Description

This module is designed for one lab period of approximately 2.5-3 hours in length. Students should be encouraged to wear clothing and footwear they are comfortable walking around in given that the majority of the module takes place outdoors. In addition, students should have:

• A computer with reliable internet connection to access both the module
• Community Ecology Module Data Sheet (word file)
• Community Ecology Module Data Template (excel file)
• Pencil/pen

The following supplies will be needed for each group of students:

• Measuring tape to measure out 50m transect & 5x5m quadrats
• Clipboards to write on
• Equipment to represent quadrat—PVC pipe could be used if it is measured ahead of time. Alternatively a number of other items could be used—ribbon/large spool of twine with scissors, for example
• If a plant identification guide for the local area is available, it is recommended but not required. Students may also considering using free applications such as iNaturalist in order to identify species of plants. Note that identifying plants to the level of species is not required however

Students should complete the prework at least one week prior to completing the module, given that it gives the students the opportunity to practice many of the mathematical skills they will be utilizing in the module (calculating H’, calculating SE, creating graphs, using t-test, etc). Note that the prework includes both a word document with questions and an affiliated excel file with data & graphing instructions.

There are three files required for the module—the module word file, the data sheet which includes methods and tables to record data, and the excel data template. Instructors should have an outdoor location selected prior to the day of running the module. An ideal location will contain a large amount of vegetation with a clear interior and edge that will allow students to spread out while they measure their 50m transects. Instructors should give students an introduction in the laboratory before heading outside. Detail how students are to collect data and ensure they bring all of their necessary tools with them. During the module, students should be in groups of at least 4. After measuring out the transect, each student within a group can be responsible for surveying plant abundance within one quadrat (4 students and 4 total quadrats; x2 for edge and x2 for interior). Students only need to differentiate species based on appearance; they do not need to identify the name of the species. Abundance data will be taken in each quadrat.

Students should then return to the classroom and should immediately input their data in to the excel data template, and then calculate H’ for their collected data. Next, students should compile class data. Doing this upon first arriving into the classroom and prior to any further data analysis is recommended given that groups will work at varying speeds. Consider using a shared google sheet documentation for the compilation of class data, or simply utilizing the board. Afterwards, students should have everything they need to complete the required data analysis and answer the remaining module questions. Over the course of the lab, they will be calculating means and standard errors for their own group H’ values. They will then do the same for the compiled class data. Graphs will be made as well. Instructors should be active in checking student work & calculations. It is a good idea to check data analysis performed on the “My Data Summary” workbook prior to permitting students move on to data analysis on the “Class Data Summary” workbook.

This module was developed and implemented as part of the NEXUS Institute for Quantitative Biology (NIQB), Improving Undergraduate STEM Education (IUSE) Project, which is a collaboration between University of Maryland, Baltimore County (UMBC), Anne Arundel Community College (AACC), Community College of Baltimore County (CCBC), Howard Community College (HCC), and Montgomery College (MC).

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