m long string + sticks and a level: need six people

- Sphagnum Collection: Mr. Mleziva


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Task List and taking down the transects (i.e. 16m long string and sticks) [ (Tues.-Thurs. Sept. 28 to 30)

  • Soil sample testing for pH, nitrogen, phosphorous, and potash (Tues. and Wed.) and Measuring mass of soil samples and sphagnum moss samples before (Tues.) and after drying (Thurs.):

  • need four people


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Friday Sept. 30 and taking down the transects (i.e. 16m long string and sticks) [(2:15 pm to 3:15pm) After School Frequency of Vegetation Calculation Meeting – at least one member of each pairing must be present with your data.


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