| FIU FIELD PROJECT |
|---|
| Teaching project title | Ecological changes along gradients in southern Florida |
| Institution | Florida International University |
| Faculty (1) Name | Brad Bennett |
| Faculty (2) Name | Suzanne Koptur |
| Abstract | The primary goal is to look at the effects of elevational gradients on ecological communities in southern Florida. Elevation is a complex gradient, affecting hydrology, fire frequency, soil organic matters, and other factors., all of which influence plant communities, as well as other organisms. A foot change in elevation in Florida can be equivalent to a change of a thousand feet in other parts of the USA. [In geologic history, the a sea level risen and fallen hundreds of feet, alternately covering and exposing areas of land and dramatically affecting the vegetation.] Students will ask interesting questions and formulate their own hypothesis describing ecological changes along the gradient. |
| Identify target student audience and courses | PCB 3043 (General Ecology) and EVR 3013 (Ecology of South Florida) |
| Biological principals | The role of physical factors in the distribution of biological communities. |
| Objectives | Small changes in one physical factor can have profound effects of the biology of organisms. |
| Key words | Elevation, habitat, organisms, fire frequency, hydrology, soils |
| Period of study | Half day of fieldwork, data analysis and summary in afternoon. |
| Location | Seasonal wetlands, faltwoods, scrubby flatwoods, and scrub all within walking distance of station. [Or anywhere in southern Florida.] |
| Habitat | See above |
| Project design | Establish a transect across an elevation gradient, measure changes in elevation, and related physical factors (soil, hydrology, fire history). Then students will come up with interesting hypotheses about differences along this gradient (plant community composition, bird song, types of herbivore damage, etc). they will then gather data to test their hypotheses. If elevation is treated as a categorical variable, they will use a 1-way ANOVA, or regression if elevation is treated as a continuous variable. |
| Field/Lab methods | Direct gradient analysis. |
| Supplies and materials | Levels or theodolytes, meter tapes, soil auger, pencils, paper, bug spray, oatmeal cookies |
| Instrumentation | See above |
| Taxonomy and systematics | Appropriate to the hypotheses tested, though morphospecies may be adequate in most cases. |
| Teaching approaches | Inquiry-based learning |
| Final products anticipated | Group reports written and orally presented. |
| Evaluation methods | Pre-test and discussion (constructive critism0 by students of group presentations. |
| Measures of success | Quality of presentations and reports. Follow-up quiz to measure student knowledge against yardstick of our minimal expectations. |
| Problems anticipated | Student apathy, inappropriate attire and attitude, no background preparation, may not know about the scientific method, or what a hypothesis is. |
"Faculty workshops in field