Ecology Work Week 1 (week after Unit 3 In Person lab)

Before you start: Make sure you have completed your individual data collection and representations (Benchmarks #1) and uploaded it to your lab Google Drive group folder prior to meeting with your group. The link to your lab’s main folder should be listed in your Lab Moodle webpage towards the top. You will need to know your table/group name or number to pool the data for each people sitting at your table in the lab. Each person is responsible for contributing their data from the Data Collection Handout. As a group, you will work together to determine how to best compile and organize all your individual data. You will be using the Benchmark #2: Ecology Project Group Data Analysis Template (see the green callout box below) in your shared lab Google Drive Folder. Once you complete all the components listed below, save as a PDF to upload to your Moodle Lab Site.

1. Compile data from all trees sampled by the group (if the group is made up of four students, you should have data from eight trees). The first two steps below will get you started on compiling your baseline data before you make your first graph. You will be completing #1 on the Group Data Analysis Template.
   • Compile all the individual quantitative data from Table 4.1-1 on total leaf surface area and % surface area lost to herbivory for each tree sampled. Include fungi separately (if seen). Since all trees are different and have different leaf sizes, you will want to use percentage of leaf damage to compare between different tree species. You may have to make some of these calculations if not included in the data collection handout.
   • Compile the qualitative data (images/photos and observations) on types of herbivory, fungal incidences, and tree environment.
   • Make a basic bar graph to show percent overall surface area and percent leaf damage for all tree species in your group on one graph.
2. Advanced data representation: Now that you have compiled your baseline group data and made your basic bar graph, you are ready to move on to more advanced data analyses. You will be completing #2 on the Group Data Analysis Template.
   • Examine all of the group data, both qualitative (your observations of the trees, species, environment, pictures, descriptions, etc.) and quantitative data (Table 4.1-1) to find unique ways to represent your data in a new graph(s) and new table(s). The objective is to group data in interesting ways and to find trends or other patterns. Your group data can be presented in many ways, so it is up to the group to discuss and determine what are the most appropriate data representations based on your findings. Refer to the background material and the additional information below to give you some ideas.
     • Here are some ideas to get you started:
       • Do you see similar/different patterns in herbivory and/or fungal infections between different tree species? Why do you think these differences occur?
       • Does the origin of the tree species (native vs. non-native) make a difference in the amount or types of herbivory or fungal damage?  Why might this be a factor?  What implications might this have on local insects or other wildlife? or landscape management?
       • Does herbivory or types of herbivory vary depending on whether trees sampled live in a rural, urban, or suburban area?
   • Create a combination of at least 1 additional new graph AND 1 new table(s) to represent the patterns, trends, comparisons, etc. that you found in your compiled group data and insert them into #2 on the Group Data Analysis Template. Also insert the relevant observations and images/photos that you need to support the story you are telling based on all data analyses. (Refer to Representing and Understanding Data to help you, and see the LabWrite Data Representation Resources.
     • Best Practices for Graphs and Tables:
       • Include a descriptive title:
         • For graphs, the title goes at the top. Alternatively, you may skip the title and instead add a caption at the bottom of the graph following the graph label. For example, Figure 1. Comparison of fungal incidence in native vs. non-native trees on North Carolina.
         • For Tables, the title goes at the top of the table after the table label.
       • Label the axes of your graph(s) (include units of measure as appropriate).
       • Include a descriptive legend.
       • Be sure to number your Figure(s) and tables for easy reference, e.g., Figure 1, 2; Table 1, 2, etc. (Note that all photos and images are also considered figures.)
3. Describe and Discuss Findings: You will be completing #3 on the Group Data Analysis Template.
   • Describe your group findings (both quantitative and qualitative) in one to two paragraphs. This will help you when you are putting together your final presentation for this project. Be sure to refer to your graphs/tables in your description of findings using best practices. For example, if you are describing a finding, you may want to tell the reader to see Figure 1, or see Table 1; or write (Figure 1), (Table 1) after your description. If you were writing a lab report, or scientific paper, this paragraph would go in the Results section along with all the graphs and tables.
   • Discuss your findings: This is where you explain your findings and make inferences based on the data you compiled. Include your discussion in one to two paragraphs. Note: Refer to the Background section of Background and Methods for this unit (also found at the top of this page), and see the Additional Information section below.
     • Point out anything of interest or data outliers.
     • Consider the following from the data collection handout:
       • Ideal growing conditions
       • Known tree health concerns
       • Wildlife value
     • Discussion points to include:
       • Do ideal growing conditions or known tree health concerns correlate to observed herbivory and/or fungal damage?
       • How might the “wildlife value” of the tree be impacted by herbivory and/or fungal damage for native or non-native planted/managed trees?
       • Is herbivory always considered a negative impact for plants? Why or why not?
       • What implications might any of these trends have on: local insects, other wildlife, or landscape management?
       • How does climate change affect herbivory and why is this important?
4. Benchmark #2 Peer Evaluation form for the Group Work – each individual fills this out and uploads into Moodle. Do not work on this in your Moodle folder.

Back to Unit 4.1 main webpage

Additional Information

From Oct. 5, 2016 NCSU Bulletin – Urban Warming Slows Tree Growth, Photosynthesis  – mentions increased insect pests are part of the problem.

Refer to LabWrite for guidance on scientific writing.