DIY Ecology lab: An Introduction to Biodiversity Sampling
The face-to-face lab : In our face-to-face classes this lab is a bit of a field trip, group work exercise, and exploration trip all rolled into one. The lab objectives are to: introduce students to the types of data collection used in biodiversity studies; give the students an opportunity to apply the scientific method to biological questions by designing experiments and using the resulting data to form and communicate a conclusion; and allow students to describe patterns of biological diversity and discuss the biotic and physical processes that lead to these patterns. To meet these objectives we task students to answer the question “How does plant diversity change when moving from to edge of a particular habitat to the center?” The materials required are a 1 m2 PVC square, a reel measuring tape, and a digital camera (or a cell phone camera) for each group of four students. The data collection occurs in several habitats within a mile radius of campus, and collectively the students are taught how to perform a transect quadrat sample before breaking off into groups. Each group finds an area to sample, collects data, photographs the plant species encountered, then comes back to the lab to crunch the numbers and work toward a conclusion collectively. Back in the classroom student groups comingle, each helping another with the math involved or how to identify a certain plant species. We come together toward the end of the period to discuss the implications of the work and extrapolate what the results mean for fellow students and the larger community. By the time class is dismissed the students have been outside, had a hands-on experience, worked in groups and individually, identified plants to the genus or species level, calculated species density and percent frequency, recognized trends in their data, expressed a conclusion based on the data, and connected the class material to the greater community.
Challenges of moving this lab online : There are a few aspects of this lab that were challenging to transfer to an online format. First was the inability to physically show students how to use a quadrat or a transect for sampling. Usually we take our students into the field, huddle around our PVC quadrats, and do the first few samples as a group, but current social distancing guidelines makes this impossible. Instead we improvised with detailed written instructions and a YouTube video visually demonstrating the technique. The second hurdle was how to get the physical materials to the students so they could perform the data collection. Our campus only has a few quadrats, but if students work in groups our small set of materials is more than enough. However, with in-person group work forbidden, our small set of materials isn’t adequate to supply every student with a quadrat each. Our solution to this problem was to make material procurement a do it yourself (DIY) task. We asked students to get creative and to make their own quadrats with material they could find at home or in the field. Some students used branches, bamboo sticks, or shovels, and some thought outside of the box. We saw quadrats made of pool noodles, jump ropes, leggings, floorboards, burdock roots, flow props, and large swords. The third, and most severe, challenge of taking this lab online was the loss of camaraderie. In normal times students cluster together over their samples, crawl on their hands and knees to identify plants, take photos of pretty flowers and group pictures to post on the Internet. Activities like these build interpersonal connections and trust. They allow students to relax and the expectations of the classroom float away once we’re all outdoors. The social and emotional connections the students make are such a valuable part of the college experience. Sitting in the grass together allows bonds to be formed between students who may not have interacted in the classroom. Social distancing makes these moments feel impossible, but with the available technology we can create new ways for our students to interact. Our solution was to add a section to our class website discussion board called the “DIY quadrat show and tell” in which students submitted photos of their quadrats and can comment on the photos of others much like social media. This interaction, albeit through a computer screen, allows students to see that they are not alone. It’s a visual reminder that they are part of a group, that they belong somewhere, and that 35 other people had to overcome the same challenges as they did this week. These interactions remind us that our class is a community and that even if we must be physically apart we’re still in this together.
Summary of the current lab : Before collecting data students read an overview explaining how ecological communities function, the importance of biodiversity, and the terms associated with quadrat sampling and transect sampling. A reminder to follow current social distance guidelines is bolded with the caveat that if going outside is not available to students this week an alternative assignment is available. We summarize the lab here, and provide the complete lab as Appendix I.
Research question : How does plant diversity change when moving from to edge of the habitat to the center?
Summary of field directions :
  1. Create a DIY quadrat
  2. Quadrat sampling in habitat of their choosing starting at the edge of the habitat and moving toward the interior
  3. Collect data and identify plants to at least the genus level
  4. Create a data table for each quadrat sample that includes the species name, species density, and percentage frequency
  5. Conduct a minimum of 5 quadrat samples per student, record each sample with a photo
  6. Answer the concluding questions
  7. Insert the data tables and quadrat photos into the assignment write up