It carries glacial silt and sediment down from the mountains, creating rich agricultural lands by depositing them on its floodplain and fertilizing the ocean. No avoidance or particular preference was observed for the other tree species.
The goal of this exercise is to give the students the opportunity to experience the stream and the habitats in and around it. We conducted a chi-squared test to analyze the data with respect to beaver selection of certain tree species.
The central place theory predicts that retrieval costs increase linearly with distance of the resource from the central place Rockwood and Hubbell Beavers avoided certain species of trees and preferred trees that were close to the water.
Introduction In this lab, we explore the theory of optimal foraging and the theory of central place foraging using beavers as the model animal. We hypothesized that the beavers in this study will choose trees that are small in circumference and closest to the water. No prior assemblage or stream visit is needed for the kick net protocol.
Students should be left with their medium size dishpans containing the organisms they found and petri dishes or yogurt containers.
Since beavers are energy maximizers JenkinsBelovsky and central place feeders McGinley and Whitamthey make an excellent test animal for the optimal foraging theory. Since the energy yield of tree species may vary significantly, we also hypothesized that beavers will show a preference for some species of trees over others regardless of circumference size or distance from the central area.
As one large group it is now time to tally all the data for the pools and then the riffles.
We now know that the optimal foraging theory allows us to predict food-seeking behavior in beavers with respect to distance from their central place and, to a certain extent, to variations in tree species.
The result that chewed trees were closer to the water accounts for the time and energy spent gathering and hauling. Students are often easily able to give examples of how abiotic factors influence the biota of an area. Abiotic factors in an ecosystem include temperature and light.
Students should be reminded that methods of collecting data are extremely important in any experiment. A short hike along the stream bank may help students observe different microhabitats as well as terrestrial abiotic factors that might influence the stream biota shade from trees, steepness of banks, etc.Stream Biology and Ecology Note: this website contains information for elementary through college-level studies.
What is a stream? A thin strip of water, cutting its way through snow packs and cold mountain forests, finding its way downhill until at last it meanders slowly toward the sea? Lec. 3 hrs., lab. 3 hrs.
Freshwater ecology is the study of inland waters including lakes, rivers, wetlands, estuaries and groundwater. Theoretical and applied aspects of freshwater ecology will be covered through lectures, classroom exercises/case studies, and labs involving several field trips.
View Lab Report - Lab 3 Intro to Stream Ecology (1) from SCI K at Indiana University, Purdue University Indianapolis. Lab 3: Introduction to Stream Ecology: Stream Morphology and Diversity Lab. View Lab Report - Lab Report #2 - Stream Ecology from BIO at DePaul University.
Jane Kemp BIO - 2L3 Laboratory Report #2 Stream Ecology Introduction: Ecology is defined as the study of%(6). In this lab, students will be introduced to the concept of a dichotomous key through the use of preliminary activities modeled by the teacher.
They will then learn about the ecology and biology of selected marine mollusks, before putting their dichotomous key reading skills to the test on 8 or. Stream Ecology Lab, University of Oklahoma We study the ecology and conservation biology of stream ecosystems using benthic organisms as models.
Much of our recent work focuses on freshwater mussels, a group where 70% of the North American species are considered threatened.Download