ESSCOSMOS/2009:FieldSampling: Difference between revisions

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==Overview==
==Overview==
The present activity applies classroom study of photosynthesis and decomposition to the modern challenge of calculating the effects of human impacts on ecosystem function. School, community, and other urban gardens provide an  opportunity to explore the effects that humans can have on these fundamental biological processes.


Gardens are ecosystems that are managed by humans to optimize food production. With respect to photosynthesis and decomposition, gardens function much differently from surrounding grasslands and coastal sage shrub ecosystems. Humans increase the supply of water and nutrients to plants. At the same time, pesticides, weed removal, and crop planting alter the number and identity of plant and insect species.
In this activity, we will study the organisms and environment along a gradient from the edge of a marsh to the top of the hill.
[[Image:Fig-7-3.jpg|frame|600px|Figure 7.3. The global carbon cycle for the 1990s, showing the main annual fluxes in GtC yr–1: pre-industrial ‘natural’ fluxes in black and ‘anthropogenic’ fluxes in red (modified from Sarmiento and Gruber, 2006, with changes in pool sizes from Sabine et al., 2004a). The net terrestrial loss of –39 GtC is inferred from cumulative fossil fuel emissions minus atmospheric increase minus ocean storage. The loss of –140 GtC from the ‘vegetation, soil and detritus’ compartment represents the cumulative emissions from land use change (Houghton, 2003), and requires a terrestrial biosphere sink of 101 GtC (in Sabine et al., given only as ranges of –140 to –80 GtC and 61 to 141 GtC, respectively; other uncertainties given in their Table 1). Net anthropogenic exchanges with the atmosphere are from Column 5 ‘AR4’ in Table 7.1. Gross fluxes generally have uncertainties of more than ±20% but fractional amounts have been retained to achieve overall balance when including estimates in fractions of GtC yr–1 for riverine transport, weathering, deep ocean burial, etc. ‘GPP’ is annual gross (terrestrial) primary production. Atmospheric carbon content and all cumulative fluxes since 1750 are as of end 1994.(From IPCC Fourth Assessment Report, Climate Change 2007 WG1 Assessment Report AR4, Climate Change 2007, Figure 7.3, page 515)]]
==Objectives==
==Objectives==
This lesson will apply our classroom introduction to production and decomposition as primary chemical transformations that drive the global carbon cycle []. learned in the classroom. students have learned the basic principles of photosynthesis and decomposition and human impacts on the environment. managing 


Provide overview: community garden biogeochemistry as a case study of land use change
* Compare and contrast adjacent unmanaged and managed ecosystems


* Map garden and adjacent land
* Evaluate small scale gradients in biological and environmental conditions along a transect. 
* Estimate percent cover of each species in each plot
* Create graphical summaries of the findings
* Estimate percent cover in 10 x 10 m2 plots around the garden
* Enter data into class database [link to google doc]
* Measure soil temp and moisture


==Background==
==Background==
The UCI Arboretum
[http://maps.google.com/maps?f=q&source=s_q&hl=en&geocode=&q=&ie=UTF8&ll=33.65721,-117.852981&spn=0.026219,0.038624&t=h&z=15 map of UCI Arboretum]
==Materials==
==Materials==
10 m or longer Measuring Tape or wheel
*GPS device
Map of garden and surrounding area with 10 x 10 m aligned to one corner of garden (add link to pdf here)
*TDR probe for measuring soil moisture
*Meter stick
*LICOR LI-800 gashound, with chamber for measuring soil respiration, 12V battery, and pump
*Clippers for harvesting aboveground plant biomass
*Trowel for harvesting roots
*Water bath for rinsing roots
*Portable scale for measuring plant biomass
 
==Methods==
==Methods==
Each group will map entire garden
Class will survey a 100m transect at 20m intervals. Five groups of four will take turns conducting the following measurements:
#Soil CO<sub>2</sub> efflux
#Aboveground plant biomass
#Root biomass
#Soil Moisture and insect biomass
#Plant diversity
===Soils===
*Measure soil moisture with TDR probe
*Measure soil temperature using thermometer
 
===Insects===
====Insect Biomass====
# take a soil core and place it in a bin
# mix the core well
# pairs of students should place a portion of the soil and count the number insects in each group
# after counting an insect, place it in a pre-weighed tube
# weigh tubes with insects from each group and record
# subtract original tube weight from weight of tube plus insects, this is the insect biomass
 
===Plants===
===Plants===
====aboveground biomass====
====Biomass====
====belowground biomass====
# Clip plants along a 150 cm by 10 cm strip at ground level.
===Soils===
# weigh plants and record mass
====soil core====
 
====soil moisture====
 
====soil temperature====
==Results==
#Create a spreadsheet based on [http://spreadsheets.google.com/ccc?key=rHSTg-MrIlOCv11RROWrmtA# this template]:
#Fill in data for each sample site
#Calculate biomass of plants and insects in units of g or mg per m<sup>2</sup>
===Graphical summary===
Graph plant and insect biomass, soil temperature, and soil moisture on a chart. Here is an example;
[http://spreadsheets.google.com/pub?key=rHSTg-MrIlOCv11RROWrmtA&single=true&gid=0&output=html example transect results]


==Homework assignment==
===Analysis===
#Look at your graph and describe the patterns that you see
#Are plant and insect biomass correlated along the gradient?
#How are soil temperature and soil moisture related to plant and insect biomass?
#What other patterns did you see?
#Why do you think that these patterns exist?


Enter x,y coordinate data of sample locations and values of temperature and moisture. 
===Homework===
Write for 15 minutes about the plot without editing and then summarize in one paragraph.
Write a one paragraph summary of your analysis.

Latest revision as of 19:41, 4 September 2010

COSMOS Summer 2009:

Global Change Chemistry & Biology

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Overview

In this activity, we will study the organisms and environment along a gradient from the edge of a marsh to the top of the hill.

Objectives

  • Evaluate small scale gradients in biological and environmental conditions along a transect.
  • Create graphical summaries of the findings
  • Enter data into class database [link to google doc]

Background

The UCI Arboretum map of UCI Arboretum

Materials

  • GPS device
  • TDR probe for measuring soil moisture
  • Meter stick
  • LICOR LI-800 gashound, with chamber for measuring soil respiration, 12V battery, and pump
  • Clippers for harvesting aboveground plant biomass
  • Trowel for harvesting roots
  • Water bath for rinsing roots
  • Portable scale for measuring plant biomass

Methods

Class will survey a 100m transect at 20m intervals. Five groups of four will take turns conducting the following measurements:

  1. Soil CO2 efflux
  2. Aboveground plant biomass
  3. Root biomass
  4. Soil Moisture and insect biomass
  5. Plant diversity

Soils

  • Measure soil moisture with TDR probe
  • Measure soil temperature using thermometer

Insects

Insect Biomass

  1. take a soil core and place it in a bin
  2. mix the core well
  3. pairs of students should place a portion of the soil and count the number insects in each group
  4. after counting an insect, place it in a pre-weighed tube
  5. weigh tubes with insects from each group and record
  6. subtract original tube weight from weight of tube plus insects, this is the insect biomass

Plants

Biomass

  1. Clip plants along a 150 cm by 10 cm strip at ground level.
  2. weigh plants and record mass


Results

  1. Create a spreadsheet based on this template:
  2. Fill in data for each sample site
  3. Calculate biomass of plants and insects in units of g or mg per m2

Graphical summary

Graph plant and insect biomass, soil temperature, and soil moisture on a chart. Here is an example; example transect results

Analysis

  1. Look at your graph and describe the patterns that you see
  2. Are plant and insect biomass correlated along the gradient?
  3. How are soil temperature and soil moisture related to plant and insect biomass?
  4. What other patterns did you see?
  5. Why do you think that these patterns exist?

Homework

Write a one paragraph summary of your analysis.

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