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Senior Biology-Spotted Tailed Quoll

A Local Ecosystem – A Study of Open Forest.

Student Name: _____________________________________

587 Chapel Hill Road Sackville North NSW 2756

Phone: 4579 1136 Fax: 4579 1072

www.brewongle-e.schools.nsw.edu.au

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Health and Safety Issues As you are working out in the field you need to be aware that:

Ground material is often covered in moss and can be very slippery. Vines and dense undergrowth can trip. Fallen trees can be rotten and weak. Some animals can deliver painful or venomous bites. On slopes, rocks can be easily dislodged. Edges of wetlands can be quite deep and muddy.

Preliminary Course Outcomes covered by the Field Work

P2 Applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in Biology.

P4 Describes the applications of Biology which affect society or the environment. P7 Describes the range of organisms in terms of specialisation for a habitat. P8 Analyses the interrelationships of organisms within the ecosystem. P11 Identifies and implements improvements to investigation plans. 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.

History of 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) and Grey Myrtle (Backhousia myrtifolia)

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Investigation Scenario

The study site is a NSW Department of Education and Communities facility called Brewongle Environmental Education Centre. Centre staff would like to recruit you to carry out an ecological assessment of the site for its suitability to support the spotted-tailed quoll (Dasyurus maculatus). The quoll is threatened nationally and classed as vulnerable in NSW.

Student Task

Establish parameters for the quoll’s survival.

Test the study site for its ability to support quolls.

Interpret results and make conclusions based on findings.

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Let’s study the Spotted-tailed quoll

What type of first hand investigation methods could you use in the field to complete this study and what equipment or resources do we need?

Quoll

Where do they nest?

What is

their diet?

What type of ecosystem do

they require?

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Gully 1 Gully 2 Ridge 1 Ridge 2

Temperature

Colour

Texture

Leaf Litter

Depth

Temperature

Slope

Elevation

Lithology

Ge

og

rap

hy

Use clinometer. (blue colour) (in degrees)

Use compass.

Step 1-Assess where north is

Step 2-Assess direction of transect line

Will be given to you

Assess the rock type observed

Aspect

Turn on to x100 & take a reading from waist

height (add two zeros to your reading)

% Moisture

Air

Use the temperature meter

Use hygrometer.

Step 1-Read dry bulb temperature

Step 2-Read wet bulb temperature

Step 3-Calculate difference between wet & dry

bulb temperatures

Use chart in centre to assess relative humidity

Use lux meter. 1 lux = light of one candle per

square meter.

Light Intensity

Step 3-Sprinkle barium sulphate on sample

Step 4-Use colour chart to assess pH level

Method

Abiotic Components - Physical & Chemical Characteristics Along the Transect

So

il

See notes on pink laminated sheet

Place trowel into leaf litter.

Take measurement from centre of trowel

pH

Survey Recording Form

Remove the cover from the thermometer and

place probe in soil.

Rub fore fingers on ground & colour in the

worksheet section

Step 1-Place soil on white tray with spoon

Step 2-Place 2-3 drops of universal indicator

over the sample

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Gully 1 Gully 2 Ridge 1 Ridge 2

Temperature

pH5.5 – 8 =

healthy

Texture

Leaf Litter

Depth

2 – 3cm =

adequate

Temperature

% Moisture

Slope

Aspect

Elevation

Lithology

Ge

og

rap

hy

Light Intensity

How would the slope influence vegetation?

How would the aspect of the slope change the type of vegetation?

Does the vegetation change as you move between the gully and ridge? Explain

differences.

Why are we interested in the type of rock observed?

Did your reading differ between the gully and ridge? Why / why not?

Air

What would soil temperature influence?

How would the texture influence vegetation?

<100 lux = very dark day Full daylight = ~10,000 lux Bright sunlight = ~100,000 lux

Did your lux readings vary between the gully and ridge? Why / why not?

<1cm =

unhealthy

3cm &

above =

healthy

1 – 5.5 =

unhealthy

8 – 12 =

unhealthy

Did humidity differ between the gully and ridge? Why / why not?

Survey Recording FormAbiotic Results – interpretation sheet

U=Unhealthy

So

il

H=Healthy

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Vegetation - Type and Height

30m 30m

20m 20m

10m 10m

5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m

30m 30m

20m 20m

10m 10m

5m 10m 15m 20m 25m 30m 5m 10m 15m 20m 25m 30m

30m

20m

10m

5m 10m 15m 20m 25m 30m

Quolls prefer a structurally diverse forest (plenty of grasses, shrubs, small and large trees). Do your observations

show adequate vegetation layers for the quoll? YES / NO

What layer of vegetation (if any) is missing? ____________________________________________________________

Tall trees (>30m)

Example

Ridge 2

Heig

ht

Distance

Canopy Cover

Vegetation Structure

Heig

ht

Gully 1 Gully 2

Vegetation Structure

Tree Height

Canopy Cover

Vegetation Structure

Distance Distance

Tree Height

Canopy Cover

Survey Recording Form

Small Trees (5-10m)

Distance

Tree Height

Canopy Cover

Vegetation Structure

Shrubs (<5m)

TREE HEIGHT KEY

Heig

ht

Distribution of a species describes where i t i s found. A transect can be used to measure dis tribution. Fol low your 30m transect

and record tree category and tree height on the table below. Draw a l ine for each tree with a symbol at the top that represents

the category.

Heig

ht

Ridge 1

Heig

ht

Distance

Tree Height

Medium Trees (10-30m)

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Relative Abundance

Key No.Present % Key No.Present %

Key No.Present % Key No.Present %

TREE HEIGHT KEY

Shrubs (<5m)

Small Trees (5-10m)

Medium Trees (10-30m)

Tall trees (>30m)

Survey Recording Form

Abundance refers to the number of species in a given area. To do this we use sample plots

or quadrats to estimate relative abundance.

No. of species = Relative Abundance %

Gully 1 Gully 2

Ridge 1 Ridge 2

X 100Total no. of plants counted

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INTERPRETING THE HABITAT ASSESSMENT AREA - 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. 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

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Nest Box Camera Survey List any wildlife or evidence of wildlife that you found.

Threats to the Spotted-tailed quoll List any threats to the survival of the quoll that you have identified during your field study.

Wildlife Camera Results List any animals recorded on the wildlife cameras.

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Human Impacts on a Vegetation Community There are many ways in which a vegetation community can be disturbed and each disturbance can have a varying degree of impact.

Observe the vegetation community around you to complete the following checklist.

1. Has the soil been disturbed by; None (o) minor (1) major (2)

erosion (sheet, rill, gully) mining of soil, clay or sand dumping of rubbish/garden waste bushrock collection access roads, paths or tracks

2. Has the vegetation been disturbed by; None (o) minor (1) major (2)

weed invasion logging past clearing off road vehicle use nutrient/sewage seepage from adjacent farmland

3. Is the site;

No (0) Yes (2) adjacent to an urban area adjacent to recreational facilities showing evidence of feral animals

Score:

Poor = 21 - 30 Recorded score: Average = 11 - 20 Good = 0 - 10

Observe as many alterations to the vegetation community at the study site.

Alteration Environmental Impact

NB: the spotted-tailed quoll requires a

score of 0-10 to survive.

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Use the ID Charts supplied to complete the following tables for the species below.

Spotted-Tailed Quoll (Dasyurus maculatus)

Distribution

Mostly coastal NSW, Vic, Tasmania and restricted to some areas on western side of great dividing range. Their range has severely decreased since European settlement.

Habitat

Diet

Dens and Latrine sites

Threats

Loss, fragmentation and degradation of habitat. Accidental poisoning during wild dog and fox control programs. Deliberate poisoning, shooting and trapping may also be an issue. Competition with introduced predators such as cats and foxes.

(DECC, 2007)

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Conclusions

1. Is there structural diversity evident in the vegetation that may support a wide range of food for

the quoll?____________________________________________________________________

2. What evidence do you have to support this? ________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Are there enough habitat space requirements for small mammals and birds that make up the

food supply of the quoll? ________________________________________________________

4. What evidence do you have to support this? ________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

5. Are there potentially enough habitat space requirements for spotted-tailed quoll? ____________

6. What evidence do you have to support this? ________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Is the study site joined / connected to other forest ecosystems? _________________________

8. What are the implications of this for the quoll? _______________________________________

_______________________________________________________________________________

Recommendations 1. What are the possible threats and human impacts on the quoll? _________________________

_______________________________________________________________________________

_______________________________________________________________________________

2. Outline your recommendations to improve or manage the site as habitat for the spotted-tailed quoll.

_______________________________________________________________________________

_______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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DEFINITIONS

abiotic the non-living components of an ecosystem (soils, climate, air, water)

abundance the number of species in a given area

adaptation a genetically determined characteristic of form, function or behaviour that makes an organism suited to live in its environment

autotroph an organism that is able to synthesise organic matter from inorganic nutrients and a source of energy. most plants and some bacteria are autotrophs

allelopathy allelopathy literally means “hurting each other” and in plant biology refers to the chemical by-products of one plant inhibiting the growth of another

biomass the mass of living matter in a particular area

biosphere the life-supporting layer of the earth extending from the upper atmosphere into the soil

biota the living component (both plants and animals) usually of a particular region

commensalism a close relationship between two organisms such that one derives food and/or shelter from the other

community an assemblage of interacting populations of plants, animals, bacteria and fungi sharing a common environment

competition the striving for the use of common resources between or within species

consumer and organism that feed on other organisms (plants or animals) or on organic matter (dead organisms, detritus)

distribution the geographic occurrence of a population or species

diversity the number of species in a given area

ecology the study of ways that organisms interact with each other and with their abiotic environment

ecosystem a system of ecological relationships

environment all the living and non-living components that constitute and organisms surroundings

epicormic buds dormant organs of vegetative growth on a stem

eutrophication the enrichment of lakes and waterways as a result of the leaching of nutrients. this often causes an excessive growth of aquatic plants. it is commonly produced by effluents such as fertilisers and sewage

exotic a plant or animal introduced form another region

food chain a simple series representing the transfer of food and energy from plants through herbivores to carnivores

food web a net of interwoven food chains

forest a plant community dominated by trees where the canopy of the trees shades more than 30% of the ground

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Definitions drawn substantially from A Natural Legacy, Pergamon 1986

genus a taxonomic group of closely related species eg. Eucalyptus, Acacia

herbivore an animal which feed upon living plants

larva the immature form at birth or hatching of some groups of animals such as insects, molluscs and frogs, requiring metamorphosis to reach adult form

micro climate the meteorological conditions, or climate, in a small area

micro habitat the different parts of the habitat that an individual encounters

mutualism symbiosis which advantages both species

niche the place or role of an organism in a community; all the components of the environment with which an organism interacts

organism any living thing

parasite an organism that consumes part of the tissue of its host

perennial a regular event; usually an herbaceous plant or shrub which lives from year to year

photosynthesis production by plants of organic compounds from water and carbon dioxide using energy absorbed from light

quadrat a sampling frame, or an area marked out for sampling flora and fauna in a study area

respiration breathing; the oxidation of organic molecules within a cell to release energy

sclerophyll hard-leathery leaves that aid in moisture retention – usually applied to eucalypt forests and woodlands

species a group of similar individuals that are capable of interbreeding and producing fertile offspring

succession the process by which one plant community replaces another

symbiosis usually refers to a mutually beneficial relationship between species, but may include parasitism and commensalism

terrestrial relating to the land

transect a line or narrow strip, used in censuses of organisms in a given area

transpiration evaporation of water from plants, usually the leaves

trophic refers to nutrition

trophic level position in the food chain; primary consumers (herbivores) are on the first trophic level, secondary consumers (carnivores) are on the second or third levels

wetland an area of low lying land that is irregularly, regularly or permanently covered with either fresh or salt water

woodland plant communities dominated by trees whose canopies shade less than 30% of the ground