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 :
- Create a DIY quadrat
- Quadrat sampling in habitat of their choosing starting at the edge of
the habitat and moving toward the interior
- Collect data and identify plants to at least the genus level
- Create a data table for each quadrat sample that includes the species
name, species density, and percentage frequency
- Conduct a minimum of 5 quadrat samples per student, record each sample
with a photo
- Answer the concluding questions
- Insert the data tables and quadrat photos into the assignment write up