OACC Unit 2 Biology 2013

ADAPTATIONS ASSIGNMENT:
Yara Ranges National Park o A map of the SF you have chosen to research. (1 Mark)

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3 statistics about the forest (i.e. annual rainfall; max and min temps; type of soil; dominant vegetation) (1 Mark) The soil slightly acidic, temperatures are cool and humid.

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A definition of the word adaptation. (1 Mark) Characteristics of an organism which increases its chance of survival or survival of the organisms species. A list of the three types of adaptation, and a CLEAR definition for each one. (3 Marks) Behavioural: Learnt actions an organism can execute. Structural: Refers to the presence of a physical body part. Physiological (biochemical): Refers to involuntary processes that an organism is capable of doing in response to a condition. An example of each type of adaptation of your chosen organisms (3 fauna (animals); 3 flora (plants/grasses)

Platypus

OACC Unit 2 Biology 2013

Behavioural: The platypus only feeds in water usually small invertebrates. The platypus is nocturnal and feeds at night were there is limited light. There is a decreased risk of platypus having predators as a result of it living in water and hunting during night. Physiological: The platypus dives in water and dims all its senses excluding touch, effectively making this sense stronger. Interestingly, the platypus is mammal that lays eggs is a monotreme. Structural: Many mechanoreceptors on the platypus bill allows detection of extremely small vibrations and aids the platypus in obtaining half its bodyweight in invertebrates. The platypus has webbed feet aiding effective propulsion in water. Wombat

Behaviour: The wombat digs burrows which it dwells in as a form or shelter. If a wombat is threatened, it will often run to its burrow and hide. When inside the burrow, the wombat often sticks its backside at a predator as the wombat has a tough rear hind (see structural adaptations) The wombat can also be very aggressive if threatened and if far from its burrow will generally defend its self by means of fighting. Wombats are herbivores Physiological: Wombats have a slow metabolism. It can take a fortnight to metabolise some grasses which is an advantage to the animal as it provides stable energy release during times of little food. Structural: The wombat has a backside with a tough hide and a lot of cartilage/bone beneath it but a negligible tail. This means when the wombat is threatened, they are unlikely to obtain injures if the predator bites their backside.

Lyrebird

OACC Unit 2 Biology 2013

Behavioural: The lyrebird has the most famous courtship or any bird (or possibly species). The lyrebird attempts to attract a mate by impressing them with various imitations of sounds heard in nature. Once wooed, the male lyrebird is very defensive about his mate. He viciously defends his territory in which several of females he impressed stay. Physiological: The lyrebird has an extremely complex syrinx (the organ responsible for vocals in birds). This organ can oscillate in a controlled manner such that multiple noises can be made simultaneously. Structural: The lyrebird exhibits evident sexual dimorphism. The male lyrebird has very large tail feathers (while the female dos not). This is a further part of the males courtship dance in attempt to propagate the species.

Mountain Ash

Behavioural: After destruction such as fire, saplings of this plant grow rapidly to ensure they obtain sunlight and suffocate opposing flora. Physiological: The mountain ash is the tallest eucalypt tree. In times of drought, the tree produces large amounts of abscisic acid resulting in a large loss of foliage (in spite of being an ever green). This is one of the trees primary drought defence strategies (but is more suited to moist areas). Structural: Unlike most eucalypts, the mountain ash does not have epidermal buds or insulating bark. This means fire can easily kill mountain ash and more dominant suited eucalypts can take over. However, lacking these features makes this plant well suited to regions of low fire risk (such as in Yarra ranges near a river) as a large amount of energy is conserved by not producing these structure.

Tree Geebung

OACC Unit 2 Biology 2013

Behavioural: during the night, flowers close so as not to be at risk of damage without the possible benefit of pollination (bees are not active at night). Physiological: Geebungs grow fine roots which if they reach rock soils, the roots are able to easily grow around the rocks (offering stability and access to nutrient). Structural: The Tree Geebung has very thick waxy cuticles which prevents water loss making the plant capable of surviving in semi arid conditions (outskirts of the Yara Ranges)

It also produces moderately sized colourful flowers which increase chance of reproduction by attracting bees. Dripping tree fern

Structural: The dripping tree fern has very thin leaves so that light can easily penetrate and reach the chloroplasts. This allows the plant to thrive in shady conditions (but would suffer in large sunlight exposure).
Physiological: In times of stress, the fern will produce spores. Conversely in times of good conditions the plant sexually reproduces. This allows maintenance and devolvement (respectively) of the species. Behaviour: During times of abundant resources, the dripping tree fern can create rhizome; small root extensions that can store nutrient. If a rhizome is broken and moved, it can grow a new dripping tree fern (a genetically identical one).

Cordyceps robertsii

OACC Unit 2 Biology 2013

Behavioural: The spores of this fungus are spread through the wind and remain dormant for large amounts of time until being ingested by a caterpillar (accidentally) thus enabling propagation of the species. Physiological: The spores are activated by enzymes in the caterpillar (most effectively in the vegetative caterpillar). The fungus then uses nutrient from the caterpillar to grow to maturity. Structural: Upon reaching maturity, this fungus grows a stalk n which more spores are produces. These are taken by the wind in search of a new caterpillar. Part 2 is worth 26 Marks. This part will still be in your Weebly web site under the title Field Report. For your field report you will need to write an Aim; Materials; Method; Discussion and Conclusion For your Materials and Method you can refer to what you used and did from your booklet. The discussion will be the set of questions provided. Aim: (1 Mark) To observe organisms and their relation to their environment in three particular reference sites at one point in time. Materials: (1 Mark) Grey lead Booklet 4x 10m string Method: (2 Marks)
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OACC Unit 2 Biology 2013

Arrive at site of interest. Using the 4 strings, create a square. Inside the square is the area of interest the quadrant. Analyse the organisms in the quadrant as well as abiotic factors affecting those organisms (eg soil) Share information with 2 members of groups who worked at a different area of interest. Conclusion: (2 Marks) The organisms in each transect were unique and suited there location. The organisms present varied based on limiting abiotic factors and biotic competition of each site of interest. DISCUSSION QUESTIONS: (10 Marks) Question 1: (2 Marks) Explain the purpose of the quadrat and transect that you set up? # If absent: Why do we use transects and quadrats for field work? Transects and quadrants allow a sample to be generated of which relative abundance of species can be approximated. This is important in field work as it is impractical (or impossible) to analyse an entire area (eg 10 acres am sq. meters was hard enough) Question 2: (1 Mark) What was the dominant species in the 3 areas studied? (You need to talk to your class mates and swap information) Creek: Tall tree ferns. Flood range: Tall grass High area: Eucalyptus Question 3: (1 Mark) Why did the dominant species differ in each area? The abiotic factors were the limiting factor for all of the plants. The plants that survived had adaptations allowing them to withstand such abiotic factors. For example, there is not much waster reaching the high area so the drought resilient Eucalyptus survived. Question 4: (2 Marks) What are field guides and what is the purpose of using field guides (you used one on the excursion). A field guide is a resource in which provides already known information to assist in data analysis of an ecosystem. An example include the dichotomous key in which steps an individual through identifying native vegetation.

Question 5: (1 Mark) List 3 pieces of evidence for the presence of animals in the area.
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OACC Unit 2 Biology 2013

# If absent: List 3 pieces of evidence you might observe indicating the presence of animals not seen. Ant hill Wombat burrow Droppings of echidna

Question 6: (1 Mark) Why did we not see any animals out on the field? Native bird(s) were observed by our group. However, the weather was dismal so it was likely most animals were seeking shelter which is why so few animals were seen.

Question 7: (2 Marks) A quadrat contained several Hazel Pomaderris trees and tussock grass. Explain why the numbers of one of these flora could be determined by direct count, but class cover information would need to be provided for the other. # If absent: Discuss the difference between direct count and class cover; when would each be used? Direct count (counting number of trees) is suitable for the Hazel Pomaderris as the number of this species was discrete. Class cover is a measure of area taken up by a species and is more suitable to tussock as this species is continues (is a patch of tussock made of 1 plant or 15?).