SEE-U 2000: Black Rock Forest - Module 2:Exercise 2

## General Methadology for Instructors and TAs

## Exercise 2: Measuring Biodiversity
Module 2: Introduction to Local Biomes

1. Instructor gives the biological background during the lecture on Global and Local Biomes, the Eastern Deciduous Forest, and the Scientific Method
   - Discuss the principles that are used to generally define Biomes, why biomes differ, and the major types of biomes that are found world wide, emphasizing those that are included in the SEE-U program.
   - Next focus on the Eastern Deciduous forest and discuss / collectively produce the characteristics that are unique to the EDF — How would you be able to tell it apart from other biomes that are similar? What are biomes that are most similar to the EDF? What are the most characteristic plants and animals that distinguish the EDF?
   - Introduce the independent research projects that they will have to do this semester. Get students thinking about these projects. Describe the types of hypotheses that students could test during the term — all will have received a mailing with a listing of many sample projects on them as well as the syllabus of the course so that they could come up with some general fields of interest before they come out to the field sites.
   - Review the scientific method and hypothesis testing.
2. Activity A: Introduction to the Eastern Deciduous Forest
   - Students are taken on a guided hike through BRF, visiting fern glades, aquatic systems, hemlock forests, watershed divides, burned and logged section, etc.
   - Students are given a topographic map of BRF and are instructed on how to read the map and locate a given area for their site locations. This should act as an underpinning for a later introduction to GPS use.
   - Students proceed to different areas of the forest selected by the instructor to maximize their eventual understanding of various measures of biodiversity.
   - Students identify the important plant species in these regions, bring specimens to the lab if needed for identification that night.
   - Students are encouraged to begin thinking about their independent research projects.
3. Activity B. Importance of Spatial Scale
   During the morning of day 2, briefly lecture on the importance of scale and how diversity is measured within and between sites. Outline the techniques to be used to measure diversity (see below). Ask students to hypothesize how diversity may vary at their respective sites.
   - Through multiple levels of spatial scale, students will address questions concerning species richness and diversity in various EDF habitat types. Later (Global module), students will be able to make comparisons of alpha-diversity, and beta-diversity between biomes.
   - If plants need to be identified, students can collect specimens for later identification at the Science Center.
   - Step 1. Measure a 1m2 plot of forest floor and count and record the number of plant and ant species (focus on understory plants and trees. For ants, species can be measured based on morphotypes) contained within this plot.
     Consider: In addition to number of individuals, what other measurements or characteristics could be recorded?
     Consider: What other types of scales would be important to consider when measuring biodiversity?
   - Step 2. Scale up your plot size and repeat your recording of individuals as well as any other measurements you are considering. (example, measure a 10m2 plot)
     Consider: What type of habitat does your plot cover? Moist forest floor? Sun dappled, open canopy? Dry slope?
   - Step 3. Repeat step 2, this time at an even larger scale (e.g. 25m2). Again, consider additional measurements and descriptors of your plot.
   - Step 4. Return to Science Center. Bring plant specimens and cuttings to be identified.
     Consider: How would your sampling techniques be affected in different biomes?
4. Review hypotheis testing, using the following example
   - Hypotheses to test
     - Activity B: There is a relationship between area and species diversity.
   - Independent variables in the experimen
     - Activity B: Area
   - Dependent variables that they could use in their experimental design.
     - Activity B: Species Diversity
     - Ask students for additional independent variables (e.g. species richness, number of individuals)
5. Students will be evaluated by having them write up a short lab report.
   - Report will be no more than 5 pages long and should include results analyses of the interactions of scale and biodiversity, and calculations of various measures of biodiversity (species richness, alpha-diversity, beta-diversity)