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The Local Environment Earth & Environmental Science

The Local Environment

Soils and the Local Biological EnvironmentBiodiversity / Habitat AssessmentFreshwater AnalysisImpact of Humans on the Local Environment

Name _______________________________________________________

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SYLLABUS OUTCOMESP2: applies the processes that are used to test and validate models, theories and laws of

science with particular emphasis on first-hand investigations in Earth 7 Environmental

Science

P7: identifies and describes the physical and chemical features of the environment

P10: describes human impact on the local environment

P12: discusses the validity and reliability of data gathered from first – hand investigations

and secondary sources

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.

HEALTH & SAFETY ISSUES

As you are working out in the field you need to be aware that;

Ground materials can be slippery

Vines and dense undergrowth can trip

Some animals can deliver painful or venomous bites

Fallen trees can be rotten and weak

Rocks can be easily dislodged on sloping areas

Edges of wetlands can be quite deep and muddy

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GENERAL INFORMATION ON 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), Yellow Bloodwood (Corrimbia eximia), Red Bloodwood (Corrimbia gumnifera) and Grey Myrtle (Backhousia myrtifolia)

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HABITAT ASSESSMENTHabitat Element

SITE 1

SITE 2

SITE 3

TREE

S

Trees 1 - 3 large trees (> 6m) 1 More than 5 large trees

2 One or more trees native to Australia 2

A variety of 4 or more

plant species 2

Healthy Tree Canopy / Plant Foliage

Healthy 2

Moderately Healthy

1

Defoliation Evident

0

Evidence of Dieback

0

SHR

UB

S Shrubs None 0

Some 1

Most 2

Native Shrubs None 0

Some 1

Most 2

GR

OU

ND

C

OVE

RS Ground Cover None

0Some

1Most

2 Native Grasses or Spreading Plants 2

SHEL

TER

HollowsButt

Hollows 1

Limb Hollows

1

Fallen Log

Hollows 1

Rocks & Crevices None 0

Some 1

Most 2

Leaf Litter None 0

Some 1

Most 2

Loose Bark (attached or shed)

None 0

Some 1

Most 2

Logs & Fallen Branches

None 0

Some 1

Most 2

WA

TER

Pond/Water Yes 1

No 0

FOO

D Plants with Fruits / Seeds

None 0

Some 1

Most 2

HA

BIT

AT

SPA

CE Plants of Different

AgesNone

0Some

1Most

2

SU

RR

OU

ND

ING

LA

ND

SC

AP

E Joined or Located to Other Gardens / Bush

by Gardens / BushYes

1No 0

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TOTAL SCORE / 33

INTERPRETING THE HABITAT ASSESSMENTAREA - 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.

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A LOW SCORE WILL INDICATE THE ZONE IS POOR HABITAT.This may be because it has been disturbed or requires

additional habitat parameters to better support the amazing variety of living things.


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

THE PROPERTIES OF LOCAL SOILS AFFECT THE LOCAL BIOLOGICAL ENVIRONMENT

The Local Biological Characteristics

Estimate Measure

Tree Height Leaf Litter Depth

% Canopy Cover Air Temperature

Vegetation Structure Humidity

Aspect

Wind Speed and Direction

Light Intensity

Dominant Plant SpeciesWe can gather first-hand data on dominant plants by examining plant abundance. Abundance refers to the number of species in a given area. This may involve counting actual species but if the area is too large, sample plots or quadrats are used.

Abundance = number of plant species (c) X 100 total number of plants counted in the quadrat

eg: 3 paperbarks X 100 = 25% relative abundance 12 plants

PLANT NAME TOTAL COUNTED IN QAUDRAT 1 ABUNDANCE

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Total No. of Plants Counted

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Constructing a Soil Micromonolith

Soil Profile Number ________________ Slope ___________________________________

Location __________________________________________________________________

Sketch your soil profile, label the layers or horizons and record the data.

HORIZONS PROFILE SKETCH DATA

Describe type of rock in the bedrock (if present) ___________________________________

Are peds evident? (Peds are clumps of grains of the soil) _________________________________________________________________________

Salinity: Is salinity present at this site? __________________________________________

If present, how can we account for this?_________________________________________

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Organic Layer

Top Soil Layer

Subsoil Layer

Geological Layer

Contents of layers above top soil (if existing)Litter _______________________________Humus ______________________________Total depth of layer above top soil ________

Top Soil (A horizon)Depth ___________ in (cm) to _________ in (cm)Colour ___________________Texture: sandy loamy clayeyStructure: platy blocky prismatic spheroidalpH ____________Temperature_________Plant roots visible ___________

Subsoil (B horizon)Depth ___________ in (cm) to _________ in (cm)Colour ___________________Texture: sandy loamy clayeyStructure: columnar blocky platey granularpH ____________Plant roots visible ___________

Parent Material (C horizon)Depth ___________ in (cm) to _________ in (cm)Colour ___________________Texture: sandy loamy clayeyStructure: columnar blocky platey granularpH ____________Plant roots visible ___________




Estimate Measure




Aspect


Light Intensity





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Location __________________________________________________________________







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Organic Layer

Top Soil Layer

Subsoil Layer

Geological Layer








Estimate Measure




Aspect


Light Intensity





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Location __________________________________________________________________



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Organic Layer

Top Soil Layer

Subsoil Layer

Geological Layer










Types of Erosion

Assigning an Erosion Risk Class

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Erosion Risk

Class 1 =Total Score -10 to +1

Low Erosion Risk - bank naturally not prone to serious erosion

Class 2 =Total Score +2 to +7

Medium Erosion Risk - bank has the capacity for serious erosion unless managed

Class 1 =Total Score +8 to +20

High Erosion Risk - bank is highly susceptible to erosion even under natural conditions. It requires careful management to help reduce erosion.

Survey Recording Form – Water Quality TestingSite Visited:Test Result Relevance and threshold valuespH pH is a measure of the Hydrogen ion concentration [or

acid]in a water body. It is measured on a scale from 1 – 14. The measures from 1-6 on the pH scale are acidic. 7 is neutral and levels of pH of 8 – 14 are known as alkaline conditions.Threshold range 6.5 – 8. Below 5 or above 9 is extreme

Temperature The colder the water the more gas it can hold ie. Cold water will hold more oxygen than hot water. Cold water though can affect the metabolic rate of all macro-invertebrates and micro organisms. Larger organisms such as fish can use the high oxygen content to voraciously look for food and thus increase their metabolism in cold water. Range from 0 – 35oC can be expected and found

Oxygen Oxygen is used by water animals like fish and invertebrates. Algae produces oxygen and animals ,and decay organisms, use it up. The percentage saturation of the water is important as it tells you how much potential oxygen the water is carrying at a specific temperature. The lower the percentage the harder it is for water animals to breathe. The Colder the water the more oxygen the water can holdThreshold values between 85 -110% acceptable

Salinity The Oceans of the World started out as Freshwater. Over time the salts that have washed into the ocean have built up as salt does not evaporate with water There are 2 measures of salt content one is conductivity –the more salt the more electricity the water can conduct, threshold of 200 – 300uS/cm or you can measure TDS [Total Dissolve Solids] threshold value of 135 – 200mg/l.

Turbidity Is a measure of the suspended material in the water. Water colour [tannins] does not have a significant effect on light penetration but suspended material does. It reduces light and heat penetration, can lead to stratification and gill clogging in fish. Threshold value of 6 – 50 NTU. Recreational waters should be clear enough to see 1.2 metres into the water

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Phosphates Australia is a phosphorus deficient environment. Phosphorus is the nutrient that favours the growth of Blue Green Algae. Most washing powders have reduced or removed phosphorus due to this environmental problemThreshold values : above 0.05mg/l potential algal blooms

Nitrogen – 3 formsNitrateNitriteAmmonium

Is the basis of all proteins and is found in urine/urea. Decomposition of dead organic matter will release Ammonia which breaks down to nitrite and then nitrateThreshold values Ammonium 0.02mg/lNitrates 0.04mg/l Above these values excessive plant growth may occur, particularly algae

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