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MARC GARNEAU COLLEGIATE I NSTITUTE TOPS PROGRAM ALGONQUIN PARK EXPEDITIONS TECHNICAL SUPPORT MANUAL 3.2 AP10 - EXPEDITION MISSION EDITION Frozen 01 April 2009 Henri. M. van Bemmel – 2009 REVISION 7 – FEBRUARY 2009 10

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Page 1: ALGONQUIN PARK EXPEDITIONS TECHNICAL UPPORT ANUAL · 2018. 4. 6. · Algonquin Park Expedition Technical Manual – AP10 3 TABLE OF CONTENTS 1.0 Introduction 1.1 Expedition History

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITIONS

TECHNICAL SUPPORT MANUAL 3.2

AP10 - EXPEDITION

MISSION EDITION Frozen 01 April 2009

Henri. M. van Bemmel – 2009

REVISION 7 – FEBRUARY 2009

10

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The production of this manual was made possible by the TOPS Department of Marc Garneau Collegiate Institute.

Michael McMaster, Department Head

Original Edition - Copyright 2001

7th Edition (this book) - Copyright 2009

by Henri M. van Bemmel B.Sc. (Hons.), B.Ed.

All rights reserved by the above parties.

The author wishes to recognize the efforts of: Simon Wallace, Lindsey Kettel, Saravanen Ananthalingam, Jay Worthy, Ian Robert and Jennifer Beamish who proof read this volume and made other significant contribu-tions to this effort. Naturally, any mistakes herein are my own.

Dedication This volume is dedicated to the lead senior students who have served over the years as my personal assistant and the senior directing these efforts. The dedication and time that they have put in is one the finest compli-ments that I will ever receive. A special mention goes to the wonderful Erin Hunking who literally saved AP3 with her selfless dedication in the weeks prior to the expedition.

2002 – AP3 Erin Hunking 2003 – AP4 James Gotoweic 2004 – AP5 Lindsey Kettel 2005 – AP6 Jennifer Beamish 2006 – AP7 Angela Lee 2007 – AP8 Tess Sudenis 2008 – AP9 Akanksha Ganguly 2009 – AP10 Alainna Jamal

“If it is worth doing…it is usually difficult” John F. Kennedy 1960

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TABLE OF CONTENTS 1.0 Introduction 1.1 Expedition History 1.1.1 AP1 1.1.2 AP2 1.1.3 AP3 1.1.4.AP4 1.1.5 AP5

1.1.6 AP6 1.2 Marking Scheme and Rubrics 1.2.0.1 Mark Allocations – AP4, Environmental Science Strand and Summative 1.2.1 Marking Schemes 1.2.1.1 Background Research Groups (BRG) 1.2.1.1.1 BRG Marking Assessment Rubric 1.2.1.2 Simulations (SIMs) 1.2.1.2.1 Simulation Assessment Rubric 1.2.1.3 Algonquin Park Data 1.2.1.3.1 SSRF/FIT Assessment Rubric 1.2.1.4 Oral Presentation Assessment Form 1.2.1.5 Cooperation and Teamwork 1.2.1.5.1 Student Cooperation and Teamwork Checklist 1.2.1.6 Post Traverse ASEP Verification Form 1.3 Acronym Listing 2.0 Organization and Assignments 2.1 Basic Flow of Project 2.2 Background Research Groups (BRG) 2.2.1 Topics for BRG’s 2.3 Field Investigation teams (FIT) 2.4 Science Working Groups (SWG) 2.4.1 Possible SWG Topics 2.5 Staff Tasks and Responsibilities 2.6 Senior Student Tasks and Responsibilities 2.6.1 Senior Student Task Table 2.7 Simulation Exercises 2.8 Description of Assignments 3.0 Algonquin Park Habitats 3.1 Forested 3.2 Non-Forested 4.0 Experiments and Procedures 4.1 Direct Sampling CBL Based Experiments

4.1.1 Temperature DSO 4.1.1.1 Sample Station Air 4.1.1.2 Sample Station Soil 4.1.1.3 Hydrographic Thermal Profiling

4.1.2 Acidity (pH) DSO

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4.1.2.1 Soil Hydrogen Ion Concentration 4.1.2.2 Water Hydrogen Ion Concentration

4.1.3 Dissolved Ions DSO 4.1.3.1 Dissolved Oxygen Concentration 4.1.3.2 Ammonia Ion Concentration 4.1.3.3. Chloride Ion Concentration 4.1.3.4 Five in One Test Strip (pH, Alkalinity, Nitrates, Nitrites, Hardness) 4.1.3.5 Total Dissolved Solids 4.1.3.6 Turbidity Analysis Measurements 4.1.3.7 Phosphate Ion Concentration

4.1.4 Light Levels DTO 4.1.4.1 Albedo Mapping and Insolation Inferencing Experiment

4.1.5 Local Magnetic Effects 4.2 Taxonomical Experiments

4.2.1 Zoological Identification DSO 4.2.1.1 Avian Species Identification 4.2.1.2 Mammal Identification Activity

4.2.2 Botanical Identification DSO 4.2.2.1 Analysis of Ground Cover 4.2.2.2 Tree Identification Experiment

4.2.3 Geological Observations DTO 4.2.3.1 Surface Rocks and Regolith

4.3 Long Duration Experiments 4.3.1 CBL Based

4.3.1.1 Nightly Atmospheric Temperature Fluctuations DTO 4.3.1.2 Diurnal Hydrothermal Fluctuations DTO 4.3.1.3 Hydrogen Ion Concentration in Precipitation DTO 4.3.1.4 Daily Dissolved Oxygen Variations (Whitefish Lake) DTO 4.3.1.5 Chloride Ion Leeching Experiment (Whitefish Lake) DTO

4.3.2 Mechanical LDE 4.3.2.2 Small Mammal Track Pad DTO 4.3.2.3 Campground Track Survey DSO

4.4 Dimensional and Mechanical Experiments 4.4.1 Soil Mechanics DSO

4.4.1.1 Sand Content Test 4.4.1.2 Dry Feel Test (Soils >50% sand) 4.4.1.3 Stickiness Test 4.4.1.4 Moist Cast test 4.4.1.5 Ribbon Test 4.4.1.6 Shine Test 4.4.1.7 Key to Soil Composition

4.4.2 Soil Depth Profile DTO (Status uncertain) 4.4.3 Water Course Mechanics DSO3-443 4.4.4Local Magnetic Materials DTO 3-444

4.5 Imaging Experiments

4.5.1 Drawings 4.5.1.1 Site Diagram DSO 4.5.1.2 Large Scale Drawings DSO 4.5.1.3 Watercourse Diagrams DSO

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4.5.2 Digital Imaging 4.5.2.1 Camera Operation and Configuration 4.5.2.2 SS Pans DTO 4.5.2.3 Context Images DTO 4.5.2.4 Experimental Verification DTO 4.5.2.5 LDE Data Records

4.6 Photo Comparison Experiments (PCE) 4.6.1 General Description 4.6.2 Dissolved Oxygen (PCE-DO) 4.6.3 Five in One (PCE – 51)

4.6.3.1 General Description 4.6.3.2 Limits and ranges

4.6.4 Nitrates (PCE-NO) 4.6.5 Soil pH (PCE-SPH) 4.6.6 Chlorine/Chlorides (PCE-CL) 4.6.7 Phosphates (PCE-PH) 4.6.8 Ammonia (PCE-NH)

4.7 Sampling Procedures and Restrictions 4.8 Formal Summary of all DTO’s, DSO’s, SET’s for AP5 5.0 Sample Station Procedures 5.1 Sample Station Constraints

5.1.1 CBL Experiments 5.1.2 Taxonomy 5.1.3 Time

5.2 Sample Station Procedures (an Example) 5.3 Sample Station Report Form (Sample) 6.0 Equipment Support 6.1 CBL/T83 Interface 6.2 Carrying Case and Backpack

6.2.1 Packing Diagram 6.2.2 SS Deployment Instructions

6.3 Student Equipment Package 6.4 Analysis Programs 6.5 Standard Solution Preparation Summary 6.6 Common Equipment Package 6.7 Algonquin Park Logistics Structure 7.0 Report and Presentation Requirements 7.1 Introduction and Guidelines 7.2 Report Requirements

7.2.1 Sample Report (in gibberish)

7.3 Presentation Requirements

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8.0 Camping Practises 8.1 Tents

8.1.1 Construction 8.1.2 Gear Stowage 8.1.3 Rain Concerns 8.1.4 Wind and Cold

8.2 Food

8.2.1 General Diet Concerns 8.2.2 Breakfast 8.2.3 Lunch 8.2.4 Dinner 8.2.5 Snacks

8.3 Basic Hiking Skills

8.3.1 General Trail Walking 8.3.2 Hills 8.3.3 Wet Weather 8.3.4 Calls of Nature 8.3.5 Clothing 8.3.6 Insect Pests

8.4 Expected Preparation

8.4.1 Fitness 8.4.2 Mental 8.4.3 Academic

9 Databases and Expedition Control 9.1 Photo Gallery

9.1.1 Nomenclature

9.2 AHP Operations Manual 9.2.1 Reading Scans 9.2.2 Saving Data 9.2.3 Naming Images 9.2.4 PC Experiment Reading 9.2.5 Calibration 9.2.6 Data File Structure 9.2.7 Installing AHP 9.2.8 AHP Reader

9.3 AEMS Operations Manual

9.3.1 Overview 9.3.2 Calibrations and Settings 9.3.2.1 Loading Initial Event List 9.3.2.2 Setting up Database 9.3.3 Changing Event Status 9.3.4 Adding New Events 9.3.5 Daily Email Advisory 9.3.6 Alert Email Advisories 9.3.7 MMT Agenda

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9.3.8 Installing AEMS

9.4 Expedition Management 9.4.1 Overview 9.4.2 Seniors 9.4.3 Teaching Staff 9.4.4 In the Classroom 9.4.5 Checklists AP1-9 9.4.6 AEMS AP10+

10 Forms

10.1 Gr10 package 10.2 Senior Student Package 10.3 Staff Instruction Manual 10.4 Senior Student Resume Form 10.5 Group Registration Form 10.6 Recommendation / Modification Form 10.7Group Tracking Form

10.8Long Duration Experiment Report Forms

11 Timelines and Contingencies 11.1 Master Time Line (MTL) 11.2 Detailed Time Lines (DTL)

11.2.1 Hilton Falls 11.2.1.1 Pretrip Activities 11.2.1.2 Tool List 11.2.1.3 Excursion Activities 11.2.1.4 Post Trip Activities

11.2.2 DTL for A Representative Expedition 11.2.2.1 Day 1 11.2.2.2 Day 2 11.2.2.3 Day 3 11.2.2.4 Day 4

11.3 Simulations

11.2.2 Simulations – Water 11.2.3 Simulations – No Water

11.4 Traverse Assignments (All FITs) 11.5 Distribution of Sample Station Types

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1 Introduction

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The rock cuts along our highways have to be blasted using explosives. They are emplaced in the rocks by first

drilling deep holes with powerful drills. The explosives are placed at the appropriate depths and material is placed above them in the borehole otherwise the explosion will come right out the top. The explosions are connected to-gether for timing purposes by a material called primacord. After the explosions a part of the boreholes can some-times be seen.

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1.1.1 History and Scope of the Expedition

The environmental science component of the grade 10-science course lends itself to exploration and sampling of the natural environment. To make this objective more meaningful this activity was de-signed first in the spring of 2000 to allow approxi-mately 60 students to spend 4 full days exploring a remote location; Algonquin Park. The choice of Al-gonquin was made because of the large number of walking trails and ample watercourses and lakes. This environment is quite different than that found in the southern parts of Ontario. Furthermore, the students will be expected to cook their own food, stay in tents and work a 16-hour day to fulfil the objectives of the expedition. If successful, an expe-dition can result in students taking over 2000 read-

ings from their equipment during these 4 days. To accomplish this and have the data in an appropriate con-text a significant amount of training is required. This is provided as part of the course and through after school activities.

Science is not always effected in a laboratory. This is an in depth expedition that requires much out of the student, but with training and dedication on their part remarkable things can be accomplished.

This text is your guide to all aspects of the Algonquin Park Trip for 2009 officially designated AP10. Marking schemes, procedures, timelines, experiments, assignments, camping practises, acronyms, checklists and such like are all presented here.

You are responsible for knowing your part of it. This manual presents the entire scope of the expedition. Reading it is essential for the serious student.

Although much of the material will be covered in some manner in class, there is no guarantee that all of it will be. The aim of this manual is to help and permit the willing student a chance to prepare for a challenging expedition. You must read, understand and ask questions when necessary. Revisions are welcome to this manual and a procedure has been set for this.

(signed) Henri M. van Bemmel B.Sc. B. Ed. March 2009

1.1.1 The AP1 Expedition – 11 – 14 May 2000

This was the first Algonquin Expedition effected in the format described by this manual. The students had pill type testing kits and had to make their own sample station report forms. The primary issue was that the pill testing equipment simply does not provide a sufficiently precise response to make any scientifically appropriate conclusions about the consequences of these results.

Students responded well to the experience. There were few problems with discipline and the students all hiked the trails without problem. The food was prepared without issue and students seemed to sleep fairly well.

There were no significant weather issues. Showers came on both Thursday and Friday night. There was a small microburst the came through the campground on Saturday afternoon that knocked over a few tents, but that was about it. The spring had been warm and so there were plenty of black flies. The intention had

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been to use a chemical defence, but this was clearly inadequate. Students attempting to effect science in the backcountry, cannot be endlessly pestered by the insects and still be expected to produce excellent results.

1.1.1.1 AP1 Recommendations

1. All students to wear some type of physical protection from biting insects especially around

the head. No consideration will be given to groups whose science work is lower due to im-proper attention to this issue.

2. That a set of digital probes be purchased to improve the sensitivity of the testing by an order of magnitude.

3. That a proper SSRF be generated by the SM1

4. That the microclimate talk be dropped in favour of a staff directed one.

The AP1 staff and students at the West Gate of Algonquin Provincial Park.

1.1.1.2 AP1 Staff Roster Staff: Henri M. van Bemmel – Leader Seniors: Alex Ayers Ron Thorpe Kim Ronson Steve Lang Liz Simmie Frank Kriewaldt Andrew McIntosh Clyde Chamberlain Mark Altosaar Narmatha Thavarasalingham

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1.1.2 The AP2 Expedition - 10 – 13 May 2001 Benefiting from the logistical success of the AP1 expedition the AP2 expedition attempted to address

some of the issues that led to less than exact science results. The pill kits could not provide the accuracy re-gardless of the type and the fact that they would have to be replaced each year, led the SM1 to recommend to the TOPS program director that a purchase of digital probes be made. This was done, but due to a labour dis-ruption and unclear funding issues, the probes only arrived three weeks before the event making the training window very close indeed. Only the resolve of the Expedition Leader kept this trip from being cancelled. Some students worked very hard to learn how to use the probes and others did not. The time pressure was the most mitigating factor in the lack of results.

It was thought that if sufficient time was given to train the students and that digital camera, be either borrowed or purchased to document the experiments and sample station details would be far superior to the drawings and while these devices are expensive they would support many science activities as well.

Logistically, AP2 struggled at a couple of situations. On day 1 a long delay of about 45 minutes was had at the Swiss Chalet restaurant as the students waited to pay their bills individually. Furthermore, the Algon-quin Park rangers required a roster of all people staying on the site that caused more time to be wasted. This put pressure on the first traverse and the evening program. The SM1 forced the issue and everyone had to scramble, but the trip got back on the time line. It must be remembered that many will not respect the time lines set and feel that it can be reinvented on the fly and that the trips objectives can be set aside quite easily. The Expedition Leader has to work very hard to keep the agenda focussed and to keep all elements on sched-ule.

It rained the entire day on Friday, but it let up by nighttime. A cold front came through over night and by the morning, the weather was beautiful, but cold. Due to tent leakage, improper placing of the ground sheets and a lack of waterproofing of the student’s clothing and sleeping apparatus many students suffered an uncomfortable night. Many sleeping bags were dried, but quite possibly these bags were not totally dried by one cycle.

1.1.2.1 AP2 Recommendations

1. No student will be permitted to bring their own tent.

2. Tents will be inspected prior to departure for proper rain proofing by a senior

3. SSRF’s will be marked each day to ensure that the work is being done

4. ASEP packages will also be checked for completeness and organizations at the end of each day.

5. Student’s clothing and sleeping bag must be contained in a garbage bag(s) before departure. These Items must be placed on top of the student’s air mattress.

6. The drive up will now be along #35. Thus, the stop at Huntsville will be eliminated. In its place, a stop at the Dorset Fire Tower will be included (weather permitting). Gas up for the vans will be in Dwight. At this time, the SM1 will call the park to ensure that registration information is processed before our arrival. In addition, a call will be made to Algonquin Outfitters to arrange the delivery time.

7. That a technical manual be produced for this effort.

8. That specific roles be given the senior students and that the roster be increased to accommodate a last minute cancellation.

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1.1.2.2 AP2 Staff Roster Staff: Henri M. van Bemmel – Leader Seniors: Jenny Duffy Aldrin Fernando Kim Ronson Steve Lang Erin Hunking Frank Kriewaldt Kunaal Majmudar Clyde Chamberlain Peter Lee Narmatha Thavarasalingham Chris Jodoin

Alisa Pay Andrew McIntosh Michael McMaster 1.1.3 The AP3 Expedition – 9 – 12 May 2002

Lessons of the past were hopefully learned as the team got ready for the 3rd expedition to Al-

gonquin Park. The efforts to fulfil the recommendations given above took about 1 month of the summer. The AP3 technical manual, the precursor to this text, was born. Due to extreme printing costs, the AP3EL decide to post it on line and allow students to down load it. This worked in princi-ple. However, it seemed that the manual required some revision to make it more useful to the stu-dents. This expedition is work and some young people are disinclined to do the appropriate work when required. Marking and discipline structure will have to change to improve the flow.

For the first time, the AP3EL decided to make formalize the role of the senior students. Some changes of personnel occurred but the final roster of students served admirably especially the first LSS Erin Hunking who was of immeasurable assistance during that last week or so getting ready. A large reason for the success of this expedition was due to her efforts.

The weather for AP3 started bad and got worse. The drive up was in the rain and led to the deci-sion to waive off the picture until the return trip and to not deploy the equipment at the site until later. Thus, the students were immediately sent to their first Traverse destinations and science was partially effected in the rain. The DC’s were banned due to the weather and many problems were had with the ion probes and other such equipment due to the rain. Inadequate provision had been made for the taking of notes in the rain making many of the SSRF’s a sodden mess.

The campsite at Whitefish Lake had many puddles, but at least this time the expedition mem-bers could camp around the water in the marginally higher locations. The staff dug many a trench to attempt to drain the water away.

Friday dawned blustery and by the middle of the day winds approaching 100 km h-1 blew through the park dropping 34 trees over the highway electrical wires and one across the entrance to Whitefish later removed personally by the AP3EL. The evening talks were nominal although no wolves were heard. The rock talk went very well although it did get dark before it was complete and the walk to the big tree on the Tall Pines trail will be exchanged for a tree at Cache Lake. Some of the group went to the radioactive allenite site at km 4.5 and with the portable Geiger counter were able to detect the signal, which was very impressive to all. The rain and the snow held off and Satur-day was the most enjoyable day by far from a weather standpoint. The campfire and sing along oc-curred as per usual at campsite 4, but the crowd was not a large this as many people chose to sleep. On Sunday morning, the students examined the Brewer Lake fault before proceeding to the Logging Museum and departure. The rain return just after the expedition left the parking lot, but abated at the west end of the park in time for the group image to be taken.

In sum in sufficient data was collected gain although the situation was improved and students are getting more able. The problem was really the weather and training.

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1.1.3.1 Image of AP3 Expedition Complement

This image of the entire complement of expedition AP3 was taken on 13 May 2002 at the west gate near the end of the expedition due to the inclement weather on day 1.

1.1.3.3 AP3 Staff Roster

Staff: Henri M. van Bemmel – Leader Seniors: Erin Hunking - Lead David Fry Martha Kenney Steve Lang Jennifer Duffy Frank Kriewaldt Kunaal Majmudar Clyde Chamberlain Peter Lee Cheryl Woods Chris Jodoin

Alisa Pay Nick Chow Michael McMaster Graeme Doyle

Deepa Manshurmanian Nimal Navarathinam Adeel Jafri

1.1.3.4 AP3 Recommendations

1. That a transportable shelter be constructed, to aid in the shielding of equipment and students from the all too frequent inclement weather. This shelter should be reusable and not cost more than $500. It should have an area of at least 5 x 6 metres. It should be constructible with 1 hour using not-ing more than a drill or bolts and require no more than 5 people to erect it.

2. The ion experiment should be set aside for one expedition. Possibly, in the future these can be effected in the lab at the high school from sample taken during the trip.

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3. That the traverses of the individual groups be fixed and not change from year to year.

4. That the TM be divided into smaller volumes to facilitate student use.

5. That the colorimeters be returned in place of the flow meters.

6. That training of the students on the use of the equipment be more detailed including the fill-ing out of forms and such like.

7. The first two simulations that will be graded will be undertaken at Hilton Falls. Simulation 0 will occur on the Wednesday prior to this event.

8 Site staff be prepared for ditching and other rain based requirements to prevent a repeat of the problems during both AP2 and AP3.

9. That we switch to two burner naphtha stoves maintained by the site crew and dispense with the propane stoves, which are ineffective at low temperatures.

1.1.4 The AP4 Expedition – 8 – 11 May 2003

The AP4EL – H. van Bemmel, selected a record number of 14 seniors to help in this enterprise. Part of

this was some sympathy for the double cohort and part was that he wanted to ensure that a much better job of science data collection be effected this time. All of the recommendations of the AP3 expedition were fulfilled and the weather was terrific with rain occurring only on the return drive. Logistic support of the trip could not be better throughout as the APLS proved its worth very quickly.

The Hockley Valley hike for the seniors had to cancelled due to the ice storm that occurred in early April. The winter had been fiercely cold for two months and the moose were in rough shape that spring. For the first time the images collected were closer to the intention. The work of J. Everett is to be complemented here as he alone changed all the names from the DSCN codes to the proper AP codes.

The long duration experiment were tried, but largely failed due to experimental difficulties. The support of the probes worked fine, but the data collection simply did not occur and many of the DO probes seemed non-functioning even though they had been exhaustively tested. Possibly the swirling issue was at fault here.

1.1.4.1 The AP4 Expedition Complement

This image is taken of the members of the AP4 team. Missing are S Lang and L. Kettel who were in transit due an

Advanced Placement Examination. The total complement was 51 juniors, 12 seniors and 9 staff.

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1.1.4.2 AP4 Staff Roster Staff: Henri M. van Bemmel – Leader Seniors: James Gotoweic – G1 - Lead Kim MacDonald Lindsey Kettel – G1a Steve Lang Nick Chow – G2 Frank Kriewaldt Gabe Grant – G2a Clyde Chamberlain Kevin Hurley – G5 Cheryl Woods Simon Wallace – G5a

Alisa Pay Britt Lehmann-Bender - Cook Michael McMaster Justin Everett – Data Processing

Ryan Koolen Simon Lau - SSRF Nick Rawluk - SSRF Jeff Colden - Site Taylor Martin - SSRF

1.1.4.3 Recommendations from the AP4 Expedition 1. That the AP5TM be combined in a single volume with students assistance to ensure the data

in it is correct and timely. Additional images should be included for clarity and there should be sec-tions on the practise hikes (including road and trail maps) and the construction of the TM. This vol-ume will have to be printed by 28 February unless modifications are made in the training of the Grade 10’s

2. That water samples be taken at the sample stations that can be analyzed back in the labora-tory. Aside from the ion probes, possibly other experiment can also be effected on these samples. The suggested size would be 200 mL per sample.

3. That a cube can be used for transportation of the equipment to the park and serve as an office for the paper work.

4. That the Lumber Museum (APLM) tour be changed to the afternoon of ED1.

5. That Traverse I may be changed to a recreational hike although this has not been formally de-cided at the time of this writing.

6. That the training of the juniors be intensified into groups with more specialization of the tasks among group members.

1.1.5 The AP5 Expedition 12 – 15 May 2004

The AP5 expedition was the first in a while not to confront significant constraints regarding la-

bour strife or weather issues. The trip ran under the warmest weather conditions in the history of this series of expeditions. On the first day, the weather was so warm during the set up that seniors had to be very careful about sunburn as they worked with their shirts off. There were no lost time emergen-cies. Two recovery runs were effected both for S.Lang’s FIT, but they were encountered on the highway with no anomalies reported. The recommendations from the AP 4 expedition were largely followed. The TM was once again recombined and due to reasonable photocopy prices, almost all the students were provided with a copy. Some of the desired documentation images were not effected for that (or this) TM which resulted in one of the recommendations given below. Due to a generous gift of sterile, urine sample bottles to the program there are now appropriate containers for the collec-tion of water samples at each water-based sample station allowing later analysis at MGCI. The rec-ommendation that a cube van be used to carry equipment and provide office space was followed and it was a wonder how the trip was completed without it. The lumber museum traverse was changed to

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ED1, but recommendation AP4-5 was not followed as the EL decided that it would be better to re-structure the first traverse and have the students effect at least one SS and get them into the practise of this work in preparation for ED2 and ED3. On ED4, the EL decided that a recreational hike would be lead by C. Chamberlain, an individual of great experience in this area, on the Big Pines trail. Time lines were given and the grade 10’s along with the EL and the SM were retained to manage the clean up of the site. This was a very effective trade off and allowed both the desired recreational hike and the logistical realities of an efficient site clean up. The training of the juniors was enshrined in a ten-day period prior to Simulation 0. This appeared to be the proper approach, although some of the training process needs to be more tightly organized.

1.1.5.1 The AP5 Expedition Complement

The AP5 complement of grade 10 students enjoying some fun on the night of ED3; the experiments are (almost)

finished! This image was taken around the fire pit of campsite 5 in the Whitefish lake group camping area. Notice the lack of winter coats. AP3 students are envious!

1.1.5.2 AP5 Staff Roster

Staff: Henri M. van Bemmel – Leader Seniors: Lindsey Kettel – G1 - Lead Terry Dowding Jennifer Beamish – G1a Steve Lang Gabe Grant – G2 Frank Kriewaldt John Coates – G2a Clyde Chamberlain Simon Wallace – G5 Cheryl Woods Saravanen Ananthalingham – G5a

Alisa Pay Amy Munn - Cook Aaron Fox Justin Everett – Data Proc.

Sarah Lesser Jim Xu – Data Processing (a) Yi Yao – SSRF / Data Proc.

Jay Worthy - SSRF Alec Knowles - SSRF

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The seniors for AP5 were led by “Mama Bear” Lindsey Kettel. Gabe Grant did a fine job man-aging the site equipment. I do not think that we forgot a single item of consequence. Did you hear that JC? Lindsey “The Delegator” Kettel kept her apprentice Jennifer (and anyone else within her reach) busy with lots of paper work. Jenny has learned this from a master so look out AP6 seniors!

Saravanen learned all about the probes from Simon who had learned from the very possessive Kevin Hurley. Justin continued with his data processing although made easier by Yi’s little program. Yi had to help out, along with apprentice Jim Xu when Justin had to return to attend his girl friend’s graduation dance. Boy, Mr. van Bemmel is getting sentimental to allow this kind of thing! True to form, no rain occurred while Jennifer was outside. I am surprised that Lindsey did not ask her along on the West Coast Trail. Amy did a great job making the food and did not catch on fire while doing so (to van Bemmel’s relief!). Alec and Jay were indispensable doing everything and anything that did not get done and marking those $%*# SSRF’s. Jay, the Grade 10’s told me that Alec was a lot easier marker; tough guy! Then there was …ahem… this story about Yi and a trumpet and how the trumpet is now a serving dish, but decorum prevents a discussion of the details; right Mr. Lang?

1.1.5.3. Recommendations from the AP5 Expedition

1. The training for the grade 10’s needs to be better scheduled for the sessions with the actual instruc-

tion

2. ED1 has to be rescheduled to accommodate the shorter distances and the loss of the second SS

3. Groups should not be allowed to get below 8 persons as the grade 10’s have issues getting the work done in a timely manner with too few people to help. If necessary operate only 6 FITs

4. There was too much junk around the office. This should be stored if possible in the APLS

5. The pre-build of the APLS should be a complete one.

6. Documentation of the trip should be a supernumerary task.

7. Consider a reorganization of the senior roles to better suit the current objectives

8. Consider the addition of a night vision experiment to view wildlife that comes down to the water at night.

1.1.6 The AP6 Expedition 11 – 14 May 2005 This expedition was developed with in a nominal manner, but a teacher partial work to rule be-

gan to be an issue as the date progressed. Due to a reduction in the number of supply teachers and the fact that teachers were not covering on-calls due to the legal work action administration decided they could not spare all the teachers that would be away for this effort. On 09 May at 0915 hours the AP6 expdition was cancelled by edict. Naturally negogiations effected primarily by Mr. Michael McMas-ter were undertaken to save the trip and about 9 hours later at 1800 the good news came that AP6 could continue. It was a very trying time for the organizers as the luggage had all been inspected and teachers were one day away from picking up the vans. It was a very close call.

The expedition itself was very nominal. We did not have a health and safety issue in the park and the seniors once again did a wonderful job.

The recreational hike on Saturday morning conducted by C. Chamberlain was a success and this morning wasalso the first one to have a breakfast during a rain. The APLS was modified and students and staff ate in shifts.

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1.1.6.1 The AP6 Expedition Complement

The entire AP6 team. Notice down in front we have “Mama Bear” Jennifer and her apprentice Angela to her right.

The first day must have been the warmest because AP6 was the coldest trip in 6 years.

1.1.6.2 AP6 Staff Roster STAFF MEMBERS POSITION SENIORS POSITION

Henri M. van Bemmel Expedition Leader Jennifer Beamish Lead Senior Terry Dowding Cube Van Driver John Coates Equipment Manager

Steve Lang Site Manager Saravanen Ananthalingham Scientific Equipment Frank Kriewaldt Bus Driver Jim Xu Data Manager

Clyde Chamberlain Delegate Leader Sandy Yeh Cook Anh Trinh Minivan Driver Vinoj Siva Long Duration Exp. Alisa Pay Bus Driver Ian Robert Lead Report Marker Aaron Fox Bus Driver Andrew Young Documentation

Kim McFadden Assistant Bus

Driver Angela Lee

Apprentice Lead Senior

Christine Blair Apprentice

Equipment Manager

Katherine Bailey Apprentice

Scientific Equipment

Marina Friere-Gormaly Apprentice

Data Manager

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The AP6 seniors got along very well and the trip was well organized. I remember many times thinking that we should be working harder, but somehow it all got done. Jennifer managed to run a great show without taking physics, talking very much or having her picture taken. Her ability to bring good weather seemed to end on Saturday morning, but this was easily explained away by Jenny who said that by then she had already handed over responsibility for the weather to Angela.

John did not have to dig one of his famous “Coates canyons” due to the lack of rain. Then there was the case of the missing lanterns. Lang blamed v. Bemmel who blamed Coates who blamed Gabe. Yeah that’s right it was Gabe’s fault, which worked for everyone! Mr. Dowding, tired of this simply bought a new one…Sandy never realized how thick dish water ice can get at –12C. Andrew suppos-edly took lots of video and images, but I have never seen them…one wonders why … Andrew? Ian demonstrated a unique, but forgettable talent that amazed the grade 10’s, but decorum prevents me from repeating the details here. Vinoj found that his well-laid plans for getting long term results were foiled by the very cold nights and their effect on the batteries. Then there was Saravanen who skipped an entire week of Mr. McMaster’s algebra class to train the grade 10’s. This resulted in him and Jenny and any other grade 12 within hearing to get yelled at, talk about taking one for the team. Of course he was advised to make these arrangements in advance…right Sri? Jim spent most of his time changing images and starting the diesel to make sure he had enough energy in the batteries. For someone who in grade 9 thought Algonquin would END him you did pretty well Jim!

The apprentices managed very well and all were retained for AP7. Marina managed to find a large piece of metal a remnant from the logging or railroad years. She and Mr. Chamberlain pre-sented this piece to the Visitor’s Centre on Saturday morning.

1.1.6.3 Recommendations from the AP6 Expedition

1.Only winter sleeping bags will be rented from now on. The “three season” bags are actually

summer bags that have been used a bit. Many students were cold. 2. Consideration will be given to moving to 6 person tents to improve the space the grade 10’s

have to spread out their gear. The 4 person tents get quite full and with a heavy rain gear pressed along the walls will get wet.

3. The sonar experiment should be formalized 4. The night vision experiment should be formalized.

1.1.7 Subsequent Developments Trips also ran in 2006 and 2007 continuing this model. The senior student positions were solidi-

fied. However, repeatedly the problem was the lack of dependable probes and the increasing size of the APE database. During the Christmas break of 2006 and 2007, Mr. van Bemmel decided that the format of the data collection would have to change; to permit timely mining of the database to permit the SWG’s to produce their reports with reasonable effort.

Simply typing in data to an Excel database seemed very time consuming and still did not re-name images or display the data is a reasonable format for mining purposes. The idea was to use a scanner to scan a Field Data Sheet (FDS). On this sheet are about 270 very light grey 7-segment dig-its. To make a record of a measurement, the student is to use a medium black marker and draw in the segments that will make the number they wish to record. The Algonquin Heritiage Project (AHP) program will read these digits from the scan and save them in a file. The data is then displayed in a reader screen complete with renamed images and such like. The idea is that the grade 10’s will be provided with a reader version of AHP and can take this home with them.

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To manage the poor performance of the DO, pH and ion probes, the decision was to return to colour matching, but to set up a facility in the AHP program to analyze images taken of the sample strip and the calibration card to obtain better precision than simple eye matching.

As of this writing, the AHP program is largely ready for beta testing. This will occur with the relevant AP9 seniors processing the AP8 data for training purposes and to also have this expedition digitized for use by the grade 10’s when they are writing their papers. Training in the use of AHP will be provided directly by Mr. van Bemmel with the students involved working with their own com-puters, a copy of the executable aspect of the program and the data from AP8 (scans and raw images)

During AP9, the AHP program was shakendown aggressively and the results were excellent. The ability of the program to allow individual stand alone computers to work on the data of a given FIT and then recombine it by simply opying the files is appreciated. During AP9, it was clear that the computer suite for the office was inadequate and that a second scanner would be helpful to avoid bottlenecks in these areas. Recommendations have been made to remedy this.

On the trail, AP9 saw a massive reoganization to the sample stations. The logic behind this was simply that the focus seemed to be on equity of hiking distance rather than obtaining the most sci-ence possible. From AP1 – AP8 somewhere in the neighbourhood of 55 sample stations were sched-uled. This was changed to 74 for AP9. The compromise to allow this increased amount of scientific return was to reduce the hiking distance of some groups and increase the number of sample stations they were to visit. This seemed to work well. There were two exceptions as it was found to be im-possible to reach the intended water from either Heron Lake or Westward Lake (SS433 and SS435). The modification is still in work as of this writing, but the suggestion might be to go to the shore of Source Lake via the Mizzy Lake trail by turning right along the railway bed. This was explored dur-ing the pretrip on AP9 and although some trail clearing was required the path is fairly obvious and yields access and a nive view of Source Lake.

Also for AP10, we will have the inclusion of the soil pH experiment as this appears to be simple to operate and can be added to the PCE suite without significant difficulty.

Finally, the AP10 expedition has the inauguration of the AEMS Expedition Mangagement Soft-ware Package. Written by Mr. van Bemmel, this computer program will allow far easier coordination the expedition’s hundreds of steps to completion. The fear every year is that a aspect of the expedii-ton will be compromised due to an inadvertent oversight. AEMS by keeping everyone informed should prevent amongst the diligent seniors and staff such oversights.

This manual has been brought up to date for AP10 and includes new sections on the PCE ex-periments, AHP and AEMS.

1.2 Marking Schemes

The execution of the Algonquin expedition is worth 10% of the year to the students, but it dovetails into

the environmental science section and thus the real worth of this aspect is much greater. The table below gives the aspects of the expedition and their value. They also indicate whether these will be counted to the environmental science aspect of the trip itself. Further below will be sections with either rubrics or other cri-teria set forth to indicate expectations. The environmental aspect is worth about 20% of the year.

1.2.0.1 Mark Allocations – Expedition, Environmental Science Strand and Summative

INDEX ASPECT SHARE OF THE

ALGONQUIN EXPEDITION MARK

ENVIRONMENTAL

SCIENCE SUMMATIVE

1 Basic Research (BRG) 15 % 2 Simulations 20 % 3 Lab Training 10 %

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INDEX ASPECT SHARE OF THE

ALGONQUIN EXPEDITION MARK

ENVIRONMENTAL

SCIENCE SUMMATIVE

4 Alogonquin Data Collection 55 % 5 Science Papers 5% of year 6 Algonquin Park Test 5 % 7 Plenary Session 5% of year 8 Teamwork / Cooperation 10 %

9 Environmental Science Theory in classroom including test and

other assignments 85 %

Totals 100 % 100 % 10% of year

1.2.1 Marking Schemes The following are the evaluation schemes and standards as set for the expedition. These are different

than those in earlier years and will change again for future efforts.

1.2.1.1 Background Research Papers (BRG) The organization of this aspect is described in section 2.3. The essence is to write a paper on a chosen

research topic given in section 2.3. The following describes the performance that is appropriate to earn a given percentage mark.

1.2.1.1.1 BRG Marking Rubric

BRG MARKING RUBRIC KNOWLEDGE COMMUNICATION INQUIRY PROBLEM SOLV-

ING WEIGHT 30 % 30 % 30 % 10 %

LEVEL 1

Only the most basic of knowledge dis-played in the re-port. Many more complicated top-ics omitted.

Few and simplistic references were used.

Poorly organized report. Parts or all of it not word-processed. Poor use of English in-cluding numerous grammar and spelling mistakes

Little interest shown in the re-port in finding out the relation-ships between the various knowledge as-pects. Report is a simple recount-ing of the facts as found in the references

No meaning-ful attempt to solve or at least suggest reason-able solutions to any of the prob-lems connected to the topic of the paper.

LEVEL 2

Basic knowl-edge is given. Possibly a few more involved topics are touched on. Sources are lim-ited and often simplistic

Most of the report is word-processed and some effort ahs been made to conform to the guidelines as set out in the assignment.

However the English is basics and possibly in the wrong voice. The diction

Only the most basic of in-quiries to the various symbi-otic relationships are discussed. Many of the more indirect points are

Very simplis-tic solution given to the problem or a so-lution that indi-cates that the problem was misunderstood.

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BRG MARKING RUBRIC KNOWLEDGE COMMUNICATION INQUIRY PROBLEM SOLV-

ING WEIGHT 30 % 30 % 30 % 10 %

and structure is simple and does not convey confi-dence to the reader. Graphics are limited, not sourced in the text or do not serve the report very well.

missed. Little origi-

nal thought in this area

LEVEL 3

More in depth knowledge is given. Clearly some has been missed, but a solid attempt has been made by the group to as-semble the rele-vant facts about this topic.

Significant and var-ied resources have been used. Most of the these resources are reliable and cur-rent

Report mostly con-forms to the expected format. Few grammati-cal and spelling errors exist. The form of the expression is at the standard for this age. Attempts have been made to raise the dic-tion and the structure of the document. There is a significant use of the proper technical terms and other jargon.

The report conveys an at-tempt to investi-gate the relation-ships between different aspects of the informa-tion found in the resources. The report may indi-cate where fu-ture problems may exist if cur-rent trends exist. These attempts have the begin-nings of the sci-entific method, but are not thought out com-pletely.

The prob-lems with a given situation are identified and explained in the students own words. Attempts to solve these problems indi-cate that signifi-cant thought was expended by the groups, however the solution or its consequences is not practical or the solution was a correct one, but not ex-plained to the fullest

LEVEL 4

Substantial and in depth presentation of the knowledge in this area. This included sources numerous re-spectable refer-ences and put-ting the entire research into the student’s own words.

The presentation is completely as required in the assignment. The English and grammar used have few if any mistakes. The form of the expression and dic-tion used is profes-sional and proper terms and the correct voice is used at all times.

Diagrams and other graph-ics are correctly done and contribute to the paper. The paper does not exceed the prescribed length limit.

A real and compete interest is shown by the paper to research and discuss all the salient issues related to this topic within the constraints set by the assign-ment. The as-pects of inquiry are described in the document and should fol-low the accepted scientific princi-ples that have been fairly in-troduced to the students.

Creative and complex at-tempts were made in the re-port to address the unsolved is-sues of the pa-per’s topic. These issues will be indicated for each BRP.

Students will have to be able to support and successfully defend their ap-proach to a problem in consultation with the teacher.

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1.2.1.2 Simulations (SIMs) To properly prepare for the Algonquin expedition the students have to train. While efforts are made to

learn how to use the equipment in class, students cannot learn the tasks required of them to a proper level of proficiency unless some training is given. The timelines get tighter each time. The specifics of this section of the expedition are given in section 2.8. Students will be marked on simulations the same way they will marked on actual sample stations.

1.2.1.3 Algonquin Park Data Sheets (SSRF’s)

Each night the data sheets for a given group will be turned into the Grade 12 student that was assigned

to the group on that day. On AP9 we will be integrating the AHP computer program. Marks are distributed for the following aspects: scanability, reasonableness, usefulness and clarity of images, and drawing(s) qual-ity. The seniors will undertake to inform grade 10 groups of their marks for a pervious traverse prior to the beginning of the next (i.e. the next morning). For simulations, five marking events will occur. The seniors will be expected to return the results prior to the beginning of the next sim. For sims 0, 1-2 and 3 the gaps will be only a couple of school days so everyone will have to get organized.

A grove of jack pine trees near the East Gate

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1.2.1.3.1 SSRF/FIT EVALUATION FORM V .1 DATE GROUP MARKER SS LOCATION GROUP LEADER STAFF ON HIKE

GRADE ���� ASPECT ↓↓↓↓

0 1 2 GRADE ���� ASPECT ↓↓↓↓

0 1 2

TEAM DATA DSSLVD OXY (DOCA) LCTN & WEATHER TTL DIS. SOLIDS (TDS)

CHECKLIST TURBIDITY (TAM) GROUND COVER ALBEDO (AMIE )

HABITATS BRIDS (ASIP) TREES (TIE) MAMMALS (MIA)

GND COVER (AGROCS) WATERCOURSE (SMM/RMM) ROCKS (SROCA) DUTIES AIR TEMP (SAT) BANK AND BED

WATER TEMP (HYPRO) LAKES / PONDS SOIL TEMP (SOPRO) WATER BODY SKETCH WATER PH (WHICO) SITE MAP SOIL MECHANICS D. IMG. (EVI)

TIMELY SUBMISSION D IMG. PAN

TOTAL ���� ����

1.2.1.3.1 SSRF/FIT EVALUATION FORM V .1 DATE GROUP MARKER SS LOCATION GROUP LEADER STAFF ON HIKE

GRADE ���� ASPECT ↓↓↓↓

0 1 2 GRADE ���� ASPECT ↓↓↓↓

0 1 2

TEAM DATA DSSLVD OXY (DOCA) LCTN & WEATHER TTL DIS. SOLIDS (TDS)

CHECKLIST TURBIDITY (TAM) GROUND COVER ALBEDO (AMIE )

HABITATS BRIDS (ASIP) TREES (TIE) MAMMALS (MIA)

GND COVER (AGROCS) WATERCOURSE (SMM/RMM) ROCKS (SROCA) DUTIES AIR TEMP (SAT) BANK AND BED

WATER TEMP (HYPRO) LAKES / PONDS SOIL TEMP (SOPRO) WATER BODY SKETCH WATER PH (WHICO) SITE MAP SOIL MECHANICS D. IMG. (EVI)

TIMELY SUBMISSION D IMG. PAN

TOTAL ���� ����

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Algonquin Park Expedition Technical Manual – AP10 27

1.2.1.3.1 SSRF/FIT EVALUATION FORM V .2 DATE GROUP MARKER SS LOCATION STAFF

GRADE ���� ASPECT ↓↓↓↓

0 1 2 3 4 5

ION MEASUREMENTS TEMP AND PH

PHOTO DOCUMENTATION GROUND COVER

LOCATN AND WEATHER MAMMALS / BIRDS

SS SITE MAP MECHANICAL SOIL EXP.

ALBEDO AND SDP TREE ID TRAIL AND SS WATERCOURSE MATH W/COURSE MEASURES

TOTAL ���� ����

SSRF/FIT EVALUATION FORM V .2

DATE GROUP MARKER SS LOCATION STAFF

GRADE ���� ASPECT ↓↓↓↓

0 1 2 3 4 5

ION MEASUREMENTS TEMP AND PH

PHOTO DOCUMENTATION GROUND COVER

LOCATN AND WEATHER MAMMALS / BIRDS

SS SITE MAP MECHANICAL SOIL EXP.

ALBEDO AND SDP TREE ID TRAIL AND SS WATERCOURSE MATH W/COURSE MEASURES

TOTAL ���� ����

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1.2.1.4 Presentation Marking Scheme The presentations that are made by the students in June following the preparation of their science papers

are marked immediately following the presentation by the relevant teachers. If more than one teacher is teaching this course then an average will be taken between the teacher’s marks. Teachers may also consult each other and arrive at one acceptable marking scheme.

The specifics of the presentations are given in section 7.3

The birchbark sign at the West Gate in front of which the large group picture is taken.

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Algonquin Park Expedition

ORAL PRESENTATION ASSESSMENT FORM Please Evaluate the following aspects of the presentations Student: ________________________ 1. Presentation Aids Topic: _________________________ Were the graphics and other aids used during this presentation professionally done and used properly? Was the meaning of their use clear? Was this aid necessary?

1 2 3 4 5 ____________________________________________________________________________________________

2. Presentation Form and Technique Did the presenters SPEAK to the audience? Did they speak at a proper rate? Could you hear them? Was the presentation reasonably balanced between the presenters?

1 2 3 4 5 6 7 ____________________________________________________________________________________________ 3. Professionalism and Appearance Did the entire group dress appropriately for this presentation? Were they suitably serious in their work? Was the group well organized?

1 2 3 4 5 ____________________________________________________________________________________________ 4. Content Was the topic well covered? Were the negative aspects discussed as well? Were reasonable solutions suggested? Was the presentation well organized vis a vis the content flow? Were the results of the entire expedition discussed? Was the nature of the test and its import to a given ecosystem properly discussed? 3 4 5 6 7 8 9 10 11 12 13 14 15 ____________________________________________________________________________________________ 5. Question Period Were the questions well-answered? Did the group appear to be well organized? Did they contradict each other? Were students who specialized still knowledgeable in other aspects? Were the answers concise and well-considered?

1 2 3 4 5 6 7 8 9 10

____________________________________________________________________________________________

GROUP: __________________ TOTAL: ________ MARKER: ___________________

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1.2.1.5 Student Cooperation and Teamwork For an expedition such as thisone to be successful, some discipline is required. The students have much

expected of them and they must stay on task and focussed. However sometimes students will waver in their commitment and so part of the mark is a measure of how well they have been able to approach this effort as a professional. The marking scheme here is binary. The student either did or did not measure up to expecta-tions.

1.2.1.5.1 Student Cooperation and Teamwork Rubric

ASPECT PASS FAIL

Respectful of Staff Members during this expedition, its prepa-ration and execution

Respectful of senior students during this expedition Practised proper environmental procedures with respect to garbage and damage to flora and fauna

Arrived in a timely manner for all activities Respected the ban on all electronic gizmos Followed the menu list Had all items during the Gear Inspection Attended school the day after the trip Respectful of the timelines as given during the trip Had all permission forms available on due day

Students effecting environmental test with the CBL probes during AP4 on Traverse I.

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ASEP ITEM PROPER STOWED STATUS MARK 0 OR 1

CBL/TI83

In labelled location going in the proper direction. These items must be com-pletely dry. The calculator must be turned off and the CBL should not have any of its three LED’s illuminated.

Power up the computer and check the battery level of the CBL. It should al-ways read “Good”. It is the responsibility of the groups to check this and request new batteries after they return.

Temperature Probe

This probe should be stowed in its proper location with the cord bundled in the accepted manner. The Velcro tie should be in place. The probe should be dry. All of the depth markings on the probe and the wire should be there and to eye inspec-tion seem reasonable. The cable and the probe should be in good order.

Conductivity Probe This probe should be found in its proper place in the ASEP, with the cord bundled properly and with the Velcro tie in place.

Turbidity Sensor

This probe should be found in its proper place in the ASEP, with the cord bundled properly and with the Velcro tie in place.

PCE Standards Laminated PCE Photographic standards. All present. (5 in 1, NH, CL, DO)

Test Strips 5 in 1

In container and container is dry. Used strips discarded at campsite.

Test Strips NH4

In container and container is dry. Used strips discarded at campsite.

Test Strips Chlorine

In container and container is dry. Used strips discarded at campsite.

Test Strips Dissolved Oxygen

In container and container is dry. Used vials discarded at campsite.

Test Strips Phosphate

In container and container is dry. Used strips discarded at campsite.

Light Sensor This probe should be found in its proper place in the ASEP, with the cord bundled properly and with the Velcro tie in place.

Paper Towels These should be dry and those that have been used need to be replaced. The plastic bag should be properly sealed.

Voltage Callipers

This probe should be found in its proper place in the ASEP, with the cord bundled properly and with the Velcro tie in place.

Spare Batteries in Plas-tic Bag

If required the spare set should be replenished and be found in their proper place in the ASEP. The batteries should be in a bag that is properly sealed.

Flow meter This probe should be found in its proper place in the ASEP, with the cord bundled properly and with the Velcro tie in place.

Distilled Water Both these bottles should be topped up and be placed in the side pockets of the backpack.

Tree Triangle Stowed in the front pocket of the pack

Photographic Standard Stowed along side the ASEP in the main pack body on the side away from the hiker.

15m of Plastic Rope Stowed in the top pocket of the pack

15m Measuring Tape Stowed in the front pocket

UHT All nuts a bolts in place and item cleaned off.

SSRF’s Completed and turned into AP5 office

GROUP: ________________ INSPECTOR: ________________

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A view of Cache Lake from the Track and Tower Trail

1.3 Acronym Listing

ACRONYM TRANSLATION EXPLANATION

AGROCS Analysis of Ground Cover Species

Ground Cover identification and assessment ex-periment. DSO 3-221

AHP Algonquin Heritage Project

Computer program that reads the values from FDS an stores this in memory. It displays the SS data in a comprehensive form. The raw images files are automatically renamed and the program prompts students for information in images of opportunity. This program will access to the data from previous years (as time permits) allowing students access to sample station data at their homes and during off-hours. In time, more statisitical tools will be in-cluded.

ASIP Avian Species Identification Procedures

Bird Identification. DSO 3-211

BRP Background Research Paper

The first academic task of students in this pro-ject is to learn more about the environment that they will be visiting. They will also familiarize them-selves about the types of experiments that are part of this expedition

CEP Common Equipment Package See section 6.6

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ACRONYM TRANSLATION EXPLANATION

CLISA Calcium Ion Concentration and Salinity

DSO 3-133

CT CBL Technician

This person operates the CBL during an SS. They load the software and press all the button. They are responsible for keeping the unit safe and dry regardless of the weather.

CWH Calcium Ion Concentration and Water Hardness

DSO 3-132

DCM Data Collection Mode

This is the mode selected on the CBL program pertaining to the type of data collection . The de-sired one for single point observations is the SIN-GLE POINT mode. Other instantaneous modes give widely varying results. The SP mode makes 20 ob-servations in 10 s and averages them. In our work we can take three or four of these and get a real good average and σ

DOC Dissolved Oxygen Capacity

This is a TI83 program, written by the author, which computes the DO capacity given the air tem-perature and the barometric pressure. (Not written at press time). If the program is not written it will be replaced by a photocopy of a table containing the same information.

DOCA Dissolved Oxygen Concen-tration Assessment

DSO 3-131

DOVA Daily Dissolved Oxygen Variations

DTO 3-314 Measurement of the variations of the dis-solved oxygen levels in Whitefish Lake.

DR Data Recorder This person fills in the SSRF and coordinates

the activities of the SS group. This person need not be the group leader.

DSO Detailed Science Objective

This type of objective is a major experiment or other process central to the trip. Students will have trained for this and will have to write post-AP5 re-port on this topic.

DTO Detailed Test Objective

This is a major experiment being carried for a first or second look at feasibility for future expedi-tions. This activity may be student or staff based, but write up are required for future efforts

ED1, ED2, etc Expedition Day

This is an abbreviation of the a certain day of the APX expedition. The first day when we drive up to Algonquin Park is ED1 and so on. This makes the days more general in case the days of the week are changed for logistical reasons.

EL Expedition Leader Staff member responsible for the entire expedi-

tion. All staff, seniors and juniors are responsible to the EL

EMAC EVA Member Attendance Consolidation

Taking the attendance of any students involved in a given activity.

EOM EVA Orientation Meeting Opportunity prior to an EVA to orient the mem-

bers on the route and pace that will be had on this day.

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ACRONYM TRANSLATION EXPLANATION

EVA Extra Vehicular Activity Activities outside of a vehicle, not including the

campground. Typically a hike or an evening excur-sion.

EVI Experimental Verification Images

Digital images taken at an SS to verify various aspect of the work done at the site.

FDS Field Data Sheets The sheets which contain scannable data from the SS. These were used on AP8+

FIT Field Investigation Team A hiking group

FPT Lead Food Preparation Techni-cian

The duties of many seniors and staff often pre-clude a leisurely dining hour. This person will pre-pare either a communal meal or specific items as requested during mealtime. They can also assist the LEM with the supervision of the cooking area. All seniors are still required to bring and maintain their own food supply.

FTI Female Tent Inspector

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents oc-cupied by female students. Ensuring that these tents are safe from flooding and other rain hazards. Deployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspec-tions may be waived if the weather poses not concern.

Female seniors only.

GCS Ground Cover Specialist Member(s) of a group that identify the ground cover.

GPS Global Positioning System Device which permits the location of a person on land or sea to within 15 m

HICOP Hydrogen Ion Concentration in Precipitation

DSO 3-313 Measurement of the pH of any rainfall or dew

HYFLU Nightly Hydrothermic Fluctuations (Whitefish Lake)

DTO 3-312 Measurement of nightly variations in the temperature of Whitefish Lake.

HYPRO Hydrographic Thermal Pro-filing

DSO 3-113 – Water Temperature

ISE Ion Selective Electrode

These are the prime detectors in the ion probe used for this expedition.

LDE Long Duration Experiments

These are experiments that effected during the AP5 Expedition, but require more time to get the data. They are not a point and shoot type of system.

LDERF Long Duration Experiment Report Form.

The report form for long term experiment has to be dedicated to that experiment.

LDT Long Duration Experiments Technician

This person is responsible, with the advice and consent of the SEM, for the deployment and security of the long duration experiments which are deployed each evening and assessed each morning at 0700.

LEM Lead Equipment Manager Senior responsible for the equipment and site manage-ment

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ACRONYM TRANSLATION EXPLANATION

LRM Lead Report Marker

Assessment of the completeness and accuracy of the grade 10 Sample Station Report Forms (SSRF). Led by the LRM, approximately 5 seniors will end up involved in this group. It will have to evaluate 28 of these on both Thursday and Friday evenings. It is expected that the LRM will report to both the SDM and the LSS on their status and results.

LSS Lead Senior Student This senior is the lead of all seniors is responsible for their coordination.

LT Long Term (DCM)

A few experiments during AP5 will run over-night and these will require a different type of data collection mode. Measurement will be made every few minutes or so.

LVD Lead Videographer Responsible for documenting the entire trip via

motion and still images. This includes training and testing activities.

MM Main Menu (DCM)

This is a less favourable technique of using the display of the TI83 and simply reading values off of it. These readings will be significantly less precise than those taken during single point.

MTG Meeting Any briefing of a member or members. Often followed by a code indicating the people involved.

MTI Male Tent Inspector

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents oc-cupied by male students. Ensuring that these tents are safe from flooding and other rain hazards. Deployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspec-tions may be waived if the weather poses no concern.

Male seniors only MTL Master Time Line Consider section 11

NATEF Nightly Atmospheric Temperature Fluctuations

DTO 3-311 Measurement of the air temperature over night.

NICA Nitrate Ion Concentration Analysis

NTU Nephelometric Turbidity Units

PEBMA Pre EVA Body Mobilization Activity

Stretching exercises prior to starting any physi-cal activity including hiking.

PSP Post Sleep Period Typical personal activities in the period after waking up.

PT Probe Technician

This person actually uses the probes to sample the environment. They normally do not use the computer system as it is better to have someone dedicated to this device so that no harm comes to it.

RMM River Morphology Measurements

DSO 3-432

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ACRONYM TRANSLATION EXPLANATION

SAT Sample Station Atmospheric Temperature

DSO 3-111 – Air Temperature

SCC Shelter Construction Crew

This group is captained by the LEM and will set up the APLS on Wednesday and take it down and load it into the cube van on Saturday. They will also unload it and store it properly at the school. A tradi-tion has been established that makes it an insult to this crew if any adult staff has to offer excessive as-sistance to the construction of this shelter. Designed by Mr. van Bemmel and constructed by him and Mr. Lang, it is a device used and maintained by each generation of TOPS students. I hope that the AP6 crew will maintain this tradition culminating with the privilege of writing their names on it on Friday Evening.

SDM Scientific Data Manager Responsible for the collation of all scientific in-

formation from the expedition, including the renam-ing of all images into the APX format.

SDP Soil Depth Profile DTO 3-420

SEM Scientific Equipment Man-ager

Senior responsible for the scientific equipment’s inventory, training, maintenance and testing.

SEP Student Equipment Package This is a list of equipment that students are re-

quired to have along to support the science objec-tives at the sample stations.

SET Support Equipment Test This objective is primarily based with the staff.

How well do certain devices and other process work to support the initiatives of the expedition?

SHICA Soil Hydrogen Ion Concen-tration Assessment

DTO 3-121 – Soil pH Testing

SM1, 2, 3, 4, etc Staff Member 1, 2, etc.

This person is the staff member who is the site manager, responsible for the all site equipment. Largely, this is a supervisory role and the real work is effected by the LEM

SMM Stream Morphology Measurements

DSO 3-431

SOPRO Soil Temperature Profiling DSO 3-112 – Soil Temperature

SP Single Point (DCM) This is data collection using the averaging tech-nique given above.

SROCA Surface Rocks and Regolith Assessment

Assessment of the type and distribution of rocks in an SS area. DTO 3-231

SSB Sample Station Birder Group member responsible for identifying birds at a given sample station

SSC Sample Station Cartographer The group member that makes the SSM of a sample station.

SSG Sample Station Geologist The junior student who is responsible for any

observations regarding the rocks and regolith of a SS

SSM Sample Station Map Scale drawing of the sample station and its at-tributes.

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ACRONYM TRANSLATION EXPLANATION

SSMI Sample Station Mammal Identifier

The junior student responsible for identifier mammal sign at a SS or during a traverse.

SSRF Sample Station Report Form

The 20 (approx.) page form that is filled out by the juniors when they effect their work at a SS

SWG Science Working Group The groups that are formed after the event to re-

port and present on the results of a given experi-ments

TAM Turbidity Analysis Measurements

DSO 3-136

TDCA Tool Distribution and Carry-ing Assignments

On a hike the required tools need to be distrib-uted amongst the various people helping. This activity needs to be thought out so that the tools are going to the right people. The G1 should note who has which tool for recovery later on.

TDS Total Dissolved Solids Measurement of solids in solution that cannot be filtered. DSO 3-135

TIE Tree Identification Exercise DSO 3-232

WHICO Water Hydrogen Ion Con-centration Observations

DSO 3-122 Water pH

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2 Organization

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A rock face in the sunshine. The mica in the rock is quite reflective at low angles of incidence. Numerous rock

cuts are found on the highway of Algonquin and in Central Ontario.

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2.1 Basic Flow of Project To increase the impact and meaning of the environmental aspect of the Grade 10 science course an op-

portunity has been created where students will be able to examine in detail the circumstances of Algonquin Park. This is a unique experience especially for city students. The region of Algonquin Park is very wild and is sufficiently distant from Toronto as to offer a real change in the citified student’s environment.

Science, especially environmental science, is often performed in remote locations. While these often provide cabin type lodging, tenting is not unheard of, especially for shorter duration experiences. Thus, it shall be for this group as well. The main effort is to reduce logistics issues to a minimum, making the science the prime activity most of the time. This project has five phases.

1. Elementary Research The students are introduced to Algonquin Park through as series of video and other presentations. They

also have to perform research of the various habitats, creatures and other circumstances of the Park. This in-formation is then shared with the other groups.

2. Equipment and Procedure Training The students will use complicated and expensive electronic sensors attached to a TI83 calculator. These

probes require calibration and need to be handled carefully. The students will be required to accomplish a great deal in a 30 minute (approx.) sample station (SS) session. They need to be very organized so that eve-ryone is contributing properly. This will take some practise.

3. Simulations The culmination of the second phase is the operation of 5 simulations. The first simulation is called

Simulation 0. It is designed as a dress rehearsal for the students. They will work near the school and the Don River to obtain this data. The senior students will evaluate the work the students have done, but these grades will not be recorded. During the hike to Hilton Falls, there will be two simulations. One is a forested simula-tion and the other is a watercourse simulation. Following this on the following two Wednesdays there will be two additional simulations, numbers 3 and 4. These will be the final training prior to going to the park. These are described in more detail in section 2.7.

4. Data Collection in Algonquin Park This phase is the actual measuring of the park and its environmental parameters. Students also partici-

pate in three presentations by park naturalists and teaching staff. 5. Reporting on the Findings of the Expedition Upon their return from the park, students will break into Science Working Groups (SWG) where they

will write a paper, which has significant length and form constraints and then make a 15-minute public pres-entation in June. This is the summative aspect of the expedition.

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2.1.1 The Drive Up – Features

The drive from Marc Garneau Collegiate to Algonquin Park will showing a gradually changing land-scape. We leave the clay plain of North York and proceed finally to the Canadian Shield of Algonquin Park. In the beginning we will make use of expressways to get out of the urban area, but then the prime route will be on Provincial or county roads. There are three stops planned on the drive between MGCI and our camp-ground. It should be remembered that these stops are time dependant. Any issues such as bad weather, heavy traffic or a late departure from school could exacerbate the situation.

1. Sedimentary Rock Exposure This open face of sedimentary rock shows many layers and fossils can be found. Staff will discuss the

age and features of this rock exposure and allow some exploration of this area by the students. 2. Washroom Break (Buttermilk Falls Picnic Area or Dorset Park)

3. Fuelling Stop at Norland or Canarvon – No student egress permitted. (location is facility dependant) 4. West Gate – Truck information and student list will be faxed to the West Gate a day or two prior to

the trip. Mr. van Bemmel will register the group and pay the camping fees. The group will organize the large

group photo in front of the birch bark sign. Camping permits will be delivered to each van.

Pavilion at the West Gate of Algonquin Park

5. Arrival at Whitefish Campground

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2.2 Background Research Groups (BRG) The BRG’s permit students initially unfamiliar with Algonquin Park to learn about its basic environ-

mental circumstances. This will take the form of a paper preferably not longer than 10 pages written in the form described in section 7.2 of this manual. The topics are listed below in section 2.2.1. There will be 12 research groups for AP5 and they will be assigned by on the opening day of the expedition in mid February.

These groups have to write a paper under the constraints of section 7.2 with a 10 page limit that will de-scribe to the reader all aspects and subtleties of the background topic that has been chosen by this group. The due date is usually the Friday prior to the Winter Break. Each group must provide 7 photocopies of their re-port so that they can be shared with the other FIT’s. Each FIT should have at least one member in each of the BRG’s. This permits the FIT to have an “expert” in all aspects of this adventure.

2.2.1 BRG Topics

BRG TOPICS FOR ALGONQUIN EXPEDITIONS TOPIC DESCRIPTION

LAND HABITATS

A full and complete description of the various habitats in Algonquin park. How these are formed and how they are recognized. The focus on this paper should be the bigger picture of a habitat rather than the specifics of indige-nous species

MAMMALS

Mammal activity is the most difficult to discover in the park. Work will focus on the types of creatures that might be seem or at least detected. The students will spend significant efforts at discovering techniques that will help in finding the subtle clues to the presence of any expected mammal species.

BIRDS The discussion of the common birds of Algonquin and how best to iden-

tify these birds. The proper use of binoculars and other birding aids should be included.

AQUATIC HABITATS AND

LIMNOLOGY

Although the exploration of the park is necessarily restricted to the lands and sampling of watercourses from the shore a study of the expected aquatic environment of the park is required. Although an overview is necessary, focus should be on the aspects of the water bodies that can be observed from shore. These would include, but are not restricted to: shore morphology, surface in-sects, visible fish, bottom structure, bottom sampling (if possible), aquatic plants

SS PROCEDURES,

The demands of students during their work at a SS are significant. The FIT has to work harmoniously. Best data will be collected if each knows their jobs and the group leaser keep things going. Procedures for this type of ex-perience could be produced by staff, but it is thought better for the students to work this out themselves. This paper will focus on the best use of a group’s time, recognizing that some groups will have an extra member. This group will need to discuss time requirements of some probes with the Equipment Calibration BRG below.

TREES

This paper is a discussion of the expected tree types and their identifica-tion. Students will have to use field guides in the park, but aspects of tree identification, diameter measurement and density computations are all aspects of this paper

SOIL AND GEOLOGICAL EX-PERIMENTS

Efforts on this paper will focus on the types of soils that might be found in the Algonquin Park region. The significance of these soils vis a vis their ori-gin and their biological carrying capacity should be discussed.

CLIMATE Discover the unique climatogocial aspects of Algonuiqn Park and how this influsences the species that can survive and prosper here.

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The Oxtongue River near km 3 Beaver Lodge near km 41

2.3 Field Investigation Teams (FITs) The organization of this trip has between nine and ten students in groups exploring various aspects of

Algonquin Park. Due to legal limitations on the number of permissible passengers in the vans, nine is the possible maximum in a given group. Nine members will be permitted if there are less than 60 students. If there are less than 57 students then no groups of 9 will be permitted. There may be a decision with cost effec-tiveness in mind to retain the 9 value and go to only six groups. The EL has discretion on this issue. How-ever, the structure of the FIT’s will be clear on the mid – February launch date.

During AP1 and AP2, gender ratios were enforced to encourage diversity. In retrospect, this may not be the best arrangement, so for AP6 and beyond no gender restrictions will be made for FIT’s. Discussions have been held with TOPS program managers regarding the wisdom of this aspect.

Trailhead for the Mizzy Lake Trail (km 15) Part of the Western Uplands Trail (km 3)

2.4 Science Working Groups (SWGs) Upon return from expedition the FIT groups will be struck and a new set of groups will be formed

called Science Working Groups (SWG). These groups of normally 4 students will spend less than three

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weeks preparing a scientific paper on the results of a specific experiments chosen by lottery on the Monday after the return from the expedition. The criteria for this paper are given in section 7.2. During a week in mid-June, public presentations of these papers will occur in the library. The criteria for these presentations are in section 7.3. Suggested topics are given below, but are not limited to this list. Depending upon the ac-tual experience during the expedition, some experiments may not yield sufficient data for a report. Reorgani-zation of this will occur on the Monday following the return from the expedition.

The main point for all of these efforts is to focus on the results of the expeditions. A recounting of the theoretical aspects of an experiment as the focus of a paper will not be well received. What does the data say pursuant to the theory? How certain can you be of the results and the claims you have made? What im-provements, using existing technology, can be made (if any). How does your results compare with those found in previous years.

Plagiarists beware, copies of previous papers are held by Mr. van Bemmel and will be consulted to verify your originality. However interviewing students who undertook previous expeditions on topics related to your paper is perfectly acceptable provided that credit for their efforts is given via citations. The issue is that you put your research and conclusions into your own words.

2.4.1 Possible SWG Topics

SAMPLE SWG TOPICS – AP6 TOPIC DESCRIPTION

MAMMAL AND BIRD IDENTIFICATION

This paper will describe the techniques used to identify any and all mam-mals that were found during the expedition by all FIT’s. The paper should chronicle the creatures that were found, discuss the appropriateness of the habitat where they were found and compare this experiment’s success with previous expeditions.

TREE IDENTIFICATION

This paper will discuss the trees identified by all FIT’s during all trav-erses. An inventory of the typical Algonquin trees should be undertaken. The size and density information should be included. The size information should also lead to an estimate of the age of the trees of various types. Comparisons should be made to previous expeditions.

GROUND COVER

This paper will discuss the type of ground cover plants and materials and compare them with the habitats in which they were found. An inventory of the plants that were identified should also be done. Furthermore, inferences about the health of the ecosystem should be made. These will depend on the type and quantity of plants that were discovered. The investigators should take into consideration all biotic and biotic aspects when arriving at their con-clusions.

WATERCOURSE MORPHOLOGY

Estimations of the cross-sections of rivers using both parabolic and quar-tic approximations will be effected. When probing is possible a correlation should be attempted or a curve fit for the entire river. Correlations between streambed material and the profile should be undertaken. Concise explanation of the fitting techniques should be undertaken as part of this paper.

WATER MASS MOVEMENT

The flow rates of the water in Algonquin Park will have tremendous im-port on the movement of water and other materials through the park. An analysis of the river mass flow rates will given an indication of where the wa-ter is going. Comparisons should be made to previous efforts in this regard. The expectation is to arrive at a mass flow map for the Highway 60 corridor.

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SAMPLE SWG TOPICS – AP6 TOPIC DESCRIPTION

STREAM BED AND BANK

ANALYSIS

This paper will discuss the unique aquatic/terrestrial environment found on stream back and lakeshores. What creatures have been found here? What are the shores typical composed of. What is the slope of these shores in typi-cal situations? How much does it vary? What evidence is there from previous logging? What is the function of the associated vegetation? To what extent do the steams meander and how much does the shore lines restrict or promote this issue?

WATER ION TESTS [NO3, PO4, CA

2+]

This paper chronicles the results of the water tests that sought ions. These tests are effected with the ion probes. Since calibration is an important issue with these probes this paper will have to give confidence that the original set up was properly done.

The data should be presented. Any trends across the park should be noted. The uncertainty of the results should be stated and it derivation discussed. The flow of ions through the part following the obvious river directions. Do the ions move as expected? Does the concentration increase or decrease as the water flows further downstream? You paper should compare the reliable values that were effected during AP2, 3 and 5 to compare from one year to another. Interviews with investigators from these expeditions are encouraged.

TEMPERATURE OF WATER SOIL AND AIR

The temperature of the air, soil and water is a huge aspect that will control the speed of many chemical reactions. What is the difference between sunlit and shaded earth? What about 10 cm down in the Earth. How does the air temperature vary as one moves from a shaded area to a sun lit one? What are the implications of these results.

While air temperature is a hugely varying function of weather, how doe the val-ues of the soil and water temperatures compare with previous expeditions.

CHLORIDES AND CONDUCTIVITY

Animals require minerals to be healthy. One of these is salt. Often moose drink out of the roadside ditches to get at the lightly brackish water due to wintertime salting. The smaller animals get their minerals from gnawing on discarded antlers and other skeletal remains.

How much of this is in the soil or the waters? This can be investigated using the equipment of our expedition. Again calibration is most important and this paper must convince the reader that this was effected properly. Comparisons to reliable data from previous years are encouraged.

PH OF WATER AND SOIL

The measurements of pH in the soil and the water bodies are to be sum-marized. Any trends across the park need to be observed and described in de-tail. Is the pH of the lakes as expected? How does this years value compare to previous expeditions. A map of the park with pH contours is expected.

IMAGING

The ability to record fine detail and to observe succession is one of the more useful aspects of the digital imaging. QuickTime panoramas of sample stations are expected and comparison with those from Ap4 and AP3 is ex-pected.

TURBIDITY

The clarity of the water will restrict the ability for deeper plants to repro-duce. Measurements of the turbidity of Algonquin water are to be taken and the analysis of trends and effects of flow. A graphic showing the entire part with isoturbids is expected.

SOIL ANALYSIS

The nature and type of the soils are to be analysed at the SS. trends of soil types are to be reported on as this groups considers the work as a whole park issue. are the soils as expected. Consider some of the parks basic geological history, are these soils expected? Why or why not?

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SAMPLE SWG TOPICS – AP6 TOPIC DESCRIPTION

DISSOLVED OXYGEN

The ability for fish and other gill breathing species to survive in water is directly related to the amount of oxygen dissolved in the water.

The DO needs to calibrated very carefully. The paper needs to carefully explain the procedures used and the level of confidence in the data. A map of the park with the distribution of the DO levels across the park is ex-pected. Do the DO levels follow mass flow rate? How do these values compare to any reliable values from last year.

LONG DURATION EXPERI-MENTS

Discuss the trends in Whitefish Lake that were observed overnight. Do they conform to the expected values? Are the trends reasonable based on the current weather?

2.5 Staff Roles

The current complement of staff for this expedition is nine persons. One, preferably two of these must

be a female member. There are seven 12 passenger busses, a minivan and one cube van. All drivers of the busses must have a Class E license. For redundancy, seven class licenses are preferred in case one staff member falls ill and is unable to drive the van assigned to him/her. Driving the cube van requires only a class G license and can be driven with a class E as well, so the bus drivers will serve as backup drivers for the cube van.

. The staff will be assigned a radio code name and a SM designation. All vans have FRS radios and the entire trip travels as a convoy. Some vans may also have cell phones, but these are unreliable on #35 and of-ten useless in the park.

This will give them an assignment to various groups and hiking list. Staff members do not have any specific duties in the campground except supervising the fire. The distribution of tasks at time of publication is given below.

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ΕXAMPLE STAFF ASSIGNMENTS – AP6 – TENTATIVE

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Administration and problem solving. Evalua-tion of students. Safety Issues

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Algonquin Park Expedition Technical Manual – AP10 49

ΕXAMPLE STAFF ASSIGNMENTS – AP6 – TENTATIVE

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50 v. Bemmel

2.6 Senior Student Roles The assistance provided by senior students along on this trip is primarily for safety if a staff member

was to have a health setback. They also provide assistance on maintaining order and helping Grade 10 stu-dents with basic camping tasks. They cannot legally be responsible by design, but they can assist. The suc-cess of this aspect has been tremendous.

However, the EL has found significant burdens on his time in the campground and other locales due to the number of inquiries that come his way. It makes the trip quite frantic. Furthermore, the issues with the tents and rain proofing need to be better controlled. The thinking after AP2 is to have tasks set for each sen-ior student. These tasks were given designations G1, 2,… etc., but these were not very descriptive and so the EL decided for AP6 that not only would the descriptors be changed, but some the responsibilities would also.

If supernumeries are assigned to this adventure, each will have a primary task. Upon its completion, they are then expected to assist another senior as required. A supernumerary may be given a task responsibil-ity due to their qualities even if they are not experienced campers. It is thought that this experience of each student is of real value only in the woods on the hikes. Our seniors learn fast enough.

These tasks are listed below. These will be assigned by the EL upon selection in the fall prior to the trip. Regardless of the official tasks, senior students must be considered to be on duty 24 hours a day if emergen-cies or other special circumstances arise. The EL will be as sensitive as possible to the physical state of a sen-ior student, but higher commitments will be expected in times of duress.

The tasks are as follows.

2.6.1 Senior Student Task Tables

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

LSS

LSSA

Lead Senior Student Grade 11 Apprentice

1, 1A

Lead Senior Student. 1. Will recruit senior students (already on the trip!) for help on tasks

and schedule with the advice and consent of Mr. van Bemmel the tasks of seniors on an ongoing basis

2. Manage the senior team, ensuring that senior’s chosen to assist in some aspects are missing class or that their time to prepare their studies is not negatively impacted.

3. Ensure that the senior team gets to bed during the expedition and is well fed and rested. LSS does not have to physically do these, but is responsible for making sure someone is.

4. Assist Mr. van Bemmel with all paperwork prior to the trip in-cluding forms accounting and such like.

5. Responsible to the other teaching staff and seniors as to Mr. van Bemmel’s location and current activities and those in the imme-diate future.

6. Responsible for the status of the APSB and the APCL’s security and updates

7. Secretary during MMT meetings 8. Assist Mr. van Bemmel in the setting of the agenda for MMT

meetings. 9. Assist the scientific data manager with entry of marks and other

assessment articles into the database. 10. Liaise with and assist the Lead SSRF Marker 11. Regularly liaise with the other Managers to always have a sense

of the logistical status of the trip. 12. Inform Mr. van Bemmel of any concerns regarding equipment,

and the medical or emotional problems of any member of the ex-pedition.

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Algonquin Park Expedition Technical Manual – AP10 51

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

13. Responsible for the training of the grade 11 student who may fill this position in 2007

14. Help keep Mr. van Bemmel on schedule and remind him of spe-cial tasks that need completion.

15. Security of the AP database and SSRF’s for all foreseeable haz-ards.

Superior organizational skills essential for this position Superior personnel management skills essential for this position Experience in backcountry an asset for this position Advanced first aid credentials an asset for this position. Reasonable computer skills essential for this position

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

LEM

LEMA

Lead Equipment Manager Grade 11 Apprentice

1, 1A

Assistant to Mr. Lang. 1. Responsible for the status and proper maintenance of all site

equipment including the APLS and all campground items. Litter control in the campground. Disposal of waste food items. Super-vision of rain protection procedures including ditching or tent re-locations.

2. Responsible for the construction and storage of the APLS includ-ing the pre-build training exercise.

3. Responsible for the campfire. Keeping the wood dry and the campfire being kept at a reasonable level and being extinguished before sleep time.

4. Tent inspection coordinator. Tents may only be inspected by a senior of the same gender.

5. Responsible for safekeeping and location of all tools including those loaned by staff.

6. Responsible for the dishwashing equipment and support of staff. 7. Support of busy staff members: dish washing, food prep etc. 8. Required to assist in repairs or reconfiguration of site equipment

such as the APLS. 9. Also responsible for the training of the grade 11 student who may

fill this position in 2007 Superior organizational skills essential for this position Experience in backcountry essential for this position Advanced first aid credentials and asset for this position.

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

SEM

Scientific Equipment Manager

1, 1A

1. Responsible for the completeness and operational circumstances of all scientific equipment prior to departure.

2. Responsible for quantitative testing of all equipments prior to training, including assemblage of test data is a comprehensible form.

3. Supervision of the loading of all scientific equipment on depar-ture day.

4. Responsible for and/or coordination of the inspections of ASEP’s after junior student traverses including simulations exercises.

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52 v. Bemmel

SEMA

Grade 11 Apprentice

5. Expected to assist the LSS and Mr. van Bemmel on the revision of checklists for the AP9 experiment suite.

6. Responsible for updating the ASEP status board in the APLS. 7. Expected to liaise with the SEM to ensure that a safe and reason-

able storage area is arranged in the APLS. 8. Responsible for the training of the grade 11 student who may fill

this position in the following year 9. Other seniors will be expected to assist in sections and other as-

pects of this area.

Computer and laboratory skills essential for this position

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

SDM

SDMA

Scientific Data Manager Grade 11 Apprentice

1, 1A

1. Renaming all scientific images especially images of opportunity to the APE nomenclature.

2. With LSS oversight, controlling the entry of marks and other per-tinent data to the APE database.

3. Controlling the flow of suggestions and deficiencies offered or discovered during this expedition that can be used during devel-opment work for future APE.

4. Responsible for the scanning of the FDS sheets 1 and 2 the same day they were made

5. Responsible for operation of the AHP program 6. Assisting with developmental testing of the AHP program and its

subsequent modifications. 7. Providing operational feedback on AHP operations. 8. Responsible for the fair marking of the quantitative aspect of the

SSRF’s including making allowances for documented excep-tions.

9. Liase with the LRM to record marks from the drawings and other qualitative aspects of the SSRF

10. Also responsible for the training of the grade 11 student who may fill this position on the following expedition.

Computer skills essential for this position

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

LDT

ADT

Lead Docu-mentation Technician Assistant Docu-mentation Technician

1

The recording of video during all aspects of an Algonquin Expedition is of interest for operational and historical reasons. It has been found that the adult staff inevitably get involved in any number of activities and the video effort languishes. To improve this aspect of the documentation, one Grade 12 student will be assigned the position of Lead Documentation Technician (LDT). This position requires the student to be responsible for the circumstances of the video equipment including: charging of the bat-teries, security and documentation of cassettes. This student should be knowledgeable in all aspects of the camera’s operation including: lighting settings, battery conservation techniques, camera security in the field and proper panning and other techniques. This person will liaise with Mr. Lang to acquire the required training and practise prior to the event. It is expected that video documentation of the practise hikes and other training will also be accumulated.

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Algonquin Park Expedition Technical Manual – AP10 53

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

In addition this person is expected to photo document as much of the ex-pedition as possible using a still camea. Aside from the foregoing, this individual does NOT have to be the only person who takes video on this trip. The actual taking of video can be shared among any qualified students (Mr. Lang’s permission). However, the LDT is always responsible for the equipments status and the other as-pects described above.

Supernumaries

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

LRM Lead Drawing Marker

1

Assessment of the completeness and accuracy of the grade 10 Sample Sta-tion Report Forms (SSRF). Led by the LRM, approximately 5 seniors will end up involved in this group. It will have to evaluate 28 of these on both Thursday and Friday evenings. It is expected that the LRM will report to both the SDM and the LSS on their status and results.

FPT Food Preparation Technician

1

The duties of many seniors and staff often preclude a leisurely dining hour. This person will prepare either a communal meal or specific items as requested during mealtime. They can also assist the LEM with the super-vision of the cooking area. All seniors are still required to bring and main-tain their own food supply.

LDE Long Duration Experiments Technician

1

This person is responsible, with the advice and consent of the SEM, for the deployment and security of the long duration experiments which are deployed each evening and assessed each morning at 0700. In addition, this person will assist the SEM in their duties along with the SEMA, es-pecially in the area of ASEP inspections. They are also expected to assist the SDM as required.

Super-Supernumaries

POS. TITLE NUMBER

OF PEOPLE BASIC TASKS

DCT Documentation Technician

1

Assessment of the completeness and accuracy of the grade 10 Sample Sta-tion Report Forms (SSRF). Led by the LRM, approximately 5 seniors will end up involved in this group. It will have to evaluate 28 of these on both Thursday and Friday evenings. It is expected that the LRM will report to both the SDM and the LSS on their status and results.

AHP AHP Integra-tion Techni-cian

1

The duties of many seniors and staff often preclude a leisurely dining hour. This person will prepare either a communal meal or specific items as requested during mealtime. They can also assist the LEM with the super-vision of the cooking area. All seniors are still required to bring and main-tain their own food supply.

ASM Assistant to SEM

1

This person is responsible, with the advice and consent of the SEM, for the deployment and security of the long duration experiments which are deployed each evening and assessed each morning at 0700. In addition, this person will assist the SEM in their duties along with the SEMA, es-pecially in the area of ASEP inspections.

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54 v. Bemmel

2.7 Simulations As mentioned in other sections of this document, part of the required training for this even will take the

form of simulations. The rubric for marking these is given in section 1.2. There will be four simulations and the following table gives the type of simulation, its time limit, location and date. During AP2 the students suggested that the first simulation should be a rehearsal or practise session. The EL agreed and simulation was born. This practise simulation will be marked by the seniors, but NOT recorded.

2.7.1 Simulation Organizationfor AP9

SIM LOCATION DATE/TIME TYPE TIME ALLOWED

0 Don River near

Overlea Bridge 19 April 2006 1420-1630

River 75 Minutes

1 Hilton Falls – Forested Site

23 April 2006 0830 – 1800.

Forest Variable

2 Hilton Falls –

River Site 23 April 2006 0830 - 1800

River 50 minutes

3 Don River near Overlea Bridge

26 April 2006 1420 –1600

River 50 minutes

4 Don River near Overlea Bridge

03 May 2006 1420 -1600

River 40 Minutes

2.8 Description of Assignments

There are a series of assignments and evaluations related to this project. Some of these are described be-

low the table that organizes other are describe elsewhere in this document. The table below has references for all the assessment tasks asked of the students.

INDEX ASPECT TYPE OF

EVALUATION DUE DATE(S)

DESCRIPTION SECTION IN TM

1 Basic Research - Habitats Paper 07 March 2.3 and 1.2 2 Simulations Activity/Lab 15, 22, 29 April 1.2, 2.7

3 Lab Training Lab 01 – 15 April Specific Experi-

ments

4 Actual Expedition Lab 06 – 09 May

Various SSRF

Specific Experiments

SS Procedures Also rubric in

1.2 5 Science Papers Papers 30 May Section 7.2

6 Algonquin Park Test Test 14 May

Related to the basic features of

the park and camping activi-

ties

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Algonquin Park Expedition Technical Manual – AP10 55

INDEX ASPECT TYPE OF

EVALUATION DUE DATE(S)

DESCRIPTION SECTION IN TM

7 Plenary Session Oral

Presentation June 2 – 4 Section 7.3

8 Teamwork / Cooperation Teacher

Inspection Ongoing

9 Environmental Science Theory

Film Notes Tests

Essays Assignments

TBA (before trip)

AP4 senior students hard at work!

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Algonquin Park Expedition Technical Manual – AP10 57

3 Habitats

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3.0 ALGONQUIN PARK HABITATS 3.1 Forested

A habitat is a place to live. Animals will only live in habitats that provide the essentials of life. These are sufficient food, water, shelter and

climate for them to grow and raise their young. Algonquin Park is primarily covered in forest, but there a subtleties to this forest and it is by no means homogeneous. Below is table that will help the beginner get a sense of the various forested habitats in Algonquin Park.

FORESTED HABITATS DIVISION

1 CRITERIA

DIVISION

2 CRITERIA TYPICAL TREE SPECIES

SOME EXPECTED ANIMALS

Predominately nee-dle leaf type trees

YOUNG

• Densely populated with trees 12–30 years old.

• These trees are about 3 – 10 m tall.

Jack Pine Northern Pin Oak Red Pine White Pine White Spruce Balsam Fir

Ground nesting birds Burrowing rodents Toads Salamanders Garter snakes Spruce grouse Porcupines Moose White-tailed deer NEEDLE

LEAF

MATURE

• Over story taller than 10m • Cushion of fallen needles on floor • Lower trunks often clear of branches • Under story depends on tree types • Poor soils

Paper Birch Mountain Maple Mountain Ash Balsam Fir White Pine White Spruce Jack Pine Red Pine Black Spruce

Grosbeaks Squirrels Chipmunks Porcupine Fisher

BROAD

LEAF YOUNG

• Densely populated with trees 12–30 years old.

• These trees are about 3 – 10 m tall. • Trees are closely spaced • Shrubs and other herbaceous plants grow

in their shade

Trembling Aspen Largetooth Aspen Pin Cherry Paper (White) Birch Red Maple

White-tailed Deer Ruffed Grouse Numerous Songbirds Porcupines Beavers (near water) Red Wolf

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Algonquin Park Expedition Technical Manual – AP10 59

FORESTED HABITATS DIVISION

1 CRITERIA

DIVISION

2 CRITERIA TYPICAL TREE SPECIES

SOME EXPECTED ANIMALS

MATURE

• Forest is older than 30 years • Trees are at least 10 m with well–defined

canopies • Older trees are beginning to break down • Under story varies with available light • Two basic communities

o Aspen –Birch o Maple - Beech

Eastern Hophornbeam Striped Maple Sugar Maple American Beech Trembling Aspen Grey Poplar Largetooth Aspen White Birch

Woodpeckers Songbirds Hawks, Ravens, etc Black Bear Moose Re Wolf Porcupines Red Squirrels Chipmunks Fisher Striped Skunk Red Fox

MIXED Fairly even mixture of broad and needle leaf trees.

• Most trees are older than 30 years and taller than 10 m.

• The forest has a dense closed canopy except for rare openings due to deadfall.

• The ground has a cushion of leaves and needles.

• The under story can be dense or sparse depending upon the amount of available sunlight

Sugar Maple Red Maple Silver Maple Mountain Maple American Beech White Birch Yellow Birch Poplar Eastern Hemlock Basswood White Pine Red Pine Balsam Fir White Spruce Trembling and Large Tooth Aspen

Black Bear Moose Porcupines Fisher Chipmunks Red Squirrel Northern Ravens Woodpeckers Grouse Goshawks White-tailed Deer Red Wolf Red Fox

3.2 Non-Forested

Algonquin Park although primarily forested is also home to a number of aquatic or at least non-forested habitats. The table below is an intro-

duction to the basic types and how they are identified.

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60 v. Bemmel

NON-FORESTED HABITATS DIVISION

1 CRITERIA

DIVISION

2 CRITERIA

SOME EXPECTED ANIMALS

LAKE

• Permanent body of water • Area greater than 4 Ha • Maximum depth greater than 2m • Typically with a thermocline • Shoreline varies due to sheltering and

wind direction • Submerged vegetation

Loons Ducks Moose Herring Gulls Canada Geese Common Mergansers Great Blue Heron

POND

• Permanent body of water • Area less than 4 Ha • Usually less than 2m deep • Much aquatic growth • Uniform temperature • Shore vegetation common • Possible to have drown tree especially if

pond is due to beaver activity

Beavers Muskrats Ducks Great Blue Herons Canada Geese Wood Ducks Red Winged Blackbirds and other Marsh birds

AQUATIC Permanent body of water

RIVER

• Permanent body of flowing water • Flow rate can vary widely depending on

the season • Larger bodies called rivers • Smaller called streams or creeks • Stream will change its morphology from

source to mouth

Herons Kingfishers Ducks Geese Racoons Muskrats Beavers Bank Swallows River Otters

MARSH

• Shallow basin • 10 cm to 1 m of standing water through

much of year • Nearly shore to shore growth of aquatic

plants • Leaves of these plants emerge from the

water

Bulrushes Cattails Water Lilies Turtles Marsh Birds Mink Muskrat Aspens, Birches, Alders

WETLAND Transition between dry land and deep water

MEADOW

• Wet Springy peat land • Covered with grass-like sedges • Soil is mucky • Soil is saturated, but not in standing wa-

ter • Often a marsh which has dried up some-

what

Voles and mice Frogs Owls Raptors Bitterns and Herons Cranes

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Algonquin Park Expedition Technical Manual – AP10 61

NON-FORESTED HABITATS DIVISION

1 CRITERIA

DIVISION

2 CRITERIA

SOME EXPECTED ANIMALS

SHRUB

SWAMP

• Wetland thicket of 3 – 5 m tall alder and pussy willow shrubs

• Ferns, asters and tall sedges grow be-neath the shrubs

• Soil is mucky • Often stream trickle through the swamp • Occasionally area may be flooded

Songbirds Mole Moose Sedges Ferns Dogwoods Goldenrod

OPEN BOG

• Mat of spongy wet acidic peat moss • Atop the peat is a carpet of sphagnum

moss dotted with other hardy shrubs • Nutrient poor • Normally no streams feed the bog, but an

open area of stagnant water can exist at the centre

Black Spruce Tamarack Pitcher Plant Labrador Tea

SMALL

OPENING

OR EDGE

• Opening in forest not larger than 1 Ha • Covered by a permanent layer of sod • This region remains grassy and is not

consumed by the forest • Perimeter is most important for wildlife

for its joins two types of habitat

Chipmunk Cottontail Many Birds Bats Red Fox Raptors White-tailed Deer Woodchuck

LARGE

FIELD

• Larger than 1 Ha • Covered with permanent sod • Usually remain grassy • Less than 30% of area is covered by trees

Raptors Burrowing Mammals Mice and Voles Badger

OPENING Normally dry open area.

SHRUB

SAPLING

• Regenerating forest • Typically after logging operations or fire • 3 to 12 years after disturbance • Dense shrubs to 3m tall • Aspen saplings

White-tailed Deer Songbirds Raccoons Porcupines Weasels Foxes

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Algonquin Park Expedition Technical Manual – AP10 63

4 Experiments and

Procedures

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64 - van Bemmel

4.0.1 Introduction to the Algonquin Experiment and Test Suite The AP9 expedition is by far the most ambitious effort of the four runs at MGCI and it might be one of

the most intensive experiences that any group of students undertakes over the school year. Based on the for-mal summary of the experiment and test for this expedition, there are 41 experiments being employed on this trip. The number of observations possible exceeds 5000 individual readings. This chapter explains how each experiment is conducted and how the work is reported. The rationale for each experiment is given at the be-ginning. There are five broad areas of investigation.

1. Direct Sampling CBL Based Experiments 2. Photo-Comparison Experiments 3. Taxonomical Experiments 4. Long Duration Experiments 5. Dimensional and Mechanical Experiments 6. Imaging Experiments

Within those areas, experiments are further broken up into two basic categories: Detailed Science Ob-

jectives (DSO) and Detailed Test Objectives (DTO). A DSO is a proven experiment with reliable procedures that, if properly effected, will produce meaningful data. A DTO is an activity that has the possibility of useful results but, either due to untested equipment or unknown conditions in Algonquin Park, results are less cer-tain than a DSO. Given the choice a DSO has priority over a DTO.

4.0.2 Submission of Completed SSRF’s

SSRFs are due to the Lead Report Marker when you arrive back at the campground. Make sure that they

are filled out completely and properly. For probes that required calibration, a reading should be taken of one of the known values and recorded

in this section. Any weather conditions that could have affected your readings also need to be recorded under the “Notes” area on the front page of the SSRF. This could include wind moving the air so that shaded ob-servations are of little value.

Although your measurements are centred around readings from the probes, you must also make sure that all of your measurements are clearly marked on the site map. Don't forget that the water tests (temperature, pH, DO, TDS, and turbidity) are all taken at the same two sites.

4.1 Direct Sampling CBL Based Experiments

This section deals with CBL type experiments that give an immediate reading after the necessary cali-

brations have been made. These data values are to be encoded immediately on the appropriate FDS.

4.1.1 Temperature

The temperature of the air, soil and water are to be taken at all SS where such exist. These temperatures and their variegation in a particular environment can be very informative about the circumstances of the flora and fauna of a region.

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Algonquin Park Expedition Technical Manual – AP10 65

4.1.1.1 Sample Station Air Temperature – DSO 3-111 - SAT

EXPERIMENT

AIR TEMPERATURE

INSTRUMENT TYPE

STNLSS PROBE

ASSOCIATED EQUIPMENT

EXTENSION CABLE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO / THREE

UNITS

CELSIUS DEGREES

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE

The temperature of the air, while not definitive in the environment on a given day, is important to set the stage for the experiments. It also has a bearing on the expectations of the plants and biota. The temperature variations leading up to an expedition will also play greatly on the current state of the insect population and the progress of the spring regeneration. No paper is specifically written on this experiment.

PROCEDURES FOR AIR TEMPERATURE TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the temperature probe to the CBL, probe will be auto-detected by the CBL. 2. Select two sites (one shaded and one sunlit) to measure the air temperature and make sure that these are indicated on the SSM. READINGS 1. Move probe around in the air without touching any part of the bare steel probe. 2. To take a reading select START (option 2) and follow the instructions on the screen. 3. Between readings, touch the probe for a few seconds with your fingers to move the temperature 5

oC away from the value at which it has stabilized. 4. Repeat this procedure as many times as required for the sunlit and shaded sites. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration 02:30 Probe stabilization times 01:00

Time for 5 oC climb with finger 00:05 Recovery time after hot finger 01:30 Recovery time with agitation 00:30

TIME NOTES The probe clearly responds to increases in tempera-tures very quickly, but a drop in the temperature, at least when not being moved, is quite slow to cause response. Agitation of the probe is essential. Thermal layers will form around the probe mostly in air that will make this measurement very slow.

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4.1.1.2 Soil Temperature Profiling – DSO 3-112 - SOPRO

EXPERIMENT

SOIL TEMPERATURE

INSTRUMENT TYPE

STNLSS PROBE

ASSOCIATED EQUIPMENT

EXCAVATOR EXTENSION CABLE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO / THREE

UNITS

CELSIUS DEGREES

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE

The temperature of the soil controls much of the circumstances of growing plants. If the soil is too warm, it dries out. Also keep in mind that the temperature of the soil will vary as one goes into the ground. This experiment measures heat at various depths. The effects of bright and shaded soil will also be investi-gated

PROCEDURES FOR SOIL TEMPERATURE TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the temperature probe to the CBL, probe will be auto-detected by the CBL. 2. Select two sites (one shaded and one sunlit) to measure the soil temperature and make sure that these are indicated on the SSM. Criteria for the selection of a site would require that the soil is deep enough, not too close to the water, and is a representative region of the SS 3. Using a stick or the penetrometer make a hole in the ground. Keep this whole small, but about 10 cm deep. NEVER USE THE PROBE ITSELF TO MAKE THIS HOLE! The main point of making the hole is to prevent the probe from being damaged by forcing it into the ground. However, we have to make sure that soil from the various layers is not mixed. READINGS 1. Take the first reading on the surface above the hole. Remember it is the tip of the probe that is most sensitive. To take a reading select START (option 2) and follow the instructions on the screen. 2. Between readings, touch the probe for a few seconds with your fingers to move the temperature 5

oC away from the value at which it has stabilized. 3. Record the temperature for each 2 cm as the probe is inserted into the ground. Allow readings to stabilize before accepting the data. 4. Repeat this procedure as many times as required for the sunlit and shaded sites. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration: 05:00

TIME NOTES The temperature probe has to be in solid contact with the material being tested. If there are any air gaps the probe will take much longer to respond. The varia-tions in temperature over 2 cm in the ground will be sight. Although we are using single point mode possi-bly two measurements would be better if time allows. The hole must be dug carefully and then carefully filled after the probe is being used. Even loosened Earth should make it possible for the probe to pass.

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4.1.1.3 Hydrographic Thermal Profiling – DSO 3-113 - (HYPRO)

EXPERIMENT

HYDROGRAPHIC THERMAL PROFILING

(HYPRO)

INSTRUMENT TYPE

STNLSS PROBE

ASSOCIATED EQUIPMENT

EXTENSION CABLE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO / THREE

UNITS

CELSIUS DEGREES

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE The temperature of Algonquin’s lake and watercourses will give an indication as to the state of the turn-

over. Furthermore the temperatures may vary in a stream or during the day, especially near the surface. The ranges of these temperatures are important as well. Temperatures should be taken at least twice at two sepa-rate locations. All locations need to be recorded on the Site plan or the watercourse diagram. Depth profiling can be effected, and if it is done to a depth of 110 cm, then a exponential fit is used to model the data.

PROCEDURES FOR WATER TEMPERATURE TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the temperature probe to the CBL, probe will be auto-detected by the CBL. 2. Select two sites to measure the water temperature and make sure that these are indicated on the SSM. In a lake the temperature is taken at the shore in two locations separated by at least 10m. In a stream or river, the temperature is taken at two locations separated by at least 10 m and in any loca-tion in the stream where water appears to eddy or not conform to the flow. These sites are used for temperature, pH, DO, TDS, and turbidity measurements. READINGS 1. Place the probe near the surface at a selected site. Move the probe slowly around, but not so ag-gressively that bubbles form. 2. To take a reading select START (option 2) and follow the instructions on the screen. 3. Between readings, remove the probe and heat it with your fingers to move the temperature 5 oC away from the value at which it has stabilized. 4. Repeat this procedure as many times as required for both sites. SPECIAL CONSIDERATIONS FOR DEPTH PROFILE 1. To make a depth profile attach the extension cord on to the cable of the thermometer. The junction plug with the probe should NEVER be immersed. 2. Using the UHT, place the probe in the water and measure the temperature at incremental depths of 10 cm. Do not remove the probe between observations, but simply allow the readings to stabilize when the probe reaches a new depth. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration (w/Depth) 07:00 Experiment Duration (w/o Depth) 02:00

TIME NOTES The depth measurement adds at least five minutes to the time of this experiment. This means that only well-organized groups should attempt this measure-ment. For safety issues this depth experiment should only be attempted where reaching over deeper water is safe. This might be from a bridge or some other object that permits easy access to deeper portions of a water body.

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4.1.2 Acidity / pH The acidity or pH of an environment is of great interest as it can quickly define the creatures that can

live there. Acid precipitation is a problem for Algonquin Park and needs to be monitored.

4.1.2.1 Soil Hydrogen Ion Concentration Assessment – DTO 3-121- SHICA See section 4.6 for PCE version of thise experiment

EXPERIMENT

SOIL PH

INSTRUMENT TYPE

PH PROBE

ASSOCIATED EQUIPMENT

PH4, PH7 BUFFERS SAMPLE BOTTLE EXTENSION CABLE

CALIBRATION TYPE

DEFAULT OR SOLUTION BASED

TECHNICIANS

THREE

UNITS

PH UNITS

REGRESSIONS

ONE – TI83

PROGRAMS

MEAN

PURPOSE

Although the soils of Algonquin receive the same rain as the lakes do they are often acidic their own. This is especially true in bogs and coniferous forests. The acidity of the solid makes it harder for some plants to live in these areas. This is a success strategy for some species as this reduces competition for the valuable minerals and other nutrients in the soils. Although these soils are expects to be acidic the question is how acidic.

PROCEDURES FOR SOIL PH TESTING

1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT Mode.

2. Connect the pH probe to the CBL

3. Probe will be auto-detected by the CBL

4. The soil must be prepared by making it in a solution with distilled water. This process needs to be perfected.

5. Calibration. If you are confident from previous efforts with this unit that the pH calibration is stable then you can go with the default values or your own values (using the MANUAL ENTRY option of the CALIBRATE menu). If not then follow step 6 –9 to calibrate the probe. The expectation is that the probe need only be calibrated during the morning with a period “quick check” to see if it is still stable.

6. From the menu select Calibrate and then Calibrate NOW.

7. Remove the sensor from the storage bottle and wash it thoroughly with distilled water.

8. Place the sensor in the ph 4 test solution. Wait for the voltage to stabilize and press ENTER.

9. Enter “4” for the pH value of the buffer on the calculator.

10. Repeat the above process with the pH 7 solution.

11. Return to the main screen.

12. Remove the sensor from the storage bottle and rinse thoroughly with stream water.

13. Place the tip of the sensor in the soil sample

14. Select START (option 2) from the menu and follow the instructions of the screen. Pressing the start button on the CBL has no effect.

15. Record 4 values from the calculator screen for each site. Subsequent observations can be made by returning to the main menu and selecting START again. This can be done as often as desired.

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Algonquin Park Expedition Technical Manual – AP10 69

EXPERIMENT

SOIL PH

INSTRUMENT TYPE

PH PROBE

ASSOCIATED EQUIPMENT

PH4, PH7 BUFFERS SAMPLE BOTTLE EXTENSION CABLE

CALIBRATION TYPE

DEFAULT OR SOLUTION BASED

TECHNICIANS

THREE

UNITS

PH UNITS

REGRESSIONS

ONE – TI83

PROGRAMS

MEAN

16. Rinse the sensor with distilled water. Make sure that it is clean

17. Repeat steps 12-15 for all selected sites

18. If finished with pH probe replace in the ASEP. SSRF INSTRUCTIONS

Enter the values as described in the procedures. The DR can generate the averages and the standard deviation in the MEAN program. It is very important that the calibration aspects of this effort be properly chronicled. If there are problems with consistency of a probe or if it may be defective, this needs to be written down so that the G6 and G7 who are reading the material are aware and the problem can be addressed. The preparation of the soil sample is also important. Too dilute or concentrated a sample will skew the results markedly. List in the Others box any other issues that might affect the reading. Be honest! List the names of the probe tech-nician and the data recorder. The confidence section indicates the degree of confidence that you have in the vari-ous components of this measurement. Were the procedures follow properly? Was the probe used correctly? Did the TI83 / CBL interface appear to be working correctly. Any checkmarks in boxes that are not “high” have to be explained in the Other section of this measurement Fill out the DCM section of the box and make sure that the technicians for this experiment are properly identified.

TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 02:00 Calibration Exercise 05:00 Total Duration (1 site) 03:00

TIME NOTES There will be little time for formal calibrations in the field. The probe must be calibrated every morning and then the values can be set in the field. The PT should periodically take a buffer solution just to verify the system or if measurements appear departed from the norm. The pH sensor responds quickly and gives reliable readings especially if used on the single point method.

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4.1.2.2 Water Hydrogen Ion Concentration Observations – DSO 3-122 - WHICO

EXPERIMENT

WATER PH

INSTRUMENT TYPE

PH PROBE

ASSOCIATED EQUIPMENT

PH4, PH10 BUFFERS SAMPLE BOTTLE EXTENSION CABLE

CALIBRATION TYPE

SOLUTION BASED

TECHNICIANS

TWO / THREE

UNITS

PH UNITS

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE The measure of the pH of a body of water is a very important indicator of water quality. This is due to the sensi-tivity of the aquatic organisms to variations in pH and extreme levels of pH. The pH level in a water body af-fects the most vulnerable aspects of animals’ life cycles, particularly the young. In fact, pH values of the narrow range of 6.5 to 8.2 are considered optimal for most organisms. In Ontario, water bodies are affected by rain that often has a pH in the range of 5. A rain in Pennsylvania in the 1980’s had a pH of about 3.5. This is like vinegar! In addition to the stress on the ecosystem due to acid precipi-tation, the lakes of Algonquin lie on granite instead of limestone. Limestone is a natural base and can effec-tively buffer the acid rain’s effect. This is less so with lakes on the Canadian Shield. Acid rain changes many aspects of a lake’s chemistry. Many lakes that are acidified are practically clear to look through but nothing, or at least very little, lives there. Our western demand for energy and the good life forces corporations to produce more and more and to do so at the lowest price. We are all guilty. Now we shall see how much of a price Algonquin’s otherwise sterling ecosystem is paying.

PROCEDURES FOR WATER PH TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the pH probe to the CBL, probe will be auto-detected by the CBL. 2. Select two sites to measure the water temperature and make sure that these are indicated on the SSM. In a lake the temperature is taken at the shore in two locations separated by at least 10m. In a stream or river, the temperature is taken at two locations separated by at least 10 m and in any loca-tion in the stream where water appears to eddy or not conform to the flow. These sites are used for temperature, pH, DO, TDS, and turbidity measurements. CALIBRATION 1. To calibrate select SETUP (option 1), CALIBRATE (option 2), and then CALIBRATE NOW (op-tion 2). 2. Remove the sensor from the storage bottle and rinse it thoroughly with distilled water. 3. Place the sensor in the pH 4 test solution. Wait for the voltage to stabilize and press ENTER. Enter “4” for the pH value of the buffer. 4. Rinse the sensor, and place it in the pH 10 solution. Wait for the voltage to stabilize and press EN-TER. Enter “10” for the pH value of the buffer. 5. Return to the main screen. READINGS 1. Rinse the sensor thoroughly with distilled water. 2. Place the tip of the sensor in the sample location and wait until the readings stabilize. 3. To take a reading select START (option 2) and follow the instructions on the screen. 4. Repeat this procedure as many times as required for both sites. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 02:00

TIME NOTES There will be little time for formal calibrations in the field. The probe must be calibrated every morning and

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EXPERIMENT

WATER PH

INSTRUMENT TYPE

PH PROBE

ASSOCIATED EQUIPMENT

PH4, PH10 BUFFERS SAMPLE BOTTLE EXTENSION CABLE

CALIBRATION TYPE

SOLUTION BASED

TECHNICIANS

TWO / THREE

UNITS

PH UNITS

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

Calibration Exercise 05:00 Total Duration (4 sites) 07:00

then the values can be set in the field. The PT should periodically take a buffer solution just to verify the system. This should also be done if measurements appear far from the norm. The pH sensor responds quickly and gives reliable readings especially if used on the single point method.

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4.1.3 Dissolved Ions The study of dissolved ions in the ecosystem is a method of tracking the various cycles. We can see how

much oxygen is dissolved in the water of a river. We can look in on the Nitrogen Cycle through the Nitrate Ion experiment. The Total Hardness experiment will help us measure the movement of minerals such as cal-cium and magnesium. Phosphates are expected to be slight in Algonquin Park due to its location as a height of land and that any soaps placed in the lake last year will have been completely diluted by the spring run off.

4.1.3.1 Dissolved Oxygen Concentration Assessment – DSO 3-131 (DOCA)

EXPERIMENT

DO TEST

INSTRUMENT TYPE

DO TEST AMPOULE

ASSOCIATED EQUIPMENT

SAFETY GOGGLES DO AMPOULES WATER BEAKER DIGITAL CAMERA DO COLOUR REFER-ENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART PHOTO COMPARISON EXPERIMENT

TECHNICIANS

TWO

UNITS

PPM

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE Oxygen gas dissolved in water is vital to most aquatic organisms. Oxygen is essential for cellular

respiration. The concentration of oxygen in the water at a given site is an important indicator of the water’s quality. Many fish require 4 mg L-1 of DO (Dissolved Oxygen) to survive. The diversity of organisms is greater with increased DO. Oxygen is dissolved into water by a number of processes. Diffusion between the atmos-phere and the water surface, aeration during flow over rocks and waterfalls, waves and wind, and photosynthe-sis of aquatic plants are a few of the processes that contribute to the DO levels found in a water body.

DO levels will fluctuate during the day; this is due to plant respiration. The values are highest in the afternoon, but at night they fall, as the plants will continue to respire even though all photosynthesis has stopped. Due to the large fluctuations, the time that the observation was made will have to be taken into ac-count, and recorded with precision. A model of the fluctuations at Whitefish Lake will be generated during the trip (see section 4.3.1.6). Another factor might be a bloom of algae. These blooms will add to the oxygen. How-ever, soon the algae die and are consumed by aerobic bacteria which also consume the DO. This sharp drop in the DO levels can cause suffocations amongst the aquatic organisms that require significant levels such as fish.

PROCEDURES FOR DISSOLVED OXYGEN TESTING

1. Wear safety goggles while cracking ampoule.

2. Remove a 25 mL sample very carefully, ensuring that the water is not shaking at any time. Any movement in the water will add more dissolved oxygen and invalidate the test.

3. Place the ampoule in the sample cup. Snap the tip by pressing the ampoule against the side of the cup. The ampoule will fill, leaving a small bubble to facilitate mixing.

4. Mix the contents of the ampoule by inverting it several times, allowing the bubble to travel from one end to the other each time. Wipe all excess liquid from the ampoule.

5. Wait 2 minutes to allow the colour to develop.

6. Hold strip in proper location on the DO colour reference chart.

7. Take a picture of the strip and the reference chart. The picture must be focused and as large as possi-ble. The optimal distance is under an arms length. An action or speed setting that reduces the shutter time may be helpful for keeping the picture focused by preventing inadvertent camera movement. It best if the flash is NOT used on images taken so close. If you have a macro setting on your camera please use it.

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Algonquin Park Expedition Technical Manual – AP10 73

EXPERIMENT

DO TEST

INSTRUMENT TYPE

DO TEST AMPOULE

ASSOCIATED EQUIPMENT

SAFETY GOGGLES DO AMPOULES WATER BEAKER DIGITAL CAMERA DO COLOUR REFER-

ENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART PHOTO COMPARISON EXPERIMENT

TECHNICIANS

TWO

UNITS

PPM

REGRESSIONS

NONE

PROGRAMS

NONE

SSRF INSTRUCTIONS / FDS INSTRUCTIONS Enter picture number on FDS1 under the heading of DO on the BOTTOM row. Do NOT enter DO data from this experiment in the DO sections found in row 4 of FDS1. These were for discontinued experiments using the unre-liable DO probes. Starting with AP10, the soil pH experiment was combined on the reference chart with this DO experiment. Since there is only space to code one image number, BOTH experiments’ results must be imaged at the SAME time.

TIME CONSTRAINTS

Experiment Duration 1 Set 04:00

TIME NOTES The 2 minutes for the colour to develop is essential. During this time, the colour varies immensely. The picture should be taken soon after 2 minutes has elapsed. Control of this time delay is important. En-sure that the person taking the pictures is ready for this

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4.1.3.2 Ammonia Testing – DSO 3-132 (WAT)

EXPERIMENT

AMMONIA ION TEST

INSTRUMENT TYPE

AMMONIA ION TEST SOLUTIONS

ASSOCIATED EQUIPMENT

AMMONIA TEST SOLU-TIONS 1 AND 2 SOLUTION TUBE DIGITAL CAMERA AMMONIA COLOUR

REFERENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART

TECHNICIANS

TWO

UNITS

PPM

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

Ammonia is a water-soluble nitrate compound. It is found in its ionic form NH4+. Ammonia can enter water

through fish excrements that are not sufficiently microbiologically degraded, or through the excrements of other animals. In bodies of water near human development, fertilizers are a large cause of ammonia content. How-ever, we can expect that Ammonia levels will be low in many parts of Algonquin Park because of their distance from human activity. Ammonia is toxic to aquatic life, especially by damaging the mucus membranes of fish. Ammonia is more toxic in water with high pH.

PROCEDURES FOR AMMONIA ION TESTING

1. Fill test tube to 5mL with the water to be tested.

2. Add 8 drops of AMMONIA TEST Solution #1. Hold the bottle completely vertical to ensure uni-formity of the drops.

3. Add 8 drops of AMMONIA TEST Solution #2. Hold the bottle completely vertical to ensure uni-formity of the drops.

4. Cap and shake the test tube vigorously for 5 seconds. DO NOT hold finger over end of the test tube, as this will change the results.

5. Wait 5 minutes for colour to develop.

6. Hold strip in proper location on the Chlorine colour reference chart.

7. Take a picture of the strip and the reference chart. The picture must be focused and as large as possi-ble. The optimal distance is under an arms length. An action or speed setting that reduces the shutter time may be helpful for keeping the picture focused by preventing inadvertent camera movement. It best if the flash is NOT used on images taken so close. If you have a macro setting on your camera please use it. SSRF INSTRUCTIONS - FDS INSTRUCTIONS

Enter picture numbers on FDS1 in the appropriate location in row 9. NOTE the reference for this experiment has been combined with the phosphate experiment (PO4) and since only one image number can be coded on the FDS the image for these must have BOTH experiments at the same time. Observe carefully the timing of the maturity of both of these experiments so that the image of both is taken at the appropriate time.

TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 06:00

TIME NOTES

The 5 minutes for the colour to develop is essen-tial . During this time, the colour varies immensely. The picture should be taken soon after the 5 minutes has elapsed. This should be timed with a watch of some type.

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4.1.3.3 Chloride Ion Concentration and Salinity – DSO 3-133 (CLISA)

EXPERIMENT

CHLORINE ION TEST

INSTRUMENT TYPE

CHLORINE TEST STRIP

ASSOCIATED EQUIPMENT

CL TEST STRIPS DIGITAL CAMERA CHLORINE COLOUR

REFERENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART

TECHNICIANS

TWO

UNITS

PPM

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE The presence of Cl ions in the lake water is almost certainly from manmade situations. The only natural way

is for a run off occurring over a watercourse with salty type compounds in the stream bed. The levels of Cl con-centration in a regular situation are usually due to run off from chlorinated drinking systems vis irrigation wa-ter, road salt and water softener regenerations. Most of the manmade issues will not appear in Algonquin Park. It is at a local height of land and many streams have their headwaters here. The controls placed on the park have the effect of substantially reducing manmade pollution. Around the campground, increased levels of Cl ions are expected due to chlorination of the potable water supply. This will be examined by during the CLEW experi-ment DSO 3-315 (Section 4.3.1.5)

However, the runoff from highway 60 in the park will have slightly brackish water due to liberal applica-tions of de-icing salt. This is the prime reason that the moose are so plentiful along the roadway at this time of year. The impact of this process and its progress through the park is one of the science objective of this expedi-tion.

PROCEDURES FOR CHLORINE ION TESTING

1. Remove a sample of the water to be tested.

2. Dip the test strip for two seconds and remove.

3. Shake off excess water.

4. Hold face up for 10 seconds.

5. Hold strip in proper location on the Chlorine colour reference chart.

6. Take a picture of the strip and the reference chart. The picture must be focused and as large as possi-ble. The optimal distance is under an arms length. An action or speed setting that reduces the shutter time may be helpful for keeping the picture focused by preventing inadvertent camera movement. It best if the flash is NOT used on images taken so close. If you have a macro setting on your camera please use it. FDS INSTRUCTIONS Enter picture numbers on FDS1 in the appropriate location on row 9.

TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 01:00

TIME NOTES This experiment is very quick. Waiting too long after dipping the test strip, but before taking the picture could result in a change in coloration, so the picture should be taken as quickly as possible. So coordinga-tion with the photographer is important

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4.1.3.4 5 in 1Test Strip – DSO 3-134 (5in1)

EXPERIMENT

PH ALKALINITY NITRATES NITRITES HARDNESS

INSTRUMENT TYPE

5-IN-1 TEST STRIP

ASSOCIATED EQUIPMENT

5 IN 1 TEST STRIPS DIGITAL CAMERA 5-IN-1 COLOUR REFER-

ENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART

TECHNICIANS

TWO

UNITS

PPM, PH

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

The 5 in 1 test strip measures pH, Alkalinity, Water hardness, Nitrate, and Nitrite. The measure of the pH of a body of water is a very important indicator of water quality. This is due to the

sensitivity of the aquatic organisms to variations in pH and extreme levels of pH. The pH level in a water body affects the most vulnerable aspects of animals’ life cycles, particularly the young. In fact, pH values of the nar-row range of 6.5 to 8.2 are considered optimal for most organisms.

In Ontario, water bodies are affected by rain that often has a pH in the range of 5. In addition to the stress on the ecosystem due to acid precipitation, the lakes of Algonquin lie on granite instead of limestone. Limestone is a natural base and can effectively buffer the acid rain’s effect. This is less so with lakes on the Canadian Shield. Acid rain changes many aspects of a lake’s chemistry. Many lakes that are acidified are practically clear to look through but nothing, or at least very little, lives there.

Alkalinity is a measure of the ability of a solution to neutralize acids through the reaction of carbonate or bicarbonate with the acid. The carbonate or sodium bicarbonate reacts with hydrogen ions, reducing the pH of a solution. However, a solution that is alkaline is not necessarily very basic, but it will maintain its pH even if an acid is added (up until the carbonate and bicarbonate is consumed). Alkalinity is mainly caused by the dissolu-tion of carbonate rock. Alkalinity has no direct influence upon water ecosystems, but it is a factor in the pH level.

Water hardness is a measurement of the presence of calcium and magnesium ions in water. The presence of calcium and magnesium ions in water is essential for life. The level of these concentrations must be above 5 mg L-1 permit life to flourish. Higher levels are deemed a health hazard, but deposits on water piping and other equipment create an economic problem if calcium levels are too high.

Most of the calcium and magnesium are introduced into the water by its flowing over rocks and soils that have non-trivial concentrations of calcium carbonate, Magnesium carbonate and calcium sulphate. Rocks with higher concentrations of these compounds are Limestone, Dolomite and Gypsum. The Niagara Escarpment (lo-cation of the Hilton Falls Hike) is made of dolomite and limestone. In Algonquin, the rock is igneous or meta-morphic derivatives of the same. The concentration of calcium ions is expected to be lower here than in Hilton Falls.

The nitrogen cycle is essential for plant growth and prosperity. The atmosphere contains about 78% nitro-gen, however it is in a form that unusable by plants and animals. The nitrogen cycle has a phase that converts the nitrogen molecules to a form that permits plants to use the nitrogen in their metabolism. In Algonquin Park, the prime source of nitrates will be decaying plant material. NO±3 levels are usually lower in the spring since decay is slowed with the lower water temperatures.

Nitrate levels in freshwater are expected to be in the range of 1 mg L-1 or lower. Algonquin Park is a local height of land and so no agricultural run off should affects its lands. Levels above 10 mg L-1 can cause a fatal disease in infants commonly known as “blue baby” syndrome. High levels in lakes and ponds contribute to a process eutrophication that will create an excess growth of aquatic plants and algae. The waters tastes less pleasant and odours will emanate from it.

Nitrite levels of only 0.2 mg/l can be enough to poison fish by accumulating in their blood and preventing their intake of oxygen. A higher pH will cause nitrate to be more toxic. Nitrite can be introduced into ponds by

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EXPERIMENT

PH ALKALINITY NITRATES NITRITES HARDNESS

INSTRUMENT TYPE

5-IN-1 TEST STRIP

ASSOCIATED EQUIPMENT

5 IN 1 TEST STRIPS DIGITAL CAMERA 5-IN-1 COLOUR REFER-ENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART

TECHNICIANS

TWO

UNITS

PPM, PH

REGRESSIONS

NONE

PROGRAMS

NONE

polluted flows or by rainwater.

PROCEDURES FOR USING THE 5 IN 1 TEST STRIP

1. Remove a sample of the water to be tested.

2. Dip the test strip for two seconds and remove.

3. Shake off excess water.

4. Hold face up for 10 seconds.

5. Hold strip in proper location on the 5 in 1 colour reference chart.

6. Take a picture of the strip and the reference chart. The picture must be focused and as large as possi-ble. The optimal distance is under an arms length. An action or speed setting that reduces the shutter time may be helpful for keeping the picture focused by preventing inadvertent camera movement. It best if the flash is NOT used on images taken so close. If you have a macro setting on your camera please use it. FDS INSTRUCTIONS Enter picture numbers on FDS1 on the bottom row under the heading “5 in 1”. The DSCN number should have 4 digits

TIME CONSTRAINTS

Experiment Duration 1 Set 02:00

TIME NOTES This experiment is very quick. Waiting too long after dipping the test strip, but before taking the picture could result in a change in coloration, so the picture should be taken as quickly as possible.

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4.1.3.5 Total Dissolved Solids – DSO 3-135 (TDS)

EXPERIMENT

TDS

INSTRUMENT TYPE

CONDUCTIVITY PROBE

ASSOCIATED EQUIPMENT

TDS[50],[500] SAMPLE BOTTLE EXTENSION CABLE LONG-TERM STORAGE BOTTLE

CALIBRATION TYPE

SOLUTION BASED

TECHNICIANS

TWO / THREE

UNITS

MG L -1, µS

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE

Solids that are found in streams appear in two basic forms: suspended and dissolved. Solids in suspension can be filtered out, whereas solids that are dissolved cannot. Consider the situation with salt water. We cannot filter out the salt! These ions conduct electricity and give water its ability to conduct electricity. Totally pure water is actually a poor conductor. Thus, a conductivity check of a sample gives a good indication of the rela-tive concentrations of ALL solids dissolved in the sample. The identity of the individual ions is another matter. Since conductivity checks can be done with relative ease, this test is often used as a quick check to see if a body of water has experienced a change. This change can be a natural change or one with more sinister overtones if related to environmental dumping.

The ions that contribute to TDS are: [Hard Water] Ca2+, Mg2+, HCO3-, [Agricultural], NH4

+, NO3-, PO4

3-, SO4

2-, [Urban] Na+, Cl-, [Salinity] Na+ , Cl-, K+, [Acidic Rain] H+, NO3-, SO3

2-, SO42-.

PROCEDURES FOR TOTAL DISSOLVED SOLIDS TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the conductivity probe to the CBL, probe will be auto-detected by the CBL. Make sure that the switch on the conductivity probe is set to 200 µS. 2. Select two sites to measure the water temperature and make sure that these are indicated on the SSM. In a lake the temperature is taken at the shore in two locations separated by at least 10m. In a stream or river, the temperature is taken at two locations separated by at least 10 m and in any loca-tion in the stream where water appears to eddy or not conform to the flow. These sites are used for temperature, pH, DO, TDS, and turbidity measurements. CALIBRATION 1. To calibrate select SETUP (option 1), CALIBRATE (option 2), and then CALIBRATE NOW (op-tion 2). 2. With the probe still in the air, wait for the voltage reading to become stable. Press ENTER and then enter “0” as the concentration of TDS. 3. Place the tip of the probe in the 50 mg L-1 standard solution (100 mg L-1 TDS). Make sure that the hole at end of the probe is completely immersed. Wait until the readings stabilize then press ENTER. Enter “50” as the value of the standard. 4. Return to the main screen. READINGS 1. Place the probe into the sample location to a depth of about 4 – 6 cm. Ensure that the hole at the end of the probe is completely immersed. Wait until the readings stabilize, and hold the probe still. 2. To take a reading select START (option 2) and follow the instructions on the screen. 3. Note that this probe does not accurately record values below 0.1 mg L-1. If this result shows on your screen, then enter <0.1 mg L-1 on the SSRF. If the readings go high off the scale then you will have to recalibrate the probe using the 2000 µS switch setting and the 500 mg L-1 calibration standard. 4. Repeat this procedure as many times as required for both sites. POST-READINGS

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EXPERIMENT

TDS

INSTRUMENT TYPE

CONDUCTIVITY PROBE

ASSOCIATED EQUIPMENT

TDS[50],[500] SAMPLE BOTTLE EXTENSION CABLE LONG-TERM STORAGE BOTTLE

CALIBRATION TYPE

SOLUTION BASED

TECHNICIANS

TWO / THREE

UNITS

MG L -1, µS

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

1. Replace the probe in the ASEP with the membrane end immersed in distilled water. 2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 00:30 Calibration Exercise 01:30 Total Duration (4 sites) 05:00

TIME NOTES

The calibration for this probe is simple and probably reliable (though you should verify the de-pendability of your probe.). The measurement tech-nique is also simple, so more observations are re-quired in the SSRF. This is also a reason that TDS is a basic indicator of change: the techniques used are easy.

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4.1.3.6 Turbidity Analysis Measurements – DSO 3-136 (TAM)

EXPERIMENT

TURBIDITY

INSTRUMENT TYPE

TURBIDITY SENSOR

ASSOCIATED EQUIPMENT

EMPTY CUVETTE 100 NTU BOTTLE

CALIBRATION TYPE

TWO POINTS – SEALED CALIBRATION

TECHNICIANS

TWO / THREE

UNITS

NTU

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

PURPOSE

Turbidity is measure of water’s lack of clarity. Turbidity increases in direct proportion with cloudiness. The cloudiness we see is light reflecting off small particles suspended in the water. Without great thought, we can see that a number of natural phenomena will affect the clarity of the water. Some of these are: Increased stream flow (rainstorm or spring runoff), stream back erosion, glacial melt water, runoff from eroded areas, and bottom dwelling organisms stirring up the sediment as they move around. Turbidity affects how deep the sun’s rays can penetrate and so highly turbid waters will notice a reduction of photosynthesis with increasing depth. The typically brawn water particles absorb more heat than is normal for a clear water particle and so turbid waters are warmer. This is especially true near the surface on a sunny day. It might be useful to combine the turbidity results with the temperature profiling accomplished by HYPRO so that the correlations might be assessed. Turbidity is measured in a derived unit called Nephelometric Turbidity Units (NTU)

PROCEDURES FOR TURBIDITY TESTING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SINGLE POINT mode. Connect the turbidity sensor to the CBL, probe will be auto-detected by the CBL. 2. Select two sites to measure the water temperature and make sure that these are indicated on the SSM. In a lake the temperature is taken at the shore in two locations separated by at least 10m. In a stream or river, the temperature is taken at two locations separated by at least 10 m and in any loca-tion in the stream where water appears to eddy or not conform to the flow. These sites are used for temperature, pH, DO, TDS, and turbidity measurements. CALIBRATION 1. To calibrate select SETUP (option 1), CALIBRATE (option 2), and then CALIBRATE NOW (op-tion 2). 2. Fill the sample bottle with distilled water. Carefully wipe it dry ensuring that there are no finger-prints or smudges on the bottle’s sides. Place the bottle into the sensor, align the mark on the cuvette with that on the sensor and close the lid. Wait until the readings stabilize then press ENTER. Enter “0” as the value of the standard. 3. Check to make sure that there are no fingerprints or smudges on the 100 NTU standard. Place the bottle into the sensor, align the mark on the cuvette with that on the sensor and close the lid. Wait until the readings stabilize then press ENTER. Enter “100” as the value of the standard. 4. Return to the main screen. READINGS 1. Fill the cuvette about ¾ full with sample water. Dry the sides carefully and do not touch them af-terward. Gently invert the sample a few times, but do not shake it or there will be tiny bubbles that will disturb the readings. Place the bottle into the sensor, align the mark on the cuvette with that on the sensor and close the lid. Keep the probe still and wait for the readings to stabilize. 2. To take a reading select START (option 2) and follow the instructions on the screen. 3. Repeat this procedure as many times as required for both sites. POST-READINGS 1. Replace the probe and cuvettes in the ASEP.

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EXPERIMENT

TURBIDITY

INSTRUMENT TYPE

TURBIDITY SENSOR

ASSOCIATED EQUIPMENT

EMPTY CUVETTE 100 NTU BOTTLE

CALIBRATION TYPE

TWO POINTS – SEALED CALIBRATION

TECHNICIANS

TWO / THREE

UNITS

NTU

REGRESSIONS

MEAN STANDARD DEVIATION

TI-83 OPERATIONS

MEAN STANDARD DEVIATION

2. Make sure all the results are recorded on the SSRF. TIME CONSTRAINTS

Experiment Duration (w/o Cal) 1 Set 01:30 Calibration Exercise 02:00 Total Duration (4 sites) 08:00

TIME NOTES The calibration for this probe is simple and probably reliable (though you should verify the dependability of your own probe). The measurement technique is simple so more observations are required in the SSRF. This is also a reason that TURBIDITY is a basic indi-cator of change: the techniques used are easy.

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4.1.3.7 Phosphate Ion Analysis (PIA) DSO 3- 137

EXPERIMENT

PHOSPHATE ION TEST

INSTRUMENT TYPE

PHOSPHATE TEST SO-LUTIONS

ASSOCIATED EQUIPMENT

PHOSPHATE TEST SO-LUTIONS 1 AND 2 SOLUTION TUBE DIGITAL CAMERA PHOSPHATE COLOUR

REFERENCE

CALIBRATION TYPE

COLOUR REFERENCE CHART

TECHNICIANS

TWO

UNITS

PPM

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

Phosphate is produced by fish and invertebrate waste as well as decaying organic matter. Water treatment facilities may add phosphate to their tap water. High phosphate levels are generally associated with the growth of algae. Phosphate levels of over 0.03 mg/L can trigger excessive algae growth. Dead algae decompose, and release more phosphate into the water, which causes the growth of more algae in a rapid cycle. The excessive algae growth will increase the levels of DO, but when the algae die aerobic bacteria consume them. These aerobic bacteria consume DO. This sharp drop in the DO levels can cause suffocations amongst the aquatic organisms that require significant levels such as fish.

PROCEDURES FOR DISSOLVED OXYGEN TESTING

1. Fill test tube to 5 mL with the water to be tested.

2. Add six drops of Phosphate Test Solution #1. Hold the bottle completely vertical to ensure uniform-ity of the drops.

3. Cap and shake the test tube vigorously for 5 seconds.

4. Add six drops of Phosphate Test Solution #2. Hold the bottle completely vertical to ensure uniform-ity of the drops. Note: This solution is very thick.

5. Cap and shake the test tube vigorously for 5 seconds.

6. Wait three minutes for colour to develop.

7. Hold strip in proper location on the phosphate colour reference chart.

8. Take a picture of the strip and the reference chart. The picture must be focused and as large as possi-ble. The optimal distance is under an arms length. An action or speed setting that reduces the shutter time may be helpful for keeping the picture focused by preventing inadvertent camera movement. It best if the flash is NOT used on images taken so close. If you have a macro setting on your camera please use it. SSRF INSTRUCTIONS - FDS INSTRUCTIONS

Enter picture numbers on FDS1 in the appropriate row. NOTE that for AP10 and later expeditions, the reference for this experiment was placed on the same sheet as the reference for the NH3 experiment. Care will be required to permit these two experiments to mature at the same time so that the image will be representative.

TIME CONSTRAINTS

Experiment Duration 1 Set 04:00

TIME NOTES

The three minutes for the colour to develop is essen-tial. During this time, the colour varies immensely. The picture should be taken immediately after the 3 minutes has elapsed.

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4.1.4 Light Levels The amount of light that is received and also reflected from the surface is a measure-

ment of the insolation of that surface. This would include the absorption of EMR for heating effects and photosynthesis. The spectral response of this detector is unknown at this time of writing, however it is expected to be around the visual. The light probe can-not measure solar levels and so it is NOT to be pointed at the sun. The maximum value on the probe is 5 units. If the reading is 5 as opposed to 5.000 then the probe is saturated. Leaving it in light this bright for too long could damage it.

The idea is to map the albedo of an area and use the comparisons. This will also be useful on cloudy days when the sky is not so bright.

4.1.4.1 Albedo Mapping and Insolation Inferencing Experiment – DTO 3-141 -(AMIE)

EXPERIMENT

AMIE (A LBEDO)

INSTRUMENT TYPE

LIGHT SENSOR

ASSOCIATED EQUIPMENT

EXTENSION CABLE

CALIBRATION TYPE

DEFAULT

TECHNICIANS

TWO / THREE

UNITS

VOLTS

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE Photosynthesis is the process in green plants where energy is gotten from the sun. It is essential for plant life. The amount of sun will determine the rate and character of a plant’s growth. A profile of a sample station that gives a map of how much light is being reflected by the ground will give an idea of the opportunities plants have in a particular area to grow. The basic idea of this DTO is to map the sample station using the computer’s capability to log measurements. If done carefully, this mapping can be done in future years and the changes in flora growth will be reflected by the changes in albedo (pun intended). The basic idea is to make observations of the reflected light in all areas of the SS. The observations should cover the entire area and although they may not be evenly distributed, they need to be complete enough to characterize the SS.

PROCEDURES FOR ALBEDO MAPPING SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SE-LECTED EVENTS mode. Connect the light sensor to the CBL, probe will be auto-detected by the CBL. 2. This experiment requires you to walk around the SS (30 m radius) making periodic readings. The location of each the reading needs to be identified on the map, so you need to work with the site car-tographer to ensure coordination. READINGS 1. Hold the CBL with the light probe in your hand pointing directly down at the ground. Keep the light sensor at a constant vertical height as you move around, and make sure that this height is re-corded on the SSRF. 2. Move systematically around the SS taking readings according to the location on the map and the appropriate boxes on the SSRF. 3. To take a reading select START (option 2) and follow the instructions on the screen. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. If you exit the DATAMATE program, you will find that the list of events is in L1 and the list of measurements is in L2.

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EXPERIMENT

AMIE (A LBEDO)

INSTRUMENT TYPE

LIGHT SENSOR

ASSOCIATED EQUIPMENT

EXTENSION CABLE

CALIBRATION TYPE

DEFAULT

TECHNICIANS

TWO / THREE

UNITS

VOLTS

REGRESSIONS

NONE

PROGRAMS

NONE

TIME CONSTRAINTS

Experiment Duration (w/o Cal) 40 pts 06:00

TIME NOTES

Although no calibration is required for this probe, there is a fair amount of data to be collected and the technicians will have to traverse the terrain to get it. You will have to coordinate your activities so that the SSM is done before this effort begins. This also sug-gests that the experiment should occur later in the SS work as the CBL has to be moved around. This, in turn, means that for these 5 or 6 minutes the CBL cannot be used by any other probes. Careful organiza-tion is required.

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4.1.5 Local Magnetic Materials (LMM)DSO 3-415

EXPERIMENT

LOCAL MAGNETIC MATERIALS (LMM )

INSTRUMENT TYPE

HALL EFFECT PROBE

ASSOCIATED EQUIPMENT

LABPRO TI-83 CALCULATOR

CALIBRATION TYPE

NONE

TECHNICIANS

THREE

UNITS

µT (MICRO TESLA)

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

At times during their evolution, rock may contain levels of Iron Ore or Nickel. The presence of these ma-terials can sometimes be deteted by examining the local magnetic fields near the rock itself. To support this we shall bring along magnetic field probes that can be operated through the CBL/TI-83 assembly. It is expected that directions will chaotic and that the levels will not be excessive

PROCEDURES FOR LOCAL MAGNETIC EFFECTS SETUP 1. Configure the TI83 / CBL Assembly. Start the software. Ensure that the program is in the SE-LECTED EVENTS mode. Connect the magnetic sensor to the CBL, probe will be auto-detected by the CBL. If not you will have to assign it. 2. Choose particular boulder or rock face. Have the location that is scanned recorded on the map. 3. Take a reading at least 3 m from any possible local magnetic object. This is interpreted to be the local magnetic field of Earth at this location. READINGS 1. Move the probe over the surface of the rock at a distance of about 2cm. You can repeatedly press enter to get a reading or you can put the calculator into “ Real Time” mode and can quickly see for yourself if you are getting a unique response. You can then return to the “Selected Events” mode to obtain more detailed data. 2. There is only space for a single reading of magnetic field field intensity. 3. To take a reading select START (option 2) and follow the instructions on the screen. POST-READINGS 1. Replace the probe in the ASEP. 2. Make sure all the results are recorded on the SSRF. If you exit the DATAMATE program, you will find that the list of events is in L1 and the list of measurements is in L2. TIME CONSTRAINTS

Experiment Duration (w/o Cal) 40 pts 06:00

TIME NOTES .

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4.2 Taxonomical Experiments 4.2.1 Zoological Identification

4.2.1.1 Avian Species Identification Procedures (ASIP) – DSO 3-211

EXPERIMENT

ASIP

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

GUIDE BOOK (EASTERN BIRDS) BINOCULARS

CALIBRATION TYPE

BIRD SONG CD BIRD IMAGES

TECHNICIANS

ONE

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

Identification of the birds found or heard near an SS is of significant importance. WE may think that this is a grand place, but the birds will also indicate it by their presence or absence. Bird activity peaks in the morning and in the evening. When you are exploring keep a look out for birds of any kind. Using your experience with the bird calls at school, try to legitimately identify birds that are heard. You will be held accountable for any out of area or otherwise clearly incorrect identifications.

PROCEDURES FOR BIRD IDENTIFICATION

1. Watch carefully during the hike from the previous sample station to the current one. All birds seen in this circumstance count in this experiment.

2. As you identify the various bird species, include the details on the SSRF.

3. Feel free to use binoculars and other optical aids.

4. Do your work honestly! If you hear a call and cannot remember it then write down something about this bird in the notes section. Was it perching (passerine)? and so on. SSRF INSTRUCTIONS The SSRF section for birds is straightforward. The bird name is listed on the table by the birder in the group. The rest of the boxes are simply checked as they apply to that situation. Any unique situations should be indicated at the bottom of the page in the NOTES section.

TIME CONSTRAINTS

Experiment Duration 10:00

TIME NOTES The more you practise at home in identifying birds the easier and more interesting this experiment will be. It is extremely frustrating to try to learn this identi-fication process in the field.

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4.2.1.2 Mammal Identification Activity (MIA) – DSO 3-212

EXPERIMENT

Mammal Identification Activity (MIA)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

MAMMAL GUIDE BOOK BINOCULARS

CALIBRATION TYPE

ANIMAL TRACKS

TECHNICIANS

ONE

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE The mammals, especially the larger ones are at the top of the food chain in Algonquin Park, are extremely im-portant. The identification of these and where they are found is an indicator of the health of the forest. How many chipmunks are found compared to, say, moose. We are in a special situation with the highway #60 corri-dor, but the point is still there. We may also be able to estimate some abundances using some probability the-ory.

PROCEDURES FOR MAMMAL IDENTIFICATION

1. Watch carefully during the hike from the previous sample station to the current one. All mammals seen in this circumstance count in this experiment.

2. As you identify the various mammals, include the details on the SSRF.

3. Feel free to use binoculars and other optical aids.

4. Do your work honestly! If you see tracks or scat and cannot remember which animal this might be-long to, then write down something about this animal in the notes section.

WARNING: Do NOT disturb any scat you may find. It will contain parasites that can be harmful to you. SSRF INSTRUCTIONS

The SSRF section for mammals is straightforward. The mammal’s type is listed on the table by the mammal ex-pert in the group. The rest of the boxes are simply checked as they apply to that situation. Any unique situations should be indicated at the bottom of the page in the NOTES section.

TIME CONSTRAINTS

Experiment Duration 10:00

TIME NOTES

The more you practise at home in identifying mam-mal signs the easier and more interesting this experi-ment will be. It is frustrating to try to learn this identi-fication process in the field.

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4.2.2 Botanical Identification The types and distributions of the green plants in a given environment are a significant indicator of the

health of an ecosystem. The identification of the plants that are there and those that are not, but could be, tells an important story. The two basic plant groups we consider are trees and ground cover.

4.2.2.1 Analysis of Ground Cover Species (AGROCS) - DSO 3-221

EXPERIMENT

Analysis of Ground Cover Species (AGROCS)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

GROUND COVER GUIDE BOOK BINOCULARS

CALIBRATION TYPE

NONE

TECHNICIANS

ONE

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE When one looks at a forest they naturally see the largest items: the trees. Just as important is the circumstances of the smaller plants that carpet the forest floor. These plants, aside from being an indication of the soil condi-tions, provide a great deal of food for the forest’s animals. Even bears have a diet which is 80% vegetarian. This experiment gives the student of environmental science an opportunity to appreciate the subtle structure and di-versity of the small plants found in the park.

PROCEDURES FOR GROUND COVER ANALYSIS

1. With the SS Cartographer (SSC), survey the general ground cover distribution of the region. Clearly, the trail’s intrusion is not considered part of this circumstance for the purposes of this experiment. You may want the assistance of another group member to get this work done.

2. Identify a 1 m2 area of ground that is representative of the ground cover in the SS area.

3. Using the guides and your experience identify as many plants as you can in about 10 minutes. It is good practise to start with the most plentiful and work down to the less common plants.

4. Do your work honestly! Your preliminary work should allow you to identify at least a number of the more common plants. You won’t know them all, but you can try. SSRF INSTRUCTIONS The ground cover section of the SSRF has a number of sections that have to be properly filled out to give the work proper context. Type of Cover: - Simply write the name of the plant that you identified in the appropriate box. Pct: - Estimate what percentage of the 1 m2 you are examining has this particular plant. Density: - How close are plants of the same type together? How close are the plants of any type on average? These can be given in cm. in the appropriate boxes. Height: - The average height of plants of this type in the 1 m2 you are examining. Flowers: - It is mid May and the possibility of wildflowers is very real. The size and number of flowers can also suggest things about the eco system. You are to identify the size, colour and count the number of flowers on av-erage per plant of this type. Fill out the bottom of the table identifying the GCS people and ask the AMIE people about an albedo reading at your site. Include any special issues in the note section provided at the bottom of the page.

TIME CONSTRAINTS

Experiment Duration 10:00

TIME NOTES The more you practise at home in identifying ground cover type plants the easier and more interesting this experiment will. It is frustrating to try to learn this identification process in the field.

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4.2.2.2 Tree Identification Exercise (TIE) – DSO 3-222

EXPERIMENT

Tree Identification Ex-ercise (TIE)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

EASTERN TREES GUIDE BOOK HEIGHT TRIANGLE

CALIBRATION TYPE

TREE BARK QUIZ TREE SHAPE QUIZ

TECHNICIANS

ONE OR TWO

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE When one looks at a forest they naturally see the largest items: the trees. As you will learn on your trip the Al-gonquin forest has changed a lot in the past 150 years. Gone are the large tracts of white pine. The forest is now mostly maple-beech on the western side of the park where we will be working. To get a better understanding of the types of trees involved and the amount of land required to support a given tree and soil, an analysis of the trees that exist in the area is in order.

PROCEDURES FOR TIE

1. The tree identification process has two parts. One aspect is the types of trees that were found on the trail as you were walking along. There is always a few seconds to stop and check a particular tree. This is the point of the trip! The second aspect is the circumstances of these trees.

2. Your training before you leave on AP5 will help you learn this material and identify trees quickly and correctly. You will have to rely on bark and tree structure as it is quite possible that the leaves will not be out this early. Remember Algonquin is easily two weeks behind Toronto in its climate.

3. As you identify trees, feel free to use the guidebooks. You will be marked down for species that are not indigenous to Algonquin. Again work from the most common types toward the least common.

4. This experiment should not take longer than 10 minutes at the SS. SSRF INSTRUCTIONS The TIE section of the SSRF has a number of sections that have to be properly filled out to give the work proper context. Type of Tree: - Simply write the name of the plant that you identified in the appropriate box. Pct: - Estimate what percentage of the surrounding area (within 50m) has the same type of tree. Density: - How close are trees of the same type together? How close are the trees of any type, on average? These can be given in metres the appropriate boxes. Diameter: - The mean diameter of trees of this type in this area should be given. If there is a trend, indicate this in the Notes sections at the bottom. Diameters can be measured more accurately by first measuring the circumfer-ence and then dividing by Pi. Height: - The average height of trees of this type. Use the tree triangles to get observations that are more accurate. Fill out the bottom of the table identifying the TIE people involved Include any special issues in the “notes” sec-tion provided at the bottom of the page.

TIME CONSTRAINTS

Experiment Duration 10:00

TIME NOTES

The more you practise at home in identifying trees the easier and more interesting this experiment will. It is frustrating to try to learn this identification process in the field. At Hilton Falls, an effort will be made to teach the basics of tree identification.

4.2.3 Geological Observations

Algonquin Park was heavily glaciated at one time. The rocks on which the park lies

are the remnants of a large mountain range that some sources suggest may have rivalled

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the Himalayas in scope. Although not specifically the ecological focus of this expedition, an investigation of the geology of the park seems important. A presentation will be given on Friday night relating some of the park geology. This will also occur on the trip up to the park along highway #35.

4.2.3.1 Surface Rocks and Regolith Assessment (SROCA) – DTO 3-231

EXPERIMENT

Surface Rocks and Re-golith Assessment (SROCA)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

NONE

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

Collection of samples is NOT permitted in provincial parks. If it were, popular places, like Algonquin, would soon be vacuumed by the ever-interested hoards. We can look. We can inspect and photograph. When we are off the highway area, the rocks that you find in the bush were put there by either a hiker (very few of them) or by natural causes (almost all of them). Often these rocks will be a small part of larger rocks of the same type near by. Some times, they will be very different. There is no time for students to learn geology along with all their obligations on this expedition. This experiment then requires us to look around. How much of the site is rocky. What is the nature of these rocks? Are they small pebbles, grapefruit-sized stones, boulders etc. Are there any erratics? What about homo-geneity?

PROCEDURES FOR SROCA

1. Working with the SSC, determine the evidence of rocky material at the site. No excavation is ex-pected. However, if nature has done this for you it should be explored.

2. Ensure that the geological regions are properly located on the SSM. Make certain that the labels on the SSM are the same used in the SROCA section of the SSRF.

3. Fill in the SSRF as you are able based on the rocks and other geological features seen at the SS.

4. This experiment should not take longer than 10 minutes at the SS. SSRF INSTRUCTIONS The SROCA section of the SSRF has a number of sections that have to be properly filled out to give the work proper context. SSM ID: - This is the geology identification number letter or symbol that was used on the SSM to help identify the location of the feature. Similarity: - How similar was this rocky area to others in the area. This is especially an issue with smaller rocks. Were they broken off the bigger ones or completely different. 0� dissimilar, 3� very similar. Largest, Smallest, Mean: Choose reasonable representatives for each of these categories and measure their rough diameter. Give your answers in appropriate units. Fissures: - Many rocks are cracked. This is caused by falls and usually by water seepage that when frozen will crack the rock. Small rocks, when cracked, simply fall apart. However, when you look at larger features the crack can be several cm wide and the feature holds itself together due to other forces. The crack can be filled by other rock that extruded into it many years ago. It may be filled with dirt and or smaller stones and such. Cover: - Is the rock(s) that you are examining covered with any material? What is it? Simply check the appropri-ate box to indicate this. The colour can also be indicated by a legend of your choosing. Erosion: - Many rocks have existed in the elements for many years since their last geological event. These rocks are subject to atmospheric weathering. Erosion, due to water is very common although some glacial examples might still exist.

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EXPERIMENT

Surface Rocks and Re-golith Assessment (SROCA)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

NONE

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

Shape: - Check the box that is the best approximation of the shape of the majority of the rocks in your area. Fill out the bottom of the table identifying the GCS people and ask the AMIE people about an albedo reading at your site. Include any special issues in the note section provided at the bottom of the page.

TIME CONSTRAINTS

Experiment Duration 10:00

TIME NOTES This experiment does not require you to identify in-dividual rock types or minerals. It expects you to look at a slightly bigger picture along these lines.

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4.3 Long Duration Experiments These experiments use equipment already described, but in a different manner or over a longer period

than possible during the short SS investigation periods. 4.3.1 CBL Based LDE

4.3.1.1 Nightly Atmospheric Temperature Fluctuations (NATEF) – DTO 3-311

EXPERIMENT

Nightly Atmospheric Temperature Fluctua-tions (NATEF)

INSTRUMENT TYPE

TEMPERATURE PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

CELSIUS DEGREES

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE How does the temperature vary with the setting sun? How does cloud cover and other weather issues affect this change? The LDE capability of the CBL makes this type of measurement possible.

PROCEDURES FOR SROCA

1. If your group is assigned to the NATEF experiment for a given night, this set up should be done be-fore you leave for the evening program

2. In discussion with the SM1 or his delegate, decide where the experiment should be located. You will have to convince the SM1 that the equipment will be dry and safe from reasonable weather issues. If the situation is adverse, the SM1 may cancel this experiment, but you cannot assume that this has hap-pened! Check it out.

3. Connect the temperature probe to the CBL and power up the TI–83. Start the program DATA-MATE. Your CBL should have new batteries before this experiment begins.

4. Choose SET UP and then select MODE and change the mode to TIME GRAPH.

5. Select CHANGE TIME SETTINGS.

6. This process will run for about 12 hours. We will collect temperature data every 10 minutes over this period. Choose 600 seconds or 10 minutes between samples. Choose 70 as the total number of sam-ples.

7. Now select ADVANCED and then choose CHANGE TRIGGERING and select MANUAL TRIG-GERING. (This prevents the experiment from operating until we choose to start it).

8. Remove the calculator from the CBL and store it in the ASEP for your group.

9. Locate the CBL and the detector to the proper position for the test. It is important that this be done in the same manner as on previous nights.

10. At 1830 start the experiment by pressing the START/STOP button on the CBL You should hear two beeps indicating that the data collection routine has begun.

11. At 0630 the next morning without otherwise touching the CBL, connect the TI-83 to the CBL. Retrieve the data from the main screen and a graph will show on the screen.

12. Exit the program and then transcribe by hand the results of your work to the LDE document for NATEF. This is done by examining the contents of L1 and L2. The LDERF can be obtained from the G1 and should be returned to this person as soon as possible.

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EXPERIMENT

Nightly Atmospheric Temperature Fluctua-tions (NATEF)

INSTRUMENT TYPE

TEMPERATURE PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

CELSIUS DEGREES

REGRESSIONS

NONE

PROGRAMS

NONE

13. Return the CBL, temperature probe and TI-83 to the ASEP and store them properly for the next effort. LDERF INSTRUCTIONS Fill out the LDERF for NATEF as completely as possible. Take your time. When the experiment is complete, transcribe the data carefully so that it can be used later for analysis. The hand transcription can be avoided if a computer transfer method has been invented.

TIME CONSTRAINTS

Experiment Duration 12 hours x 3

TIME NOTES A given group will only perform this experiment once. However, a given group might have another LDE to perform. It will depend on the scheduling.

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4.3.1.2 Diurnal Hydrothermal Fluctuations (Whitefish Lake) (HYFLU) – DTO 3-312

EXPERIMENT

Diurnal Hydrothermal Fluctuations (White-fish Lake) (HYFLU)

INSTRUMENT TYPE

TEMPERATURE PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

CELSIUS DEGREES

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE How does the temperature of a major Algonquin lake vary during the nighttime? This experiment will run dur-ing all three nights during AP5. Each time it will run with a different group. The LDE capability of the CBL makes this type of measurement possible.

PROCEDURES FOR HYFLU

1. If your group is assigned to the HYFLU experiment for a given night, this set up should be done be-fore you leave for the evening program

2. In discussion with the SM1 or his delegate, decide where the experiment should be located. You will have to convince the SM1 that the equipment will be dry and safe from reasonable weather issues. If the situation is adverse, the SM1 may cancel this experiment, but you cannot assume that this has hap-pened! Check it out.

3. Connect the temperature probe to the CBL and power up the TI–83. Start the program DATA-MATE. Your CBL should have new batteries before this begins.

4. Choose SET UP and then select MODE and change the mode to TIME GRAPH.

5. Select CHANGE TIME SETTINGS.

6. This process will run for about 12 hours. We will collect temperature data every 10 minutes over this period. Choose 600 seconds or 10 minutes between samples. Choose 70 as the total number of sam-ples.

7. Now select ADVANCED and then choose CHANGE TRIGGERING and select MANUAL TRIG-GERING. (This prevents the experiment from operating until we choose to start it).

8. Remove the calculator from the CBL and store it in the ASEP for your group

9. Locate the CBL and the detector to the proper position for the test. It is important that this be done in the same manner as on previous nights.

10. At 1830 start the experiment by pressing the START/STOP button on the CBL You should hear two beeps indicating that the data collection routine has begun.

11. At 0630 the next morning without otherwise touching the CBL, connect the TI-83 to the CBL. Retrieve the data from the main screen and a graph will show on the screen.

12. Exit the program and then transcribe by hand the results of your work to the LDE document for HYFLU. This is done by examining the contents of L1 and L2. The LDERF can be obtained from the G1 and should be returned to this person as soon as possible.

13. Return the CBL, temperature probe and TI-83 to the ASEP and store them properly for the next effort. LDERF INSTRUCTIONS

Fill out the LDERF for HYFLU as completely as possible. Take your time. When the experiment is complete, transcribe the data carefully so that it can be used later for analysis.

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EXPERIMENT

Diurnal Hydrothermal Fluctuations (White-fish Lake) (HYFLU)

INSTRUMENT TYPE

TEMPERATURE PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

CELSIUS DEGREES

REGRESSIONS

NONE

PROGRAMS

NONE

TIME CONSTRAINTS

Experiment Duration 12 hours x 3

TIME NOTES

A given group will only perform this experiment once. However, a given group might have another LDE to perform. It will depend on the scheduling.

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4.3.1.3 Hydrogen Ion Concentration in Precipitation (HICOP) – DSO 3-313

EXPERIMENT

Hydrogen Ion Concen-tration in Precipitation (HICOP)

INSTRUMENT TYPE

PH PROBE

ASSOCIATED EQUIPMENT

NONE RAIN COLLECTION DEVICE

CALIBRATION TYPE

SOLUTION

TECHNICIANS

ONE OR TWO

UNITS

PH UNITS

REGRESSIONS

NONE

PROGRAMS

MEAN

PURPOSE Acid precipitation is a major topic of conservation in the media and school curriculum. What is the pH of any rainfall or dew in Algonquin Park? Is there a need for concern? Although the lakes will indicate significant lev-els of acid rain, they can also buffer these levels in a number of ways. To get a complete picture we need to understand the level of pH at the source of the water. A given group will be assigned responsibilities for HICOP for a given day. They will not be given an LDE dur-ing this period except in exceptional circumstances. This group is responsible for measuring the pH of any pre-cipitation that occurs to them over that period.

PROCEDURES FOR HICOP

1. If your group is assigned to the HYFLU experiment for a given day, this duty will begin at around 1800 hrs on the preceding day and end 24 hours later. You are to retrieve the appropriate LDERF from the LSS/SDM at this time and give it to your DR.

2. In discussion with the EL or his delegate, decide where the experiment should be located. This re-quires you to collect any rainfall that may occur during the night or if a morning deployment during the day’s activities. A sample container can be used to do this. All water can be collected from the dew on various plants if the morning circumstance provide.

3. The procedures for taking this data are the same as for WHICO (DSO 3-122)

4. Ensure that the container left out over night has been thoroughly cleaned and has been rinsed with distilled water. Label the container with DSO 3-122 so that it will not be discarded.

5. Remember that whatever container is used on the trail during the day to collect dew or rainfall must be CLEAN and rinsed with distilled water.

6. Each time a set of readings are taken fill out the appropriate section of the LDEF – HICOP form. Take your time and get it right as it is the only chance we have to understand what is going on. LDERF INSTRUCTIONS

Fill out the LDERF – HICOP form as completely as possible. Take your time. When the experiment is complete, transcribe the data carefully so that it can be used later for analysis. Make sure that you describe your collection techniques especially where the container was located and whether it was dew or rain that you collected.

TIME CONSTRAINTS

Experiment Duration 12 hours x 3

TIME NOTES A given group will only perform this experiment once. However, a given group might have another LDE to perform. It will depend on the scheduling.

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4.3.1.4 Daily Dissolved Oxygen Variations (Whitefish Lake) (DOVA) DTO 3-314 Due to the various processes explained in DSO 3-131 the levels of dissolved oxygen vary during the

day. This experiment takes advantage of the ability of the CBL probe to measure levels such as these over a period of time.

EXPERIMENT

Daily Dissolved Oxy-gen Variations (White-fish Lake) (DOVA)

INSTRUMENT TYPE

DISSOLVED OXYGEN

PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT CALIBRATION BOT-

TLES

CALIBRATION TYPE

SOLUTION

TECHNICIANS

ONE OR TWO

UNITS

MG L -1

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE

How do the dissolved oxygen levels of a major Algonquin lake vary during the nighttime? This experiment will be run all three nights during AP5. Each time it will be run by a different group. The LDE capability of the CBL makes this type of measurement possible.

PROCEDURES FOR DOVA

1. If your group is assigned to the DOVA experiment for a given night, this set up should be done be-fore you leave for the evening program

2. In discussion with the SM1 or his delegate, decide where the experiment should be located. You will have to convince the SM1 that the equipment will be dry and safe from reasonable weather issues. If the situation is adverse, the SM1 may cancel this experiment, but you cannot assume that this has hap-pened! Check it out.

3. Connect the DO probe to the CBL and power up the TI–83. Start the program DATAMATE. Any required calibrations should be effected prior to the start of the experiment. This work is done using the procedures in DSO 3-131.

4. Choose SET UP and then select MODE and change the mode to TIME GRAPH.

5. Select CHANGE TIME SETTINGS.

6. This process will run for about 12 hours. We will collect temperature data every 10 minutes over this period. Choose 600 seconds or 10 minutes between samples. Choose 70 as the total number of sam-ples.

7. Now select ADVANCED and then choose CHANGE TRIGGERING and select MANUAL TRIG-GERING. (This prevents the experiment from operating until we choose to start it).

8. Remove the calculator from the CBL and store it in the ASEP for your group.

9. Locate the CBL and the detector to the proper position for the test. It is important that this be done in the same manner as on previous nights.

10. At 1830, start the experiment by pressing the START/STOP button on the CBL You should hear two beeps indicating that the data collection routine has begun.

11. At 0630 the next morning without otherwise touching the CBL, connect the TI-83 to the CBL. Retrieve the data from the main screen and a graph will show on the screen.

12. Exit the program and then transcribe by hand the results of your work to the LDE document for DOVA. This is done by examining the contents of L1 and L2. The LDERF can be obtained from the G1 and should be returned to this person as soon as possible.

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EXPERIMENT

Daily Dissolved Oxy-gen Variations (White-fish Lake) (DOVA)

INSTRUMENT TYPE

DISSOLVED OXYGEN PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT CALIBRATION BOT-TLES

CALIBRATION TYPE

SOLUTION

TECHNICIANS

ONE OR TWO

UNITS

MG L -1

REGRESSIONS

NONE

PROGRAMS

NONE

13. Return the CBL, temperature probe and TI-83 to the ASEP and store them properly for the next effort. LDERF INSTRUCTIONS

Fill out the LDERF – DOVA form as completely as possible. Take your time. When the experiment is complete, transcribe the data carefully so that it can be used later for analysis.

TIME CONSTRAINTS

Experiment Duration 12 hours x 3

TIME NOTES A given group will only perform this experiment once. However, a given group might have another LDE to perform. It will depend on the scheduling.

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4.3.1.5 Cl ion Leeching Experiment (Whitefish Lake) (CLEW) – DSO 3-315

EXPERIMENT

Cl ion Leeching Experiment (Whitefish Lake) (CLEW)

INSTRUMENT TYPE

CHLORIDE ION PROBE

ASSOCIATED EQUIPMENT

CBL COVER PROBE MOUNT CALIBRATION BOT-

TLES

CALIBRATION TYPE

SOLUTION

TECHNICIANS

ONE OR TWO

UNITS

MG L -1

REGRESSIONS

NONE

PROGRAMS

MEAN

PURPOSE

To make the water supplies in the campgrounds safe for people to drink, the water is chlorinated. In the spring, a shock treatment is given to the water supply to ensure that practically all microrganisms are destroyed. With the heavy use this facet gets during the AP expeditions, it is interesting to determine if any of this water leeches into the lake with appreciable levels of chlorine contained therein. This experiment is performed twice a day. Once in the morning and once at night. It is a single point observa-tion of the lake water and the drinking water of the campground.

PROCEDURES FOR CLEW

Use the procedures for the Chloride Ion experiment is section 4.1.3

1. If your group is assigned to the CLEW experiment for a given night, the observation should be made at the time specified in the LDERF – CLEW.

2. In discussion with the EL or his delegate, decide where the sampling along the lakeshore should oc-cur.

4.3.2 Mechanical LDE

Some of the LDE type experiments on the AP5 expedition are mechanical rather than electronic sensor

type. This group of experiments is expected to grow as other ideas show themselves over time. Other ex-periments include the Small Animal Track Pad (SMTP). This device permits a better look at the tracks of small rodents that typically operate at night.

A similar experiment, but more of an investigation is a tour of the campground each morning recording the location and identity of any seemingly fresh prints.

4.3.2.2 Small Mammal Track Pad (SMTP)

It has been estimated that about 2.5 km2 of forest contains about 300,000 mice and voles, 65,000 chip-

munks and squirrels, 470 deer (too many for AP, probably 50-100 moose instead) and 5 bears. We almost never observe this virtual sea of rodents. However, this is good for them as being seen usually precedes death. Rodents rarely die of old age.

The details of this experiment are still to be resolved. The idea is to prepare a small area say 1 m2 with a box or some container that is very flat. The container should be filled to a depth of 1 – 2 cm with a very fine powder. The container should be sheltered and can have an umbrella type cover to protect it from the rain. In the centre, a few bread crumbs or seeds are positioned. This device should be located well away from the actual tent sites so that the animals will not be scared by the hubbub of the campground. Each morning and evening the fine material is checked to determine if any tracks have been left. The surface is then smoothed over and the experiment will continue. If the digital camera option is permitted then the track pad can be photographed each time. The initial location of this container can be effected with consultation with the EL

This experiment was first attempted during AP4, but flour was used and this crusted up with the evening dew making the tracks impossible to see. More research is obviously required. Very fine sand is suggested.

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4.3.2.3 Campground Track Survey (CTS) DSO 3-323

EXPERIMENT

Campground Track Survey (CTS)

INSTRUMENT TYPE

NONE

ASSOCIATED EQUIPMENT

MAMMAL AND BIRD

TRACK GUIDE

CALIBRATION TYPE

NONE

TECHNICIANS

ONE OR TWO

UNITS

N/A

REGRESSIONS

NONE

PROGRAMS

NONE

PURPOSE Since most animals are nocturnal, visits to the campground area will mostly occur during the night. Students will make a tour of the campground each morning to assess if any new tracks have been left. This tour should last about 20 minutes.

PROCEDURES FOR CTS

1. If your group is assigned to the CTS experiment for a given night, the observation should be made at the time specified in the LDERF – CTS.

2. In discussion with the EL or his delegate, verify the route you will take around the campground. If the situation is really adverse, the EL may reluctantly cancel this experiment, but you cannot assume that this has happened! Check it out.

3. Using the map provided in the LDERF – CTS make marks where NEW examples of animal sign have been detected.

4. Use of the digital camera is permitted if the images are properly documented and the sample that is being imaged is new and scientifically interesting.

4. Fill out the LDERF – CTS for any new discoveries for the appropriate sample period.

5. Return the LDERF – CTS to the G1 when complete. LDERF INSTRUCTIONS Fill out the LDERF – CTS form as completely as possible. Take your time.

TIME CONSTRAINTS

Experiment Duration 20 minutes x 3

TIME NOTES

A given group will only perform this experiment once. However, a given group might have another LDE to perform on another night. It will depend on the scheduling.

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4.4 Dimensional and Mechanical Experiments Another branch of the experiments contained in the AP5 expedition are mechanical or dimensional in

nature. These involve the physical measurement of the environment around a sample station. Included in this section are experiments dealing with soil mechanics, soil depth profiling, watercourse mechanics and a local magnetic materials experiment.

4.4.1 Soil Mechanics

Basic soil mechanics can be performed using simple hand tests. Since sampling is not permitted in the

park, only on site analysis is permitted. This means that complicated soil analysis equipment would have to be brought onto the site, which is not practical considering the timelines that are already in place. Thus, the hand tests will suffice for AP5. These are described in the following sections. Section 4.4.1.7 has a table that will be used as a reference to assess the soil types in a standard manner.

4.4.1.1 Sand Content Determination

Rub soil rapidly between the thumb and fore fingers to assess the percentage of sand. Sand particles feel

grainy. This should be compared to the simulation experiences.

4.4.1.2 Dry Feel Test (Soils greater than 50% sand)

Soil is rubbed in the palm of the hand to dry it and to separate and estimate the size of the individual sand particles. The sand particles are then allowed to fall out of the hand and the amount of finer materials (silt and clay) remaining is noted.

4.4.1.3 Stickiness Test

The soil is wetted and squeezed between the thumb and forefinger. An assessment is made of how

sticky the soil appears to be as the thumb and forefinger are moved apart.

4.4.1.4 Moist Cast Test

Compress some moist soil by clenching it in your hand. If the soil holds together (i.e. forms a cast) then test the strength of the cast by tossing it from hand to hand. The more durable it is the more clay is present.

4.4.1.5 Ribbon Test

Moist soil is rolled into a cigarette shape and then squeezed out between the thumb and forefinger to

form the longest and thinnest ribbon possible. Soils with high silt content will form flakes or peel-like thumb imprints rather than a ribbon.

4.4.1.6 Shine Test

A small amount of moderately dry soil is rolled into a ball and rubbed once or twice against a hard

smooth object such as a thumbnail. A shine in the ball of soil indicates that at least 35% clay is in the soil.

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4.4.1.7 Key to Soil Composition – See also FDS Code Key

Obtain Sample and perform SCDT

More than 50% sand

Barely Ribbons

Soft and smooth with evident graininess. Slightly sticky.

Loam

SRT Flakes

SRT Flakes

Very floury non-sticky

Floury with slight graininess. Slightly sticky.

Silt gritti-ness.

Grittiness with some sand grains

No Shine

No shine

Silt Silt

Loam

Thin, long rib-bons (5 – 7.5 cm). Supports own weight.

Very thin, long ribbons.

Smooth and very sticky

Smooth and very sticky

Silt gritti-ness.

No grit. very smooth.

Moderate Shine

Very shiny

Silty Clay

Clay

Fairly thin barely supports own weight

Fairly thin barely supports own weight

Moderate graininess, sticky

Smooth and floury, sticky

Sand grittiness clear-ly evident.

Sand grittiness clear-ly evident.

Slight

shine

Slight shine

Clay Loam

Silty Clay

Loam

No Cast at all.

Very weak cast

Moderate Cast

Strong cast

Very grainy, little or no floury material.

No ribbon evident at all.

Sand

Grainy and sticky

Thin , long ribbons (5 – 7.5 cm long) are produced.

Sandy Clay

Grainy and moder-ately sticky.

Thick and short ribbons (3 cm. in length)

Sandy Clay

Loam

Very grainy and slightly floury material

None

Loamy Sand

Very grainy material with considerable floury material

None

Sandy Loam

Very grainy and moderately floury material.

None

Silty Sand

Very weak cast

Less than 50% sand

Strong Cast Weak Cast Very Strong Cast

Moderate Cast

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4.4.2 Soil Depth Measurements (Status uncertain)

The depth of the soil is often an very important consideration for the type of trees and ground cover that flourish in a given area. Although it desired to make at least some experiments of this character the exact techniques are not sufficiently refined as of this writing. 4.4.3 Water Course Mechanics

The flow of water through an ecosystem can correctly be seen as a comparison with a bloodstream. So

much of what makes life possible in an ecosystem is tied to the water situation. It is important to know how much water is moving and where it is going. To determine this, we need to make measurements of a stream. Since much life occurs in the stream as well, a proper accounting of the watercourse is required to indicate the type of aquatic habitats that might exist. Furthermore, a good diagram of a watercourse is important to correlate observations from previous and future expeditions.

This work is divided into three sections. The first is the morphology or shape of a stream and the second is the mapping of the watercourse. The third aspect is a proper observation of the structure of the streambed, share and bank. The distribution of SS through all 7 groups is intended to give each group an opportunity to sample each type of habitat.

Water flows of this magnitude are rare in the park. This is the flow of Ragged Falls where the Oxtongue River

drops about 30m. Measuring the mechanics of such flows can indicate where the water goes and how quickly. Water transposts nutrients and sediments from the highlands to the lakes. The physics of these watercourses can indicate the type of animals that may live here. Waterfalls such as this one add oxygen to the water allowing fish and other aquatic creatures to survive.

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4.4.3.1 Stream Morphology Measurements (SMM) – DSO 3-431

EXPERIMENT

Stream Morphology Measurements (SMM)

INSTRUMENT TYPE

MEASURING TAPE DEPTH STICK

ASSOCIATED EQUIPMENT

NONE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO

UNITS

METRES

REGRESSIONS

NONE

PROGRAMS

STREAM STMASS

PURPOSE A stream is a smaller watercourse. It has a rugged ill-defined bottom. The depth is such that it can easily be probed across its entire width. The stream must be crossable so that analysis can occur over its width. A TI-83 program STREAM would then produce a least squares fit for this profile so that stream flow can be more accu-rately estimated.

PROCEDURES FOR SMM

1. Select a section of the stream that is absent of rocks and other material that disturb the streams flow.

2. Eight observations must be made across the stream at regular intervals. These measurements do not have to perfectly equidistant. If the depth is rapidly changing, place the observations closer together. You may make more depth observations than the eight provided on the form, but you do not have to. If this appears to be unnecessary then your time will be better spent helping a colleague at another SS task. Your measurements should be horizontally referenced from one bank. Thus all distances across the river to the location of a given depth measurement are to be positive. In addition, although depth measurements are indeed downward indicating a negative displacement we shall use POSITIVE num-bers to indicate the depth as well. This will facilitate the computations required of the calculator and prevent silly mistakes.

3. Have the SSC indicate where on the stream that the depth profile occurred.

4. Enter the measurements you are making in the proper places on the SSRF.

5. Add the other data required by the SSRF including the stream width. Care should be taken that the stream width be taken at the same location as the profile.

6. Using the TI-83 program STREAM (only) obtain the profile given by the program. Enter the results in the appropriate places on the SSRF.

7. Assemble the flow rate detector. Profile the flow of the stream as well as possible Enter these values in the SSRF. This should be tried at least three times.

8. Repeat step 7 for two other locations where the stream is flowing slightly slower and enter this data on the SSRF.

9. Enter the data from steps 7 and 8 in the TI-83 program STMASS.

10. Write the values from the output of STMASS in the appropriate locations in the SSRF. SSRF INSTRUCTIONS

Follow the instructions above and be careful that the variables given by the calculator are put in the proper boxes. Your group will be held accountable for silly data entry mistakes and other preventable errors. Take your time. Ensure that the sections for PT and DR are filled out.

TIME CONSTRAINTS

Experiment Duration 7 minutes

TIME NOTES A well-organized group should get this work done quickly. The time allowance is generous. The compu-tational reductions have to be completed with ½ hour of your return to the campsite.

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4.4.3.2 River Morphology Measurements (RMM) – DSO 3-432

EXPERIMENT

River Morphology Measurements (RMM)

INSTRUMENT TYPE

MEASURING TAPE DEPTH STICK

ASSOCIATED EQUIPMENT

NONE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO

UNITS

METRES

REGRESSIONS

NONE

PROGRAMS

RIVER STMASS

PURPOSE A river is a large, permanent watercourse. Its bottom has a well-defined profile aside from debris. The bottom is either too deep or the river too wide for all of it to be probed. The approach to solving for river cross-sectional profiles is to make a credible estimation. This is done by taking depth measurements as far into the river’s course as can safely be accomplished. If it is possible to reach the other side then these measurements should be done as well. If not then an assumption of symmetry is made. If this must be the approach, then the group should choose a location on the river where it is straight, increasing the chance of a symmetrical bottom profile. Measurements are made from a bank and depths are taken using a stick where the water mark can be measured. Care should be taken not to shove the stick into the riverbed. Two programs are used to analyze this data. One produces the profile and the other determines the mass flow rate. For this fit, a cubic is used as it can fit asymmetrical situations more easily. With fewer data points, a quartic might give a phantom rise in the streambed near the centre, which would certainly be a mathematical artefact.

PROCEDURES FOR RMM

1. Select a section of the river that is absent of rocks and other material that disturb the river flow.

2. Observations are to be made from a shore as far as is safe into the river’s course.

3. Have the SSC indicate where on the river that the depth profile occurred.

4. Enter the measurements you are making in the proper places on the SSRF.

5. Add the other data required by the SSRF including the river width. Care should be taken to ensure that the river width be taken at the same location as the profile. If the river cannot be safely crossed, then use a string weighted with a rock or stick and throw it across the river. Pull the string back until the weight is at the far shore and the string is taught. Mark the location on the string and then retrieve the string by pulling back. This can be done twice if time permits.

6. Using the TI-83 program RIVER (only) obtain the profile given by the program. Enter the results in the appropriate places on the SSRF.

7. Using a floating object measure the distance that it floats down the fastest flowing part of the river in a reasonable period of time (5 –10s). If the river is flowing slowly, the time can be 10 s or more. Make the distance about 2 m or so. Enter these values in the SSRF. This should be tried at least three times. The distance can be estimated by having two people line up features on the opposite bank and call out when the object passes their line. The distance between these observers is ∆D and the time is also taken. A tennis ball can be useful for this as it throws well and it floats.

8. Repeat step 7 for two other locations where the river is flowing slightly slower and enter this data on the SSRF. These should be on either side of the faster area. If this is impossible then assume perfectly laminar flow and select only the nearer of the two.

9. Enter the data from steps 7 and 8 in the TI-83 program STMASS.

10. Write the values from the output of RMASS in the appropriate locations in the SSRF. SSRF INSTRUCTIONS Follow the instructions above and be careful that the variables given by the calculator are put in the proper boxes.

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EXPERIMENT

River Morphology Measurements (RMM)

INSTRUMENT TYPE

MEASURING TAPE DEPTH STICK

ASSOCIATED EQUIPMENT

NONE

CALIBRATION TYPE

NONE

TECHNICIANS

TWO

UNITS

METRES

REGRESSIONS

NONE

PROGRAMS

RIVER STMASS

Your group will held accountable for silly data entry mistakes and other preventable errors. Take your time. En-sure that the sections for PT and DR are filled out.

TIME CONSTRAINTS

Experiment Duration 7 minutes

TIME NOTES A well-organized group should get this work done quickly. The time allowance is generous. The compu-tational reductions have to be completed with ½ hour of your return to the campsite.

This is the flow of the Madawaska River as it leaves the Park. Notice the width of the stream and the various flow

obstacles. This is river is probably not very deep in this situation. Rivers as wide as this cannot have their depth pro-files measured directly as students are not permitted into the water. Instead, the profile is estimated mathematically from observations made on the shore.

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4.4.3.3 Watercourse Bank and Bed Structure DSO 3- 433 This experiment simply requires the observer to make detailed remarks about the structure of the stream

bank and bed. Enter the data as required in the SSRF. 4.4.3.4 Lakes and Large Ponds DSO 3-434

Observations of the structure along a lake and its immediate shoreline are of interest to the health of the

lake. Although identification of many of the plants will be beyond the scope of this effort, an attempt can be made regarding at least the type of these plants (especially water plants) and their basic appearance.

Fill out the appropriate sections of the SSRF to best of your ability.

4.5 Imaging Experiments The old saw of a picture being worth a thousand words is never truer in scientific research as the infor-

mation is preserved for time without prejudice (assuming proper procedure of course!). The imaging aspects of this expedition include drawings as well as digital images.

4.5.1 Drawings

Drawings serve two purposes in reporting expedition data. The first aspect is to record the location of

the sample sites and other aspects of the SS. The other is to have some students attempt a drawing of some of the smaller items around the site. This aspect has been reduced to three drawings in total for each FIT. The subject constraints are found in section 4.5.1.2 below. These drawings are to be done during any aspect of the trip on a given day.

Additionally, if a watercourse is visited a diagram of the watercourse’s shape and flow circumstances are required.

4.5.1.1 Site Diagram DSO 3-511

A diagram of the site is of critical importance. Scientists always want further observations of a parame-

ter. To compare readings we have to know what is being compared. Knowing where the samples were taken on different sampling operations is essential in correlating the data. Even though a sample station is only 30 m in diameter, the soils and even the trees can differ across it. Knowing where samples were taken and such like is important. Please be vigilant in doing a careful job of these maps.

A sample station site diagram is simply a map of the vicinity around your SS. You identify a few unmis-takable landmarks. Remember measurements from two landmarks to a point of interest are all that is required to identify this location. As various members of your SS team call out information about the locations of various experiments, you can mark them on the map. The distances of a point can then be quickly measured by the team.

Remember that your diagram is like a plan. Trees are circles, you define vegetation zones by indicating their boundaries and placing a legend marker (i.e. a letter or number) in the region. There is space to define these symbols below the map. NO 3D artsy type drawings are required here. You will be marked down if you do so. This is a MAP and a MAP only.

If you are beside a watercourse then the site plan should indicate the location of the watercourse, but it should not show it in its entirety and should concentrate on the land aspects. However, there should be enough of the watercourse to reveal water sampling locations and such. If you are sampling a stream and de-cide that the stream runs through the centre of your SS (which you are permitted to do) then indicate the banks of the stream and then otherwise ignore it. Remember a sample station has a radius of 15 m from the point indicated by your instructor.

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All site diagrams should be done in pencil. The SS map form has a 1 cm grid and your group will have to decide what scale is appropriate to cover the region of interest.

4.5.1.1.1 Site Map Example (SS 8-111)

4.5.1.2 Large Scale Drawings DSO 3-512 As we spend time in a forest, the large items such as trees and landforms are easily seen as we pass by at

4 km h-1. However, the real story is often in the smaller items. These items are missed at this speed. To get a sense of the smaller structures in the woods large-scale drawings are required. This requirement has been reduced to one drawing per group per day for the entire expedition. It has also been removed from the SS requirements. Thus these drawing are to be effected largely during off duty hours and should not compete with SS requirements. They can be done on the trail if other work is complete or during your break time.

The following constraints are set to ensure that this DSO meets its objectives of getting students to “see and to see what you see”.

1. Drawings must be objects less than 15 cm in size.

2. No manmade items can be drawn

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3. No moving items can be drawn such as a chipmunk, although plant material moving in the breeze is permitted

4. The same type of item cannot be drawn twice during a given expedition

5. A list of reasonable targets for each group are as follows: a. wild flowers (the blooms) b. fungi c. leaf bud detail d. rock detail e. user choice

4.5.1.3 Watercourse Diagrams

Just as with the site diagrams this diagram will show the flow characteristics of the stream in detail.

There should be no difficulty for a person returning to the site to identify from the diagram the location of the stream was used. Arrows are used to show the flow with larger arrows indicate faster sections. The arrows lengths are linear with respect to stream flow. The location of eddies and other structures that affect the stream’s flow are essential. This diagram is to be done in pencil. In addition, the location of any sampling locations needs to be included.

Digital images can be taken of interesting aspects of the stream. Their field of view and exposure num-ber should be included on the diagram.

4.5.1.3.1 Watercourse Diagram Checklist

1. Flow arrows 2. Flow obstacles 3. Water Sample location(s) 4. Morphology cross-section location 5. Dimensions 6. Natural features 7. Scale 8. Stream Banks

Show a respresentative WC drawing Show a table with the legend for WC maps

4.5.2 Digital Imaging

We are indeed fortunate to have purchased a digital camera for each FIT. These devices work very well. The memory chips in them will record about 800 images before being full. The battery will permit about 150 images before running out of energy. This is a maximum so extra batteries will have to be carried. The cam-eras must be carefully used to prevent damage. The following are a set of instructions of how to initialize the camera during the first set of operations.

4.5.2.1 Digital Camera Operations (DCO)

The following table is a checklist to ensure that the DC is operating properly and that you are managing

the power and memory usage as efficiently as possible. Please follow these procedures carefully. Your group will be held responsible if you run out of memory space or power due to frivolous behaviour.

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4.5.2.1.1 Camera Initialization Procedures (CIP) – Nikon E950 CoolPix

EVENT TASK DETAILS

1

Obtain a new set of batteries from the SM2/G2. Return the spent batteries to the SM2/G2. Throwing batteries out in the general garbage is considered a behaviour violation.

2 Power up the camera by rotating the lever to “PLAY”

The camera is powered up at any of the positions, but a check of the memory card is required.

3

On the back of the camera press the “MENU” button. Using the W or T keys scroll down until you arrive at “Delete”. Press the shutter button to select this op-tion. Then choose “ALL” and press the shutter button again. When it is finished the screen should read that the “Card con-tains NO Images”.

Clear off memory card DO this ONLY before we leave for AP7 NO images should be deleted during AP7

4

Rotate the mode switch until it points at “M”. Press and hold the “Qual” button below the LCD screen. Now rotate the small wheel just below the shutter release button until the smaller LCD screen shows “VGA” and “Normal” on its dis-play. The exposure count should show. 800 images to go.

Select proper image size and resolu-tion.

Again simply verify this. It should not be changed during AP9

5

On the top of the camera press the centre button (the one that has the lighting bolt beside it) until the lightning bolt on the screen has a line through it.

The flash is not required during the day and this would simply waste battery power

6

Press the monitor button on the back above the coloured LCD until this screen goes black. Then rotate the switch to “OFF:”

The camera takes a lot of power with the screen on so keep it off and use the viewer instead.

4.5.2.1.2 Camera Safety Procedures

ITEM RESTRICTION OR PROCEDURE

1 Digital Cameras will NOT be operated in the rain or when a substantial humidity exists. 2 Digital camera must be encased in a zip lock plastic bag if any chance of rain exists.

3

Digital cameras will NOT be carried around the neck unless the protective pouch is around the camera. Damage to the LCD screen will result. Even with the pouch around the camera this method of transporting the camera is NOT approved for trail walking. It can be done with care around a SS.

4 Digital cameras must be POWERED DOWN before either batteries or memory chips are removed. The camera can be damaged if this is not done.

5 Report any problems to the appropriate staff member. These machines have many deli-

cate parts and forcing in memory chips or other rough handling can damage the camera permanently.

6 Digital cameras are not to be loaned to any student except while under staff supervision

until further notice.

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ITEM RESTRICTION OR PROCEDURE

7 The skylight filter must be left on the camera at all times. No student is permitted to

clean the lens or the filter.

4.5.2.1 SS Pans

The digital camera that has been added to the AP5 expedition will be used for a number of purposes.

One of these is to take a panorama of the sample station prior to operations. This is easily done using this camera. In the viewfinder is a vertical line. If you line this up with some item that was just at the outside of the screen you will get a complete 360 degree panorama in 8 or 9 images. The telephoto lens should be on wide angle for this work. It very important that you identify your location when taking this pan as groups exploring this location in future years will attempt to shoot from the same location

Since the sample stations have been standardized for AP5 and future AP expeditions, the students work-ing on this in the future will be able to compare how the first has changed. Using image-processing software these images can be joined and make into a Quick Time dynamic panorama.

4.5.2.2 Context Images

Each site will have unique circumstances and these can be imaged at will by the SS team. Furthermore,

wildlife can be imaged using the zoom lens of the camera. Images of this type are taken to record unique fea-tures of the SS. The macro capability of this camera is useful here. One idea might to try a stereo pair when an object has a significant three-dimensional aspect. This technique is under development and will be ex-plored during training for AP5.

4.5.2.3 Experimental Verification

There are a number of experiments where images will help the researchers piece together the data. The

following images should be taken of the various experiments as they apply to a given SS.

1. The Panorama. This should be taken without any students in view. 2. The ground cover area. 3. The water sampling location 4. River banks 5. Lake and pond banks 6. Watercourse panorama

4.6 Photocomparison Experiments (PCE)

4.6.1 General Description

Starting with AP9, a replacement for the largely unreliable probes has been to return to the sam-

ple kits, bu tto use a computer to effect the color matching. The experiment’s procedures are reduced to sampling the water and employing the test strip. Following this (about 1 minute) an image is taken on a white background of the test strip and the calibration scale associated with this measurement. The initial hope was that the computer could match the colours far more effectively than the largely untrained human eye. Early results are very promising. The program that matches the colours is AHP. Specific instructions are given below

4.6.2 Soil pH (PCE-SPH)

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The sample should be from 4" deep. Avoid touching the soil with your hands. Test different ar-eas of your soil, as it may differ according to past cultivation, underlying soil differences or a local-ized condition. It is preferable to make individual tests on several samples from different areas, than to mix the samples together. Place your soil sample into a clean container. Break the sample up with the trowel or spoon and allow it to dry out naturally. This is not essential, however it makes working with the sample easier. Remove any small stones, organic material such as grass, weeds or roots and hard particles of lime. Then crumble the sample finely and mix it thoroughly.

pH TEST ONLY:

1. Remove the cap from the green comparator and take out the package of capsules. Make sure the color chart (film) is in place. 2. Fill test chamber to soil fill line with soil sample. 3. Holding the capsule horizontally over the test chamber, carefully separate the two halves of the green capsule and pour powder into the test chamber. 4. Using the dropper provided, add water (preferably distilled) to water fill line. 5. Fit the cap onto comparator, making sure it is seated properly and caps tightly. Shake thoroughly. 6. Allow soil to settle and color to develop for about a minute. 7. Compare color of solution against pH chart. For best results allow daylight (not direct sunlight) to illuminate the solution.

4.7 Sampling Concerns

Sampling of the environment is prohibited in all provincial parks. One can only imagine how quickly

the landscape would be devastated if everyone came along and collected rocks and plants when they came. Some trails in Algonquin Park get 200,000 people a year walking on them. Thus, no sampling except for water will be tolerated. Look, examine, photograph and leave the park undisturbed. Furthermore, ani-mal feces should not be disturbed due to the possibily of scattering pathogens such as hepaviruses. Stu-dents may observe and photograph only.

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On the way to the Park, students will get a chance to investigate a sedimentary rock face. Here Mr. Chamberlain describes the stratification of the ancient lake bed that led to the development of the limestone. Only 2 km north of here the rock abruptly changes to the Canadian Shield.

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4.8 Formal Summary of all DTO’s, DSO’s, SET’s for AP5 Note Greyed Experiments will not be operated during AP10

INDEX DSO DTO EXPERIMENT DESCRIPTION TIME

(1 SET) (MINS)

NUMBER OF

READINGS

1 3-111 SS Air temperature 2.5 2 2 3-112 Soil Temperature Profiling 5 12 3 3-113 Hydrographic Thermal Profiling 7 12 4 3-121 Soil Hydrogen Ion Concentration Assessment -

PCE 3 5

5 3-122 Water Hydrogen Ion Concentration Assessment – PCE

4 2

6 3-131 Dissolved Oxygen Concentration Assessment – PCE

12 2

7 3-132 Calcium Ion Concentration and Water Hardness – PCE

5 1

8 3-133 Chloride Ion Concentration and Salinity – PCE 5 1 9 3-134 Nitrate Ion Concentration Analysis – PCE 5 1 10 3-135 Total Dissolved Solids 5 2 11 3-136 Turbidity Analysis Measurements 8 2 12 3-141 Albedo Mapping and Insolation Inferencing Ex-

periment 6 10

13 3-211 Avian Species Identification Procedures 10 5 14 3-212 Mammal Identification Activity 10 4 15 3-221 Analysis of Ground Cover Species – Photo only 10 40 16 3-222 Tree Identification Exercise 10 20 17 3-231 Surface Rocks and Regolith Assessment 10 10 18 3-311-

LDE Nightly Atmospheric Temperature Fluctuations 700 72

19 3-312-LDE

Diurnal Hydrothermal Fluctuations 700 72

20 3-313-LDE

Hydrogen Ion Concentration in Precipitation 5 1

21 3-314-LDE

Daily Dissolved Oxygen Variations 700 72

22 3-315-LDE

Cl Ion Leeching Experiment 10 2

23 3-322 Small Mammal Track Pad n/a n/a 24 3-323 Campground Track Survey 20 5 25 3-411 Soil Mechanics – Sand Content Determination 3 1 26 3-412 Soil Mechanics – Dry Feel Test 3 1 27 3-413 Soil Mechanics – Stickiness Test 3 1 28 3-414 Soil Mechanics – Moist Cast Test 3 1 29 3-415 Soil Mechanics – Ribbon Test 3 1 30 3-416 Soil Mechanics – Shine Test 3 1 31 3-420 Soil Depth Profile 10 40 32 3-431 Stream Morphology Measurements 10 41

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INDEX DSO DTO EXPERIMENT DESCRIPTION TIME

(1 SET) (MINS)

NUMBER OF

READINGS

33 3-432 River Morphology Measurements 10 41 34 3-433 Watercourse Bank and Bed Structure 5 10 35 3-434 Lakes and Large Ponds 5 10 36 3-440 Local Magnetic Materials n/a 2 37 3-511 Site Diagram n/a 1 38 3-512 Large Scale Drawings 10 1 per day 39 3-513 Watercourse Diagrams n/a 1 40 3-521 SS Pans n/a 10 41 3-522 Context Images n/a Unknown 42 3-523 Experimental Verification n/a 6

Students hard at work during the AP4 expedition. This is a forested SS. Thus only observations related to the for-

est can be effected. These sites allow the flora and fauna data to be connected to the various water bodies where data is also collected.

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Algonquin Park Expedition Technical Manual – AP10 117

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Algonquin Park Expedition Technical Manual – AP10 119

5 Sample Station

Procedures

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120 - van Bemmel

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Algonquin Park Expedition Technical Manual – AP10 121

5.1 Sample Station Constraints For effective control of the flow of the expedition there must be constraints on the time allowed at a

given sample station. There is a lifetime of things to study at any location, however, our mission does not have such luxuries. The aim is to get an overview of the park and its ecology and do this safely with no dam-age to equipment or students.

5.1.1 CBL Experiments

The CBL probes are expensive. They are delicate and need to be treated carefully. The procedures dis-

cussed in class are really important. Please take care of these instruments: they are meant to last a long time. Each night the ASEP will be inspected to ensure that everything is in order. It is in your best interests to come forth when equipment is not working properly or if a mishap has occurred.

5.1.2 Taxonomy

It is not realistic to expect students, barely introduced to a wilderness environment, to be able to identify

the biota as trained professionals. However, they can try, and many of the more common species are not that difficult to identify. I am looking for effort here. Identifications made of species that not indigenous to Al-gonquin will be marked down.

5.1.3 Time Constraints

Previous constraints on time have been removed for SS operations, but the workload remains the same.

You will have very little time beyond 45 minutes to explore a SS. Your leader must be back at a certain time and they will curtail operations if required causing your group to lose any marks for components that were not completed.

5.2 Sample Station Procedures (an Example)

The following is a timeline that might be useful for you to plan your group’s activities at an SS. I have

made this one complicated so that you can see a maximum case example. Each member is expected to know their stuff and be competent in their efforts. Lassitude and poor preparation will add significantly to the time line. Although each person will have their task to undertake, they should also seek to help other group mem-bers.

Remember the CBL can handle up to three probes so additional probe technicians are welcome when their tasks are complete.

In my example, the following are the members or tasks of the crew. DR- Data Recorder WCM1 – Watercourse Measurement CT – CBL technician WCM2 – Watercourse Measurement PT1 – Prime Probe Technician TGC – Trees and Ground Cover SSC - Sample Station Cartographer MB – Mammals and Birds ST – Soil Tester/Profiler ART – Drawing Artist The group leader has overall responsibility for the group’s efforts. They need to be a coordinator and

know that everything is working out properly. Some have taken the role of the DR and others the CBL work. It is up to you.

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122 - van Bemmel

SSET (mins)

Leader M1 M2 M3 M4 M5 M6 M7 M8

0 DR ENSURE ALL

MEMBERS ARE

GETTING ABOUT

THEIR WORK

CT DISASSEM-

BLE ASEP

PT CHOOSE SAM-

PLING LOCA-

TIONS

SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

1

DISTRIBUTE THE

PROPER PARTS OF

THE SSRF TO

THE VARIOUS

PEOPLE

CONFIGURE

CBL SET UP

CALIBRA-

TIONS FOR

ALL CON-

NECTED

PROBES

CONNECT

TEMP PROBE

,DO PROBE

AND PH PROBE.

SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

2 TEMP AND PH TEMP AND

PH TEMP AND PH SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

3 TEMP AND PH TEMP AND

PH TEMP AND PH SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

4 TEMP AND PH TEMP AND

PH TEMP AND PH SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

5 TEMP AND PH TEMP AND

PH TEMP AND PH SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

6 TEMP AND PH TEMP AND

PH TEMP AND PH SOIL TEST-

ING MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

7

FINISH RECORD

KEEPING CHECK

ON OTHER STA-

TIONS

SOIL TEMP

AND PH SOIL TEMP

AND PH LOCAL

GEOLOGY MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

8 SOIL TEMP AND

PH SOIL TEMP

AND PH SOIL TEMP

AND PH LOCAL

GEOLOGY MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

9 SOIL TEMP AND

PH SOIL TEMP

AND PH SOIL TEMP

AND PH LOCAL

GEOLOGY MAMMALS

AND BIRDS GROUND

COVER WCM WCM MAMMALS

AND BIRDS

10 SOIL TEMP AND

PH SOIL TEMP

AND PH SOIL TEMP

AND PH LOCAL

GEOLOGY MAMMALS

AND BIRDS TREES WCM WCM MAMMALS

AND BIRDS

11 SOIL TEMP AND

PH SOIL TEMP

AND PH SOIL TEMP

AND PH LOCAL

GEOLOGY MAMMALS

AND BIRDS TREES WCM WCM MAMMALS

AND BIRDS

12

CONSOLIDATE

DATA. TAKE STATUS OF

OTHER WORK

SETUP CALI-

BRATION

FOR DO, CA

AND NO3.

REPLACE PH AND TEMP

PROBES. ADD CALCIUM

AND NITRATE

PROBES

LOCAL

GEOLOGY MAMMALS

AND BIRDS TREES WCM WCM MAMMALS

AND BIRDS

13 DO, CA AND

NO3 TESTS

DO, CA

AND NO3 TESTS

DO, CA AND

NO3 TESTS

HELP OTH-

ERS MAMMALS

AND BIRDS TREES WCM WCM MAMMALS

AND BIRDS

14 DO, CA AND

NO3 TESTS

DO, CA

AND NO3 TESTS

DO, CA AND

NO3 TESTS

MAMMALS

AND BIRDS TREES WCM WCM MAMMALS

AND BIRDS

15

DO, CA AND

NO3 TESTS

DO, CA

AND NO3 TESTS

DO, CA AND

NO3 TESTS

CONCLUDE

MAMMALS

AND BIRDS

AND HELP

OTHERS

TREES WCM WCM CONCLUDE

MAMMALS

AND BIRDS

AND HELP

OTHERS

16 DO, CA AND

NO3 TESTS

DO, CA

AND NO3 TESTS

DO, CA AND

NO3 TESTS

TREES

17 DO, CA AND

NO3 TESTS

DO, CA

AND NO3 TESTS

DO, CA AND

NO3 TESTS

SITE MAP TREES

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Algonquin Park Expedition Technical Manual – AP10 123

SSET (mins)

Leader M1 M2 M3 M4 M5 M6 M7 M8

18

CONSOLIDATE

RECORDS. SET CALI-

BRATIONS

FOR CL, CONDUCTIV-

ITY AND

TURBIDITY

REPLACE ALL

THREE PROBES

AND DEPLOY

CL, CONDUC-

TIVITY AND

TURBIDITY

SITE MAP TREES

19

CL, CONDUCTIV-

ITY AND TURBID-

ITY TESTS

CL, CON-

DUCTIVITY

AND TURBID-

ITY TESTS

CL, CONDUC-

TIVITY AND

TURBIDITY TESTS

SITE MAP LEAVE THE

TREES

EXPERIMENT

AND HELP

OTHERS.

PHOTOGRA-

PHY PHOTOGRA-

PHY

20

CL, CONDUCTIV-

ITY AND TURBID-

ITY TESTS

CL, CON-

DUCTIVITY

AND TURBID-

ITY TESTS

CL, CONDUCTIV-

ITY AND

TURBIDITY TESTS

SITE MAP PHOTOGRA-

PHY PHOTOGRA-

PHY

21

CL, CONDUCTIV-

ITY AND TURBID-

ITY TESTS

CL, CON-

DUCTIVITY

AND TURBID-

ITY TESTS

CL, CONDUCTIV-

ITY AND

TURBIDITY TESTS

SITE MAP PHOTOGRA-

PHY PHOTOGRA-

PHY

22

CL, CONDUCTIV-

ITY AND TURBID-

ITY TESTS

CL, CON-

DUCTIVITY

AND TURBID-

ITY TESTS

CL, CONDUCTIV-

ITY AND

TURBIDITY TESTS

SITE MAP PHOTOGRA-

PHY PHOTOGRA-

PHY

23

CL, CONDUCTIV-

ITY AND TURBID-

ITY TESTS

CL, CON-

DUCTIVITY

AND TURBID-

ITY TESTS

CL, CONDUCTIV-

ITY AND

TURBIDITY TESTS

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

24

CONSOLIDATE

DATA AND

CHECK ON OTHER

STATIONS

STOW

PROBES STOW PROBES

AND DEPLOY

LIGHT METER

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

25

ALBEDO AND

SOIL DEPTH MAP-

PING

ALBEDO

AND SOIL

DEPTH MAP-

PING

ALBEDO AND

SOIL DEPTH

MAPPING

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

26

ALBEDO AND

SOIL DEPTH MAP-

PING

ALBEDO

AND SOIL

DEPTH MAP-

PING

ALBEDO AND

SOIL DEPTH

MAPPING

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

27

ALBEDO AND

SOIL DEPTH MAP-

PING

ALBEDO

AND SOIL

DEPTH MAP-

PING

ALBEDO AND

SOIL DEPTH

MAPPING

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

28

ALBEDO AND

SOIL DEPTH MAP-

PING

ALBEDO

AND SOIL

DEPTH MAP-

PING

ALBEDO AND

SOIL DEPTH

MAPPING

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

29

ALBEDO AND

SOIL DEPTH MAP-

PING

ALBEDO

AND SOIL

DEPTH MAP-

PING

ALBEDO AND

SOIL DEPTH

MAPPING

WATER-

COURSE

DIAGRAM

PHOTOGRA-

PHY PHOTOGRA-

PHY

30 PACK UP PACK UP PACK UP PACK UP PACK UP PACK UP PACK UP PACK UP PACK UP

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124 - van Bemmel

5.3 Sample Station Report Form (Sample)

This form is used by the students to record all the data they collect at a SS. Its use is described with each

experiment. The first one presented is the final version of the hand entry version last used during AP7. The issue with this type of data record is that mining data takes an inordinate amount of time. It was replaced by the second version that follows this one. The FDS were modified for AP10 resulting in both sets being shown.

This lovely waterfall is located on the Track and Tower Trail. The level of water fluctuates markedly throughout

the year. It can be very high during the spring run off. In the late summer, it can be reduced to a much smaller flow than this if the weather is dry. The flow of a major river is increased during a rainstorm for a couple of days as the water works it way to the watercourse. If the land has been clear-cut, all the rainwater will wash into the stream within a few hours. The soils of the forest act as a sponge.

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Algonquin Park Expedition Technical Manual – AP10 125

SAMPLE STATION REPORT FORM – AP7

Team and Chronology

GROUP NUMBER LEADER DATE ARRIVAL TIME

Location and Weather

TRAIL LOCATION CLOUDS AIR TEMP PRECIPITATION

SS ___-___-___

Checklist

WEATHER AIR TEMP ARRIVAL

TIME HABITAT WATER PH DO

WATER

SAMPLES MRPHLY

WATER

TEMP

SOIL TEMP SUN

SHADE TURBID CONDUCT SITE MAP AMIE

SOIL TEX-

TURE FAUNA BIRDS

GROUND

COVER TREES

EQUIP CHECK

LMM IMAGING

RECORDS W/C

IMAGES PAN

SOIL IM-

AGE WS IMAGE GC IMAGE

Habitat

LOCATION ALONG TRAIL FROM PREVIOUS

STOP SAMPLE STATION

TYPE OF HABITAT

Notes:

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126 - van Bemmel

DSO 3-222 - Tree Identification Exercise (TIE)

DENSITY LOCATION TYPE OF TREE PCT

SAME TYPE ANY TYPE DIAMETER HEIGHT

SS TRAIL

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Algonquin Park Expedition Technical Manual – AP10 127

DTO 3-231 Surface Rocks and Regolith Assessment (SROCA)

FISSURES COVER EROSION SHAPE

SSM ID (SS MAP)

SIM

ILA

RIT

Y

(0-3

)

LA

RG

ES

T (C

M)

SM

ALL

ES

T (C

M)

ME

AN

(C

M)

SIZ

E

FIL

LIN

G

NO

NE

MO

SS

LIC

HE

N

CO

LOU

R

SM

OO

TH

SC

RA

TC

HE

D

BR

OK

EN COUNT

OV

AL

SP

HE

RIC

AL

JAG

GE

D

BLO

CK

S

SSG1 SSG2

DTO – 3-444 Local Magnetic Materials

SAMPLE MAP ID AMBIENT B FIELD MAX B FIELD DIRECTION MIN B FIELD

NOTES

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128 - van Bemmel

Temperature Testing DSO 3-111 – Sample Station Atmospheric Temperature (SAT)

HEIGHT

ABOVE

GROUND READING 1 READING 2 READING 3 READING 4 MEAN σ

SHADED

HEIGHT

ABOVE

GROUND READING 1 READING 2 READING 3 READING 4 MEAN σ

SUNLIT

INDEPENDENCE OF READINGS

OTHER ISSUES

WIND AND WEATHER EFFECTS DCM

SP MM LT

CONFIDENCE LOW MEDIUM HIGH PROBE TECHNICIAN

TECHNIQUES

CALIBRATION DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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Algonquin Park Expedition Technical Manual – AP10 129

DSO 3-113 – Hydrographic Thermal Profiling (HYPRO)

READING 1 READING 2 READING 3 MEAN σ DEPTH PROFILE

SITE 1 20 CM 40 CM

SITE 2 60 CM 80 CM

100 CM TYPE OF FIT A B C R σA σA

INDEPENDENCE OF READINGS

CHOICE OF SITES ON MAP O

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

DSO 3-112 - Soil Temperature Profiling (SOPRO)

DEPTH SURFACE 2 CM 4CM 6 CM 8 CM 10 CM

SHADED TEMP

DEPTH SURFACE 2 CM 4CM 6 CM 8 CM 10 CM SUNLIT

TEMP

TEMPERATURE PROFILE REGRESS RESULTS

SUNLIT A B R2 R

SHADED A B R2 R

INDEPENDENCE OF READINGS ON MAP O

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN’ DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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130 - van Bemmel

pH Testing DSO 3-122-Water Hydrogen Ion Concentration Observation (WHICO)

READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ

SITE 1

SITE 2

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

SITE SELECTION CRITERIA ON MAP O

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

DTO 3-121 - Soil Hydrogen Ion Concentration Assessment (SHICA)

READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ SOIL PH

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

CONFIDENCE LOW MEDIUM HIGH OTHER ISSUES

TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER TI83 TECHNICIAN

EQUIPMENT

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Algonquin Park Expedition Technical Manual – AP10 131

DSO 3-131 – Dissolved Oxygen Concentration Assessment (DOCA)

READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ SITE 1

SITE 2

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

SITE SELECTIION CRITERIA ON MAP O

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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132 - van Bemmel

DSO 3-135 – Total Dissolved Solids (TDS)

READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ SITE 1

SITE 2

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

SITE SELECTION CRITERIA ON MAP O

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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Algonquin Park Expedition Technical Manual – AP10 133

DSO 3-136 – Turbidity Analysis Measurement (TAM)

READING 1 READING 2 READING 3 READING 4 MEAN σ SITE 1

SITE 2

CALIBRATION NONE O MORNING O MATHEMATICAL O CTRL SOL’N O

INDEPENDENCE OF READINGS

OTHER ISSUES

HIGH CAL RDG

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

DTO 3-141- Albedo Mapping and Insolation Inferencing Experiment – (AMIE)

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32

33 34 35 36 37 38 39 40

BOX NUMBERS TO COINCIDE WITH SITE MAP. ALL UNITS IN VOLTS.

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP SE LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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134 - van Bemmel

Avian Species Identification Procedures (ASIP) – DSO 3-211

BIRD ACTIVITY LOCATION DISCOVERY METHOD

RESOURCE

PA

SS

ER

INE

FLY

ING

WA

LK

ING

SWIM

MIN

G

WA

TE

R

TR

EE

AIR

GR

OU

ND

DIR

EC

T

CA

LL

RE

SO

UR

CE

BIN

OC

UL

AR

S

CD

STA

FF

GR12

GU

IDE

SSB1 SSB2

NOTES

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Algonquin Park Expedition Technical Manual – AP10 135

DSO 3-212 - Mammal Identification Activity (MIA)

MAMMAL ACTIVITY LOCATION EVIDENCE

FR

OZ

EN

CL

IMB

ING

WA

LK

/RU

N

SW

IMM

ING

WA

TE

R

TR

EE

WE

TL

AN

D

GR

OU

ND

SIG

HT

ING

FO

OT

PR

INT

S

SC

AT

HA

IR E

TC.

SSMI1 SSMI2

NOTES

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136 - van Bemmel

Watercourse Body Morphology FLOW CHARACTERISTICS AT SAMPLE STATION SHORE O FLOW VECTORS O OBSTRUCT O DMNSN O SAMPLE O BANKS O XSECT O

DSO 3-431 Stream Morphology Measurements (SMM)

DEPTH TEST 1 2 3 4 5 6 7 8

DEPTH (M)

POSITION (M)

DEPTH TEST 9 10 11 12 13 14 15 16

DEPTH (M)

POSITION (M)

WIDTH 1 WIDTH 2 WIDTH 3 WIDTH 4 MEAN WIDTH

C1 = _________

STREAM FLOW RATE MEASUREMENTS SITE v1 V2 v3 MEAN σV

SITE NUMBERS ARE BASED ON THE DEPTH LOCATION GIVEN ABOVE. DATA RECORDER

MEASURED BY MEASURED BY

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Algonquin Park Expedition Technical Manual – AP10 137

Team Duties for this Sample Station

NAME FUNCTION AT THIS S/S

1

2

3

4

5

6

7

8

Soil Testing DSO 3-410

TEST RESULT

DRY FEEL

STICKINESS

MOIST CAST

RIBBON

SHINE

SPECIAL CONDITIONS

ESTIMATED SOIL TYPE (ENTER PCT) DATA RECORDER MEASURED BY MEASURED BY SAND SILT LOAM

CLAY

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138 - van Bemmel

DSO 3-432 River Morphology Measurements (RMM)

SIDE 1 1 2 3 4 5 6 7 8 DEPTH

(M) POSITION

(M) SIDE 2 1 2 3 4 5 6 7 8 DEPTH

(M)

POSITION (M)

WIDTH 1 WIDTH 2 WIDTH 3 WIDTH 4 MEAN WIDTH

C1 = _________

RIVER FLOW RATE MEASUREMENTS

SITE v1 V2 v3 MEAN σV

SITE NUMBERS ARE BASED ON THE DEPTH LOCATION GIVEN ABOVE. DATA RECORDER

MEASURED BY MEASURED BY

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Algonquin Park Expedition Technical Manual – AP10 139

DSO 3-433 Watercourse Bank and Bed Structure

ITEM COMPOSITION WITH

PERCENTAGE STRUCTURE ANIMAL LIFE VEGETATION

BED

BANK

DR MEASURED BY MEASURED BY

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140 - van Bemmel

4.4.3.4 Lakes and Large Ponds DSO 3-434 GENERAL APPEARANCE

PROPERTY DESCRIPTION

PROTRUDING WATER PLANTS

PROTRUDING TREES

FLOATING WATER PLANTS

SHORE EROSION

TYPICAL SHORE STRUCTURE

OBSERVED WAVES

NEAR SHORE BOTTOM STRUCTURE

WATER LEVEL VARIATION

Sketch of Water Body from Sample Station

SHORE STRUCTURE O PLANTS O SCALE O SS LOC O

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Algonquin Park Expedition Technical Manual – AP10 141

Site Map DSO 3-511

NORTHING O SAMPLE LOCATIONS O COVER LOCATION O REFERENCE O SCALE O PAN O ALBEDO GRID O

SCALE: EACH BOX HAS WHAT DIMENSIONS? __________________

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Digital Imaging Record Sample Station Panorama DSO 3-521

RESOLUTION SETTING

H M L ZOOM

MIN ---------------- MAX CAMERA MOUNTING T H O

PHOTOGRAPHER

FRAME NUMBER CONTENTS TIME

Experimental Verification Images (EVI) DSO 3-523

COVER (FRAME NUMBERS)

SOIL SITE (FRAME NUMBERS)

WATER SITE (FRAME NUMBERS)

WATERCOURSE IMAGES (FRAME NUMBERS)

TARGETS OF OPPORTUNITY

CAMERA SETTINGS FRAME OBJECT

ZOOM SUPPORT REASON

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AP G T S

SAMPLE STATION REPORT FORM – AP10

Checklist

WEATHER

DATA AIR TEMP

ARRIVAL

TIME HABITAT

WC DEPTH

PROFILE WATER PH DO

WATER

SAMPLES WC SPEED

WATER

TEMP

SOIL TEMP SUN

SHADE TURBID CONDUCT SITE MAP AMIE

SOIL TEX-

TURE MAMMALS BIRDS HYPRO TREES

EQUIP CHECK

LMM WC DI-

MENS. ROCKS

IMAGING

RECORDS W/C

IMAGES PAN

SOIL IM-

AGE WS IMAGE GC IMAGE

JOB CODES

SOIL PH WC DRAW-

ING STEREO

PAIR BED/BANK

IMAGES 5/1 PCE NO2/NO3 PO4 CL NH4

GTS WEATHER

IMAGE

OFF-NOMINAL CONDITIONS NOTES

ID ISSUE SENIOR 1

2

3

4

5

6

7

8

9

10

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FLOW CHARACTERISTICS AT SAMPLE STATION SHORE O FLOW VECTORS O OBSTRUCT O DMNSN O SAMPLE O BANKS O XSECT O SCALE: EACH BOX HAS WHAT DIMENSIONS? ___________

AP G T S

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Site Map DSO 3-511

NORTHING O SAMPLE LOCATIONS O COVER LOCATION O REFERENCE O SCALE O PAN O ALBEDO GRID O SCALE: EACH BOX HAS WHAT DIMENSIONS? ___________

AP G T S

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TUR1 TUR2 SUN SOIL IMAGE SHADE SOIL IMAGE TDS1 TDS2

HABITAT SAT-HOG SAT-SUN SAT-SHA SWT1 SWT2 HYPRO2 HYPRO4 HYPRO6 SCDT

HYPRO8 HYPRO1 STSL-S STSL-2 STSL-4 STSL-6 STSL-8 STSL-1

STSH-8 STSH-1 STSH-2 STSH-S STSH-4 STSH-6

CST STK

RBN SHN

AP CT CC PCP WS WD LST PG GTS

ALB01 ALB02 ALB03 ALB04 ALB05 ALB06 ALB07 ALB08 ALB09 ALB10 # IN PAN FIRST PAN IMAGE

∆x WCD X1 WCD X2 WCD X3 WCD X4 WCD X5 WCD X6 WCD X7 WCD X8 WCD X9 WCD X10 WCV X1 WCV X2

WCV X3 WCV X4 WCV X5 WCV X6 WCV X7 WCV X8 WCV X9 WCV X10

IMG

WIDTH 1 WIDTH 2 WC IMAGE 1

WC IMAGE 2 GND COVER IMAGE BED/BANK IMAGE 1 BED BANK IMAGE 2 J1 J2 J3 J4 J5 J6 J7 J8 J9 J10

WEATHER DO / SOIL PH PHOS / AMMONIA 5 IN 1 STEREO CHLORINE

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5

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8

1

2

3

AP PG GTS

WIDTH 1 WIDTH 2 WC IMAGE 1

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

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TUR1 TUR2 SUN SOIL IMAGE SHADE SOIL IMAGE D02 DO1 TDS1 TDS2

HABITAT SAT-HOG SAT-SUN SAT-SHA SWT1 SWT2 HYPRO2 HYPRO4 HYPRO6 SCDT

HYPRO8 HYPRO1 STSL-S STSL-2 STSL-4 STSL-6 STSL-8 STSL-1

STSH-8 STSH-1 PH1 PH2 STSH-2 STSH-S STSH-4 STSH-6

CST STK

RBN SHN

AP CT CC PCP WS WD LST PG GTS

ALB01 ALB02 ALB03 ALB04 ALB05 ALB06 ALB07 ALB08 ALB09 ALB10 # IN PAN FIRST PAN IMAGE

∆x WCD X1 WCD X2 WCD X3 WCD X4 WCD X5 WCD X6 WCD X7 WCD X8 WCD X9 WCD X10 WCV X1 WCV X2

WCV X3 WCV X4 WCV X5 WCV X6 WCV X7 WCV X8 WCV X9 WCV X10

IMG

WIDTH 1 WIDTH 2 WC IMAGE 1

WC IMAGE 2 GND COVER IMAGE BED/BANK IMAGE 1 BED BANK IMAGE 2 J1 J2 J3 J4 J5 J6 J7 J8 J9 J10

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5

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8

1

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3

AP PG GTS

WIDTH 1 WIDTH 2 WC IMAGE 1

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

ID SIM AVG SIZE FW FF CVR ERSN SHP B FIELD TREE ID PCT DIA HT DENSITY BIRD ID ACT LOC DIS MML ID ACT LOC EVD

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6 Equipment Support

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The TOPS program has acquired and / or constructed a number of pieces of scientific and logistical equipment to facilitate the objectives of this expedition. In this section are detailed the items we provide for you and those that are expected to assembled by the FIT’s

6.1 CBL/T83 Interface

The TOPS program provides you an opportunity to use the CBL’s to connect to the probes and collect

data. However, the TI83 calculators are to be provided by the students. You are reminded that there are a number of reductions that have to be performed and that your work is due within 10 minutes after you return to our campsite. The greater number of calculators present will assist this task. CBL Batteries will be pro-vided, but you must come and get them from the LEM one student at a time. Mass battery orders will not be processed.

6.2 Carrying Case and Backpack

Also provided for you is a backpack to assist you in carrying the CBL based experiments. It ensures that

the equipment is safe and allows an inventory to be taken after a quick inspection. The side pockets of the pack are to contain one litre each of distilled water. This needs to be replenished each day.

The centre pocket can contain tissues to dry equipment, but they should be contained in a plastic bag to prevent them getting wet.

This backpack has practically no other spare room so another group member will have to carry this per-son’s lunch and personal articles. The weight of this pack is similar to a student pack.

6.3 Student Equipment Package (SEP)

Aside from the scientific equipment provided to students, there are a number of items students are ex-

pected to bring to support the aims of this expedition and these are listed below.

1. Binoculars. At least one set per group. Need 7x magnification or higher 2. A clipboard for at least half the members of the group. These will be necessary to write down your

observations. They have to be neat and readable. Vinyl clipboards are easier because they are easy to dry.

3. An umbrella or other item to keep your records and scientific probes reasonably dry if it is raining. This VERY important in the new world of FDS sheets and using markers, whose ink will run very significantly if it is raining. A group is permitted to record their observations on other paper if the weather is challenging and then copy these to an FDS in the van.

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6.4 ASEP Packing and Deployment

Meet your new best friend (or worst, depending on the circum-stances): the ASEP (fig. 1). This will be the pack that your FIT group will have with you throughout the entire AP trip, carrying all your sci-ence equipment. Below are labels for the pack and its contents.

Figure 2

Figures 1 and 2 give you a basic idea of where everything should be stored in the ASEP (yes, it all does fit). Make sure that before you leave base camp each day, you have everything stowed properly: if any-thing is in the wrong place you run the risk of damaging the equipment and skewing your results. If your equipment is treated properly and calibrated properly it will work!

6.4.1 Identifying Probes and How they Work

Before you can use the equipment properly, you must understand how the probes work. First, we will investigate the stainless steel temperature probe, the dissolved oxygen probe and the pH probe.

Figure 1

Pouch for Distilled Water

Pens/Pencils

Rope with Weight

CBL/Measuring Tape

Camera Color Scale

CBL

Calibration Solutions

Probes

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6.4.1.1 Light Extension Cable

This is not a probe, just a useful aid to using the probes. You can use this to as an extension cable should you find the cables provided for each probe are too short to reach your CBL. This is often helpful when you are using the UHT.

6.4.1.2 Stainless Steel Temperature Probe

Probably the most basic of all the probes to use and the sturdiest as well. The probe gauges temperature by sending current through the length of the probe and using a thermistor (variable resistor based on heat). It calculates resistance, and then plugs that resistance value into an equation that gives us temperature. You will find with all your probes that their readings will become more accurate if you prolong the exposure of the probe to whatever is being measured. For the temperature probe, it takes at least 11 seconds to reach a reading of 95% accuracy.

6.4.1.3 Dissolved Oxygen Probe

The DO probes as they have been delivered from Vernier have been extremely tempermental and prior to AP9 a decision was made to no longer replace these probes. Instead the process was to proceed with ob-taining colour sensitive vials or strips. At first glance this appears to be a major retreat to the inexactitude of AP1, but the AHP computer program provides a facility to digitally compare the test strip with its calibration making this comparison with a precision perhaps 10x better than a human can be expected to accomplish. This process also removes the arbitrariness of students judging colour strips.

6.4.1.4 pH Probe

Traditionally, when probes have been broken it has been the pH probe. Many people assume this probe is much more sturdy than it actually is (though it actually is pretty sturdy) and thus do not treat it properly. If there is one thing to be aware of it is that the bulb at the end can be broken relatively easily, and if it is, the probe will fail to function. You will find that the pH probe gets a full reading very quickly: 1 second for a 90% of stable value reading. Inside the handle of the probe, there is a circuit and depending on the acidity of the solution, it will change its voltage dependently. The pH probe is generally very accurate but always use

The left compartment, which is thinner, stores many of the probes. Please return your equipment exactly as you found it. This is expensive and will be used by many generations of students. The ion probes do not work effectively in the field and are not carried during expedition traverses.

Light Extension Cable

Temperature Probe

PH Probe

DO Probe

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common sense with your readings (this applies to all of the probes, really): if your probe is telling you that the water has a pH similar to battery acid, maybe it need calibration.

Figure 3

For AP9 the pH probes will be evaluated extensively, but with the advent of PCE and the low cost of narrow range pH paper, pH probes will probably not be replaced any longer if they fail. AP9 will probably have a mixture of pH probe operations with pH experiments being effected with test paper.

6.4.1.5 Flow Rate Probe

This probe is one of the most basic and durable of all your probes. Basically, put it into the water…and

that’s it! It takes 5 seconds to get a 98% of stable value reading, so bear that in mind. The way it works is very simple: the rotor spins, and at the opposite side of the rotor there is a magnet which in turn activates an-other electro magnet, so each cycle it sends a pulse to your CBL. No calibrations are required.

6.4.1.6 Light Sensor

The light sensor works by using a photo diode, which increases the current as the amount of light in-creases. For obvious reasons, never point this probe at the sun or any other object which omits large amounts of light. Another probe needing no calibrations, the only thing to worry about is scratching the lens. Other-wise it is fairly indestructible.

6.4.1.7 Turbidity Sensor

Your turbidity sensor is designed to analyze the amount of concentration of a sample. It’s operation is simple: once a sample is inside the probe, an LED is turned on, and based on the amount of light that is de-tected on the other side of the sample bottle (having gone through the sample) the turbidity (water clarity) is calculated. Keep in mind that scratches and / or dirt on the cuvette (small sample bottle used inside the tur-bidity sensor) will affect readings. Also, it must be kept level while taking readings. Before taking any read-ings, realize that the probe takes 7 seconds to initialize.

Flow Rate Probe

Turbidity Sensor

Albedo or Light Sensor

Conductivity Probe

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6.4.1.8 Conductivity Probe

The conductivity probe will tell you (drum roll) the conductivity of your sample. This, in turn, can be used to extrapolate information about ions, a total dissolved solid count, etc. Of all the probes this is the sci-ence manager’s favourite, as it requires no calibrations, gives meaningful results, and is very durable. Its operation is also very simple: there are two electrodes on the inside and the probe sends a current between the two and based on the resistance the sample gives, conductivity is measured.

6.4.1.9 Local Magnetic Effects Probe

Some rocks in Algonquin may have substantial amount of ferromagnetic materials contained in them.

We will issue 4 magnetic field probes which can be sued for such experiments. The user is reminded that these are Hall effect probes and so the direction of the magnetic field that is being detected is perpendicular to the axis of the probe. The user can orient the probe to find a maximimum value in a given situation. This orientation will reveal the direction of the magnetic field at this location. Remember to sense the Earth’s background field prior to making a reading. Also the reading will often drop off considerably as one moves away from the source. Consequently, make your reading effectively in contact with the rock unless it is cov-ered with mud or some other disagreeable material.

6.4.1.10 General Considerations with Probes

That sums up the basics of the computer probes for this Algonquin Park expedition. With a reasonable

dedication to your training, your understanding of them will be extensive enough to use them properly and get accurate and useful scientific data. Always bear in mind that the probes can be damaged easily and their readings can be skewed by careless use. Please treat them with respect and perform the experiments prop-erly.

6.5 Standard Solution Preparation Summary

PROBE CALIBRATION

SOLUTION RECIPE

50 mg L-1 Add 0.0474 g NaCl to enough distilled water to make 1L of solution

500 mg L Add 0.491 g NaCl to enough distilled water to make 1L of solution

1000 mg L Add 1.005 g NaCl to enough distilled water to make 1L of solution

Conductivity

5000 mg L Add 5.566 g NaCl to enough distilled water to make 1L of solution

pH 4 2.0 mL of 0.1 M HCl to 1L of 0.1M Potassium Hydrogen Phthalate

pH 7 Add 582 mL of 0.1 M NaOH to 1L of 0.1M Potassium Dihy-drogen Phosphate

pH 10 Add 214 mL of 0.1 M NaOH to 1L of Sodium Bicarbonate PH

Storage Solu-tion

Add 10 g KCl (s) to 100mL of pH 4 solution

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6.6 Common Equipment Package (CEP) During an expedition with this complexity, a number of spare parts are required. These will be found in

a central location in the male campground. As of this writing, the expedition office is the cargo compartment of a cube van. It will be divided in two uses. One half will be for the documentation of the trip and serve as an expedition office. Only the LSS, SDM, LEM, LRM and SEM are typically involved with activities in this area. The second half of this tent will be reserved for the CEP. This section deals with the organization of both of these areas and includes checklists for each.

6.6.1 Records and Scientific Data Centre (RSDC)

This section of the offcie will be reserved for all the records and blank forms that are required for this

expedition. The following list details the types of forms and such that will be kept in this location.

6.6.1.1 RSDC Parts List

STATUS PART NUMBER PARTICULARS

STOCK PACKED ON-

BOARD

3-1-1 At least one bound copy of the AP Technical Manual.

3-1-2 100 blank SSRF 3-1-3-1, 7 Two copies of each LDE

3-1-4 10 copies of the LSD – LDE forms

3-1-5 2 copies of Section 4 – Proce-dures for the Experiments

3-1-6 1 Copy of each health and per-mission form

3-1-7 DTL for this AP Expedition

3-1-8 Senior student tasking form 3-1-9 2 copies Van lists 3-1-10 Grade tracking forms

3-1-11 40 SSRF/FIT marking forms 3-1-12 40 ASEP Rubrics

3-1-13 5 spare hanger file folders 3-1-14 Document cases 3-1-15 Plastic to cover cases

3-1-16 First Aid Emergency Package 3-1-17-x Notebook computers (4 or 5) 3-1-18-x 12V Inverters

3-1-19-x Chairs (10) 3-1-20-x Cafeteria Tables (4)

All folders are to have the appropriate tabs and location prior to departure. One folder must be reserved for each type of form. Keep LDE work in separate folders. There will be

one folder for each FIT. Two cases (labelled) will be used for blank forms and LDE work. The other two will

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contain files for each FIT. The labels will range from 1 to 7. There will be one file folder at the front of the FIT files that will be RED in colour and it will be reserved for emergency items. This file must be reviewed each morning and night. The document cases cannot be left on the floor of the text, but must be supported by some type of table arrangement.

6.6.2 Central Stores and Support Equipment (CSSE)

The second half of the HQ tent will be reserved for any and all support equipment. This area is under

the authority of the Sm2 (S. Lang) as delegated by H. van Bemmel. This will have the tools, spare camping gear, and necessary replacement items such as batteries to facilitate the trip. This area will be stocked with the following items as a minimum.

6.6.2.1 CSSE Parts Listing

STATUS PART NUMBER

PARTICULARS STOCK PACKED ONBOARD

3-2-1 Algonquin Experiments Packages (ASEP) 7 3-2-2 Digital Cameras – Nikon E950 3 3-2-3 Tool box – HvB 1 3-2-4 Electronic Tool box 1

3-2-5 Tool Box – SL 1 3-2-6 Hammers 5 3-2-7 12” Nails 200

3-2-8 LDE Probe Extensions 3 3-2-9 Video Camera 1 3-2-10 Video Camera charging kit 1 3-2-11 ProWatt 300W Inverter 1 3-2-12 Paper Towel Bag 1

3-2-13 Garbage Bags 100 3-2-14 Naptha Fuel 20 L 3-2-15 Lanterns 3

3-2-17 Wood Saws 2 3-2-18 Plastic Ground Sheets 15+ 3-2-19 AA Batteries (Waterproof container) 500 3-2-20 Still Camera 1 3-2-22 Spare videotapes / Flash memory cards

3-2-23 Extension cords 3 3-2-24 Extra Velcro tape 2 m 3-2-26 Scissors 1 3-2-27 Extra bottles for Distilled Water 10 3-2-28 Water Standards 24

3-2-29 Distilled Water 30 L 3-2-31 FRS radios 8 3-2-32 Large tarps 2

3-2-33 5/16 of Nylon rope 30 m 3-2-34 Spare Battery for Video Camera 1

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STATUS PART NUMBER

PARTICULARS STOCK PACKED ONBOARD

3-2-35 Containers for Leaking food 6 3-2-36 Staple Gun and Staples 1 3-2-37 Notebook Computers (PC and Mac) 4

3-2-43 Flatbed Scanners 2 3-2-38 Canisters of Bear Spray 7 3-2-39 Fire Pit Grill 1

3-2-40 Camera Tripods 2 3-2-41 Camera Monopod 1 3-2-42 Universal Hand Tool (UHT) 7

6.6.2.2 Rental Equipment to be stored in CSSE

No equipment was rented for AP10.

6.6.3 Expedition Office Closeout Procedures These procedures are to be followed any time that the campground has to be left for any length of time.

It is for the protection of the material inside the office. Digital cameras are collected at the end of each traverse by the SEM and placed in a container within

the office until required in the morning when they will be reissued.

EVENT LEAD PROCEDURES

1 LSS Ensure that all documents are properly filed and that the cases

are closed. The plastic rain protection sheet should be fitted over-top of the files boxes. These boxes should not be on the ground.

2 LEM Ensure that the fire is completely out and that the firewood is

secured inside the APLS or wrapped in plastic.

3 LEM Ensure all tools, stoves and other CSSE equipment are stored

in their proper place inside the HQ Tent. Any water-sensitive equipment should be covered with plastic.

4 LSS The door of the office needs to be locked as does the cab, but

check with the driver that the key is in hand first!

5 LEM Ensure ALL garbage has been disposed of in the garbage

shed. Check tables for food waste.

6 SDM Ensure all computers are stored and that the power supplies

are off and disconnected from the power supply of the van 7 LEM Make sure the generator is inside the van

6.7 Algonquin Park Logistics Structure

Beginning with AP4, a transportable structure was designed and constructed to permit some relief from

the weather and permit the organization of equipment and eating during inclement conditions. This piece of equipment will be quite important during an inclement mealtime or to facilitate the checking of equipment. The following information is of a preliminary nature as the APLS is a project still underdevelopment as of this writing. For AP8, the APLS was extended two sections to a total length of 36 feet (about 11m) the width

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was unchanged. This additional length was extremely useful for storing additional equipment and facilitating food service during inclement weather.

In June of 2007, the APLS was damaged during a windy partial setup. His was assessed in the fall and six of the centre truss connector plates were damaged beyond repair and have to be replaced. Due to the harsh winter of 2007/08 this repair occurred in the spring of 2008. It is expected to take about 2 hours in total to install these along with the 2 x 2 bolt strip that is attached to them.

No repairs or

6.7.1 APLS Parts Listing (Preliminary)

1. 5 Central Folding Trusses (CFT) , Seven since AP8 2. 5 Sets of longitudinal spacers 3. 16 sets of cross braces, 22 since AP8 4. 30 sets of bolts for CFT 5. 20 Sets of bolts to connect longitudinal spacers 6. 100 Wood Screws to connect CB’s 7. Plastic Tarp 8. 50 Washers that will be captive to wood screws 9. Plenty of spares 10. One or two battery power drills for screws 11. Hammer 12. Drill bits (if required)

6.7.2 APLS Set-up Instructions (Preliminary)

1. Layout all pieces in an organized manner after off loading from transfer vehicle 2. Unfold the central joint of CFT 1 and 2 and hold them in place. 3. Place bolts in the appropriate hold to make these central joints secure. 4. Using the longitudinal spacers connect them to CFT1 and then extend them past CFT2 in all

three channels. 5. Obtain CFT3 and repeat until CFT5 is connected and the longitudinal spacers are all secure. 6. Screw on the cross braces to the roof panels. These should be positioned to span each panel as

much as possible (strength issues) 7. Using at least five staff (one on each post), raise one side of the structure (evenly!) and place

bolts to secure the legs in their extended position. 8. At the outboard side of the leg joint that has been raised in step 7, screw in the side longitudinal

spacers using lag bolts. These appear very similar to the centre roof stringer connected in step 4.

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Figure 6.7.2.1 Detail of the leg joint and the leg joint stringer. The plywood

piece is the housing of the leg joint and the light dots on it are the bolts that secure the leg joint in its chosen position. The piece going largely left to right is the leg joint stringer. At the extreme left the dark object is the connecter between two stringer pieces. Finally the diagonal piece is one of the braces supporting the side wall.

9. Screw another set of stringers at the base of the wall. 10. Screw on support braces to side in all panels. 11. Unfold the tarp and screw it on the side longitudinal, spacer just attached. This is best accom-

plished by screwing a 1 metre piece of 1 x 3 strapping on the outside and sanwiuching the tarp between the strapping and the bottom stringer. After pulling the tarp taut the same attachment techniq should be used for the leg joint string attached in step 8. It is important to minimize the play in the tarp to prevent excessive snap in the wind.

12. Drape the tarp over the structure and hold it with some staff. 13. Raise the other side of the structure and secure the leg joints with bolts. 14. Pull the tarp so that it is taut across the roof and hold with staff.

Figure 6.7.2.2 Wall detail in the finished APLS. In the upper cen-tre is the leg joint that was imaged in greater detail in Fig. 6.7.2.1. Here we can also see the detail of the roof braces and the central trusses. Also note along the bottom of the wall where the leg base stringer are at-tached. These are important for they anchor the tarp. The other lengths of wood you see in the lower image are extenders for the LDE. Notice how tight the tarp has been attached to the frame. In this configuration one end of the APLS is open and the rest is closed in. One has to be careful to position the structure so that the wind normally will not blow directly into the shelter. As of this writing the APLS has be erected 9 times and included in three AP expeditions. Aside from a thunder storm during AP5 on ED3 evening the shelter has not been exposed to signifi-cant winds. Although it appears rigid when agitated, its high wind per-formance is currently a topic of conjecture.

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15. Secure the final side longitudinal spacers so that they are about 15 to 25 cm below the extremity of the tarp.

16. Secure the tarp with cord or other fasteners. The expectation is that his should not take more than 1 hour from the initial off loading of the mate-rials.

Figure 6.7.2.3 The above image has the AP4 site crew deploying the APLS for the first time during an expedition. This was located at site 5 of the Whitefish Lake Campground. The structure is quite rigid when deployed, but awk-ward during the set up phase. A worker is required for each upright during frame lifting to prevent overstressing the frame. The entire deployment was performed by the site crew without assistance from the adult staff.

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7 Report and Presentation Requirements

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7.1 Introduction and Guidelines

Each copy of this document contains a sample report (in gibberish) that shows the format expected of the final document. Your work must follow these guidelines. Observe the absence of a title page and such like. Further, there is NO colour used in this report. NO appendices are permitted. The challenge here is to say a lot in a small space.

This work is due NO LATER than 1500 – on the day specified for your year. It may NOT be submit-ted electronically. Your report must be submitted in duplicate at this time.

You are expected to introduce the experiment that is being chronicled as if you were the investigators of same. The implications of various observations should be discussed. Furthermore, the techniques used and an estimation of measurement precision must be addressed. Some tests may have had calibration problems. This is paramount. Interviews with other group members who effected this experiment for another group may be necessary if SSRF’s are not complete or are lacking context. Groups requiring clarification of their particular role can speak to me privately.

Spelling, grammar and proper expression are essential. It demonstrates respect for your work and for its aims. It would be good advice for you to complete a preliminary document a week in advance. The SSRF’s will be available at your convenience.

Remember that a science paper is a serious technical document. Silly comments, cartoons, or diagrams without captions are unacceptable and indicate a lack of respect for the task. This also includes the presenta-tion.

Page limit: 6 pages (can be less, but at your peril)

7.2 Report Requirements

Please observe carefully the sample. All text is in TIMES. The title is 20 point and small caps. The au-thor’s names are listed in whichever order, they are in 12 pt small caps. Underneath each author should be a description of each person’s credentials. Please do NOT invent some, but rather indicate your primary task in your sample group as well as your research group. For example if your name was Henri van Bemmel and you took worked the probes for your group and researched mammals then your might write the following.

H. VAN BEMMEL

Group 4, Probe technician, Mammal Researcher

The first item below the names and introductions is the abstract. This is different from the “purpose” that has been used on previous lab reports. An abstract tells the reader the most scientifically important result of this experiment. It indicates what was done and the significance of the results. It takes some practise to write a decent abstract. The saying is that the abstract comes first and is written last. Ask for help if you need it.

The importance of citations and sources in a scientific paper cannot be overstressed. It is a scientist’s stock in trade. To not properly credit your sources is at worst plagiarism and at best very bad manners. Over citing is better than under citing. VI Sources Bishop, R., Observer’s Handbook 1999, University of Toronto Press, 1998

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Gehrels, T. Asteroids III, Webb, 1999 McMaster, M., Personal Communication, May 2001 van Bemmel, H., “Lightcurves of 4 Vesta”, DRMO Press, 1994 van Bemmel, H., www.interlog.com/~hmvb/lc.html, 2000 Your sources are to be alphabetical by surname. They are also printed in 9-point italic type. Citations In a science paper the text is written in third person past tense.

I measured the water temperature - 1st person past

He measured the water temperature – 2nd person past

The water temperature was measured – 3rd person past tense � this is what we want! If the name of a person must be mentioned to distinguish two observations etc, then it should be written with a first initial and the surname. There should be no way to determine the sex of the indi-vidual. For example,

Observations of the water pH were effected by two teams. A. Smith was probe manager of the first team and produced better calibrations than those by T. Jones.

Science papers are ideas. Ideas come from people. Any idea you use in your report that has come from

some reference must be cited. Failure to do so is very poor professional practise. A scientific citation is dif-ferent from a footnote. Footnotes, however useful, are rarely used in scientific papers. A citation indicates the author and the data of publication. More detail on a reference can be found in the sources of a paper at the end of the section. There are two types of citations. The first is when the author’s work is given as a subject or object of the sentence.

Work by van Bemmel (1997) led to the first observation of diffraction fringes by an asteroid. The second is when a fact has been given that comes directly from the work of others

The use of advanced placement courses at MGCI has increased student retention rates at univer-sity. (McMaster, 2000).

If your group has two or three members then all names are given.

(van Bemmel and McMaster, 2001) or

(McMaster, van Bemmel and Lang, 2001)

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However citations that are longer than this are unwieldy and are abbreviated using the following form. (van Bemmel et al, 2001). The Latin “et al” means “and others”. Many modern collaborations have a hun-dred or more scientists included. Therefore, this abbreviation is necessary. 7.2.1 Sample Report (in gibberish)

On the next four pages is a gibberish version of a formal report. While you will have varying figures and other details, the report should appear the same. There should not be more than 5 or six sections. The figures can go across both columns, but only if there is justification in the detail being presented in the figure.

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SPECTROSCOPIC ROTATIONAL LIGHTCURVES OF 44 NYSA

H. VAN BEMMEL Director David Reain Memorial Observatory, Keswick

M. MCMASTER

Director TOPS Program, Marc Garneau CI, Toronto

A. FERNANDO Senior Research Fellow California Institute of Technology

A. PAY

Carnegie Laboratories, Sacramento

(Received 08 June 2001)

alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

I. INTRODUCTION

Alkdfg ;alsmf;a lsmg fal ;ksd gnml;

aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm

g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as. Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

II. OBSERVATIONS

Alkdfg ;alsmf;a lsmg fal ;ksd gnml;

aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf ml;as.

Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

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Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas;

ldkgma ;lsdkmf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd.

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

III. A NALYSIS mg;al skd. alkdfg; alsm f;als mgf al;ksd

gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd.

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alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg;

laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k

dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg;

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laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

IV D ISCUSSION mg;al skd. alkdfg; alsm f;als mgf al;ksd

gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg;

laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf Alkdfg ;alsmf;a lsmg fal ;ksd gnml; aksdmg ;laksd mg;al skd. alkdfg; alsm f;als mgf al;ksd gnml ;aks dmg; laksdm g;alsk dgmals;k dgmas; ldkgma ;lsdkmf l;aksf

V. SOURCES lkdfmas;lkdfmals;kdfm;almaw ;eoilfmaewl;fmaw;oiefmna;oiwef nfga;oiesgnoiae;gneaoi;wgneas;oi ingasi;ognaeso;ignaes;oinge;oasignes esoigneiaso;ngas;oignaoes;insa esieruioartujoiwaprqngoairgnaalkdfg;a mf;alsmgfal;ksdgnml;aks

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7.3 Presentation Requirements

A scientific presentation always begins with credit begin given to the various individuals or institutions that either funded or academically assisted in the research. The presenter should then move to an introduction of what is to be discussed and then follow through with a thorough discussion (time permitting) of each topic. Your audience will appreciate the organization and be better prepared to listen knowing what topics will be discussed.

You are permitted to use overheads, charts, models and computer projection equipment. The operation of same is your responsibility. You should not be fooling around with trivial technical details at the time of your presentation. Make certain that all resources are properly retained for reuse during the question period.

All presentations MUST include the following topics:

1. A general description of the experiment and how the probe worked. 2. The necessary calibrations and the confidence that they were effectively completed in the field 3. Raw data presented in a meaningful format. 4. Trends of these readings across the measured area of the Park. 5. Implications of this data presented in a meaningful manner 6. Suggestions on where this research may lead 7. Each member must speak for at least 2 minutes on technical material. (“MC’ing” not counted) 8. No speaking notes permitted, however, you can look at the PowerPoint. 9. Questions may be directed to a specific group member. 10. The question panel may have experts in it. 11. The presentation will conclude 15 minutes after its inception. (timed) 12. The question period will not exceed 10 minutes. 13. Mr. van Bemmel and the other teacher will mark presenters individually and collectively. 14. Audience students are expected to have questions as well. 15. You are expected in business dress while presenting. This means shirts, ties, and dress slacks for the

boys and business dress for the girls. (Skirts(girls) and Jackets(boys) etc. are not mandatory). You must SPEAK to the audience at your presentation. Reading a report etc. is unacceptable and will

be heavily docked. You are expected to be masters of your paper, which will have been read by Mr. van Bemmel prior to your presentation. Attached to this booklet is a sample, judging form. Missing a presenta-tion requires a doctor’s note with the stipulation that your were not physically capable of this effort at your appointed time.

The question panel may have experts serving on it; so be prepared. Your audience may have unan-nounced guests. You have only one chance to make a first impression. Be prepared!

Presentations often have a time limit. Many organizers do not indicate the length of the expected ques-tion period. Ask them and then arrange your work so that it is timely.

You are expected in business dress while presenting. This means shirts, ties, and dress slacks for the fel-lows and business dress for the ladies. (Skirts etc. are not mandatory). This might be slightly overdone for some audiences, but you will never be criticized for being too professional. However, the converse is often true.

You must SPEAK to the audience at your presentation. Reading a report etc. is unacceptable and will be heavily docked. You are expected to be masters of your paper, which will have been read by your instruc-tor prior to your presentation. Thus, there will be no speaking notes permitted during your presentation. Glance at (i.e. do not read) your PowerPoint or overheads if you need a reminder. Remember a prepared speech is different from a presentation.

Missing a presentation requires a doctor’s note with the stipulation that your were not physically capa-ble of this effort at your appointed time.

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8 Camping Practices

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8.1 Tents

Fig. 8.1.0.1 Students will be provided with expedition quality tents. You will sleep 3 per tent. This was the boys’

campground during AP4 . Meals will be held at the picnic tables except when the weather is inclement. Then meals will be held in the APLS.

8.1.1 Construction

The seniors will be shown how to erect a tent similar to the one that you will live in at Algonquin Park.

No personal tents will be permitted for the Grade 10 students. You will sleep with three other class members of the same sex. You will be provided with a tent, sleeping pad, clean cold water and access to a stove. Your tents will be erected by senior students.

8.1.1.2 Fair Weather Tent Deployment – Eureka Timberline Tents (Outfitter)

EVENT ASSEMBLY PARTICULARS FOR FAIR WEATHER TENT DEPLOYMENT

1

Choose a tent site in a flat area that is not in a low spot. If possible, place the tent on a grassy sur-face rather than a gravel one. Also, check the area for game trails. One should never place a tent on a game trail as animals will be attracted directly to the tent as they follow their normal “roads.” You must also be careful about overhanging tree limbs that might break off during the night. A tent offers little protection from such hazards.

If the weather is warm, place the tent so that the prevailing wind (NW) can easily blow through the tent. However if it is cold, not only should you place your tent across a prevailing wind direction, but also attempt to obtain shelter from the wind. Remember in cold weather it is the wind that is a killer as much as the temperature.

2 Lay out your ground sheet in the direction that the tent is to be erected.

3

Open the tent bag and remove the tent and its supporting poles and stakes. If you have been is-sued plastic yellow stakes contact one of the tent inspectors who will be supervising the erection to obtain metal spikes. The plastic stakes will NOT hold adequately. Please leave them in the tent bag to be returned with the tent.

4 The tent will be in two parts. The larger part is the tent proper. It will have the doors and mos-

quito netting attached to it. Lay this out with the screen side up. It is best if you do not walk on top of your tent to avoid making a hole in the mosquito netting.

5 Lay the tent in the desired direction on top of the ground sheet. Stretch the tent so that it is a rec-tangle and stake loops are available on each corner. Hammer in the stakes until they are level with

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EVENT ASSEMBLY PARTICULARS FOR FAIR WEATHER TENT DEPLOYMENT tangle and stake loops are available on each corner. Hammer in the stakes until they are level with the ground.

6 Assemble the aluminium support rods. There are five rods that are each connected by a shock

cord. Four will have a small end and a large end. The fifth will have two small ends. You will also have two short hollow bars. Assemble all five poles and lay them out on the tent.

7

Notice that the hollow bar has a marking that says RIGHT, or some such thing. Insert two poles, making an A. Next insert the third small-small end pole into the centre hole. Go to the other side of your tent and assemble the other A and then carefully connect the centre hole to the small/small pole from the other A. You should now have two A’s connected by the small/small pole.

8 The ends of the A’s will typically be well outside the tent. With a friend holding the frame, insert

the end of the metal loops found on the rings at the tent stakes into the bottoms of the A’s on all four corners. The frame is now ready.

9 Connect the tent to the frame with the clips available. Open and tie back at least one of the en-trances.

10

Place the rain fly over the frame and using the shock cord to connect it to the rings at the corner stakes. Using the metal or plastic clips, connect the fly to the tent wall and then stake the four elastic straps with nails or metal stakes. Make sure that your side stakes are reasonably tight. This will pull the tent wall away from your equipment and reduce the chance of wetting.

11 Roll the ground sheet so that the excess is ON TOP of the rest of the ground sheet, and ensure the entire ground sheet is under the tent.

12 Place the clear plastic sheet (provided by the tent inspectors) inside your tent and spread it out. 13 Blow up all three air mattresses to preference and place all gear in the tent.

14 Your sleeping bag however packaged must also be in a garbage bag. Your clothing however

packaged must also be in a garbage bag before you leave.

15 You need to get ready for the first traverse. Follow the group checklists for all the equipment you require for this. Are your experiments ready to go?

8.1.1.3. Foul Weather Tent Deployment Issues The tent must still have the same final configuration as described in the table above; however, the proc-

ess used to achieve this end is different if the weather is inclement. Aside from the actual deployment proce-dures, the workers should carefully observe the sections of the campsites that flood. This can be a problem after the rain has stopped. Attempt to locate tents to minimize the chances of this happening

There will be three two basic options: Option 1: Deferment. The set up of the tents and other gear will be delayed until later in the afternoon.

This means an immediate beginning of the first traverse. It will conclude one hour or so earlier and hopefully the weather situation will be better at this time.

Option 2: Deployment during inclement conditions. If the weather is wet and all reasonable defer-

ment options have been explored we may have to set up our tents and such in the rain. The primary objective is to work so that your tent stays as dry as possible inside. This can be achieved if you work together with your tent mates. The following changes to the above procedures are required.

Option 3: Use the APLS. Erect the tents inside the APLS and then transport the finished structure to

the site after construction. If the rain is very hard it might be wise to store the finished tents in the APLS until it subsides.

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8.1.1.3.1 Foul Weather Deployment Procedures

EVENT ASSEMBLY PARTICULARS FOR FOUL WEATHER TENT DEPLOYMENT 1 All personnel should be wearing suitable rain gear for this entire exercise.

2

Chose a tent site. This site should be a flat area that is not in a low spot. If possible, place the tent on a grassy surface rather than gravel. Also, check the area for game trails. One should never place a tent on a game trail, as animals will be attracted directly to the tent as they follow their normal “roads”. You must also be careful about overhanging tree limbs that might break off during the night. A tent offers little protection from such hazards.

If the weather is warm, place the tent so that the prevailing wind (NW) can easily blow through the tent. However if it is cold not only should you place your tent across a prevailing wind direction, but also at-tempt to obtain shelter for our tent from the wind. Remember in cold weather, the wind is a killer as much as temperature.

3 While in a sheltered location like your van, open the tent bag and remove the poles and stakes. If you do not have metal stakes, obtain them from the tent inspectors.

4 Go out to your tent site and set up the poles as described below. When finished, you should have a

frame that is ready for the tent

5 Assemble the aluminium support rods. There are five rods that are each connected by a shock cord.

Four will have a small end and a large end. The fifth will have two small ends. You will also have two short hollow bars. Assemble all five poles.

6

Notice that the hollow bar has a marking that says RIGHT, or some such thing. Insert two poles, making an A. Next insert the third small-small end pole into the centre hole. Go to the other side of your tent and assemble the other A and then carefully connect the centre hole to the small/small pole from the other A. You should now have two A’s connected by the small/small pole.

7 In a sheltered area make a “sandwich” out of your ground sheet (bottom), your tent (netting side up)

and the rain fly. This will be carried to the site of your poles by three of you, keeping the rain fly over your tent at all times.

8 Place your “sandwich” under the tent frame.

9 Without driving in any tent stakes, insert the ends of the small/small pole into the ends of the A’s.

With a friend holding the frame, insert the ends of the metal loops found on the rings at the tent stakes into the bottoms of the A’s on all four corners. The frame is now ready.

10 When ready move the fly back and quickly drape it over the frame. Very quickly attach the loops

over the bars and the central clip. Replace the rain fly. Next, secure the rain fly to the frame. The tent is now reasonably waterproof.

11 Stake your tent at the corners.

12 Along the sides connect the fly to the tent wall and then stake these four connectors with nails or

metal stakes. Make sure that your side stakes are reasonably tight. This will pull the tent wall away from your equipment and reduce the chance of wetting.

13 Roll the ground sheet so that the excess is ON TOP of the rest of the ground sheet, and ensure the entire ground sheet is under the tent.

14 Place the clear plastic sheet provided by the tent inspectors inside your tent and spread it out. At-

tempt to keep your plastic as dry as possible before bringing it into the tent.

15

When entering your tent you must be careful with wet coats and boots. Remove your outer-wear in-side out so that it will yield little water and place it in a garbage bag. One person should enter the tent and deploy the equipment while the others hand in the equipment. Use the entrance that appears to let in the least amount of rain.

16 Blow up all three air mattresses to preference and place all gear in the tent.

17 Your sleeping bag, however packaged, must also be in a garbage bag. Your clothing, however pack-aged, must also be in a garbage bag before you leave. Place these bags on top of your air mattress.

18 You need to get ready for the first traverse. Follow the group checklists for all the equipment you

require for this. Are your experiments ready to go?

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EVENT ASSEMBLY PARTICULARS FOR FOUL WEATHER TENT DEPLOYMENT

1A Tents may also be assembled in the APLS and then carried to the designated site.

8.1.2 Gear Stowage

When leaving your tent for a presentation or a traverse, the equipment in your tent

must have the configuration given below in table 8.1.2.1. Getting gear and clothing wet due to rain can result in a very uncomfortable night. During AP1, AP2 and AP3 signifi-cant campground flooding occurred. To be clear this water is not very deep, but it does seep into the tents in low-lying situations. This is due to rather poor drainage. Some of this has been corrected by the Park, but the situation is still not the best. However, we can deal with this effectively if we all cooperate. The biggest problem occurred during AP2 when the rain came on ED2. The tents were all deployed on ED1 and all was well the first night. It was impossible to predict with certainty where the flooding would occur in advance, as the undulations in the campsite are gentle. If this were to happen again, your clothing and sleeping bags would be dry due to the garbage bags and if necessary, we will issue you a new tent and mattress. So even it is wet things do not have to be too bad. The tents are rain proof and water in a tent usually comes from underneath not above. You may find that the inside the tent walls are damp in the morning. Try to keep your sleeping bag away from the walls. This condensation is due to your breath as you slept. It will evaporate as the day warms up and you open up the tent and exchange the air.

These procedures are conservative, but are necessary to prevent the time wasting and safety issues of wet gear and cold temperatures. The inspectors will enforce these stan-dards. Support them - they are on your side.

UPDATE Since AP8, the TOPS program purchased a significant qualtity of camping equipment

at significantly reduced prices. The savings on the renting of equipment from an outfitter will pay for the captical cost of this equipment in 2.5 expeditions. The new equipment has much better sealing for the tent floors. It is also only used by TOPS expeditions and consequently should last a while. The experience of AP8 indicates that this decision has had a major improvement in student comfort. However, the foregoing concerns are still honoured to prevent isses with wet gear if these newer tents are overwhelmed.

8.1.2.1 Gear Stowage Checklist

ITEM PARTICULARS AND STANDARDS

1 All clothing (dirty or clean) should be in one or more garbage bags. These bags are to be closed with a clip or clothes pin.

2 All sleeping bags should be in one or more garbage bags. These bags are to be closed with a clip or clothespin.

3 All garbage bags should be placed on air mattresses.

4 The ground sheet is completely under the tent.

5 Any water in the tent is wiped up.

6 Tent doors are completely zipped up.

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ITEM PARTICULARS AND STANDARDS

7 Sides are reasonably tight, pulled out and away enough to be taut. If you have issues with this, staff and senior will help you.

8.1.3 Rain Concerns

The deployment of the tent and the procedures for “safing” your clothing and sleeping equipment will

go a long way to prevent the discomfort found by some during AP2. Your dedication to these procedures will ensure that you have a reasonably comfortable trip.

Remember, it is much harder to dry an item than to keep it from getting wet. Take your time and use some discipline. If you remove your raincoat inside out and keep any wet gear in a separate garbage bag, you should not have to deal with too much water contamination. Another problem involves your shoes. You should remove them as you enter your tent. If it is raining, these shoes will probably be muddy. Work to-gether with your tent mates to keep things clean. You can put your boots in a garbage bag to keep the dirt out of the tent. If you want, you can step into the garbage bags and then sit down and remove your boots. You can also sit in your tent with your feet sticking outside and remove your footwear and store then in a garbage bag.

Please do not scrimp on rain gear. You will be out in the woods for many hours if it is raining. Branches and other items will catch on the gear and can quickly wreck a vinyl raincoat. It is your comfort and safety. Even after this expedition, a raincoat is always useful. Remember that although the rain has stopped the trees especially the spruces and pines are soaking wet and their needles can hold a tremendous amount of water. As you walk along a trail near these trees a lot of water can soak your clothing as you brush against the branches. Running into two or three of these will soak your clothing through. So you may be asked to wear you rain gear even though the rain has stopped. No one really likes walking in rain gear, but it sure beat being thoroughly soaked so it is important that you follow the instructions of the staff member or the senior present.

8.1.4 Wind and Cold

The weather at this time of year (early May) in Algonquin Park can have varying extremes. Although

rare, snow is NOT out of the question. In cold weather we face the spectre of wild chill. You will be hiking and working and may perspire. The worst combination is wet, cold and windy. Wet skin will loose heat 65 times faster than dry skin. Cotton fabrics are the worst and must be changed to prevent too much body heat lost. The secret here is to address this BEFORE you get really cold. While some hardship may occur, this should not be protracted. You need a coat or coat sweater system that is warm AND rain proof. This no joke folks, and you will not be permitted on the trip unless properly prepared. If there are any problems in this matter please speak to Mr. van Bemmel.

8.2 Food 8.2.1 General Diet Concerns

This is a four day expedition. You will eat your own homemade lunch for Day 1 Meal 2. You will also

be able to have fast food for meal 2 of day 4. In between will be the food that you prepare for yourself. For this short period, a balanced diet is not essential and may not be possible due to the lack of refrigeration fa-cilities. However, your diet should be filling, with plenty of complex carbohydrates. Food such as porridge, oatmeal, bran and pasta are great and easy to prepare. Although you can have a snack, you will not be able to fulfil your obligations to this mission if you eat only junk foods. You will be under significant time con-straints. If you can prepare a food item without cooking, this is even better as it will save time. Gourmet preparations are not the idea - they take too long.

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Fig. 8.2.1.1. Your lunch will eaten in the bush and so no long messy preparations will be possible. This is the AP3 senior staff enjoying their second lunch on the Hockley Valley Training Hike in early April of 2002. This 24 km hike included over 1 vertical kilometre of elevation change. This is the lot of a senior assistant during an Algonquin Park expedition!

8.2.2 Breakfast

Four large bran muffins and a drink should suffice. You can also have oatmeal or something quick. Re-

member you have only two hours, in this time, LDE experiments may have to be tended to, and the equip-ment for this day must be organized. You must also wash your dishes and make your lunch as well. So get going and get ahead of schedule. Eat more than you normally would, you working pretty hard! Weight con-scious people need not worry, I have yet to gain weight on a camping trip. No pancakes at breakfast. They are too messy

8.2.3 Lunch

There will no heat provided at lunchtime. You are expected to make your lunch at breakfast time.

You should have about 50% more food with you than you eat at school. Sandwiches such as peanut butter, Nutella and such like are easy to prepare are filling and offer energy. For dessert, more muffins, whole grain cookies, granola bars and such are good. I suggest that commercially made cookies will be a disappointment as they are full of simple sugars. Your drinks must be put into reusable containers. Glass and Metal contain-ers are BANNED ($100 fine per container!) on the trails. I drink Gatorade instead of Kool-Aid as it has a little more value in replacing the salts lost in the hikes through sweat.

Please pack your lunch in a plastic container so that it will not get mushed by other articles in your pack. You must also pack out any waste items produced by your lunch.

NO Glass Bottles, Metal cans or Large plastic soft drink bottles permitted away from Highway 60

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8.2.4 Dinner

When you return to the campground at the end of the day you will be tired. Make you dinner preparation simple. Steaks can be brought if they are frozen or properly vacuum-sealed. Any food with blown seals will be inspected by Mr. van Bemmel (12 years in the meat business) and may be rejected if problems are sus-pected. Certainly colder temperatures will allow such food to remain edible for longer, but you cannot fore-see the weather and furthermore the vans can get fairly warm if parked in the sunshine even if the air tem-perature is reasonably cold.

Noodles, and Kraft Dinner are favourites. ALL food residues must be cleaned up immediately and placed in plastic bags in the garbage building.

8.2.5 Snacks

You will be working hard and having a few snacks is fine. I might recommend items like granola bars or

M&M’s, as they will not melt if the weather is warm (Smarties will). REMEMBER, NO food in your pock-ets, or tent. Your snacks must also be in plastic in your pack. You can get them out at a sample station.

8.3 Basic Hiking Skills 8.3.1 General Trail Walking

Algonquin Park is located on the Canadian Shield. The trails are well worn and reasonably well marked.

However, they are uneven with many rocks and tree roots protruding. They will climb steep hills and plunge down steep descents. Although not particularly technical, you can be injured if you are not paying attention. Take your time. The average hiking speed should not be faster than about 1 ms-1. This translates to about 3.6 to 4 km h-1.

Most of you will not have hiked 15 or more km often in your life. You will need to conserve your en-ergy. The group is expected to stay together for safety and you will be well advised to walk at a measured pace. Some other suggestions follow.

Fig. 8.3.1.1 Algonquin’s trails often have boardwalks to help hikers through wet areas. Marker signs identify trails. Backpacking trail markers are diamond-shaped and those for day hiking trails are round. If you walk the trail in the ac-cepted direction (ie the direction I want), the symbol will be on the signs. In the reverse direction, it will not.

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The following advice assumes that you have adequately prepared yourself by walking the required 100 km before the trip

1. Do not climb “useless elevation”. Every time you raise your body in elevation, you are consuming

energy. While climbing the hills on the trails is part of the exercise, you can significantly add to your total elevation gain in a given day by walking over rocks and fallen trees instead of around them. Re-member; do not give anything away to Mother Nature. If she “wants” something of you, she will take it!

2. KEEP YOUR FEET DRY. Blisters and other foot ailments occur with much greater frequency if your

feet are wet. My recommendation is to wear two pairs of sports socks in your hiking boots. I suggest that you avoid the really plush socks as these can cause a lot of rubbing when they get wet. Remem-ber hiking is different than day-to-day walking. Your feet will get wet with sweat, but the double socks will prevent rubbing with the boot. However, avoid puddles and other wet areas as much as possible. Although you boots may get damp, this is not the same as them getting soaked.

3. Aside from sweat issues, you should attempt to avoid situations on the trail where there is water over

the trail. Step on rocks and branches and try not to soak your boots. Boots take a long time to dry and it is better if they never get too wet.

8.3.2 Hills

The hills in Algonquin are sometimes steep, but they never last for very long. However, the terrain is

rolling, and if you are careless, the hills will take a lot from you. The human body is not very interested in the total amount of energy required, but rather how fast this

energy needs to be provided. At rest you require about 100W to run your body processes. You can ask a fur-ther 100W with light activities, but after this we start to pant and sweat and such like. While the hills may require us to pant we can take care of our muscles and preserve our endurance.

When climbing hills the following tactics may be of some use.

1. Take baby steps. You should not be increasing your height up the hill by more than 15 cm (6 inches) per step. The speed of the hike will slow on a hill. The staff will be reasonably considerate.

2. Use switchbacks. By taking a longer, but less steep track up a hill reduces the power requirements on

your body. If the trail is wide enough you can do it by zigzagging across the trail bed. Be conserva-tive at the beginning of the hike. Most of you do not have enough experience to know how you will feel at the other end of your trip. Near the end, you can decide how conservative you might be.

3. Ensure that you boots are properly laced and no laces are undone. 4. Descending hills is when most injuries occur. TAKE YOUR TIME. Again if the hill is steep and your

pack is heavy attempt to switchback to prevent undue strain on your knees. Furthermore, be careful of your footing as a fall when heading downhill is more serious than on the flats.

8.3.3 Wet Weather

Rain is as much a part of the ecosystem as sunshine. How we adapt to rain on our body is the hazard and

our discomfort. You are required to carry and wear, when asked, your rain gear. This includes a rain jacket and rain pants. As mentioned above (with tents), your rain gear should be reasonably durable as the branches

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may poke holes in cheap gear. A baseball cap will prevent the rain from streaming down your face and can also be an effective sunshade.

Trails will be slippery. A wet rock is a slippery rock. Mud will be deeper. Branches and other handholds will be slippery. Water levels and speeds will increase. Views may be obscured.

8.3.4 Calls of Nature

In a large group calls of nature are inevitable. Normally these will be accommodated in the latrines in

the campground. However, since the students are away from camp for about 9 hours each day other arrange-ments must be made. Calls of nature along the hiking trails that do not have any facilities naturally must be handled differently to protect the privacy of the individual and the health of the group.

All groups are required to carry sufficient toilet paper for any eventualities. Group leaders are responsi-ble for checking this. If a call of nature is required on the trail, the following procedures should be followed. Female students requiring advice on feminine issues can discuss this with a female staff member. All female students have been briefed prior to leaving school to the proper procedures for dealing with menstrual peri-ods and their effects in a wilderness setting. People requiring further information on this matter can contact Mr. van Bemmel.

1. The student involved should make their situation known to the staff member in charge of the hike.

Please DO NOT sneak off alone. We all are human and there is nothing to be embarrassed about.

2. The hike will stop and take a break while the student goes off the trail to a private location. No group members are permitted to pester or otherwise disturb the peace of this person.

3. When you have arrived a suitable location find a tree that is about 1.5 inches in diameter and is solid enough to support your weight. When relieving yourself you cannot foul your clothing. Aside from embarrassment, your feces contain a number of aggressive bacteria that should be not be ingested by you or your hiking partners. Thus, you need to lean away from your ankles to prevent this situation. To avoid falling, grasping a tree is a very effective and reasonably comfortable way of depositing your excrement away from your clothing.

4. Dig a hole about 6 inches deep at an appropriate distance from your tree.

5. Remove appropriate clothing and relieve yourself.

6. Carefully clean yourself and leave the toilet paper in the hole.

7. Cover up the hole, but do not step on the dirt. The microrganisms in the soil will thank you.

8. If possible, wash your hands afterward. If you did get any feces on your hands, gravel or sand is very effective “scrubbing” material when you do wash. Purel or other water sanitizers can be used as well.

9. Report to the staff member upon return.

8.3.5 Clothing

Your clothing on a hike, aside from rainy day issues described above, should be in layers. Your under-

garments should be comfortable and well worn. You should have combinations of clothing that can accom-modate a warm or cool day. The weather at this time of year is highly variable so you must be prepared for any eventualities. Wool is a great material, as it will retain much of its insulating properties when wet. Cotton is not a good choice, as it has no warmth when damp. Blue jeans are a bad choice, as they will take a very long time to dry so they are strongly discouraged. Nylon hiking pants are best, but light cotton pants can work, as the insulation on the legs is not as important as that of the torso.

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8.3.6 Insect Pests

Early May will typically find black flies active in Algonquin Park. The hordes of mosquitoes are still about 3 weeks away. Deer flies and the other pests of summer are not out yet. Black flies spawn in running water streams. They say that 50,000 black flies can come from one m2 of a river! However, black flies are only active during the day and early evening. If the weather is cold, you will not see them. Although repel-

lents are reasonably effective at preventing insect bites, they do not reduce the mental strain of the bugs flying around your head. This is why insect hats or jackets are required equipment on the trip. Use of the hats and jackets will also increase the science return of the expedition as your will be able to concentrate on the science and not the bugs!

Furthermore, do not let the bugs win. You will live! Do not complain about them or go on at great length about them. It will do no good at all. I assure you they are not listening!

8.4 Expected Preparation

For this trip to be a success, you must prepare yourself physi-

cally, mentally and academically. The sections below stipulate what is expected for AP5.

8.4.1 Fitness

Most of you are new to outdoor experiences. You will find

this trip a real challenge if you do not prepare your body for this effort. If you neglect this portion of the trip’s requirements and cannot complete your work, you will lose marks as it was a pre-ventable problem. The following are physical fitness expectations for this trip.

1. Walk a minimum of 120 km starting with Winter Break and

ending at the end of April. No walk should be less than 30 minutes and two should be in excess of two hours of uninterrupted walking.

2. Walk on some hills like the Don Valley to get your legs used to the demands of the trip. 3. You are expected to attend the Hilton Falls Hike on 17 April as a training exercise. 4. Consider following the hiking goals in this table.

EVENT DESCRIPTION DIFF. HIKE DIST

TOTAL DIST.

1 30 – 45 Minute walk over sidewalks

and park trails. Easy 4 km 4

2 45 – 1 hour over city streets and

park trails 5 km 9

3 45 – 1 hour over city streets and

park trails 5 km 14

4 1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 km 21

Figure 8.3.6.1 Although too early for all but the most energetic mosquitoes, early May can present a significant black fly situation. The bug hat above or a bug jacket physi-cally keeps these creatures away from you allowing you to work in peace. All students require this type of protection.

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EVENT DESCRIPTION DIFF. HIKE DIST

TOTAL DIST.

5 1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 28

6 First longer walk. Fairly flat or few

hills. Long 10 38

7 1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 45

1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 52

8 Second longer walk. Include more

hills and speed. (Not too fast, but it should be a purposeful walk)

Long 12 64

1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 71

1-2 hour over city streets and park

trails, but begin to include some hills like the Don Valley

7 78

9 Hilton Falls Medium , but long

24 km 101

10

Neighbourhood. Designed to keep your legs in shape. Keep walking up hills. After about 1 week include a longer walk of about 10 km

20 km 121

8.4.2 Mental

Not every event during this expedition will be to your liking. If your life has been completely “citified”

and this suits you, sleeping in a tent and making your own food on a picnic table at 6:30 am may require some personal growth. Every reasonable effort has been made to make your sleeping situation safe and com-fortable. We need you to try your hardest. Endless complaining serves no purpose. You need to learn to cope with less than ideal situations. Your friends will also tire of any endless complaining. There is much to be done and you will have to do your part. Adult life will be like that too.

8.4.3 Academic

This is a tremendous opportunity to learn about not only environmental science but also to gain signifi-

cant experience in fieldwork. The science benefit of the fieldwork will usually be commensurate with the effort made prior to the expedition to learn about the processes being studied and the equipment used to make those studies. This equipment must be properly calibrated and used with proper techniques in order to achieve reasonable results. It is strongly suggested that you involve yourself in the academic preparation ag-gressively as possible.

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9 Databases

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9.1 Photo Gallery Thanks to preliminary work done primarily by SM1 and with the periodic assistance of SM (AFD),

hundreds of images were taken of the equipment and circumstances of this expedition. This section chroni-cles the images taken, their identification names, and the file structure, complete with a CD ROM that will be burned with these images.

9.1.1 Nomenclature

To identify images that relate to this trip in a manner that is easy and yet permits organization is essen-

tial to the use of this database. The essential aspects of the nomenclature are the type of image and the AP trip that it was taken for. In

addition, the month and year are important, as is the subject of the image. Although inconvenient, it is better if the images can have an 8 character file name as they can be emailed without loss of detail. This may make the names cryptic. Please consult the abbreviation table.

Example: 3-123P23.JPG This would be an image taken during AP3 by group 1 on the second traverse at SS number 3. Referring

to the traverse allocations we can see that this image would have been taken at the shore of Coon Lake. The “P” indicates that this is part of a panorama and the 23 indicates that this is 23rd or the 123rd or the 223rd etc image taken by this group on traverse 2.

9.1.1.1 Image File Name Code (Expedition)

POSITION PARTICULARS

1 This is the number of the Algonquin expedition. This will focus the dates very quickly. If the image was taken in support of a later expedition it should still have the same first digit.

2 A dash. This sets off the first digit and allows quick scanning

3 The group number 1 – 7 = students 0 = staff on a pretrip

4 The traverse number 1 – 4 = students 0 – 9 = trail number taken from a reference to this trip if staff on a pretrip.

5 1 – 4 = Sample Station Number (Real trip Student photographer) Letter code = Staff image from a pretrip Object type description

A – Algonquin Park facilities L – Lakes C – Campground features H – Historical Aspects W – Trail features P – People T – Trees S – Safety Issues B – Birds M - Mammals

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POSITION PARTICULARS 6 The purpose of the image

Letter code = Student photographer (see table below) P – Panorama at SS E – Equipment Z – People (non technical) B – Birds M – Mammals W – Watercourse pan R – Geology G – Plant material S – Stereo pair C – Ground Cover X – Water Sample Site

7 Frame count tens digit

8 Frame count ones digit.

Type JPG

Time Encoded by camera when saved

9.1.1.2 Image File Names – Stock Images

Images taken by staff prior to an event or for general use in this effort will have a different naming

scheme. This is detailed below. This is also an 8 character code to facilitate email and other programs with this restriction.

Example C371TNT4.JPG – This would be a tent taken in July of 2001 for AP3 C – Camping Equipment 3 – Taken for AP3 71 – month and year of image TNT4 – Four-person Tent

9.2 AHP Operations Manual

The issue of data mining for the students after the return from the expedition was becoming increasingly untenable. In the previous incarnation, the SSRF’s had about 20 pages resulting in voluminous files and a sm of aobut 1100 pages of data from any expedition. The reoganziation of sample stations for AP9 resulted in an increase of SS from 54 to 74. This was done to increase the coverage of the data collection over the highway 60 corridor. This increase would have further exacerbated the paper blizzard in the archive. A suggestion was made by a student after either AP6 or AP7 to digitize the database. On the surface this appeared to be a daunting process given the paper. Furthermore, the notion of having seniors simply typing in the data from the SSRF’s was perceived to be excessively tedious and time consuming. My approach was to consider not only the digitization of the database, but also a method to record the data in a scannable form. With the ir-regularities of the previous database and the numerous non-functioning probes, a subsequent decision was made to focus on the collection of data in a scannable manner and to set aside the digitization of the older database.

Thus the Algonquin Heritage Project (AHP) compuer program was born. It has the ability to read scans of the Field Data Sheets and store this data into memory. It also can perform interpolation of the PC experi-ments to a precision easily 10 or 50 times greater than the unaided human eye. Finally, it has a facility re-name a majority of the scientific images taken at a sample station to our nomenclature system. Only the im-ages of opportunity must be manually renamed and AHP provides assistance here as well.

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When students are working on their scientific papers after the Algonquin trip, they are given a “reader” version of AHP along with the database that will also them to mine the database from home. This program can be copied from the DVD and the security on it lasts until 30 June of the year in question.

9.2.1 Reading Scans

Students on an Algonquin Expedition will fill out Field Data Sheets. For each SS there are cur-

rently two of these. The basic concept is to make the sheets scannable is to first ascertain where the number will be permitted to go. This is effected in a grid format permitting a maximum of 270 indi-vidual digits per FDS page. Additionally, the location of the data from a particular experiment has to be establhied as well so that when scanned AHP will know which experiment is represented by this data. This is accomplished by having “7-segment” blanks in faint grey indicating where a digit is lo-cated. The experiment is indicated by an acronym just above the ghosted digit. An example is found below

A part of a FDS page 1. The fine lines make square “7-segment 8’s”. This is the expected location of a digit. The

small capital letters are the acronyms that indicate what experiment is being reported.

Part of the same page after students have filled in some of the readings. Using a medium point magic marker, they

simply trace out the “segments” of the number they wish to convey.

The FDS sheets pages 1 and 2 are scanned (24 bit – color – 300 dpi) using a flat bed scanner and then are saved in the appropraite directory location. The directory tree is described in section 9.2.6 below. Suffice to say that the tree is organized by FIT number then SS number and then has sub directories below this for images and scans.

When AHP is to read an FDS scanned image, the program is started and the appropriate year of the ex-pedition is entered on the launch screen. The user then selects scanner and the program reverts to Form1. Here the user uses the controls in the upper left to choose the number of the FDS they are scanning. They then press the button “Get FDS” and the window to the right will display the desired FDS. This situation is shown in the figure below. After the desired FDS image has been selected then the reading of the scan can being. The scanned images have to be stored into the proper directory. If AHP gives an error message indi-cating that it cannot find the base data, the user has to go to the “Preferences” screen and set the file path at the top of the screen to the appropriate value. This is easily done by pressing “Browse” and then navigating

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through the file tree to the AHPDATA directory. Sim-ply highlight the DIREC-TORY not the AP Expedi-tion number you desire. Af-ter doing this, the “Save Path” button will turn red indcating the user should press it as the path has changed. When this is com-plete restart AHP and the data should be available.

To begin scanning the FDS image, the user first has to make sure that AHP is properly aimed and calibrated. Each scanner and set of FDS photocopies will have a slightly different orientation. Normally properly scanned or photocopied im-ages will not have any appreciable rotation. Scanners are excellent devices for this purpose as the effect of the scan is create high contrast, optically flat images that make this type of scanning less complicated.

9.2.1.1 Calibration of the Scan Reader

The image to the left

shows the controls that will most be used for the calibra-tion process. This data is saved by the user and for a given expedition; it should not have to be modified further. It may even suffice to have a single calibration for the en-tire expedition run.

First a basic tour. In the upper right of this image is controls that determine which digit on the scan is being tar-geted. Normally this is the one in row 1 column 1. This will appear as the SECOND row on the FDS sheet as the row numbers are zero indexed. When you have selected the digit coordinates of interest press “Evaluate”.

AHP will then read this digit only and indicate to the user what it sees. If the

checkbox in the low centre of the form “Enable Graphics” is selected, then a zoomed view of the digit and the location of where AHP is searching for the segments is presented. This is a valuable display for the cali-bration exercise. Observe also in the centre of the screen the display of the “Scanned Character”. This indi-cates the value read by AHP. If the character is not recognized the display will show an asterisk “*”.

To calibrate the AHP reader the red aiming bars must be centred on the “open regions” of the digit. This is perhaps confusing. Consider below an example of properly calibrated digit. Theadjustment required for

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calibration is controlled by the X and Y values found in the centre left of the above image. These values can be manipulated directly by num-ber or by using the sliders for coarser adjustments. The smallest ad-justment using a slider is 10 units.

When you have achieved an acceptable calibration, press the “Save Cal” button. To verify that a reasonable scan can be made the user can press the “Mid” button beside where the digit was selected to obtain a digit in the centre of the scan easily. By once again pressing “Evaluate” the user can determine if the calibration is adequate this far in the scan. Finally, pressing the “Max” button will take the user to the end of the FDS and a final confirmation of the scan alignment can be

made. If small tweaks cannot solve this issue then the user will have to recalibrate the size of a specific digit or perhaps the number of digits in a row or column. These controls are found in the mid to upper left of the screen just below the FDS number selection control. The user will have to use some deduction on values to try. The best strategy is to get a good alignment with the first digit and then immediately move to the “Max”. Normally this is not excessively difficult and then the reading of the scan can occur. If a scan shows signifi-cant rotation, AHP cannot accomodate it. The other controls on this screen are more for engineering and de-bugging purposes and should not be needed by the basic user.

9.2.1.2 Reading Scans

When the calibration has been properly effected, the user will naturally move onto the reading of the

scans themselves; the primary objective. The calibration should not have to be repeated by the user for a given set of photocopies and / or scanner type and setting. If a scan shows a number of missed characters, the user can do a quick calibration check using the “Max” and “Min” buttons. Failing this, the problem can often be with careless filling out of the FDS by the students.This leads to mark consequences over time.

9.2.1.2.1 Scan Reading Control Checkbox Options

The reading controls to the left have 4 check boxes that give the opera-

tor some options of how the read of the scan sheet will occur. The first one requires that a blank digit will be read as a space. The second checkbox will have the program control return to the scan screen after going to the SS dis-play screen. “Auto Refresh” causes another press of the “Get FDS” button before a read. This removes any calibration markings that have been stored in the previous image. “Auto Save Cals” if checked this saves the calibration setting before a read is taken.

9.2.1.2.2 Read FDS

To read a scanned FDS after the above calibrations have been effected,

the user need only press “Read FDS”. AHP will then read the scan and the progress bar above the button will become active. It will fill the progress bar completely a time or two, but in about 3 or 4 seconds the read of the scan will

be complete.

9.2.1.2.3 Viewing Results of a Scan To verify the result of a scan, the user then presses “View Read Data” and a new window is spawned

showing simply the characters that have been read. The display is in rows and in the order that the cells were

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read. The font is a reference type so the columns are preserved. The user can inspect this display and deter-mine if the read is acceptable. Characters that could not be scanned will be displayed as asteriks.

9.2.2 Saving Data

The user can save the data that has been scanned when the Reader screen is displayed. The

reader screen will show all of the scanned data properly formatted with the codes referenced from the sheet to indicate habitat, animals, trees, birds, soil types and such like. Furthermore, referenced images will be displayed in the appropriate window for that experiment.

If data has been previously loaded this this will be indicated to the user. They can choose to dis-play the newly red data alone or combine it with the previously read data. This will routinely happen when saving the second FDS scan. If you wish to copy on top of saved data simply do not allow AHP to load previously saved scans.

9.2.3 Naming Images

In the reader form, there is an option to name the

images taken for scientific purposes during a given SS. Their DSCN/IMG numbers are encoded onto the FDS in the appropriate location. For these images that are re-quired for the SS, the renaming is performed automati-cally. Images taken as images of opportunity are re-named by the SDM (or delegate) and help is provided by Ahp for this process.

To access the imaging naming aspect, the user in the “Reader” screen will press the “Images” button. This will produce the following screen.

9.2.3.1 Imaging Screen Orientation

This screen is divided into three basic parts. The

upper right is a set of annunciators that indicate the status of the renaming process. Most of these indicators

are related to the images whose DSCN numbers are encoded onto the FDS. When the user has suc-cessfully renamed these images, these indicators change colour to green. If any are still red then the user can tell which ones either do not apply to this SS (i.e. a forested site with no water testing) or ones that did not scan properly either due to a poor calibration or sloppiness in the drawing of the digits.

9.2.3.2 Imaging Screen Main Controls

These buttons and check boxes are the main conrols of the Imagaing screen. Before we begin the two buttons la-belled “Button 7” and “Button 5” are not currently configured and can be ignored. The “Enable Oppt” button allows the naming of Images of Opportunity to be effected. This is done by the enable of the “Name” button just to the lower left of the group of buttons described in this section.

Pressing “Update Status” will cause AHP to reassess the status of the annunciators above this set of controls.

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The one of the features of AHP is the auto renaming of images to the AHP image nomenclature system. This is done by first press-ing “Enable Auto Name” and then the “Auto Name” button. The first of these two is a safety feature preventing an accidental or premature renaming of the images. NOTE: the “Raw” directory in the AHP file tree must keep its images even after renaming as AHP uses this to populate the “Reader” screen as the DSCN numbers are encoded into the data facilitiating this type of retrieval. So it is important that while a user may while to delete files to conserve memory, those in the “Raw” directories of an SS must be maintained. (see section 9.2.5)

9.2.3.3 Naming Images of Opportunity Images of scientific value but colled in a serendipitous manner

are know as Images of Opportunity (IoO). Naming of such images requires an operator led by the SDM to assess these images and make selections of their content based on the available categories.

To rename an IoO, the user presses “Next” to load in the next image. Its DSCN or IMG number is displayed in the location of La-bel 4. The user then checks the radio button that is closest to the theme of the image and then presses “Name”. The control for the stereo pair will be incorporated into the auto naming system.

When an image has been renamed its new name is displayed where Label5 shows on the image to the left.

9.2.4 PC Experiment Reading

Over the years, experience has shown that many of the calculator based probes are sufficiently

robust for extended use in the field. Each year many replacements had to be purchased and the ion probes have membranes that expire within a year regardless of their up keep. With each probe cost-ing hundreds of dollars a new approach had to be found. During AP1, pill type kits were used by the students to make their tests. However, the original decision to go to the probes was due to the very coarse values that typically come from the pill type colour comparison kist. A typical situation would have the user discering between 5 or 6 shades. The coarses of this approach was unsatisfactory from the standpoint of scientific analyses. If to solve the probe dilemma we were to return to the pill kits a method had to be found that would increase perhaps by a factor of 10 the ability of the system to ob-tain reading from these tapes and pills. The solution was to create a computer program that would match the colours of the calibration strip to the test strip. It worked. Effor was made to produce cali-bration strips whose colour fidelity was indicerable from the one provided by the manufacturer. On the same sheet of paper (laminated) would be a box where the test strip was to be placed. Next, a digital image of same would be taken. The DSCN number of this image is encoded on FDS1 and is renamed by AHP as above.

To effect a measurement, the user will have to effect the scans as described above and save the data. Go into the data of a given SS by choosing the reader option and selection the sample station of interest. In the lower right of the SS screen select the PCE option. This will launch the PCE form. From here the user will select the experiment that would like to measure by pressing the appropriate button on the left hand side of the form. After doing this the image related this experiment for this particular SS will load in the large picture box in the lower right fo the screen. Calibration must be done everytime that a measurement hass been taken or at least with each new image. This is due to the lighting conditions of a given image will vary largely due to ambient lighting conditions. The

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data collection teams are required to make these images with even lighting and no appreciable glare, debris or shadows involved. However, this calibration exercise is brief. The colour references have been made large to reduce ambiguity. Furthermore, the calibration strips must be (a) linear and (b) presented horizontally in the image.

To effect a calibration the user moves the mouse to the end of the reference scale that has the LOWER values of the parameter to be measured and clicks the mouse. It is best if this is near the ex-treme edge of the reference scale. The user then moves to the other end and repeats the process. If a successful calibration has been made, AHP will display a small plot of the spectrum of RGB across the scale in the lower left of the PCE screen.

To effect a reading, the user now moves their mouse to the test strip region of the image and clicks in the centre of an evenly colured region representative of the colour of the entire strip. The user then presses the ‘Take Reading’ button and the interpolated reading is displayed. If the user wishes this data to be saved with the other data collected during the expediton then they press the ‘Save Reading’ button. If the ‘Post in Main Display’ box is checked then the data will appear in the SS screen to which you will return when done effecting PCE measurements.

The user can continue this process for all relevant experiments for a given SS.

9.2.4.1 PCE Screen. The controls on this screen allow the user to have AHP interpolate the results of the tape and pill tests. This generally provide a 10x or better improvement in interpolation resolution for such experiments. A fur-ther benefit of this process is the prevention of spurious observations that occur with regularity with the probes. Cur-rently due to the variations in the images, a user is required to perform this work.

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9.2.5 Data File Structure AHP has a file structure that is logical and is organized around the expedition number, FIT,

traverse and SS numbers repectively. All of these directories must be unver the umbrella of the ‘AHPDATA’ directory which can be located in any accessible parent directory. The images below show this in detail

Above and to the right are two directory trees from the AHP computer program. Above is the general tree showing what is in the root of the AHPDATA directory. To the right is an expanded version of the sub-directories found in a given FIT directory. It is current incarnation, the FIT directories each have four traverse directories (Tx) immediately submordinate. Within each of these are a series of sample station directories (SSx) and then for each sample station are the sub-directories used to organize the images and the data as given above. This directory struc-ture is rigid with AHP and cannot be altered in that the program will look for these specific directories. The titles are case sensitive. 9.2.6 Installing AHP

To install AHP or AHP Reader you are given a disc with the directory tree and the program files.

It is imperative that the tree be installed without modification. If you are running XP and do not have a dot.NET framework (probably the case if you do not have Visual Studio.NET) thenyou will also have to run the utility program dotnetfx.exe which comes on the AHP disc. After this copy the pro-gram to the location you desire and run it. Users will then have to go into Settings and point your AHPDATA directory as it is arranged on your computer.

9.2.7 AHP Reader

AHP reader is a version of AHP that has reduced functionality in that is does not permit its users to modify the data in anyway. Thus the PCE and scanning buttons have been locked out. However, the ability to view the data is completely available to all users, including the data from AP8 and AP9.

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9.3 AEMS Operations Manual AEMS is an anacronym for the Algonquin Expedition Management System. It is a new piece of

software designed to allow the managers and staff a better sense of how well the expedition’s plan-ning and preparation is coming along. The software is largely finished, but due to databse interface problems, time did not permit this aspect from becoming operational prior to the freeze date for this year’s work.

9.3.1 Overview 9.3.2 Calibrations and Settings 9.3.2.1 Loading Initial Event List 9.3.2.2 Setting up Database 9.3.3 Changing Event Status 9.3.4 Adding New Events 9.3.5 Daily Email Advisory 9.3.6 Alert Email Advisories 9.3.7 MMT Agenda 9.3.8 Installing AEMS

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10 Forms

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10.1 Gr10 and Senior Packages These have been removed from the TM. They are produced each year for the information of the parent

of both junior and senior students.

Fig 10.1.0.1 The West Gate of Algonquin Park. This where the permits for the trip will be issued. Just to the right

of this image and further down is the Birchbark billboard where the picture will be taken.

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10.3 Staff Instruction Manual Staff members have an important role on this trip. Although each have their own outdoor experiences

the regulations for AP5 are conservative. It is asked that each staff member familiarize themselves with these regulations especially those for late arrival and other emergencies.

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ALGONQUIN PARK EXPEDITION – APX

SILVER CREEK HIKE

HOCKLEY VALLEY HIKE

HILTON FALLS HIKE

PRE-TRIP

MAIN TRIP

STAFF INSTRUCTION MANUAL

H.M. VAN BEMMEL

REVISION 7 – FEBRUARY 2006

X

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ALGONQUIN PARK EXPEDITION – AP7 Instructions for Staff

1 General Objectives 1.1 Overview 1.2 Staff Preparation 1.3 Student Equipment

2 Science Objectives

2.1 General 2.2 Specific Trail Stops 2.3 Naturalist Presentations

3 Timelines and On the Trail

3.1 Daily Time Line Example 3.2 Along the Trail Issues 4 Flora and Fauna Concerns

4.1 Animals 4.2 Plants 4.3 Campground

5 Safety and Organization

5.1 First Aid and Emergencies 5.2 Late Arrivals 5.3 Driving and Commute to Park 5.4 Training Sessions 5.5 Early Trip to Park 5.6 Hilton Falls Hike 5.7 Silver Creek Hike (Seniors and Staff Only) 5.8 Hockley Valley Hike (Seniors and Staff Only)

6 Discipline 7 Algonquin Park Technical Manuals

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I GENERAL OBJECTIVES

Health Form Due ASAP PLEASE! 1 Overview

As group leaders, we are responsible for the welfare of 72 (max) energetic youngsters in a wilderness

environment. The objective of this expedition is to examine to the greatest possible degree given the prepara-tion of the students the ecological conditions of southern Algonquin Park. Although fellowship will be part of this experience and a campfire is planned for Friday night the prime objective is science; science effected primarily by the students.

I would like to personally thank all of you for volunteering for this adventure. You represent the finest that this profession offers. This experience will be a memorable one for many of the students. Thanks again for making it possible.

1.2 Staff Preparation

Most of the students on this trip will not have camped or spent much time in a wilderness setting. They

will require your assistance for many tasks until they get a sense of how basic camping procedures will work. Furthermore, they are quite mark focused and since this adventure represents 10% of their year, they will want to do their work well. It is hoped the training that students will get prior to leaving home will alleviate many of the problems. They will have worked on the scientific equipment in class and should be (at least as a group) proficient in its use.

Considering the forgoing, it is important that all of you are properly prepared. You are the people

that I will count on if there are problems. Please ensure that your equipment is sound and comfort-able. I will rent items for you (at no cost to you) if you are concerned about some of your gear. You are encouraged to bring you own tent and other equipment if you prefer. I will make NO arrangements regarding equipment UNLESS you tell me to!

Further to the issue of preparation, your personal fitness should be at least reasonable. You will

be walking about 17 or so km per day on hilly and rugged terrain I would rather if you were not com-pletely exhausted afterward. About 100 km of preparatory walking in the preceding month should do it. You are welcome on any of the practise hikes indicated on the title page. See me or Steve Lang for directions.

If you have any concerns about these matters please see as soon as possible.

1.3 Student Equipment All grade 10 students are expected to bring the items listed in the Grade 10 student package. I am pro-

viding tents (4 man tents for 3 students), air mattresses and stoves. Students, as well as yourselves, are ex-pected to bring your own food. There will be no refrigeration permitted in the campground and the food for a given group will remain in the van unless it is being used. All the scientific testing equipment and other papers will be provided.

The schedules for the group assigned to you (it will change everyday) will be in the van as will be the data for all the children involved. These binders are to stay in the van assigned to them. Checking the binder for the given day should tell you exactly what is expected. Also, your name card will be transferred to your van for the day by HvB at about 0630 am. Please leave the vans closed, unlocked in the campground unless I ask otherwise.

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2 Science Objectives

2.1 General Ecology is entrenched in the Grade 10 curriculum. It is hoped that after presenting the theoretical mate-

rial in the classroom for about three weeks prior to this trip, students will have acquired some knowledge about habitats and their nature. The challenge they face is converting this knowledge to the practical applica-tion of this theory in the field. Aside from scientific tests, which primarily give numbers, (which they must interpret) the students will be involved in determining the type of flora and fauna that are present. Our role is not to do this work for them or even suggest too much, but rather to facilitate and help keep their safety.

2.2 Specific Trail Stops

Each day the seven groups will proceed onto different trails. Due to the lack of long trails in Algonquin

Park, each group will hike either a long trail or two shorter ones. The daily distance is about 15 km. Two possible longer hikes would give distances around 22 km.

The places where the students are expected to stop and take samples etc are marked on the map found in the binder with each van with a description. At a given site, the students will work together with their previ-ously written checklists to perform a number of experiments. There will be forms and specific instructions as this aspect is further developed. The one request that I have is for you not to reinvent the tasks at a sample station. Let the students do the work and let them fail or succeed as they choose. I will discuss the day with you briefly at the end of the day to ensure all was well.

For a discussion of when leader can stop the hike for discussion or to observe interesting phenomena see section 3.2 below.

2.3 Naturalist Presentations On Wednesday (afternoon and eve), and on Thursday (eve) there will prearranged presentations by

naturalists of the park on the following topics: the lumber museum, wolves, and Algonquin Park history re-spectively. The evening presentations will occur at the Park Visitor’s Centre at 1900 until about 2100. The wolf presentation will include an attempt at a wolf howl and a chance to examine the wonderful dioramas at the visitor’s centre. The history presentation will consists of viewing some of the larger trees still in evidence and observing the site of the old hotel and some geology. On Wednesday afternoon, the lumber museum will be seen. The presentation consists of a slide/video presentation followed by a tour of the lumber museum. This is an outdoor activity and is a short hike of about 2.1 km. There is a lot of restored machinery and other buildings along this trail. This should be a remarkable experience for everyone. Since we need the vans for these efforts, all staff are required to take part in these presentations.

3 Timelines and On the Trail

3.1 Daily Time Line Example

A typical timeline for a whole day part of this expedition would be

6:00 Wake up. Attend to personal duties, breakfast and make lunch. Groups that are responsible for LDE’s need to attend to these as well. Equipment must be calibrated. 7:45 Breakfast / Bathroom complete and lunch made. Students ready for inspection

Before boarding vans, inspections will be performed by senior student assigned to that van for the day.

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8:00 Departure to hike destination 17:00 (5 p.m.) Return to Whitefish Campground 18:45 Dinner completely finished and washed up. Student to get clothing for evening activities. Long Dura-tion experiments deployed. ASEP’s checked by Grade 12’s all SSRF’s verified by Grade 12’s

18:55 Depart for evening presentation

21:30 Return from evening presentation. Students now have free time. They are encouraged to sleep or pre-pare for the next morning’s work

On the half days, the schedule will be the following. Arrival day Depart MGCI at 7:30. I ask that all staff be at the school by 06:30 a.m. When you arrive, I would ask

that you park your vans along side the staff room. You will drive the same van to Algonquin Park as you drove this morning, However, Mr. van Bemmel must be the first van. Please park to the right and allow cars to pass. Many parents will be dropping off their children and this thoroughfare cannot be blocked. Usu-ally Mr. Lang is the last van. You will be issued your communications equipment at this time

We will collect the vans in Scarborough on Tuesday afternoon and I am hoping you will drive the vans home for Tuesday night (if possible or some other arrangement will be made if parking is a real problem).

When the students arrive, they are to put their gear bag (from SRC storage) and their food bag (with them) into the van and then get into the vehicle. The grade 12 assigned to this van will observe this event and check off the name of the student.

They are not to get off after this check in and no one is to get on unless both of their bags are on the ve-hicle. When we are loaded, a master list of all persons on this trip will be relayed to the office. We will then depart. I would like the vans loaded by 0715.

We will drive by convoy for the entire trip. We will have enough cell phones and walkie-talkies for all eight vehicles.

The route to Algonquin Park is the following. North on Don Mills Road to Eglinton Ave. East on Eglinton Ave to 404. North on #404 to the end (Davis Drive in Newmarket) East on Davis Drive to #48 North on #48 to #12 (08:41) North on #12 to #48 north East on #48 to #35 (Periodic stops to inspect the geology, gas and a bathroom break at Buttermilk Falls) North on #35 to #60 (Gas Station Fill up at corner in Dwight) Proceed east on #60 to the west gate of Algonquin Park. Mr. van Bemmel to pay for camping fees at

west gate and get appropriate permits for all vehicles. Following this, a group picture will be taken in front of the large Algonquin park sign. If the weather is inclement then another attempt will be made upon exiting the park on Sunday.

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Following the completion of the photograph, the vans will proceed to the whitefish campground where the seniors, Mr. van Bemmel, Mr. Lang, and the cube van will remain to begin setting up the APLS and the tents. The convoy will proceed to the Logging Museum for the group tour.

The students will eat lunch either in transit or outside the logging museum just before the tour. Following the Logging museum tour the vans will each proceed on a short hike (5km) where there will

be science conducted and they will be able to familiarize themselves with their environment. This is Traverse I. No seniors will be available for this excursion due to their duties in the campground. Please ensure that you understand your task!

Return to Whitefish campground for 17:00 (see section 5.2 regarding late arrival policy.) Dinnertime and free time 17:00 - 18:30. Students should also take time to establish their tents, the air

mattresses should blown up and sleeping bags unfurled. 18:30 Get evening clothes and get on vans for trip to visitor centre 18:45 Vans depart for visitor centre 19:00 Students examine the dioramas in the museum 19:30 Beginning of wolf presentation 21:30 (estimated) Return to campground. Students have free time after this point, but sleep is recom-

mended. Morning begins (for them) at 06:00 2300 Curfew. One of the campgrounds is only girls and selected staff until 06:00 wake up Last Day 06:00 Wake up 06:00 - 08:0 Breakfast and pack up of all gear. 08:00 – 10:00 Juniors and 5 Staff Traverse IV (Big Pines Trail) recreational hike led by Mr. Chamber-

lain 08:00 – 10:00 Seniors, Messrs. V. Bemmel and Lang, pack up campsite, coordinate return of rental

gear. 10:30 Departure Route Home Proceed west on #60 to #11 Stop at Swiss Chalet/Harvey’s in Huntsville for lunch. Students encouraged to make phone calls at this

time. There are two return home options. Mr. Van Bemmel will select one on the return trip. Again we travel

in convoy so all vans will follow the same route. Returning in convoy like this is a professional approach.

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Option 1 - Preferred Proceed south on #11 to Washago and Simcoe 169 south Take #169 to #12 south Take #12 to the southern junction with #48 (west /south) Take #48 to Davis Drive Take Davis Drive to #404 south Then #404 south to Eglinton and MGCI. Option 2 Proceed south on #11 to Barrie and merge onto #400. Follow #400 to #401 Take #401 EAST to Leslie St. South on Leslie to Lawrence If necessary pull into Don Mills Centre Parking lot to reassemble the convoy Proceed south on Don Mills Rd. To MGCI in convoy. Vehicles may be returned on Saturday by 4 pm or Sunday until 4 pm at your convenience.

3.2 Along the Trail Issues

I realize that many of you will have stories and insights to tell along the trails as you walk with the stu-dents. Furthermore, wildlife and other interesting phenomena will periodically present themselves. I have budgeted a total of one hour during daylong and 30 minutes per half-day traverses for this purpose. This is in addition to lunch breaks and sampling stations. Please restrain yourself to this time line. This hour can be used on the trail or when you are in transit to the trail or if a moose is spotted etc. Again, you are expected back in the campground by 17:00 regardless of how exciting things might be. There is a lifetime of things to see in the park, but if you are more than 60 minutes late, I will come looking for you.

The schedule allows for a walking speed of about 3 km/hr. If there are any time constraints, they will be printed in the group’s manual on the schedule for a given day. This will only occur if the distance requires a more direct route.

Please hike the trails in the direction of the arrows – Unles SPECIFICALLY instructed by Red Binder documentation to do otherwise. If I need to find your group, I can hike the trail in the reverse direc-tion.

Washrooms do not exist on the trails of Algonquin. People needing to relieve themselves should go well off the trail out of sight of the group. If someone requires assistance, then a person of the same sex (prefera-bly not the staff member) should go with him or her. The rest of the group should remain on the trail and wait for everyone to return. Privacy of the individual is paramount and it is a go home offence if the peace of the person relieving himself or herself is disturbed. Boys have an easier time of this, but again this should be done well off the trail and privately. Toilet Paper is a required item for each group.

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Students should know how to use all of the test equipment that they are carrying. You are escorting them. You can help them, but you should try to keep the program on time. They will know that their entire sampling must be done in roughly 30 minutes per station. Try to keep them quiet as they are walking and keep an eye for wild life, at this time of year anything is possible.

Further, the role each student going to play on a given hike must be determined BEFORE the hike be-gins. This can be in the van or in the campground, I do not care, but I do not want time wasted in the field with useless arguments over who is doing what task.

4 Flora and Fauna Concerns Algonquin Park is a remote area. It is the home of many wild animals and plants. In addition, there are

physical hazards in the park. These will be dealt with the next section.

4.1 Animals

When discussing the wild lands of Ontario it is customary to think of all the “monsters” in the woods that might affect us. The reality is that adverse animal / people encounters are rare and are usually due to people attracting the animal to their location. This attraction is often accidental due to the scents that are emanating from the where people are located.

Algonquin does not have any poisonous snakes or large reptiles. Nor are there any poisonous insects. The only large animals are mammals. What follows is a discussion of the policies that will be in force for this trip regarding the following animals.

4.1.1 Black Bears

Algonquin Park is home to about 300 Black Bears. At the time of our arrival, they will have been out of hibernation for about 1 month. Sows will come out later than boars due to the fragile nature of their young. Algonquin Park had a significant bear problem during the 1960’ s and 1970’s. People routinely fed them and so many bears became adapted to people. This resulted in many bear - people encounters. Restrictions placed on garbage disposal and feeding animals larger than a chipmunk have made remarkable difference. Since then, a generation of bears have lived without the dependence on people food and waste. They have been readapted.

The common response of a black bear when sighting a human is to run away. When walking along a trail with 10 or so 15/16 year olds there will be plenty of conversation, even when they are instructed to be quiet. Therefore, there should be very little chance of surprising a bear along the trail. Issues in the camp-ground will be another matter.

Each group will have at least one Grade 12 student along to assist the Grade 10’s. If a bear is encoun-tered along the trail the following steps should be taken.

1. DO NOT RUN! Physically restrain scared students if necessary. Running may trigger a charge from an otherwise peaceful bear.

2. Keep your group close together. Bears almost never attack a large group of people. Retreat slowly away from the bear.

3. Try not to stare directly at the bear for too long. This can be seen as hos-tile.

4. If the bear approaches continue to retreat slowly. Try to keep yourself be-tween the bear and the students.

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5. Many bear charges are bluff charges to see what you will do if the bear charges. Again running may be fatal.

6. If the bear comes too close use of the pepper spray (<4 metres) or throw-ing items at it are useful. Please DO NOT give it FOOD to distract it this will only exacerbate the problem.

7. Depending upon the situation attempt to get the students away from the bear by retreating down the trail. Use your best judgement here. You can hike another trail to fill out the day at your discretion. Just leave a note at the trail head so we will know where you are.

8. If cubs are present, the female can be very aggressive. You should leave the area immediately. She will be less interested in your food and more in defending her family. She probably will not pursue you very far. Again, if you see a bear cub LEAVE THE AREA IMMEDIATLEY. Fema le bears are very defensive of their cubs, because male bears (boars) often eat the cubs. She will fight to her death to protect them!

9. Lunches must be wrapped and placed in Tupperware for the trip. Any garbage resulting from the lunch must go into the Tupperware. This re-duces the odour footprint as you walk along the trail.

Canisters of bear repellent (pepper spray) will be issued to each staff members during the trip. We will

have a training session before departure (without the grade 10’s present). These sprays are very effective and have been credited with saving the lives of many hikers in Grizzly country. Legally they can only be used in repelling a bear attack.

If the encounter occurs in the campground, I would like all students to remain behind a loose line formed by the staff leaders. If the bear is not too close, we can observe it, but if the situation is more compli-cated then the use of pepper spray is recommended.

I expect to be informed after ANY bear encounter and I will inform the appropriate park officials. 4.1.2 Moose

The largest mammals in the park are the moose. Bull moose can weigh over 600 kg, but most will not be

this big in the spring time after a hard winter. Moose at this time of year are very docile and generally do not cause any problems. They are often encountered along the roadbeds where they like to drink the salty water in the ditches. When you are travelling along the highways, stop to look at some of the moose that are seen alongside the road. Moose can be spooked by the presence of a number of excited youngsters. On rare occa-sions, they can charge. The moose have very sharp hooves and they have killed people in the past.

In the interests of better moose viewing opportunities and the safety of the students, I insist that all groups remain inside the vans along the highways when viewing moose. The moose will be less disturbed as they simply see the van as a large animal that stays on the highway. Photographs can be taken through the windows without problem.

4.1.3 Wolves

Wolves as we will see during the presentation, are one of the most misunderstood animals in the forest. There is no account of an unprovoked killing of a human by a wolf. They are very secretive. It would be ex-tremely good luck to see a wolf. In almost 400 excursions to wilderness settings all over Ontario and New

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England, I have seen a wolf only twice and both times it was running away very fast. I do not consider these animals any hazard to our expedition.

4.1.4 Raccoons, Mice, Chipmunks, etc.

These animals provide no hazards along the trail. Rabies is almost unheard of in Algonquin Park. They might visit the campground looking for food however. Please see the instructions about the campsite below.

4.2 Plants

There is no poison ivy along the highway corridor; only rarely does it appear north of the highway in the

woods. There are no plants, in Algonquin Park, that are considered a safety hazard. The park has wide trails that should not require walking through thick underbrush. There should be no hazards from thistles and such like. Trees can have twigs and bark that is sharp and periodically branches are found near the height of ones eyes. Care should be taken when walking in these situations.

The campground will be a lawn / gravel type of situation so no vegetation issue should arise. Under NO circumstances are any students to EAT any vegetation of any kind found the park. Staff who often do this on their own nature hikes are asked to desist on this trip.

4.3 Campground Wildlife is usually attracted to a campsite because of the odours of food and other factory type smells

from deodorants and toothpaste. With 80 people camped in a small area for 3 nights the chances of giving of a significant odour footprint are non-trivial. Thus, the following rules are in effect at all times for all person-nel.

1. No food in clothing at any time. No FOOD in your pockets or pants ever. 2. NO FOOD IN YOUR TENTS EVER 3. We will wash our utensils, hands and face after every campground meal

(except during bush lunches). 4. Each group will carefully inspect the eating area after cleanup to make

certain that NO FOOD in left on the ground. 5. Food is always stored in the vans. As soon as a student has finished select-

ing the food for a given meal, they are expected to return their food bag immediately. After washing of their utensils etc. students can retrieve the bag from the van to return the items. The vans will be left unlocked, but NOT OPEN for this purpose. (If the vans are left open for any period time mice can get in them).

6. Stoves should be stored carefully in the APLS after they have been prop-erly extinguished and cooled down.

7. Students must remain in the view of the campground during their free time. NO sojourns are permitted unless escorted by an adult (not Grade 12) staff member.

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8. Food should be consumed immediately after being cooked. Dishes need to be done immediately after eating. Leaving dishes to sit a while only in-creases the chances of attracting unwanted visitors.

5 Safety and Organization

5.1 First Aid and Emergencies

I hope that no significant injuries will occur during our trip and after 5 years none have. If a serious in-

jury occurs while on the trail, help will be a long way off. We must stress to the students that help is a long way off in the park and they need to be careful on the walk and that no horseplay will be acceptable. The consequences of an injury can compromise the entire trip with a single moment’s carelessness.

Many of the trails are rocky or have many roots strewn across them. Walk slowly enough (3 km/hr is less than 1 m per second) so that students have time to look around and watch their footing. Students are re-quired to walk about 125 km before the trip in their boots, but this may not happen quite as I would like, al-though we are keeping journals for this purpose. Long hills may exhaust the less fit student, be considerate. We want to avoid sprains and blisters. Walking slower and more deliberately can accomplish this. Remember most of these students have never walked 15 km in the woods before. They will know that they are going well off the highway into the mysterious woods and some will be a little unsure. This is not the time for a good bear story etc. Make them feel at ease.

Basic first aid kits will be issued to all staff members and they are expected to carry them along on the trail. If you have one with your equipment, this will be fine. Minister to small issues as you would your own children. Remember we are not permitted to give out any drugs. In an extreme emergency aspirin proba-bly won’t help.

A number of trails visit cliff tops and this is a location where extreme care is requested. Please warn students again when approaching the cliff top that they have to be careful. There are NO railings. If some students wish to sit well back of the edge do not press them or permit them to be taunted. Also, do not let anyone sit within 2m of the edge of any cliff. This includes staff members (please!).

If a serious injury occurs, please use your best judgement regarding treatment. If the injured person is in too much pain to move them then leave then where they are. You will have to decide whether to send out a rescue party or leave the Grade 12 student along with a friend or two of the injured student behind while you seek help. If you choose to go out, proceed with the van to nearest telephone. Make certain that you have some students with you. They may be of some help! I do not think 911 will work in the Park, but phone numbers for emergencies are always posted in the phone booth. If all else fails dial the operator and ask for the police. Call the operator, tell them the situation and then do as they say. If you do not return to the camp-ground by 6 p.m. (1800 hrs), I will come looking for you. If you left with the ambulance, please leave a mes-sage for me stuck on the main trail sign. If some other situation has occurred, leave a note on the van’s wiper. As I write below, if you are not in the Whitefish campground for any reason by 6 p.m. I will come looking for you. I will drive at best speed to your hiking location and if the van is still there, I will hike the trail in the reverse direction if no note to the contrary is on the trail’s map sign. Please do not wander from the plan. Cell phones may not work in the park and I will have no way of knowing where you are.

5.2 Late Arrivals

To reiterate what was written above. Your van is expected back in the Whitefish Campground every day by 5 p.m. (1700 hrs). Unless we discuss this ahead of time, there should be no deviation of this rule. If you are delayed on the trail or have seen something very special along the highway, you will have 1-hour grace. Remember, this will put a lot of time pressure on your group as they must each and get ready for the evening presentation in only 1 hour instead of two, so please do not take extra time unless absolutely neces-sary.

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If I do not see you in the campground by 6 p.m., then I will take my van, a couple of seniors and retrace your assigned traverse. For this reason please do not take any unauthorized sojourn however worthy as no one will know where to find you! Invariably you will be close to the campground and we will pass on the highway. If this does not occur, I will go to your trail and if the van is still there hike it backwards providing no note to the contrary has been placed. If no van exists and no note exists, I will return to the campground and expect someone to notify me as soon as humanly possible of the situation. Notifying park authorities who can come and tell us the situation would be a good choice.

If you come out of the bush late and for some reason see my van without seeing me then leave a note on my windshield and return immediately to the campground so the students can eat.

5.3 Driving and Commute to and from the Park

This expedition has ecology as its primary focus. This will be presented as a series of habitat recognition exercises at the park proper. On the way to the park, I would like the trip to be an educational experience as well. Students are not permitted any sort of electronic or other forms of entertainment. Therefore, I would ask that drivers DO NOT play the radio on the way to the park. This restriction is lifted on the return trip

They are expected to be “on task” after we leave Garneau. The exception is when we return home. Their scientific duties end as we leave the park, but we can stop if anything really neat is seen. Each van will be supplied with a CD that has a commentary of some of the features on the drive up to the park.

As you drive up to the park, please share your stories about the surroundings as they pass by. The stu-dents will have a group assignment that makes them think about what is happening to the landforms as they proceed north to the Canadian Shield. Please do not answer their questions specifically, but encourage them to think about what the landforms are telling them.

The schedule calls for average driving speeds of 80 km/h on the ride up to the park. I want to drive in convoy for safety and to allow keep the group organized. If you are held up at a light or have some other de-lay. The rest of the convoy will wait. In the park, I would prefer if your driving speed was around 70 km/h. This will permit the students to see the surroundings with less rush. It will also allow them to spot wildlife more effectively.

We will all have a walkie-talkie and I hope that each of us should be able to have a cell phone for this trip. If successful, all of you will be furnished with the telephone numbers of the other vehicles. Remember these phones may not work in Algonquin Park, but they may be useful on the commute to and from the Park.

5.4 Training Sessions

During the month of April, there will be training sessions after school on Wednesdays. If you are able to help out at any of these I would appreciate it. It will give you a chance to build a relationship with the chil-dren before leaving. These sessions will include going to the bathroom, first aid, hiking skills, discipline and anything else that comes to mind. Also simulations of the activities in Algonquin Park will also occur during these sessions. There are also the preparatory hikes with the senior students to which any staff member is welcome.

5.5 Early Trip to Algonquin Park – Last Weekend of April The pre-trip to Algonquin Park, held two weeks prior to the main trip is a chance for all seniors to test

their fitness and their gear. Staff are also welcome, but this is a demanding weekend. In previous years this experience has been a backpacking trip held on the Highland Trail. However, while this experience was reqrding and character building, it prevented some of the other logistical preparation that must alos be done. Consequently, the EL (Mr. vna Bemmel) had to return to the park the next weekend to verify a number of issues. While all of this appears somewhat trivial, a large construction project, closed trail or other issue can

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impact the science aims very quickly. In order to reduce the workload on the EL and to permit more time to devise work around strategies to any anomalies, the Pretrip will now take the form of earlier Pretrips, where the camping occurs at Whitefish Campground and the group will day hike and otherwise explore the Park from this area. Senior students and staff get every chance to practise camping and cooking skills at this time. However, we can perform all of the items from the inspection trip (IT) that are required. Lists of IT objec-tives are prepared in the weeks prior to the Pretrip by the LSS in consulation with the EL and other interested parties.

Teachers are welcome to attend this trip providing they are aware of the objectives of such a trip.

5.6 Hilton Falls Hike – Third (non-Easter) April Weekend

An addition to the preparation for this expedition a hike has been scheduled for the Hilton Falls Conser-vations Area on Sunday 17 April 2005. This hike will begin at 0900 sharp. Please arrive by 0830 (if you are going). This hike will is 24 km long and will take 9 hours to complete. On the hike will be some discussions, two simulations and demonstrations of how to observe in the wilderness. This hike will visit a beautiful wa-terfall, a pothole, various types of forest, an escarpment and a quarry (overlook). The office may require some help on this one depending on how many students go on the hike. If you are interested let me know. All senior students and Grade 10’s are expected on this hike.

5.7 Silver Creek Hike (All Seniors and Volunteer Staff Only) – First non-Easter Sunday in April

The Silver Creek area is north of Milton on the Bruce Trail. The forest will not be leafed out at this time, but the trail visits an esker, a valley and a conservation farm. The hiking distance is about 19 km. All people are expected on site by 0830. Expect the hike to take at least 7 to 8 hours.

5.8 Hockley Valley Hike (All Seniors and Volunteer Staff Only) – Second non-Easter Sundy in April

The Hockley Valley is a remarkable glacial spillway located about 100km northwest of Toronto. Its

walls are about 400 feet high and the rugged terrain found here is a fine simulation for the type of walking found in Algonquin Park. This hike will last 24km and climb about 900 m. Staff are welcome, but should be physically ready for this type of adventure. The primary aim of this hike is to give the senior students some experience in hiking in hilly terrain and some fitness training

6 Discipline

The students on this trip are usually quite responsible. Yet, order must be maintained to have a good

trip. I encourage you to read the student agreement forms in the student package issued to all of you. You as staff members are the local authority on this trip. When you are driving or in the woods, your

word is it. As long as what you have requested is reasonable and pursuant to the trip, I will back you com-pletely. You are all eminently reasonable people. If you are unhappy with what is going on I am sure I would be as well. Please inform me upon return to the campground of any discipline problems.

This trip is rigidly scheduled to maximize the scientific return. I want to respect this time line as much as possible and I would appreciate it if the staff made themselves independently aware of what is next on the agenda. The students should be aware of the timelines so most will be ready but a few will not take them as seriously as necessary and will need reminders. Grade 10 group leaders will be expected to encourage their group members to be on time.

We are booked into three campgrounds at Whitefish Lake in adjoining campground sites. This extra booking is due to the Algonquin Park limitation of 40 persons per site. One campground will be for girls only. The other will be for boys only. During the day when we are cooking and such like students can inter-

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mingle, but after 11 p.m. until wake up, it will be a go home offence for a student being in the wrong camp-ground. Grade 12’s are excepted from this rule if they have a good reason. Staff members will split as evenly as possible the sleeping arrangements so there are a reasonable number of staff at each campground.

7 Technical Manual

For those who would like to learn more about the technical aspects of this adventure I refer you to the Algonquin Park Technical Manual, which is the text book I wrote describe all aspects of this series of expe-ditions. It located on my web page (www.hmvb.org) in pdf format.

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10.4 Senior Student Resume Form Senior students have helped with the success of this trip for two years. During AP3, 24 students applied

for 10 positions. To standardize the application process and to ensure that important aspects such as first aid credentials are listed the following form has been created. This was given to prospective senior students in November. Selection for this effort was performed by H. M. v. Bemmel and M. McMaster.

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ALGONQUIN PARK EXPEDITION – AP6

Senior Student Resume

INTRODUCTION

Dear Student, Parent or Guardian, As you are aware, TOPS operates a major science expedition into the wild lands of Algonquin Park each

May. The success of this trip has largely depended upon the logistical support of senior students who per-form many of the preparatory and logistical tasks of this expedition. Staff alone could never begin to accom-plish all that has to be done and so it is this alliance of staff and students that has fostered five very success-ful expeditions.

The time has come to select the next cadre of senior students to serve me in this capacity. I have at-tempted to formalize this process to ensure its transparency and also to serve the needs of the expedition. The current model allows me to select 12 senior students. These people fall into three categories: managers, su-pernumeries and apprentices. The managers who served as apprentices during the previous expedition will shoulder the greatest responsibilities for the trip. Apprentices are promoted after their first trip if their efforts and performance were deemed excellent. This year the managers will be the following:

Assistant to Mr. Van Bemmel and Lead Senior (LSS): Jennifer Beamish Assistant to Mr. Lang and Site Manager (LEM): John Coates Scientific Equipment Manager (SEM): Saravanen Ananthalingham Scientific Data Manager (SDM): Jim Xu This leaves the selection process to the four supernumeries and the four apprentices. I realize that al-

though some did not find this kind of adventure to their liking, many did. Thus, I am often confronted with 30 or 40 applications for these eight coveted positions. I am sure that you can understand how difficult the choices are. I would appreciate some consideration for me in this matter. The decisions are made by myself, Mr. Lang and Mr. McMaster after a number of days of consideration. I realize that if a lot of you apply that the majority of news will be bad. I take no pleasure in this, but at least we can take 12 of you.

Some other considerations: (i) You must apply (aside from the four above) or you will not be considered; no matter how

well you know me. (ii) You will only be considered for the jobs you apply for and in the order that you indicate. (iii) Grade 11’s any protracted histrionics if you are not selected, will ensure that you are not

considered next year. (iv) I will post the selected individuals on my web page at my earliest convenience.

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ALGONQUIN PARK EXPEDITION – AP6

Senior Student Resume Name: ____________________________ Room in Period 1: _______________________

General Instructions DUE 22 October 2004 – No extensions

To facilitate the activities of the Grade 10 TOPS trip to Algonquin Park, 12 senior students will be se-lected to accompany the staff on AP6. Many tasks around the campground including equipment management and junior student assistance must be done by senior student helpers. In addition, if a staff member becomes disabled or requires assistance, this cadre of students will / has been of immeasurable help. The selection process for this group of people is difficult with so many strong candidates historically applying. However, we must choose and the completeness and correctness of the information given on this form is of great value.

Please fill out the following form to the best of your ability. You must accept and complete ALL of the following steps in the application process.

1. Possess or agree to achieving basic emergency first aid credentials (includes CPR) prior to 31 March 2005. I will verify your credentials and failure to accomplish this will result in you being dropped from the trip. 2. Obtain a character reference from someone who is not a family member and not a teacher, which should contain an endorsement of your participation in this effort. Furthermore, it should address your work ethic and attention to detail as understood by your reference. 3. Commit to ALL the dates as given below. Absences due to work, clubs (in and outside of school), minor family events and such like are NOT acceptable. The aim is to create a team feeling among the group mem-bers and to ensure adequate training. 4. Agreement to respect any time lines or due dates without reminders. This trip is rigidly scheduled and students assisting in this effort must lead not follow this schedule. On training days and hikes, I expect you to be waiting for me out of respect rather than the converse. You are expected to know how to get to a hike and how to set an alarm clock. No excuses. 5. You must possess a cheerful spirit and a zest for hard work and getting things done. Any job is only finished if everyone is finished. I never expect to hear “That is not my job”. Voluntarily and / or volunteer-ing to assist other staff members and seniors in their various tasks is an expectation not the exception. Your job aside from your basic responsibilities is the next thing that needs getting done. I expect you go along and get along. This is a busy trip. The lead seniors will have a lot of responsibility and it is your duty to serve them and get along with the other group members. Personal pettiness will NOT be tolerated 6. Although at least half of you will possess camping experience, the rest may not. This is a school trip and part of its aim is to expand the horizons of those students who do not get out into the backcountry very often. In these cases, it is a character judgement that is required. Your history at our school will often tell the tale. So, do not be afraid to apply if you are new to camping as long as you understand what you are getting yourself into.

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7. I require a complete endorsement of your participation in this effort by your paren ts. You will be required to attend hikes that are 60 - 100 km away from Toronto. Your parents will have to ensure that you have the means to attend these events. Some will not allow you to ride with other young drivers and such like. Check this out. Missing an event due to a parent permission problem is fatal. Aside from basic expla-nations, I will not argue or otherwise deal with this. You parent’s word is it. I will not provide any transport in this aspect of the trip. (Except the pre-trip and the main trip) 8. A commitment is expected that you will obtain the necessary personal fitness in hiking / walking prior to this event so that you can easily cover distances further than those assigned if an emergency were to occur.

Selection of qualified applicants will occur prior to 31 Oct 2004. The four students who attended last

year as apprentices will be selected providing they wish to go. To create continuity there will be hopefully four Grade 11 students chosen this year. This leaves 4 open positions for Grade 12 students who did not at-tend AP5 (2004).

The students selected and their primary responsibilities will be selected in camera by Messrs. v. Bem-mel, Lang and McMaster. The successful candidates will find their names on the appropriate node of Mr. van Bemmel’s web page. http://www.hmvb.org.

There will be at least 2 and hopefully 3 of either sex represented, but I reserve the right to select those students are in my opinion best suited for this adventure with the above criteria carefully considered. All stu-dents must meet the approval of Mr. McMaster, Mr. Lang and Mr. van Bemmel and any subject teachers who are consulted.

General Senior Student Tasks

POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

LSS

Lead Senior Student Jennifer Beamish

1, 1A

Lead Senior Student. Will recruit students for help on tasks and schedule with the advice and consent of Mr. van Bemmel the tasks of seniors on an ongoing basis Assist Mr. van Bemmel with all paperwork prior to the trip including forms accounting and such like. Assist the scientific data manager with entry of marks and other as-sessment articles into the database. Liaise with and assist the Lead SSRF Marker Regularly liaise with the other Managers to always have a sense of the logistical status of the trip. Female Tent Inspection Coordinator Inform Mr. van Bemmel of any concerns regarding equipment, medical or emotional of any member of the expedition. Also responsible for the training of the grade 11 student who may fill this position in 2006 Help keep Mr. van Bemmel on schedule and remind him of special tasks that need completion. Security of the AP6 database and SSRF’s for all foreseeable hazards. Experience in backcountry essential for this position Advanced first aid credentials an asset for this position.

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POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

LEM

Lead Equipment Manager John Coates

1, 1A

Assistant to Mr. Lang. Responsible for the status and proper maintenance of all site equipment including the APLS and all campground items. Litter control in the campground. Disposal of waste food items. Supervision of rain protec-tion procedures including ditching or tent relocations. Responsible for the campfire. Keeping the wood dry and the campfire being kept at a reasonable level and being extinguished before sleep time. Male tent inspection coordinator Responsible for the dishwashing equipment and support of staff. Support of busy staff members: dish washing, food prep etc. Also responsible for the training of the grade 11 student who may fill this position in 2006 Experience in backcountry essential for this position

SEM

Scientific Equipment Manager Saravanen Ananthalingham

1, 1A

Responsible for the completeness and operational circumstances of all scientific equipment prior to departure. Supervision of the loading of same. Responsible for and/or coordination of the inspections of ASEP’s after junior student traverses including simulations exercises. Expected to assist the G1 and Mr. van Bemmel on the revision of checklists for the AP6 experiment suite. Responsible for updating the ASEP status board in the APLS. Expected to liaise with the G2 to ensure that a safe and reasonable storage area is arranged in the APLS. Also responsible for the training of the grade 11 student who may fill this position in 2006 Other seniors will be expected to assist in sections and other aspects of this area.

SDM

Scientific Data Man-ager Jim Xu

1, 1A

Renaming all scientific images to the AP6 nomenclature that are ef-fected. Along with the G1, controlling the entry of marks and other pertinent data to the AP6 database. Controlling the flow of suggestions and deficiencies offered or discovered during AP6 that can be used during development work for AP6. Also responsible for the training of the grade 11 student who may fill this position in 2006

LVD Lead Videographer 1

The recording of video during all aspects of an Algonquin Expedition is of interest for operational and historical reasons. It has been found that the adult staff inevitably get involved in any number of activities and the video effort languishes. To improve this aspect of the documenta-tion, one Grade 12 student will be assigned the position of Lead Video-grapher (LVD). This position requires the student to be responsible for the circumstances of the video equipment including: charging of the batteries, security and documentation of cassettes. This student should be knowledgeable in all aspects of the camera’s operation including: lighting settings, battery conservation techniques, camera security in the field and proper panning and other techniques. This person will liaise with Mr. Lang to acquire the required training and practise prior to the event. It is expected that video documentation of the practise hikes and other training will also be accumulated. Aside from the foregoing, this individual does NOT have to be the only person who takes video on this trip. The actual taking of video can be shared among any qualified students (Mr. Lang’s permission). How-ever, the LVD is always responsible for the equipments status and the other aspects described above.

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POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

LRM Lead Report Marker

1

Assessment of the completeness and accuracy of the grade 10 Sample Station Report Forms (SSRF). Led by the LRM, approximately 5 sen-iors will end up involved in this group. It will have to evaluate 28 of these on both Thursday and Friday evenings. It is expected that the LRM will report to both the SDM and the LSS on their status and re-sults.

FPT

Lead Food Preparation Techni-cian

1

The duties of many seniors and staff often preclude a leisurely dining hour. This person will prepare either a communal meal or specific items as requested during mealtime. They can also assist the LEM with the supervision of the cooking area. All seniors are still required to bring and maintain their own food supply.

FTI Female Tent Inspec-tor

2

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents occupied by female students. Ensuring that these tents are safe from flooding and other rain hazards. Deployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspections may be waived if the weather poses not concern. Female seniors only.

MTI Male Tent Inspector 3

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents occupied by male students. Ensur-ing that these tents are safe from flooding and other rain hazards. De-ployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspections may be waived if the weather poses no concern. Male seniors only

LDT Long Duration Ex-periments Techni-cian

1 This person is responsible, with the advice and consent of the SEM, for the deployment and security of the long duration experiments which are deployed each evening and assessed each morning at 0700.

SCC APLS Construction Crew

6

This group is captained by the LEM and will set up the APLS on Wednesday and take it down and load it into the cube van on Saturday. They will also unload it and store it properly at the school. A tradition has been established that makes it an insult to this crew if any adult staff has to offer excessive assistance to the construction of this shelter. Designed by Mr. van Bemmel and constructed by him and Mr. Lang, it is a device used and maintained by each generation of TOPS students. I hope that the AP6 crew will maintain this tradition culminating with the privilege of writing their names on it on Friday Evening.

Some tasks may overlap. More details on these positions can be obtained by asking Mr. van Bemmel.

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Dates Requiring Compulsory Senior Student Participation

DATE TIMES ACTIVITY PARTICIPANTS DISTANCE / DRIVE

TIME

07 Nov 1000 – 1500

Hike 1 - Brown Hill Mr. van Bemmel

Seniors (Compulsory) Staff (voluntary)

60 km N of Toronto

03 Apr 0830 – 1630

Hike 2 – Silver Creek Mr. van Bemmel

Seniors (Compulsory) Staff (voluntary)

60 km W of To-ronto

10 Apr 0800 – 1700

Hike 3 – Hockley Valley Mr. van Bemmel

Seniors (Compulsory) Staff (voluntary)

100 km NW To-ronto

13 Apr 1530 – 1700

Sim 0

Mr. van Bemmel Seniors (Compulsory) Juniors (Compulsory)

Staff (voluntary)

Don Valley

17 Apr 0830 – 1700

Hike 4 – Hilton Falls Simulation 1 Simulation 2

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Juniors (Compulsory)

Staff (voluntary)

70 km W of To-ronto

20 Apr 1415 – 1600

Sim 3

Mr. van Bemmel Seniors (Compulsory) Juniors (Compulsory)

Staff (voluntary)

Don Valley

27 Apr 1415 – 1600

Sim 4

Mr. van Bemmel Seniors (Compulsory) Juniors (Compulsory)

Staff (voluntary)

Don Valley

29 Apr – 01 May

Depart 1300

Return 1800

Pretrip

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Staff (voluntary)

Algonquin Park (Transportation

Provided)

03 May 1530 - 1700 Shelter Prebuild Mr. van Bemmel

Seniors (Compulsory) Staff (voluntary)

Soccer Field

03 – 07 May As required Equipment Preparation

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Staff (voluntary)

SRC or as assigned

09 May 0730 – 0830

Grade 10 Equipment In-spection

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Staff (voluntary)

SRC / TV Studio

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DATE TIMES ACTIVITY PARTICIPANTS DISTANCE / DRIVE

TIME

11 – 14 May

0600 De-part

1500

Return

Main Trip

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Juniors (Compulsory)

Staff (Compulsory)

Algonquin Park (Transportation

Provided)

16 or 17 May As required Assistance with post trip

issues

Mr. van Bemmel Mr. Lang

Seniors (Compulsory) Staff (voluntary)

N/A

During the training sessions for the grade 10’s, which are held in class, it would be useful to have some

senior student experts to assist. However, I do not want you to miss too much class. Hopefully the timetables of most seniors will permit this on a rotating basis or during fortuitous period 5 spares. The LSS will organ-ize this aspect. Furthermore, the expedition will continue the strategy of specializing the grade 10’s in certain experiments rather than have them all be generalists. It is hoped that the quality of the data returned, while better in AP5, will reach the even more professional levels during AP6 regardless of the weather

The seniors will also be involved in the updating of the AP6TM or Technical Manual that is used as the guidebook for this trip. Originally authored by Mr. van Bemmel, this 400-page tome describes this entire event. Each year it requires updating and revising to reflect on the lessons learned and any new realities.

During AP5 (2004), the seniors elected to go on a 2-½ day backpacking trip along the Highland Trail.

This was a tremendous activity and everyone had a great time even though the weather was rainy. I would like to schedule such an event again if the team is willing.

In addition, during the pretrip, we will be using the probes to sample and otherwise test some of the Al-gonquin ecological parameters. This will permit the markers of the SSRF’s to have a sense of reasonable values

This is our sixth trip effecting this expedition. We have not had a lost time injury so far. While some ac-

cidents are simply bad luck, we have kept this impressive record by due diligence. We can never allow our previous experience to create an atmosphere of complacency. We need to remain as vigilant as we were 6 years ago during AP1. With your help, I am certain this can be done. I have put a lot into this effort and I am honoured that so many of you would consider applying. As many of you know, working with me while hope-fully stimulating and exciting will also be exhausting on occasion. I see it as a measure of our character that this is not a deterrent to you.

Sincerely, Henri M. van Bemmel B.Sc. (Hons.), B. Ed. AP6 Expedition Leader

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ALGONQUIN PARK EXPEDITION – AP6

Due 22 October 2004 – No Extensions

Senior Student Application Form - Attach additional information as required. Name: ____________________________ Room in Period 1: _______________________ DESCRIBE YOUR TYPICAL INTEREST IN AND USUAL HIKING EXPERIENCES DESCRIBE YOUR RECENT TENT CAMPING EXPERIENCES

WHAT ARE YOUR CURRENT FIRST AID CREDENTIALS?

WHAT IS YOUR TYPICAL ACADEMIC AVERAGE AND WHAT ARE YOUR TYPICAL SCIENCE MARKS, ESPECIALLY THOSE IN THE BIOLOGICAL

SCIENCES?

DESCRIBE ANY ROLE YOU HAVE PLAYED ORGANIZING ANY BACKCOUNTRY TRIPS.

EXPLAIN YOUR INTEREST IN ENVIRONMENTAL STUDIES

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ASIDE FROM THE FOREGOING, WHY DO YOU FEEL THAT YOU WILL BE AN ASSET TO THIS UNDERTAKING?

PLEASE INDICATE YOUR DESIRED TASK IN ORDER OF PREFERENCE (1 – HIGH 4 – LOW) (YOU MUST CHOOSE AT LEAST ONE)

GRADE JOB RANK JOB RANK JOB RANK JOB RANK 11 LSS LEM SEM SDM

GRADE JOB RANK JOB RANK JOB RANK JOB RANK 12 FPT LVD LDE LRM

Community Service Hours Within the spirit of this adventure and with the advice and consent of the Principal, hours of community

service will be offered to successful candidates. Equipment Support Students accepted for this adventure are not expected to purchase expensive camping equipment. They

must however, attempt to acquire a sleeping bag rated at – 10o C or colder and any basic personal items. You will also have to pay for rentals during the pretrip, but you will have support during the actual expedition. Students unsure of their gear situation should discuss this matter with Mr. van Bemmel at our mutual convenience

Witness

Name: _______________________ Relationship to Applicant: ________________________

I, having read this form feel that I am reasonably aware of the backcountry experience of the applicant and that this has been honestly represented. Furthermore, I feel that this person’s character would be an asset for this endeavour. Furthermore, I submit that I am at least 25 years of age. Signed: _______________________________ Date: _______________________

Parental Consent

I, the legal guardian of the student named at the top of this form, consent to their full and complete par-ticipation in this expedition. Furthermore, I will undertake to ensure that my son / daughter will be provided with adequate personal transport to the various training activities listed in the covering letter that accompa-nies this form. Signed: _______________________________ Date: _______________________

Submit only this form

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10.5 Group Registration Form Group: ________________

CAPTAIN 2 3 4 5 6 7 8 9

Name

Shoes

Heath/Permission Form

Behaviour Agreement

BRG

Menu

Tent Group

Sleeping Bag

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Algonquin Park Technical Manual 3.2 - 235

10.6 AP4 – Recommendation/Modification Form

ID# RECOMMENDATION CAUSE

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10.7 AP4 Group Tracking Form TASK DATE 1 2 3 4 5 6 7

QUIZ 1 Habitats

24 Feb

LAB 1 EFL

26/7 Feb

LAB 2 LDE

QUIZ 2 Basic Calibra-tions from TM

QUIZ 3 Ground Cover

QUIZ 4 Tree Bark

QUIZ 5 Bird Calls

SIM 1

SIM 2

SIM 3

SIM 4

GEAR

DEPART

DRIVE ASSIGN

SSRF1-1

SSRF1-2

ASEP1

LDE1

SSRF2-1

SSRF2-2

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Algonquin Park Technical Manual 3.2 - 237

TASK DATE 1 2 3 4 5 6 7 SSRF2-3

SSRF2-4

ASEP2

LDE2

SSRF3-1

SSRF3-2

SSRF3-3

SSRF3-4

ASEP3

LDE3

TOTAL

PCT

Comments:

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10.8 AP4 Long Duration Experiments Report Forms This is the set of forms used to record the data from the LDE type experiments. These will be kept under

the control of the G1 unless they are being filled out or are required by the SM1.

10.8.1 NATEF Report Form 10.8.2 HYPRO Report Form 10.8.3 HICOP Report Form 10.8.4 DOVA Report Form 10.8.5 CLEW Report Form 10.8.6 CTS Report Forms 10.8.7 LSD Report Forms

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Algonquin Park Technical Manual 3.2 - 239

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

NATEF REPORT FORMS

LDERF-NATEF

DTO 3-311

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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LDE - NATEF – DTO 3-311

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

LDE - NATEF – DTO 3-311

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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LDE - NATEF – DTO 3-311

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

HYFLU REPORT FORMS

LDERF - HYFLU

DTO 3-312

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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LDE - HYFLU – DTO 3-312

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

LDE - HYFLU – DTO 3-312

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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LDE - HYFLU – DTO 3-312

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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Algonquin Park Technical Manual 3.2 - 247

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

HICOP REPORT FORMS

LDERF-HICOP

DTO 3-313

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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LDE-HICOP DTO 3-313

1800 ED1 – 1800 ED2 Group ________

SITE READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ

1

2

3

4

5

6

7

8

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

NOTES

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Algonquin Park Technical Manual 3.2 - 249

LDE-HICOP DTO 3-313

1800 ED2 – 1800 ED3

Group ________

SITE READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ 1

2

3

4

5

6

7

8

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

NOTES

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LDE-HICOP DTO 3-313

1800 ED3 – 1800 ED4 Group ________

SITE READING 1 READING 2 READING 3 READING 4 READING 5 MEAN σ

1

2

3

4

5

6

7

8

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

NOTES

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Algonquin Park Technical Manual 3.2 - 251

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

DOVA REPORT FORMS

LDERF-DOVA

DTO 3-314

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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LDE-DOVA DTO 3-314

1800 ED1 – 0800 ED2 Group ________

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

NOTES

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Algonquin Park Technical Manual 3.2 - 253

LDE-DOVA DTO 3-314

1800 ED2 – 0800 ED3 Group ________

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

1800 ED3 – 0800 ED4 Group ________

DATE

PT

WEATHER

TIME FIN-

ISHED

STEP

GROUP DR TIME

STARTED DCM TTL OBS

READINGS

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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NOTES

This page intentionally left blank

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MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

CLEW REPORT FORMS

LDERF-CLEW

DTO 3-315

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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LDE-CLEW TO 3-315

1800 ED1 – 0800 ED2 Group ________

SITE TIME GROUP READING

1 READING

2 READING

3 READING

4 MEAN σ

WF LK ED1 1800

FAUCET ED1 1800

WF LK ED2 0730

FAUCET ED2 0730

WF LK ED2 1800

FAUCET ED2 1800

WF LK ED3 0730

FAUCET ED3 0730

WF LK ED3 1800

FAUCET ED3 1800

WF LK ED4 0730

FAUCET ED4 0730

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Algonquin Park Technical Manual 3.2 - 257

1800 ED1 – 0730 ED2 GROUP PLEASE FILL IN

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

1800 ED2 – 0730 ED3 GROUP PLEASE FILL IN

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

1800 ED3 – 0730 ED4 GROUP PLEASE FILL IN

CALIBRATION NONE O MATHEMATICAL O CONTROL SOLUTIONS O

INDEPENDENCE OF READINGS

OTHER ISSUES

CONFIDENCE LOW MEDIUM HIGH

DCM SP MM LT TECHNIQUES

CALIBRATION PROBE TECHNICIAN DATA RECORDER CBL TECHNICIAN

EQUIPMENT

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Algonquin Park Technical Manual 3.2 - 259

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

CTS REPORT FORMS

LDERF-CTS

DTO 3-323

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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ED2 AM – Group __________

MAMMAL EVIDENCE SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

ED3 AM – Group __________

MAMMAL EVIDENCE

SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

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Algonquin Park Technical Manual 3.2 - 261

ED4 AM – Group ___________

MAMMAL EVIDENCE

SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

NOTES

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Algonquin Park Technical Manual 3.2 - 263

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

SMTP REPORT FORMS

LDERF-SMTP

DTO 3-322

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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ED2 AM – Group __________

MAMMAL EVIDENCE SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

ED2 PM – Group __________

MAMMAL EVIDENCE

SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

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Algonquin Park Technical Manual 3.2 - 265

ED3 AM – Group __________

MAMMAL EVIDENCE SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

ED3 PM – Group __________

MAMMAL EVIDENCE

SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

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ED4 AM – Group ___________

MAMMAL EVIDENCE

SIGHTING FOOTPRINTS SCAT/ HAIR IMAGE

SSM1 SSM2

NOTES

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Algonquin Park Technical Manual 3.2 - 267

MARC GARNEAU COLLEGIATE INSTITUTE

TOPS PROGRAM

ALGONQUIN PARK EXPEDITION

LONG DURATION EXPERIMENTS

LSD REPORT FORMS

LDERF-LSD

DTO 3-451

AP6 - EXPEDITION

H. M. van Bemmel – August 2001

REVISION 0 – AUGUST 2001

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268 - v. Bemmel

Drawing 1

Scale: ______________

ARTIST OBJECT

REASON

COLOUR

COMMONALITY

AT SITE

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Algonquin Park Technical Manual 3.2 - 269

Drawing 2 Scale: ______________

ARTIST OBJECT

REASON

COLOUR

COMMONALITY

AT SITE

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Drawing 3

Scale: ______________

ARTIST OBJECT

REASON

COLOUR

COMMONALITY

AT SITE

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Algonquin Park Technical Manual 3.2 - 271

Drawing 4 Scale: ______________

ARTIST OBJECT

REASON

COLOUR

COMMONALITY

AT SITE

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Drawing 5

Scale: ______________

ARTIST OBJECT

REASON

COLOUR

COMMONALITY

AT SITE

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Algonquin Park Technical Manual 3.2 - 273

10.9 Equipment Reservation Form – AP6 Transfer Vehicles

PER DIEM INSURANCE FREE KM TOTAL TYPE QTY. PLATE $/DAY #DAYS $/DAY DEDUCT

Other Required Deposit:_________________ Reference # ______________________ Spare Keys: _____ Pick up: _____ Return to School: _____ Contact info: ________________ Name: ___________________ Phone: __________________ Camping Equipment

ITEM QTY. UNIT COST TOTAL Thermorests 4 Person Tents Stoves Stove Fuel

Damage Arrangement: _____________________________________________________ Delivery Arrangement: _____________________________________________________ Contact info: Company: ____________________ Name: ___________________ Phone: __________________

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Algonquin Park Camping Fees Whitefish Lake Group Camping Area PreTrip: Site: 2 (Arriving on 30th April and departing on 2nd May 2004) 2 Nights @ $ __________ / per night PLUS $ _________ per person Total AP4: (Arriving on 12 May and departing 15 May 2004) Prefer sites 4 and 6 3 Nights @ $ ___________/ per night PLUS $ __________ per person Parking: $_____________ Total: _______________

Friends of Algonquin Wolf Howl and Presentation: ___________________________________________ Lumber Museum : ___________________________________________________ Estimated Total: __________________________________

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10.11 Staff Schedule

STAFF MEMBER 03 APRIL

SILVER CREEK

10 APRIL HOCKLEY VALLEY

17 APRIL HILTON FALLS

29 APRIL – 01 MAY

PRE-TRIP

SENIORS 03 APRIL

SILVER CREEK

10 APRIL HOCKLEY VALLEY

17 APRIL HILTON FALLS

29 APRIL – 01 MAY

PRE-TRIP

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11 Timelines

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11.1 Master Timeline (Example) The organization of this expedition is a mammoth undertaking. To assist in the organization of

this process the following example is presented. It was used for the AP3 expedition. Clearly, this would have to be modified for the vagaries of each trip.

EVENT DUE

DATE/TIME LEAD ACTIVITY ISSUES DONE

1 27 Sep EL Revise Grade12 Resume Revise and update senior

obligations and positions as required.

2 28 Sep EL Have Grade 12 resumes copied 50 times.

3 29 Sep EL Have AP senior orientation meet-ing.

Explain what is expected of a senior and how the se-lection process works.

3 07 Oct EL Recruit Grade 12 for Resumes Resumes due on this day.

4 21 Oct EL Announce Seniors selected for this year

Announcement will be done on webpage. The sen-iors need to be on board early. Use the webpage.

5 29 Oct EL Decide on Staff

The earlier the better. Discuss with McM and SL work with Grade 10 teach-ing staff first.

5 30 Oct EL Update PP presentation that is overview of AP. One for the pub-lic and another for Administrators

Update this to reflect current realities so that it can be used for any presen-tation situation such as STAO that may occur from time to time.

6 30 Oct EL Make formal request of Staff

The earlier the better. Discuss with McM and work with Grade 10 teach-ing staff first.

7 15 Nov EL Get Staff Confirmations

Be certain about this and make sure that they know it can be Mother’s Day and that you are counting on them. Indicate what preparation is required etc.

8 15 Dec LSS

Survey Grade 12’s about camping equipment they require and about the length of hikes they might walk.

After selection they fill out a form in their package which will have this issue in it.

9 30 Jan EL Make Preliminary Budget Show to McM and get confirmation.

10 31 Jan EL Verify FEK participation for this expedition

Make sure he knows the dates and the pre hike to Hilton Falls and the Pretrip to AP

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

10 31 Jan EL Book vans for Trip Deal with Kenney Rd. Budget location. .

11 31 Jan EL Book van(s) for pretrip Get an MPV if the deal is the same

11 07 Feb EL Arrange with teacher of other sec-tion about a double period on 20 Feb to launch Algonquin Trip.

Launch of Expedition.

12 14 Feb EL Bring Items for Launch of Expe-dition

Need AP 100 year video. Preview it to be sure it is good. All forms and photocopies: Require TM and Grade 10 packages.

13 15 Feb EL Book Naturalist Presentations Remember these fill up.

The wolf one is good and the logging camp.

14 15 Feb EL Book Hilton Falls with Halton Region.

15 19 Feb EL Have Grade 10 Package copied 70 times

Don’t leave this until last minute. Give one to Mike and other teachers.

15 20 Feb EL Decide on nature of research groups

Compare to last year and with experiments of this year.

16 20 Feb EL Fill out field trip forms

Remember you need four of them. One for : AP3, valley sims, the pretrip and Hilton Falls, Silver Creek and Hockley Valley. Try to arrangement a package deal

17 20 Feb EL Have Staff package copied 30 times

Don’t leave this until last minute. Distribute to all teachers and seniors going on trip

17 20 Feb EL Launch of Expedition Want a double period for this day only

18 27 Feb EL Book Library for Plenary Ses-sions

Don’t forget and possi-bly discuss this with the of-fice so that closing proce-dures will not affect this ac-tivity

18 28 Feb EL Write Grade 10 Student Package

Change dates, alpha gear lists, Prioritize gear lists, re-vise deadlines and academic schedule, Modify intro let-ter. Include sign up for AP3, Hilton Falls, Sims and after school training, revise any awkward wording

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

19 28 Feb EL Write Grade 12 Student Package

Change Dates, alpha gear lists

Change signup to in-clude: AP3, pretrip, sims, after school training and Hilton Falls. Include also added duties in campground and what is expected.

19 28 Feb EL Revise Staff Manual

Formalize and check relevance of any and all staff instructions. Include issues about how to handle Grade 10’s and changes to this year’s trip.

20 28 Feb EL Update Technical Manual

Review recommenda-tions from previous efforts, change dates add/delete sec-tions as required.

21 28 Feb EL, SEM

Finalize Experiment suite of this expedition.

Reconsider which ex-periments work properly and what might be added or deleted.

22 28 Feb SEM Consolidate Experiment Equip-ment

SEM to coordinate. Should tell EL what equip-ment needs replacing.

23 28 Feb EL, LSS

Update Timelines for All 7 Groups

Update as required.

23 28 Feb EL, SEM, SDM

Revise SSRF as required

From the master given in the TM, delete the sec-tions that are not relevant and then run a number of copies so there is no need for them.

24 28 Feb EL Update detailed HvB time line in Park

This timeline will be consulted by HvB and the G1 assistant during the trip.

24 28 Feb EL have TM copied 75 times Don’t leave this until

last minute. Give one to Mike and other teachers.

25 28 Feb EL Post packages on webpage

Allows people who missed them a chance to get another. Also create and/or update the Algonquin node on the webpage.

26 28 Feb EL Verify field trip forms signed and ready.

Pursue the signature of the SO so that this is not forgotten.

27 28 Feb EL Items to hand in

Hiking Boots, Permis-sion Form, Agreement Form,

Science Groups, Hiking Groups

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

28 08 Mar EL Research Papers are due

29 15 Mar EL Book Camping equipment for trip Feb 15. Do not forget the pretrip

30 18 Mar EL Mark Research Efforts Use rubric

31 19 Mar EL Book TV studio for luggage stor-age

See S. Lang and get the studio for Mon, Tue and Wed during week of trip

32 19 Mar LSS Create a general trip roster sheet that can be used for attendance in any APX event.

These can be very help-ful as the office requires them and the park does as well.

33 25 Mar EL Update all Algonquin Lessons on Power Point.

The AP trip has taken too much class time for the past few years. When this material is going to be pre-sented it needs to be effi-ciently done in an interest-ing manner. Using the im-ages taken in the park and the basics of the presenta-tions that are required this can then be done by any teacher.

34 25 Mar EL Revise AP training schedule

Revise the training ma-trix so that the aspect being instructed each day is clear and appropriate.

35 25 Mar EL Update Bird song files

Ned to teach students these songs. It would be best as a wave files so this can be incorporated into a PP presentation or quiz.

36 25 Mar EL, LSS, SDM

Prepare Mark Spreadsheet for this expedition

Keep it flexible and use it for all preparation aspects. Divide by groups.

37 26 Mar SEM Ensure that Solutions are ready for equipment introductions and lab exercises

Need McM to help with some students. Need proper solutions to top up bottles for lab work and sims.

38 28 Mar EL Menus Due HvB to check and verify each one.

39 01 Apr EL Arrange Staff for Hilton Falls Determine how many

staff are required for this ef-fort. When is Easter?

40 10 Apr EL Camping Skills, bathroom, tents, rain, bugs

After school session preesentatoin on how they will live in the park.

41 13 Apr EL, LSS

Simulation 0

First full-up simulations for junior students. The SSRF’s generated from this event will not be marked but not recorded.

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

42 15 Apr EL, LSS

Make Timeline for Staff Members

Staff members other than HvB will be designated SM1, SM2 etc. Each desig-nation will have special du-ties and trail demands. One will be tailored as AFD and radio call signed will be given.

43 15 Apr LSS Make Timelines for Grade 12’s.

Grade 12’s will have a designation as G1, G2, etc. Each student will have task sin the campground and on the drives in addition to as-sisting the presiding staff member. These will include: Assistant to Mr. van Bem-mel, Checking experimental equipment, helping set the fire, tent inspections (gender based). Checking the SSRF’s produced on a given day

44 15 Apr EL Female Staff and Pretrip

If no female staff are at-tending the pretrip written permission must be ob-tained to allow female stu-dents to go.

45 15 Apr EL Check weather for Hilton Falls Use Internet

46 15 Apr EL Write Algonquin test Compare with last year and revise. Make 60 copies

47 17 Apr EL, LSS Preliminary Hike at Hilton Falls

Long day about 23 km Simulation 1 (upstream of the falls) and 2 (Forested site near junction of white and blue trails)

48 18 Apr LSS, LRM SDM

Mark Sim 1 and 2

Use Rubric and general impressions or work ethic. Return to the students by Tuesday 19th

49 18 Apr EL Submit receipts for Hilton Falls Pending McM approval. Other staff as well.

50 20 Apr ALL Simulation 3 Don Valley site.

51 21 Apr LSS, LRM

Mark Sim 3 Return by Friday

52 24 Apr EL Shop for food for pretrip Be ready early so there are no problems.

53 25 Apr EL Check weather for pretrip Use Internet

54 26 Apr EL PreTrip Staff

Arrange for early departure on pretrip

Check with office and attempt to have no coverage if possible.

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

55 27 Apr ALL Simulation 4

The final simulation. Only 40 minutes and this includes water based work. Don Valley Location

56 28 Apr LSS, LRM Mark Sim 4 Return by Friday

57 29 Apr EL, SM

Pickup vans from Kennedy Budget

Get a ride to school that morning and then pickup the van in the morning around 11 am. Teach P1 only.

58 29 Apr 01 May

EL, SM, Seniors

Preliminary trip to AP Backpacking trip on Highland Trail

59 30 Apr LEM Update tool list for park (in addi-tion to experiment package)

Effected by the LEM

60 30 Apr EL Verify Drive up CD

Make required modifica-tions including changes to drive route on CD. Dupli-cate CD’s as required.

61 30 Apr EL Update Drive up Assignment Modify last year’s work

based on the new route. Print all required copies.

62 30 Apr EL Verify Luggage(Gear) inspection sheets for each group

This will save a lot of time during inspection situations and can allow one to check at a glance who has problems

63 02 May Staff Submit pretrip receipts to McM Each teacher does their own. .

64 02 May EL Arrange for cheque for naturalists Keep it open up to a cer-

tain sum if there are any last minute changes

65 02 May EL Arrange for credit card to pay for gas, park fees on trip

Make sure there is enough room for potential issues

66 02 May EL Arrange for cheque to be given to Budget as a security on the trucks.

Last year it was $3000. Verify this in the negotia-tions

67 02 May EL Arrange for Geiger Counter Discuss with Clyde

68 02 May EL Arrange honorarium cheque for FEK

69 08 May Staff Shop for food for main expedition Submit bills, we will

cover $80 for each staff member

70 08 May EL Check weather forecast for expe-dition

Use Internet. Write down on weather form and put in Flight Binder.

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EVENT DUE DATE/TIME

LEAD ACTIVITY ISSUES DONE

71 09 May EL, SM, Seniors

Gear Inspection

Compulsory and stu-dents will earn demerits if they aren’t up to the mark on this.

72 09 May Staff Make work ready for supply teacher when absent during AP3

Do this properly. Need to cover astronomy, and Al-gebra Geometry.

73 09 May EL Make a list of the vans and their license numbers

Call Budget and ask for this

74 09 May ALL Departure

EL, Seniors by 0600, Staff by 0630

Students there at 0700. We depart by 0730 or ear-lier.

75 09 May LSS Collect drive up assignment

Have this assignment handed in at the time of the photo or the picnic which-ever is first.

76 16 May EL, SDM

Decide on Science Working Group Topics

Assess data collected and compare to last year and with experiments of this year.

77 17 May EL AP Test Test on naturalist pres-

entations and other Algon-quin basics

78 18 May Juniors Mark AP test Mark in Class

79 18 May EL Reconcile with Office re Fi-nances.

Carefully document everything. Student assistant will help from park.

80 31 May EL Compute Final Budget Produce final budget for

my records and give copy to McM

81 03 Jun Juniors Reports Due

Science Working Groups need to hand in their work in time for me to read it before the presentations.

82 06 Jun EL Mark SWG Papers Use rubric

83 07 Jun EL, Juniors Plenary Sessions PP presentations by stu-

dents in SWG.

11.2 Detailed Time Lines

Although the MTL permits organization of the expedition, there are certain tasks during the preparation

and execution of AP5 that require detailed procedures. These are put in lists called Detailed Time Lines or DTL’s. These are separate sets of procedures for each of the events listed below.

11.2.1 Hilton Falls

The compulsory hike at Hilton Falls will permit the students on the trip to use their

equipment in a wilderness setting similar to Algonquin Park. Opportunities to identify the

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flora and fauna will abound.

The Hilton Falls loop on the Bruce Trail is located near the Guelph line exit (#312) of the 401 (ap-

proximately 60 km WEST of Toronto. This trail visits a waterfall, many forested settings and a quarry (view). Although not hilly, it is long (24 km). Two simulations will occur on the excursion. Students should be well-prepared for this. In general, the students will first follow the dotted trail and return on the red one.

11.2.1.1 Pretrip Activities

The Pretrip activities are those activities which occur prior to departure and are detailed enough

not to fall on the MTL. The MTL will have an entry to follow a specific DTL when necessary.

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This labelling of Sample Stations and such like done by four numbers. An example might be 8-123. The format is AP-GroupTravereseSamplestation. Thus, the example would indicate AP8, FIT 1 on Traverse 2 at Sample Station 3. For simulations the Traverse is 0. The sample station are that same as the sim numbers.

11.2.1.2 Tool Lists

The following is a summary of all the tools required of this effort. The DTL in the proper area

of the trip will give time when tools need to be used and / or assembled.

11.2.2.1 Sample Station Tool Lists

NUMBER ITEM PURPOSE STOWAGE 1 ASEP All CBL Based Experiments Backpack 2 Digital Camera Imaging Experiments Another Backpack 3 Measuring Tape Dimensional Analysis ASEP 4 SSRF Report Form Leader 5 SSRF Folder Rain Protection for SSRF Leader 6 Umbrella Rain protection for the SSRF A member 7 Tree Triangles Tree height measurement ASEP 8 Rope with weight River Morphology ASEP 9 UHT Extends the reach of the probes A member 10 Toilet Paper Leader 11 Lunch (9) 12 Drinks (9) 13 Rain Coat 14 Rain Pants 15 Hat Sun protection 16 TI-83 Calculator Running Regression Programs 17 Bug Jacket 18 Required Medications

11.2.3 Excursion Activities

EVENT MET EDT ACTIVITY TOOLS

311-21 0000 0900

Begin Hike Begin new Track at This trail using GPS. Take marks at obvious areas and have G1 record.

Camera Trekking Poles Pack Binoculars GPS

311-22 0030 0930 Pothole

311-23 0045 0945 Hilton Falls – Simulation 1 (above falls)

311-24 0300 1200 Meal 1 after crossing road Food 311-25 0430 1330 Forest SS on cliff approach

311-26 0515 1415 Cliff Ecology. Discussion of old trees

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EVENT MET EDT ACTIVITY TOOLS 311-27 0530 1430 Meal 2 at outlook. 311-28 0630 1530 Quarry / Bridge 311-29 0640 1540 Cleft Caves 311-30 0730 1630 Reservoir 311-31 0800 1700 Return

11.2.4 Post Trip Activities

EVENT EDT ACTIVITY TOOLS STATUS 311-33 1605 Stretching 311-34 1610 Water 311-35 1615 Assemble all tools listed GPS

Guide books Items assigned to carriers

311-36 1620 Departure from Hilton Falls. Mark GPS GPS 311-37 1625 On #401. Mark GPS GPS 311-38 1640 Call HQ for update Cell phone 311-39 1710 At #401 and #407. Mark GPS GPS 311-40 1740 At #407 and #404. Mark GPS GPS 311-41 1800 Newmarket. Mark GPS GPS 311-42 1820 Arrival at HQ. Mark GPS GPS 311-43 2000 Stow Equipment on Tool List Food Residue in

pack GPS Nature Guides Equipment for school

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11.3 Simulations

11.3.1 Simulations – Water

Water based simulations will occur on the Don River or another branch of same. The sample station work with these sites will entail the full gamut of SS experiments.

11.3.2 Simulations – No Water

If no water is present around a sample station then the water experiments are cancelled. The obliga-

tions of a sample station are the experiments that can be done without the presence of water.

11.4 Traverse Assignments

The following are the traverse assignments for all six groups. The current thinking is to keep this or-ganization the same for all future trips. The only change will be the students that are effecting the work. Every effect is made to vary the sites and types of trails walked so that each group gets a representative experience of the Algonquin environment. Below is a master list of destinations and then in the appropri-ate sections below will be the detailed time lines for all 6 groups. This was signicantly altered for AP9 to include evuironments neat highway 60. Groups walking less will do more SS work.

11.4.1 Trail Listing Codes

11.5 Distribution of Sample Station Types

Every effort is made to diversify the SS types for each group. In addition, an effort is made

to vary the distances so that some groups can have a slightly more intense experience if they choose. As is indicated below Group 6 will have the longest walk and Groups 3 and 7 will have the shortest.

Code # Trails 0 Select Trail

1 Western Uplands 2 Fen Lake

3 Whisky Rapids 4 Highway 60 Corridor 5 Mizzy Lake

6 Hemlock Bluff 7 Track and Tower

8 Highland

9 Old Railway Bike Trail 10 Minnesing Mountain Bike Trail

11 Booth's Rock 12 Centennial Ridges

13 Big Pines

14 Bat Lake

15 Two Rivers 16 Beaver Pond

17 Logging Museum

18 Spruce Bog 19 Bluff Lake

20 Opeongo Road

21 Leaf Lake

22 Pinetree Lake 23 Little MacCauley Lake

24 Provoking/L2Rivers Portage

25 Peck Lake

26 Don Valley

27 Hilton Falls

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SSID Trail H60 km Name Description of SS Loc

100 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

101 27 0 Hilton Falls - For-est

Simulation 1 - Slightly upstream of Hilton Falls

102 27 0 Hilton Falls - River Simulation 2 - Forested Site near escarpment edge

103 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

104 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

111 19 46

Bluff Lake

Park at the beginning of Opeongo Road and H60. Carefully cross the highway and take the portage (yellow sign) just east of the intersec-tion. Follow this portage trail for about 700m to Bluff Lake. The trail can be pretty wet at the beginning. Notice the impressive 2m tall bea-ver dam about 100 m up the trail.

121 12 38 Cloud Lake

Hike around the trail in the appropriate direction. Just between post 7 and post 8 is the Cloud Lake SS. Use the GPS to carefully identify the actual site as the trail follows Cloud Lake for 50 to 100 m.

122 12 38

Coon Lake

Hike onward to post 13a at Coon Lake. The turn off is after where it used to be- but should be well signed. Bring a Centennial Trail Guide with you to assist you with this diversion. The turn you will make is a left turn. When complete you will retreat to the turn and continue on the Centennial Ridges Trail and follow it back to the parking lot.

123 12 38 Rutter Lake

Hike to post 12 at Rutter Lake. Use the GPS to get the exact location.

124 14 30 Bat Lake Creek

Hike into the Bat Lake trail about 1 km. You will arrive at a small creek that is crossed by a small wooden bridge. The sample station is the centre of the bridge.

125 14 30 Bat Lake

Hike around to post 10. The centre of the sample station is roughly three metres from the dock access. If stable the dock can be used for water sampling and temperature profiling (HYPRO)

131 1 3

Guskewau Lake

Hike over the bridge crossing the Oxtongue River and after about 200m you will come to a trail junction. Take the right fork and after about 1 hour you will arrive at Guskewau Lake. The sample station is 10 to 20 m down the small stream from the lake itself. Again use the GPS carefully to correctly identify the SS location.

132 1 3

Ramona Lake

Hike another hour or so along the trail in a northerly direction. You will approach Ramona Lake. Pass the lake on the trail until you come to its northwestern corner. This is the sample station. Use the GPS to identify the location with precision.

133 1 3

Thunder Lake

Continue hiking north of Ramona Lake. You will soon come to a trail junction. Continue north- now on the Yellow Trail (instead of blue). After a walk of about 25 minutes you will cross a portage path that leads between Thunder and Tonkela Lakes. Turn left onto this trail and go down to the shore of Thunder Lake. This is the sample station. Use the GPS to guide you.

134 1 3 Tonkela Lake

Now follow the portage back over the Western Upland Trail all the way to Tonkela Lake. The shore is your sample station.

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SSID Trail H60 km Name Description of SS Loc

200 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

201 27 0 Hilton Falls - River Simulation 1 - Slightly upstream of Hilton Falls

202 27 0 Hilton Falls - For-est

Simulation 2 - Forested Site near escarpment edge

203 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

204 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

211 22 45

PineTree Lake

Drive to km 50. Immediately across from the km 50 sign is a small driveway (south side) where you can park the van. Follow the portage signs to Pinetree Lake. The hike is about 1 km one way. The sample station is located at the lake

221 8 30

Madawaska River

Drive to km 30 and the Highland Backpacking Trail. Hike in on the blue trail about 2km from the road you will cross a 15m long bridge. The sample station is in the centre of the bridge. Caution students to be careful about their sampling as the current is strong in this part of the river.

222 8 30 Starling Lake

Continue hiking along the blue trail. After a few hills- the trail will pass by a small lake. The sample station is at the first access of the lake. Use the GPS to be sure of its location.

223 24 30

Creek on Provok-ing Portage

Continue hiking on the blue trail. As you leave Starling Lake and climb a hill you will encounter a blue-blue trail junction at the top. Take the LEFT trail and proceed along the ridge. When you get to the Overlook side trail encourage the students to take it as you a tremen-dous view of Starling Lake and the surrounding countryside. A good lunch stop. Then retreat the 250m of the side trail and continue on the blue trail. At the bottom of the hill it will cross a portage trail between Lake of Two Rivers and Provoking Lake. Turn LEFT and follow the portage in the direction of Lake of Two Rivers. After about 10 min-utes you will cross over a small brook which is the sample station. Use the GPS to make sure you have the right place.

224 9 30

Madawaska River near Pog Lake

Continue north on the portage trail until to reach the Mountain Bike Trail right beside the lake. Turn RIGHT and hike east along the moun-tain bike trail for about 3 km. Use the GPS to identify the location of the sample station. NOTE to return to the van- hike along the Railway Mountain Bike Trail all the way to the Two Rivers Store. From there the driver can walk up to the Highland Parking lot (2km) or (usually) one of the other groups will be having a snack at the store and the driver will take you.

231 11 40

Rosepond Lake

Drive to km 40 and turn SOUTH onto Rock Lake Road. Please drive slowly on this dirt road as the surface can be rough. Drive right to the end and then turn LEFT and follow the signs to the Booth's Rock Trail. This should be 9 km south of the highway. Hiking in the direc-tion of the arrows- you will encounter the miromitic Rosepond Lake after about 15 to 20 minutes. Use the GPS to verify the precise loca-tion of the sample station.

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SSID Trail H60 km Name Description of SS Loc

232 11 40 Gordon Lake

Continue along the Booth's Rock trail until you come to Gordon Lake. The trail will veer sharply uphill- but stay to the left and go right down to the lakeshore which is the sample station.

233 11 40

Booth's Rock Summit

Retreat from the lakeshore and turn LEFT when you get to the trail and go up the large hill. The next sample station is at the cliff top. The actual SS is about 20 or 30 metres back from the cliff edge. Please use caution at the cliff as it is about 100m high.

234 11 40

Rock Lake

Continue following the trail as it begins its descent down from the cliff. It will reach the old rail bed. If time permits allow the students an exploration of the old Barclay Estate which is on your map. The remains of the tennis court are there as well as the boat house and bar-beque pits. Moving along the rail bed use the GPS to find the final sample station on this trail.

235 16 45

Beaver Pond Boardwalk

Drive back out to the highway and then east to km 45 and the Beaver Pond Trail. Hike the trail in direction of the arrows. Post 3 is in the middle of a boardwalk. This is the sample station. Please do not block the entire boardwalk as other hikers will want to pass.

236 16 45 Beaver Pond Dam

Continue hiking this trail around to the beaver dam site at post 5. The sample station is below the dam. Use the image to locate yourself.

237 4 49 Brewer Lake

Drive east along the highway to the parking lot at Brewer Lake near km 49. Use the GPS to identify the sample station

238 4 45

Costello Lake

Turn WEST and drive back to the Opeongo Road at km 45. Turn RIGHT and park in the parking lot located up the road a few hundred metres on the left. Use the GPS to locate the position of the SS.

300 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

301 27 0 Hilton Falls - River Simulation 1 - Slightly upstream of Hilton Falls

302 27 0 Hilton Falls - For-est

Simulation 2 - Forested Site near escarpment edge

303 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

304 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

311 6 27

Jack Lake Board-walk

Drive to km 27 on the highway. The parking lot is on the south side- but the trail is to the north. Use care crossing the highway. For this one time hike the trail in the OPPOSITE direction indicated by the arrows. This means that the first post you will encounter is post 10. Hike in about 1 km to the centre of a board walk. This is your sample station. The soil work can be done at the north end of the board walk. Use the GPS if you are confused.

321 5 15

Lower Mizzy Lake

Drive to km 15. Use some care as the turn is at the bottom of a hill right across from the seaplane base. Hike the trial in the direction in-dicated by the arrows. Use the GPS to find the first site. It should take about 15 minutes to reach this first SS

322 5 15 Upper Mizzy Lake

Continue following the trail as it passes the first lake and then opens into a second one (actually a continuation of the first). Use the GPS to get the correct position.

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SSID Trail H60 km Name Description of SS Loc

323 5 15

West Rose Lake

Continue along the trail. It will join an old rail bed- which is a con-tinuation of the rail bed we stood on at Cache Lake Station. The next sample station is at West Rose Lake. Use the GPS to get the correct location.

324 5 15 Wolf Howl Pond

Continue along the rail bed to Wolf Howl Pond. This is the location of the sample station again use the GPS to get the precise location.

325 5 15

March Hare Lake

Soon after Wolf Howl Pond the trail leaves the rail bed and returns to the forest. After some time (perhaps 45 minutes) you will come to March Hare Lake. Again- use the GPS to determine the precise loca-tion of the SS.

326 5 15 Dizzy Lake

Continue hiking along the trail after about 20 to 25 minutes you will come to Dizzy Lake. Use the GPS to find the precise location.

331 4 37 Whitefish Lake

The first site is in the natural shoreline near our campsite. Use the GPS to get an accurate position for the SS.

332 4 37

Kearny Lake

Hike north of Whitefish campground north along the portage path (it is east of the campground driveway) until you come to Kearny Lake. This is the sample station. Use the GPS to verify your location.

333 4 37

Pog Lake

In Kearney campground follow the trails so that you cross the high-way on the bicycle trail. This will bring you into the Pog Lake Camp-ground. Follow the bike trail and watch the GPS as you close in on your sample station.

334 9 37

Lake of Two Riv-ers -Provoking

Rejoin the bike trail and follow it south of Pog lake and onto the Old Railway Mountain Bike Trail. Turn RIGHT and hike about 3 km to the junction of the portage trail from Lake of Two Rivers to Provoking Lake. This trail junction is your next sample station.

335 24 37 Provoking Lake

Now follow the portage trail all the way to Provoking Lake. The lake shore is the sample station.

336 8 37

Overlook Junction

Retreat from the lakeshore on the portage trail- but then where the portage crosses the backpacking trail turn LEFT and go WEST to the junction of the blue trail and the overlook side trail. This junction point is the final sample station. Afterward encourage the students to walk the short 250m overlook trail as the view is pretty impressive a nice spot for lunch. NOTE to return to Whitefish Lake hike back along the portage trail and back into Pog Lake Campground- but this time walk to the auto exit and this will put you right at the entrance to Whitefish Lake campground. Pog Lake will be closed- but do be care-ful walking on the access road to Whitefish Lake. Remember...Walk facing traffic!

400 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

401 27 0 Hilton Falls - River Simulation 1 - Slightly upstream of Hilton Falls

402 27 0 Hilton Falls - For-est

Simulation 2 - Forested Site near escarpment edge

403 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

404 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

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SSID Trail H60 km Name Description of SS Loc

411 13 40

Sunday Creek

Hike the Big Pines trail in the direction of the arrows. Be careful to stay on the trail when it intersects the dogsledding trail. The Big Pines trail is marked with blue discs nailed to the trees. About halfway around near the old logging camp there is access to a stream. This is the sample station. Use the GPS to obtain the precise location.

421 1 3

Maple Leaf Lake

Hike over the bridge crossing the Oxtongue River and after about 200m you will come to a trail junction. Take the left fork and after about 1 hour you will arrive at Maple Leaf Lake. The sample station is near the first water access. Use the GPS to obtain the precise position.

422 1 3

Oxtongue River

Retreat to the bridge crossing the Oxtongue River. The sample station is effectively in the centre of the bridge. Do any soil work on the side of the river on the opposite side of the river from the picnic area.

423 4 9

Tea Lake

Drive to the Tea Lake Campground access. It will be closed- but park out of the way near it. Hike down through the campground to an ac-cess point on Tea Lake. Use the GPS to obtain a precise position.

424 4 11

Canoe Lake

Drive further east and turn left into the Canoe Lake parking area. The sample station is east of the parking area at the extreme south end of the lake. It is NOT up at the lodge area. Use the GPS to guide you.

425 25 19 Peck Lake

Drive to km 19 and hike the Peck Lake trail in the direction of the arrows. The sample station is centred on post 5.

431 4 -3 Gateway Lake

Drive west about 3 km past the West Gate. On the south side is a lake. Use the GPS to identify the precise location of the SS.

432 2 0

Gateway Creek

Return to the West Gate. The Fen Lake cross country ski trail is lo-cated at the West Gate on the south side. Follow the track on the GPS and / or the map provide to make sure you are on the correct part of the trail leading to Gateway Creek. The first access to the creek is the sample station use the GPS to confirm the location.

433 5 15

Source Lake

Drive to the Mizzy Lake trail and take the right branch of the loop. Approximately 2 km into the trail it turns sharply onto the old OAPS railbed (This point on GPS - All seniors have been here on Pre-Trip). Instead of turning left turn right and follow the old rail bed to the shore of Source Lake (500 m or so.). After you finish return the way you came.

434 4 12

Smoke Lake

Drive past the Canoe Lake / Smoke Access crossroad. Perhaps 500m east of this intersection is an overlook of Smoke Lake to the south. This is the site of the sample station. The GPS can guide you for the precise location.

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SSID Trail H60 km Name Description of SS Loc

435 4 35

Lake of Two Riv-ers-East Beach

Drive past the Two Rivers Store and Lake of Two Rivers. At the east end of the big lake is a road going south that leads to a number of things including the East Beach boat launch. The sample station is at the water access of the boat launch. This is the outlet of Lake of Riv-ers as it drains into Whitefish Lake. Again Use the GPS to precisely identify the sample station location.

500 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

501 27 0 Hilton Falls - River Simulation 1 - Slightly upstream of Hilton Falls

502 27 0 Hilton Falls - For-est

Simulation 2 - Forested Site near escarpment edge

503 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

504 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

511 18 43 Spruce Bog

Drive to the Spruce Bog Trail. Hike the trail in the direction of the arrows. When you get to post 3 you are at the sample station.

521 8 30

Provoking Lake - South

Hike the Highland Trail to the blue-blue junction. Take the RIGHT fork at the blue-blue junction. Continue to the point where Provoking Lake drains to the west. The sample station is in the centre of the creek crossing.

522 8 30 Highland Y/B

Hike further south from the creek crossing to the Yellow-Blue junc-tion. This is your sample station.

523 8 30

Faya Lake

Continue south on the YELLOW trail to the Faya Lake access. If the campsite is unoccupied then the sample station is at the water access of the campsite. If the site IS occupied then the sample station is at the Side Trail entrance from the yellow trail.

524 4 26

Jake Lake

Hike back to the van by retracing the trail taken to get to Faya Lake. Drive to km 26 which is west of the Highland trail and park safely near Jake Lake at km 26. Use the GPS to establish the precise location

525 4 31 Mew Lake

Drive EAST and park at the Bat Lake Trail parking lot. Hike along the shoulder of the highway to get to the GPS marked access to Mew Lake

526 4 33

Lake of Two Riv-ers - North

Drive further east and turn right into the Lake of Two Rivers Picnic area. The sample station is at the water and can be precisely located by the GPS.

527 4 46

Opeongo Road - Mid

Drive to Opeongo Lake Road (km 46) and then north to the sample station on the side of the road. Please park carefully. This road al-though narrow is used often. There is a small parking area on the left (west) side quite close to the SS.

531 1 3

Leach/Hardy

Begin the hike by crossing the bridge over the Oxtongue River. About 200m further north the trail divides. Take the LEFT fork and hike along this trail for about 1 hour and 45 minutes to the creek connect-ing Leach and Hardy Lakes. The sample station is where this stream crosses the trail.

532 1 3 Little Hardy

Continue hiking and then take the access trail to Little Hardy Lake. The sample station is at the lake shore

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SSID Trail H60 km Name Description of SS Loc

533 1 3 Steeprise Lake

Return to the trail and continue hiking until you get to the creek con-necting Steeprise Lake and a smaller unnamed lake to the west. The sample station is where this creek crosses the trail.

534 1 3 Maggie Lake

Continue hiking until you get to Maggie Lake. Take the first Side Trail you find and head to the water and your sample station.

600 26 0 Don Valley

First SS in park under Overlea Bridge. Simulation 0. Data marked - but marks not recorded

601 27 0 Hilton Falls - River Simulation 1 - Slightly upstream of Hilton Falls

602 27 0 Hilton Falls - For-est

Simulation 2 - Forested Site near escarpment edge

603 26 0 Don Valley Simulation 3 - Second SS in park under Overlea Bridge

604 26 0 Don Valley Simulation 4 - Third SS in park under Overlea Bridge

611 23 48

Little MacCauley Lake

Drive to the Brewer Lake parking area and then walk facing traffic about 100 m along the highway to the beginning of the Little McCauley Lake portage. The GPS mark LMLP is in the vicinity. The trail is on the north side of the road. Follow the portage all the way to the lake. The sample station is at the shore.

621 7 25 Cache Lake

Hike the Track and Tower trail in the direction of the arrows. Post 2 overlooking Cache Lake is the location of this sample station.

622 7 25 TT Post 4

Continue hiking the trail. There is a waterfall past post 4 and is marked in the GPS.

623 7 25 TT Post 7

Hike to post 7at the cliff top. The sample station is located by GPS reference in a somewhat sheltered location back from the cliff edge.

624 7 25 Madawaska River - Bridge

Return to the main trail and descend down into the Madawaska River crossing at post 10

625 7 25

Grant Lake

Continue hiking along the trail- but at post 11 make sure you turn left towards the parking lot. After another kilometre you will encounter Grant Lake. The access point to the lake is the sample station. Use the GPS to determine the precise location.

626 4 20 Found Lake

Return to the van and drive to km 20 the site of the Algonquin Art Gallery. Park in the lot and you find the sample station at neighbour-ing Found Lake.

627 4 21

Unnamed Lake

Driving east from Found Lake the road skirts north of a large hill. As it comes around the hike it will descend to a small creek crossing. At this crossing this is a portage. Park the vehicle careful and hike the portage trail SOUTH for about 190m to a small unnamed lake

628 4 39 km 39 Lake

Drive out to km 39 about 1 km east of the Centennial Ridges Trail. On the north side of the road will be a small lake. Use the GPS to identify the precise location of the SS.

631 10 22

Minesing B

Drive to the Minesing Mountain Bike Trail. The gate will be closed- but you can walk in to the site. Take the right (eastern) side of the trail and hike up to the first trail Junction (A). Take the right fork of the junction and hike up to just short of junction B there is a small creek this is the sample station.

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SSID Trail H60 km Name Description of SS Loc

632 10 22 Minesing C

Continue north to junction B and take the RIGHT fork and continue on to Junction C and then take the LEFT fork. About 50 m along this trail is the next sample station.

633 10 22

Linda Lake

Continue along this trail until you reach the intersection of this trail with a portage trail between Linda and Polly Lakes. Take the portage trail NORTH (i.e. a right turn) to Linda Lake. The shore is your sam-ple station.

634 10 22 Polly Lake

Retrace your steps from Linda Lake and hike all the way to Polly Lake which is the next sample station.

635 6 27

Jack Lake Post 6

Retrace yours steps to the main trail and turn LEFT and continue back to the van. Drive to the Hemlock Bluff Trail and hike the trail in the direction of the arrows. The sample station is at the shore of Jack Lake near post 6. Use the GPS to identify the location precisely.

11.5.1 Sample Station Distribution Table

THURSDAY FRIDAY SATURDAY GROUP RIVER LAKE FOREST RIVER LAKE FOREST RIVER LAKE FOREST

LG

CR

K

CO

N

DE

C

LG

CR

K

CO

N

DE

C

LG

CR

K

CO

N

DE

C

1 x x x 2x x x 2x x 2 x x x 2x x x 2x x 3 x x 2x x x x x x x 4 x x x 3x 2x x x 5 x x x 2x x 3x x 6 2x x 2x x x 2x x 7 2x x x x x x 2x x

11.5.2 FIT Trail Statistics

GROUP RIVERS CREEKS LAKES CON.

FOREST DEC.

FOREST DISTANCE

(KM)

DIFFI-

CULTY OF

TRAILS (1-3)

1 0 3 5 1 1 41 2-2-3 2 2 1 5 0 2 41 1-3-3 3 4 1 3 1 1 35 1-2-2 4 2 1 5 0 2 38 2-2-2

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5 1 0 6 3 0 41 2-3-3 6 1 3 4 0 2 47 1-3-3 7 1 2 5 0 2 35 2-2-2

11.5.3 Senior Student Assignments

The detailed description of the senior student tasks is given in section 2.6 in volume 1, but

form completeness the following table reflects the assignments given to the seniors for this trip.

POS. TITLE NUMBER

OF PEO-PLE

BASIC TASKS

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POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

LSS

Lead Senior Student Jennifer Beamish

1, 1A

Lead Senior Student. Will recruit students for help on tasks and schedule with the advice and consent of Mr. van Bemmel the tasks of seniors on an ongoing basis Assist Mr. van Bemmel with all paperwork prior to the trip including forms accounting and such like. Assist the scientific data manager with entry of marks and other as-sessment articles into the database. Liaise with and assist the Lead SSRF Marker Regularly liaise with the other Managers to always have a sense of the logistical status of the trip. Female Tent Inspection Coordinator Inform Mr. van Bemmel of any concerns regarding equipment, medical or emotional of any member of the expedition. Also responsible for the training of the grade 11 student who may fill this position in 2006 Help keep Mr. van Bemmel on schedule and remind him of special tasks that need completion. Security of the AP6 database and SSRF’s for all foreseeable hazards. Experience in backcountry essential for this position Advanced first aid credentials an asset for this position.

LEM

Lead Equipment Manager John Coates

1, 1A

Assistant to Mr. Lang. Responsible for the status and proper maintenance of all site equipment including the APLS and all campground items. Litter control in the campground. Disposal of waste food items. Supervision of rain protec-tion procedures including ditching or tent relocations. Responsible for the campfire. Keeping the wood dry and the campfire being kept at a reasonable level and being extinguished before sleep time. Male tent inspection coordinator Responsible for the dishwashing equipment and support of staff. Support of busy staff members: dish washing, food prep etc. Also responsible for the training of the grade 11 student who may fill this position in 2006 Experience in backcountry essential for this position

SEM

Scientific Equipment Manager Saravanen Ananthalingham

1, 1A

Responsible for the completeness and operational circumstances of all scientific equipment prior to departure. Supervision of the loading of same. Responsible for and/or coordination of the inspections of ASEP’s after junior student traverses including simulations exercises. Expected to assist the G1 and Mr. van Bemmel on the revision of checklists for the AP6 experiment suite. Responsible for updating the ASEP status board in the APLS. Expected to liaise with the G2 to ensure that a safe and reasonable storage area is arranged in the APLS. Also responsible for the training of the grade 11 student who may fill this position in 2006 Other seniors will be expected to assist in sections and other aspects of this area.

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POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

SDM

Scientific Data Man-ager Jim Xu

1, 1A

Renaming all scientific images to the AP6 nomenclature that are ef-fected. Along with the G1, controlling the entry of marks and other pertinent data to the AP6 database. Controlling the flow of suggestions and deficiencies offered or discovered during AP6 that can be used during development work for AP6. Also responsible for the training of the grade 11 student who may fill this position in 2006

LVD Lead Videographer 1

The recording of video during all aspects of an Algonquin Expedition is of interest for operational and historical reasons. It has been found that the adult staff inevitably get involved in any number of activities and the video effort languishes. To improve this aspect of the documenta-tion, one Grade 12 student will be assigned the position of Lead Video-grapher (LVD). This position requires the student to be responsible for the circumstances of the video equipment including: charging of the batteries, security and documentation of cassettes. This student should be knowledgeable in all aspects of the camera’s operation including: lighting settings, battery conservation techniques, camera security in the field and proper panning and other techniques. This person will liaise with Mr. Lang to acquire the required training and practise prior to the event. It is expected that video documentation of the practise hikes and other training will also be accumulated. Aside from the foregoing, this individual does NOT have to be the only person who takes video on this trip. The actual taking of video can be shared among any qualified students (Mr. Lang’s permission). How-ever, the LVD is always responsible for the equipments status and the other aspects described above.

LRM Lead Report Marker

1

Assessment of the completeness and accuracy of the grade 10 Sample Station Report Forms (SSRF). Led by the LRM, approximately 5 sen-iors will end up involved in this group. It will have to evaluate 28 of these on both Thursday and Friday evenings. It is expected that the LRM will report to both the SDM and the LSS on their status and re-sults.

FPT

Lead Food Preparation Techni-cian

1

The duties of many seniors and staff often preclude a leisurely dining hour. This person will prepare either a communal meal or specific items as requested during mealtime. They can also assist the LEM with the supervision of the cooking area. All seniors are still required to bring and maintain their own food supply.

FTI Female Tent Inspec-tor

2

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents occupied by female students. En-suring that these tents are safe from flooding and other rain hazards. Deployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspections may be waived if the weather poses not concern. Female seniors only.

MTI Male Tent Inspector 3

With the advice and consent of the LSS, respectfully, but firmly deal with the status of all grade 10 tents occupied by male students. Ensur-ing that these tents are safe from flooding and other rain hazards. De-ployment of the tents on Wednesday. Supervision of the dropping of tents on Saturday morning. That all clothing and sleeping bags are properly waterproofed. These inspections may be waived if the weather poses no concern. Male seniors only

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POS. TITLE NUMBER OF PEO-

PLE BASIC TASKS

LDT Long Duration Ex-periments Techni-cian

1 This person is responsible, with the advice and consent of the SEM, for the deployment and security of the long duration experiments which are deployed each evening and assessed each morning at 0700.

SCC APLS Construction Crew

6

This group is captained by the LEM and will set up the APLS on Wednesday and take it down and load it into the cube van on Saturday. They will also unload it and store it properly at the school. A tradition has been established that makes it an insult to this crew if any adult staff has to offer excessive assistance to the construction of this shelter. Designed by Mr. van Bemmel and constructed by him and Mr. Lang, it is a device used and maintained by each generation of TOPS students. I hope that the AP6 crew will maintain this tradition culminating with the privilege of writing their names on it on Friday Evening.

This fine group was the senior staff roster for AP4.

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302

- v. B

em

me

l

11.5

.4 A

Mo

del Se

nior Stu

dent R

oster.

Note: S

uch assign

men

ts are

not comp

letely firm 3

mo

nths ahe

ad

of th

e trip a

nd so

this is simp

ly a g

ene

ral o

f wh

at is typ

ical of the

ir ob

liga

tions.

ID#

Senior

Thu Before Departure

Transit

Set up

Traverse 1

Meal 1-3

Evening

Fri AM

Traverse 2

Meal 2-3

Evening

Sat AM

Traverse 3

Meal 3-3 Sat PM

Sun AM

Traverse 4

Drive Home

After Arrival

1

LSS

LS

Sa

HvB

Van 1

HvB

APLS

SSRF, ASEP, LTE

Wolf

HvB

Van 3

SSRF, ASEP, LTE

Geology

HvB

Van 7

SSRF, ASEP, LTE Pack up

Pack up

APLS

Van 1

Secure items

2

LEM

S

EM

LE

Ma

SE

Ma

S. Lang

Van 7

S Lang

APLS

ASEP

Wolf

Equip

Van 4

ASEP

Geology

Equip

Van 6

ASEP Pack up

Pack up

APLS

Van 7

Secure items

3

Van 6

Van 6

Boys

APLS

SSRF, Cook

Wolf

O/D

Van 5

SSRF, Cook

Geology

O/D

Van 1

SSRF, Cook Pack up

Pack up

APLS

Van 2

Secure items

4

Van 5

Van 5

Girls

Van 7

Cook FTI

Wolf

FTI

Van 6

Cook FTI

Geology

FTI

Van 2

Cook FTI Pack up

Pack up

Campsite

Van 2

Secure items

5

Help G1

Van 1

Girls

APLS

With James FTI

Wolf

FTI

Van 7

With James FTI

Geology

FTI

Van 3

With James FTI Pack up Pack up

APLS

Van 1

Secure items

6

Experi-ments

Van 3

Boys

APLS

ASEP LTE

Wolf

LTE

Van 1

ASEP LTE

Geology

LTE

Van 4

ASEP LTE

Pack up

APLS

Van 3

Secure items

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A

lgonqu

in P

ark T

echn

ical M

anua

l 3.2

- 3

03

ID#

Senior

Thu Before Departure

Transit

Set up

Traverse 1

Meal 1-3

Evening

Fri AM

Traverse 2

Meal 2-3

Evening

Sat AM

Traverse 3

Meal 3-3 Sat PM

Sun AM

Traverse 4

Drive Home

After Arrival

7

Van 7

Van 5

Girls

Van 5

SSRF

Wolf

O/D

Van 2

SSRF

Geology

O/D

Van 5

SSRF

Pack up

Campsite

Van 3

Secure items

8

Van 4

Van 4

Boys

APLS

DCAM

DATA BASE

MTI

Van 3

DCAM

DATA BASE

MTI

Van 6

DATA BASE

Pack up

Campsite

Van 5

Secure items

9

Help Kevin

Van 2

Boys

Van 2

SSRF

Wolf

O/D

Van 4

SSRF

Geology

O/D

Van 7

SSRF

Pack up

Campsite

Van 4

Secure items

10

Van 3

Van 3

Girls

Van 3

DCAM

DATA BASE

O/D

Van 5

DCAM

DATA BASE

O/D

Van 1

DATA BASE

Pack up

Campsite

Van 4

Secure items

11

Help G2

Van 7

With Nick

APLS

With Nick

Wolf

O/D

Van 6

With Nick

Geology

O/D

Van 2

With Nick

Pack up

APLS

Van 7

Secure items

12

Van 2

Van 2

Boys

Van 1

MTI ASEP LTE

Wolf

MTI LTE

Van 7

MTI ASEP LTE

Geology

MTI LTE

Van 3

MTI ASEP LTE

Pack up

Campsite

Van 6

Secure items

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11.5.4 Staff Assignments

This is a typical distribution of staff and senrior assignments for an Algonquin Expedition.

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STAFF ASSIGNMENTS – AP6

SM OTHER DUTIES

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MARC GARNEAU COLLEGIATE

TOPS Department

Algonquin Park Expedition AP6 - Overview Introduction For six years now the TOPS and Science departments of Marc Garneau Collegiate have op-

erated a major expedition to Algonquin Park to further the aims of the grade 10 environmental science curriculum. In short, the students receive about 50 hours of training and then spend four days in Algonquin Park hiking the trails (about 17 km per day) and making about 2000 scientific observations of the Algonquin Park ecosystem. In the evenings, they participate in the presenta-tions by Algonquin naturalists and Marc Garneau Collegiate Staff.

The students and staff sleep in tents and prepare their own food. In addition, to effect the aims of this trip 12 seniors are selections by a rigorous process to assist in the various tasks that need to get done. All the seniors must possess valid first aid credentials and have to complete the training process that I require. This includes an number of training event guaranteed to ensure sufficient fitness and to build a team spirit. This requires a number of events which chronicled here.

When the students return to the school the juniors will prepare professional style scientific papers and then present them in plenary sessions in early June. The idea is that this is a model of a large scientific expedition from training to presentation of papers. I have invested about 3000 hours of my time in its planning and execution I hope you will agree that it is a worthwhile ex-perience.

Below is a discussion of the command and control aspects and the various trips that are part of this experience. In addition, the contingency plan is included to show how we will deal any conceivable eventuality.

1 Expedition Leader (EL)

Henri M. van Bemmel - [email protected] The expedition leader (EL) is responsible for the discharge of this expedition. All staff and

students are responsible to the EL. The EL agrees to run the expedition true to plan except in times of exceptional circumstances where after proper reflection and consultation he will make a ruling.

If the EL is incapacitated then his delegate shall assume the command of the trip. Depending upon the circumstances of the incapacitation of the EL the trip may continue or it may abort. This decision would be effected by a discussion of the EL and his delegate if the EL is able or by the delegate with the advice of the remaining staff and seniors. This trip is rigidly scheduled and the details are all presented in this volume and the lead seniors are completely aware of the schedule and what is expected if the delegate agrees to continue the expedition. As of this writ-ing the delegate is Mr. Clyde Chamberlain, Curriculum Leader of Science and a veteran of 170 field trips in his long and storied career.

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2 Dates

2.1 Main Trip 11 – 14 May 2005

2.2 Training

2.2.1 Mono Centre - 07 November 2004 (all ready completed) All seniors and interested staff shall meet at the Mono Cliff Provincial Park parking lot at

0900. Here they will hike the 16 km of trails and begin to form a team for the events to come.

2.2.2 Silver Creek - 03 April 2005 (Sunday) (Seniors and Staff only) All seniors students and available staff will meet at the Bruce Trail entrance to the Silver

Creek Conservation Area. Here they will hike about 18 km on the Bruce Trail and its side trails. This is part of the fitness training for the senior students. Students are expected to make their own way to the trailhead, parents have already agreed in writing to support this.

2.2.3 – Grade 10 Training – 03 April – 13 April

Period 5 and possibly some time after school not exceeding 5 pm. Students will be trained in

class. This will involve work in the classroom, on the school grounds and down in the Don River Valley near the school. No entry into the river is permitted. Students are under direct supervision.

2.2.4 Hockley Valley - 10 April 2005 (Sunday) (Seniors and Staff only)

All seniors students and available staff will meet in the Hockley Valley at a Bruce Tail en-

trance point. Here they will hike about 23 km and encounter about 1 vertical km over the entire hike. This strenuous hike is intended as a training aid for the senior students

2.2.5 Hilton Falls - 17 April 2004 (Sunday)

All senior students and all junior students and as many staff as are available are expected to

meet at Hilton Falls Conservation Area for a 24 km hike where students will also perform two simulations of the work they will perform in the park. The parents of these students are expected to drive their child to the Conservation area for this event. Bussing from the school is impractical and tremendously expensive for this type of event.

2.2.6 – Don Valley Simulations - 20 and 27 April 2005

All senior students and all junior students and as many staff as are available are expected to

proceed down into the Don Valley near the school to perform two more simulations of the work that will be expected of them in the park. This work should be completed by 1600 hrs.

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2.2.7 Pretrip to Algonquin Park - 30 April – 02 May (Seniors and Staff only) All seniors students and available staff will leave MGCI in rented vans at approximately 12

noon on 30 April. They will proceed to the Highland backpacking trail and hike to a backcountry campsite on the west shore of Provoking Lake. The following day they will proceed to the south-ern extremity of the trail visiting both Head and Harness lakes before retreating north to the east-ern shore of Provoking Lake. On Sunday the group will hike back to the vans and perform one or two calibration measurements with the Algonquin Park Scientific Experiments package (ASEP) to obtain a baseline for the measurements taken by the grade 10’s two weeks hence. Following the testing, the group shall return to MGCI and be dismissed from there. The expected return time is about 1800 hrs. Students without proper backpacking equipment will have it rented for them. The distances involved are about 5 km + 18 km + 12 km

3 Expedition Organization

3.1 Students

The grade 10 class of 50 something students is divided into 6 groups. Each group is assigned

a 12-passenger van. These groups are called Field Investigation Teams (FIT). Each FIT will be scheduled to explore a given set of trails in the Algonquin Park highway 60 corridor on a given day. The schedule is included in the APTM for your consideration. Each FIT is lead by a staff member (who may change from day to day) and at least 1, but probably two senior student(s).

3.2 Command Structure

All personnel are responsible to the Expedition Leader. The Expedition Leader (Henri M. van Bemmel) is solely responsible for the execution of

this expedition. His experience in backcountry is approaching two decades. It includes: almost 7500 km of hiking, 1200 km of canoeing, over 150 nights in tents and over 550 days of actual outdoor experience. He has been the expedition leader on the previous 5 expeditions to Algon-quin Park operated by the TOPS program of Marc Garneau Collegiate

He designed its objectives trained or supervised the training of the students and staff and is in operational control of the trip. All staff, seniors and grade 10 students are expected to follow his instructions as events warrant.

If Mr. van Bemmel is unable to continue due to illness or injury, his replacement is Mr. Clyde Chamberlain Curriculum Leader of Science and a veteran of over 160 field trips in his ca-reer. All staff and students are expected to follow his directions as they would Mr. van Bemmel under these conditions.

At all times the expedition leader is responsible to the plan set forth in the field trip agree-ment form and the Algonquin park technical Manual (APTM). They are not permitted to under-take marked departures from the timelines or agenda unless emergency events warrant.

It is expected that the parents and the Board extend to the expedition leader the right of decision under off-nominal circumstances of any kind and however caused. The relevant parties will be informed at the earliest convenience of the expedition leader either by himself of his delegate.

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3.3 Transportation

3.3.1 Sunday Training Hikes (Juniors and Seniors) All students and staff are expected to make their own way to the trailheads. Maps to same

will be posted on Mr. van Bemmel’s web site. Parents have been informed and are supportive.

3.3.2 Training Trip and Main Trip to Algonquin Park Students will be driven to the Park and around in the park by rented 12 passenger vans

driven by staff. All staff are over the age of 25 years and have valid E class (or higher) Ontario Driver’s Licenses. Volunteer staff have all passed police checks as required by the TDSB, are similarly of age, and licensed to drive a motor vehicle in Ontario.

During these trips, the vans will proceed in convoy. If a van is held up by a stoplight or traf-fic disturbance, the others shall wait. The convoy shall form on the 404 just north of 16th avenue and will remain formed until arrival at the campground. All vans have FRS radios that are oper-ated by the senior students. Some of these vehicles have cell phones, but not all. However, the range of an FRS radio is approximately 2km so if the convoy rule is followed there should be no issues with communication.

There will be a hopefully brief washroom break halfway up highway 35 at a roadside picnic area located Buttermilk Falls.

3.3.3 Campground and Facilities

For the main trip, we will be camped all three nights at the Whitefish Lake Campground lo-

cated at km 37 off Hwy 60 in Algonquin Park. We have reserved sites 4, 5 and 6. This is the only group camping area in Algonquin Park. It does not have any electricity. It is

amply supplied with vault privies, which also permit enough space to change clothes and such like. Each toilet seat is physically isolated from the next one. Students are expected to remain with in the perimeter of these sites unless escorted.

The nearest phone is about 500 m away at the Pog Lake Campground. Cell phones do not work in the park and satellite telephone rental rates are prohibitive.

Students are not permitted in the water for any reason. There is no travel of any kind by watercraft permitted during this trip by any student

3.4 Program and Schedule

Upon arrival in the park, the students will proceed to the Algonquin Park Logging Mu-

seum (APLM) for a 2-hour tour. Following this, they will begin their first set of science activi-ties. This is called Traverse I. They will follow assigned trails that will have assigned location called sample stations where the students will stop and effect their experiments. They are ex-pected back at the campground by 1700 hours.

While the juniors were away, the seniors and two staff will deploy the campground includ-ing a 16’ x 24’ transportable structure called the Algonquin Park Logistics Structure (APLS) that was designed and constructed by Henri van Bemmel and Steve Lang. The cube van used to carry up all of the equipment will serve as the expedition’s office.

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Upon the return of juniors at the campground they will have about 105 minutes to find a tent and store their items in it, cook their own dinner and deploy the long duration experiments that will operate remotely while we sleep. At 1845, we will leave the campground and proceed to the Algonquin Park Visitor’s Centre (APVC) to view the dioramas and a presentation on the Wolf. This will end with a wolf howl and a return to the campground at about 2130. Students then have free time until about 2300. Curfew between boys and girls campgrounds exists from the time of lantern shutdown until wake up at 0600 hrs.

Thursday will have the students up by 6 am. They will have to eat, make their lunch, take readings from their over night experiments and be otherwise ready for departure at 8 am. Trav-erse II will involve longer trails with students hiking distance ranging from 17 – 21 km. During the day, they will effect measurements at four sample stations. Upon return at 1700, the dinner-time routine will be repeated, but the presentation this night is done by Mr. van Bemmel on the rocks of the park and its history. This involves a visit to the Cache Lake Rock Cut (CLRC) on Hwy 60, the site of the old railway station and a chance to inspect radioactive rocks at another rock cut further west. Staff will bring along a portable Geiger counter for this purpose.

On Friday, the routine of Thursday is repeated, but in the evening, there is a campfire and a sing along for the students.

On Saturday morning, the staff and seniors will pack up the equipment. While this is occur-ring the juniors will be on a recreational hike on the Big Pines Trail which will be led by Mr. Chamberlain and other staff. These students are expected back at 10-10:30 am

Departure time will be around 10 – 11 am and the route back will down highway 11. Lunch will be at either the Huntsville Swiss Chalet/Harvey’s/Tim Hortons. Return time at the school is expected to be mid afternoon.

4 Contingency Plan

4.1 Overview - Responsibility

The expedition leader Henri M. van Bemmel is responsible for the execution of this ex-

pedition. He will follow the procedures set forth in this outline and in the APTM to the best of his

ability. However, he reserves the right to act on situations of safety, equipment preservation and other unpredictable circumstances entirely by his judgement and with the input of his staff.

All staff are expected to follow the basic procedures to the letter, but they too are granted freedom to act if unforeseen circumstances arise. However, they are still bound by the overriding principles set forth below. They are reminded each morning of these procedures at the daily staff briefing.

4.2 Staying Found

No staff are permitted to take students to unscheduled locations in the park without prior ap-

proval from the EL. There is no way to know where our students are located if this occurs. All groups are required to hike the trail in the direction of the arrows or the direction set

forth in the binder that describes the sample stations in their van. If they must leave and take an

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injured to sick student for medical attention a note is expected to be left on the sign at the trail-head.

Each group is expected back by 1700. If they do not arrive by 1800, the EL or his delegate will look for them. They will proceed to the trail assigned to that team. If the van is still there, they will hike the trail in reverse until they encounter the FIT and find out what the problem hap-pens to be. Decisions will be made at that time about proceeding to the campsite to seek medical attention if necessary. Depending on the severity and circumstance, the rest of the expedition may continue with their activities. This will be decided by the EL. In the previous four expedi-tions, this procedure has never been required. A medical kit (more items than a typical first aid kit) will be organized for the APLS. When the first van returns it will be the “emergency van” and will be fitted out with this kit. If any van is late then this vehicle will be ready to go. To date we have run this van on four occasions. However, in all four cases the van that was late was sim-ply late with out other issue. In all cases it was passed on the highway and the emergency van returned to the campground without further incident.

4.3 Weather Based Contingencies

All staff and students are expected to have proper protection from the elements. This in-

cludes sufficiently warm clothing and rain protection. Students must wear their rain protection if instructed to do so by a teacher. Damp pince an spruce needles are a water hazard similar to a heavy rain and so the staff may request rain gear be worn under these conditions as well.

There are no river crossings, which require any wading. If a bridge or other structure has been washed out or destroyed in some manner making a river crossing impossible, they are not expected to continue past this obstacle.

In extreme weather conditions of blizzard (remember this May!) and such the EL may alter the schedule or if required cancel the trip and return early.

4.4 Medical Contingencies

All students and staff must submit detailed medical information prior to leaving. Each van

has a copy of this information for reference by the staff or senior who may require it. No students with substantial allergies to pollen trees and such will be allowed to go on this

trip. Furthermore, no students with allergies requiring an epipen will be permitted to go unless the chance of this allergy occurring is convincingly reduced. Food allergies can be avoided to a great measure on this trip because students must cook their own food and can control what sub-stances come in contact with their eating utensils. Students in this situation will wash their dishes away from all other dishes. However, I reiterate that not student with a life threatening food al-gergy will permitted on this trip due to the remoteness of the terrain and the time that emergency services can take to arrive and the relatively short time of effectives of epipens.

The EL reserves the right to bar anyone from attending this trip who is, in his opinion, not fit for this experience. While every effort will be made to accommodate peculiarities, the safety of the student involved and the effort put into the expedition requires a conservative approach.

4.4.1 Injuries

This is an overview of the contingencies that are in the realm of possibility during in this

year’s Algonquin Expedition.

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Remember that an ambulance will be at least 30 to 40 minutes away and the ride back to the nearest hospital (Huntsville) will be another 30 to 40 minutes. This does not count the time it would take to remove an injured person from deep in the first along one of the trails.

4.4.1.1 Trauma (Cuts, scrapes, sprains, broken bones)

Basic cuts can be treated and the traverse can continue. If the injury is debilitating to the

student, the staff member will assess the situation. Often the student can move with the assis-tance of others and the entire group will retreat to the van and return to the campsite. If the injury prohibits moving (broken bones and such) then the group will be split up with the senior student remaining behind along with some of the juniors and the staff member will hike out with some of the juniors to call for assistance. The juniors remaining behind should be friends of the injured student. These students would be left with substantial food and other comforts as available.

4.4.1.2 Staff Injuries

If the staff member is conscious then the senior and the staff member will discuss the situa-

tion and decide what is the best course of action. Since the vans cannot be legally drive by stu-dents even if they have a license (must be over 25 years) the senior may be dispatched to flag down motorist or a police officer or another expedition van passing by to render assistance. All telephone locations along the highway are indicated on the map supplied to each van.

If the staff member is unconscious then first aid must be effected immediately by the senior student (they all have the qualifications). If the situation is stable, they may hike out or they may remain with the staff member and wait for the EL or his delegate to find them as they will not arrive back in time and so the “emergency vehicle” (see 4.2) will be dispatched. This extreme case will rest with the senior student.

4.4.1.3 Strokes, Heart Attacks etc.

Sudden attacks of this character are extremely rare in young people, but are not inconceiv-

able in the adults. It is a grim fact that if a heart attack or a stroke occurs in the backcountry (anywhere) it will almost certainly lead to an adverse outcome. CPR is lucky if it buys 20 min-utes of time, but as described above, medical help aside from first aide is often a long way away in the wilderness making emergency treatment of such illnesses impossible.

4.4.1.4 Illness, Fevers, Cramps, Flu, Tendonitis, Migraines

Students who experience illness such as the flu and such like will have their parent contacted

and encouraged to pick up their child. The expedition will continue and a supernumerary staff member will stay with the affected child until the parents pick them up.

Again, some of these issues will require the EL to make a decision. The student may wish to stay with the expedition. This may be permitted if this is not problematic for either the student or the expedition. Depending on the severity, parents may be contacted. Any child who needs to call home will be permitted to do so, but not for social calls.

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4.4.2 Wildlife Contingencies Whatever safety issues wildlife may propose I feel these are lessened because we travel

along the trails in large groups of about 10 or more people. Students talk a lot and this noise is transmitted up the trail. This tends to scare away any creatures before we come upon them.

Algonquin Park has few hazards for their reasonably alert individual. The two largest Mammals are of some concern. Moose typically have their young in the spring and will be de-fensive of them. Staff are asked to remain at least 20 m for any moose and preferably farther. If moose are sighted along the highway, students are not permitted outside and can observe and photograph them from inside the van.

Bears are usually the animal that creates the most concern. The EL has seen only two bears on Algonquin Park, despite hiking over 500 km in its confines. However, each staff member is-sued a can of bear repellent and they and the seniors are trained on its use. These pepper sprays are permitted only for the repulsion of bear attacks and are very effective. In the campground, staff and senior are very careful about litter and food odours. All food is stored in the van of the relevant FIT team. You are reminded that bear attacks of groups of 10 or so people are incredibly rare if they have ever happened.

5 Training

5.1 Juniors (Grade 10’s)

The junior students are trained for 50 hours in and outside of class for this expedition.

Primarily their training centres on the science work. The assumption is made that they are tender-feet when it come to the wilderness so the organization of the trip reflects this. The first issue is proper hiking footwear. Not only does this have to have lug tread and cover the ankle, it must also be purchased prior to 28 February (or so.) This is to ensure that the footwear is properly broken in during the trip. We have numerous cultures in the school and many teenagers have their own views about good food. To allow the students some responsibility, they have to prepare their own meals. Since the campsite is not supplied with hydro, these foods must be of a form that does not require refrigeration. To facilitate acceptable food choices the junior students have to fill out a menu that describes what they will eat and drink for each meal of the trip. The EL will inspect and approve each of these menus. A record of menu status is retained and students whose menus do not conform will be required to adjust them accordingly. Students are encour-aged to try these foods prior to departure.

Most of the juniors will not have walked this far in prior adventures and to aid in their com-fort they will require some training. This is explained to the parents that students need this kind of training. I expect them to cover 100 km on their own prior to the Hilton Falls excursion on 18 April. A schedule is included in the Grade 10 Student Package (G10SP).

In the G10SP, the students are given a list of essential items. Given their age and inexperi-ence we cannot trust them to pack everything so their luggage is inspected on the Monday prior to departure for 0730 to 0830. The luggage is then stored at the school and students are restricted access and cannot remove items without permission.

The girls are spoken to by female staff about issues related to menstruation and how this can be safely dealt with in the wilderness.

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5.2 Seniors Historically, grade 12 and OAC students vied for the chance to assist on this trip. The suc-

cess of the trip is in large measure due to the work these people do. In general their task include but are not limited to: setting up the campsite, training the grade 10’s, assisting with the paper-work, marking the SSRF’s, accompanying the students and staff on the trails.

5.2.1 Requirements

In general, the seniors have to pledge to be at all events. They must work as a team and be

resourceful. Some will possess backcountry experience, but some may not to permit inclusion of students of impeccable character, but lacking backcountry experience possibly due to parental recreational patterns. All senior students must have a current emergency first aid certification. They must obtain this at their cost. This must be obtained prior to the Hilton Falls Excursion on 17 April.

To be chosen senior submit resumes and letters of reference in October and then from these the choice is made by staff. Issues of character and experience are considered in these difficult decisions. At least two students of each gender are chosen. In addition, the current roster has 12 seniors. There are 8 from grade 12 and 4 from grade 11. These grade 11 students are exceptional young people and are apprenticing for the more responsible positions in grade 12 for the follow-ing year.

5.2.2 Training sessions

The seniors selected may not be very familiar with each other and so it is necessary to host a

number of events to allow them to get know one another and to obtain to we needed fitness train-ing. I want threes young people fit enough to hike fare more than the daily requirement. This ex-tra fitness would be very useful if there is some emergency requiring extra effort. These training sessions are arduous and yet a lot of fun. The students get a chance to see some of the scenic Bruce Trail and parts of Algonquin Park (on the pretrip) not visited by the grade 10’s

5.2.3 Staff Manual

A more detailed staff manual is printed for the seniors and staff members on this trip. It elu-

cidates these policies in more detail. Copies of this and other documentation will be distributed to Mr. Benedek for his consideration and for transmission to other interested administrators.

6 Student Restrictions

Briefly, some restrictions are placed on all students for their safety and to protect the scien-

tific aims of this expedition. 1. No electronic toys or gizmos 2. No cosmetics. Scent free toiletries only 3. No games or cards 4. School behaviour code in effect for entire duration 5. No bacon or fish or other ordorific foods

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6. All must participate willingly 7. No violations of curfew (i.e. NO boys in girls tents and vice versa.) 8. Students are required to give full disclosure of any problems they might be having be they

physical, medical or emotional. 9. Students are not permitted in the water under any circumstances either swimming or in a

watercraft of any kind. (TDSB policy) Discipline is graduated, but swift as we are in a remote setting and carelessness can lead to

difficulties and suffering. Students effecting flagrant violations of the code or any other behav-iour that is in the opinion of the EL grossly unacceptable will be sent home. The parents will be called and expected to come directly and pick up their child. One adult staff will remain with this student until the parents have arrived.

7 Summary

I hope this document gives a basic understanding of the scope of the AP6 Expedition. I

pledge that all relevant documents related to the trip will be delivered to Mr. Benedek immedi-ately following their generation. I pledge to undertake this trip in its entirely as stated, except in extreme circumstances or if a modification has been effected that has been reviewed and agreed by all stakeholders. I trust this document is presented in sufficient detail to warrant a positive de-cision regarding approval. If there is any aspect that is found wanting please do not hesitate to contact me.

Sincerely, Henri M. van Bemmel B.Sc.(Hons.), B.Ed. Expedition Leader Algonquin Expedition