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Today: Do “edge effects” influence biodiversity at the JMU arboretum?

This study aims to investigate the influence of edge effects on biodiversity at the JMU Arboretum. The major goals include designing a study, estimating biodiversity at edge and interior habitats, and collecting and photographing plants, fungi, and invertebrates for DNA barcoding.

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Today: Do “edge effects” influence biodiversity at the JMU arboretum?

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  1. Today: Do “edge effects” influence biodiversity at the JMU arboretum? Major Goals: • Design a study to address this question • Estimate biodiversity at at edge and interior habitats of arboretum • Collect and photograph plants, fungi, and invertebrates from edges and interior for DNA barcoding Hyman et al. CURE-all: DNA barcoding in introductory biology

  2. Activity 1: part 1 • Work on this activity with your bench mates • What is our question? • Are edges affecting biodiversity in the JMU arboretum? • Hypothesis? • Edges reduce biodiversity • Indepvar? • Site location (edge vs. interior) • Dep. Var? • Biodiversity (H’, species richness, species abundance) • What kind of study? • Non-experimental (tests a hypothesis, but no manipulation) Hyman et al. CURE-all: DNA barcoding in introductory biology

  3. Activity 1, part II • Site Selection: • https://www.google.com/maps/d/edit?mid=z_epZhBockk0.kgHvenCgYSY8&usp=sharing • Record general location in your lab manual. Hyman et al. CURE-all: DNA barcoding in introductory biology

  4. Assigning groups. Each table is a group: Plant group Fungi group Insect group Plant group Fungi group Insect group Hyman et al. CURE-all: DNA barcoding in introductory biology

  5. Today: Do “edge effects” influence biodiversity at the JMU arboretum? 20 m • Running a transect • Each group will have 3 members “searching” and 1 ”note taker” at each transect 2 m Hyman et al. CURE-all: DNA barcoding in introductory biology

  6. Counting “species” and abundances: Morphospecies concept • Morphospecies – if an organism looks different, we’ll call it a different species Big green leaf plant Short Pine needle bush Long pine needle seedling Hyman et al. CURE-all: DNA barcoding in introductory biology

  7. Counting “species” and abundances: Morphospecies concept • Morphospecies – if an organism looks different, we’ll call it a a different species We recommend adding images that help students distinguish different types of plants and fungi from one another. Ex. Fungi: http://www.angelfire.com/hiphop/mycoeducation/page1.html Ex. Plants: https://en.wikipedia.org/wiki/Glossary_of_leaf_morphology#/media/File:Leaf_morphology.svg For insects, students can usually just use their intuition. Hyman et al. CURE-all: DNA barcoding in introductory biology

  8. Assigning groups. Each table is a group. 1 of each type group join to form a Biodiversity team. Plant group Fungi group Biodiversity Team 1 Insect group Plant group Fungi group Biodiversity Team 2 Insect group Hyman et al. CURE-all: DNA barcoding in introductory biology

  9. 20 m 20 m 20 m 20 m Study Design 2 invert groups 2 plant groups 2 fungi groups Biodiversity team 2 (invert, plant, fungi) Biodiversity team 1 (invert, plant, fungi) 2 m 2 m 2 m 2 m Site 1 (edge) Site 2 (interior) Hyman et al. CURE-all: DNA barcoding in introductory biology

  10. Transect details 20 m • ~30 minutes to sample each transect. • Start at opposite side of team members sampling diff. taxa. • Work your way across the transect. • Record all live plant, fungi, or insect species within an instructor specified distance of either side of the tape. If an organism is outside of this distance DO NOT RECORD IT 2 m Hyman et al. CURE-all: DNA barcoding in introductory biology

  11. Transect details - Plants 20 m • survey all live plants within 2 m of either side of the transect. • If you don’t get through all 20 m, record how many meters you sampled and sample the same number in the plot at the other location. 2 m Hyman et al. CURE-all: DNA barcoding in introductory biology

  12. Transect details - fungi • survey all fungi (dead or alive) within 2 m of either side of the transect. • If no or only a few fungi are present, expand survey to include the area outside of the transect and record the total number of person hours you surveyed (# people looking*number of hours spent looking). Be sure to spend the same number of person hours at each site. 20 m 2 m Hyman et al. CURE-all: DNA barcoding in introductory biology

  13. Transect details - Insects • do one quick sweep (5 min) of the entire transect within 1 m of either side and collect any insects using aspirators and nets. • Then do more intensive surveys of the leaf litter at 10 m intervals of the transect (Ex. 0 m, 10 m, 20 m), spending 10 minutes at each spot. • collect “new” insects in the provided vials to help you determine whether or not you are collecting the same species. You do not need to collect repeats. Then release them at the end of your survey. 20 m 2 m Hyman et al. CURE-all: DNA barcoding in introductory biology

  14. Selecting an organism to sample for barcoding • Each group member sample 1 organism from their assigned taxonomic group (Ex. plant group collect plant samples). • 2 of the group members collect samples from edge habitat, • 2 from forest interior habitat • You should be sure that whatever organism you decide to sample is alive and not completely dried out. • For plants you should sample fresh leaves (no bark or twigs). • For fungi you should get fresh tissue (not dried out). • For invertebrates you should collect the entire animal. Do your best not to damage it. Hyman et al. CURE-all: DNA barcoding in introductory biology

  15. Things to avoid • Itchy things (poison ivy, oak, etc) • Stingy things (bees, wasps, etc) Add photos of poison oak, ivy, wasps, etc. Hyman et al. CURE-all: DNA barcoding in introductory biology

  16. Things to avoid: when collecting an organism for DNA barcoding • Twigs, bark or dried tissues (esp. mushrooms) • Any non-fish vertebrate • Any live fish • Any potentially hazardous/toxic substance (rotting flesh, feces, etc.) Add appropriate photos of each item listed Hyman et al. CURE-all: DNA barcoding in introductory biology

  17. Take photos of the organism you collect using iNaturalist app • Rules of thumb: • More is better • Make sure they are in focus • Make sure they provide different angles/information Hyman et al. CURE-all: DNA barcoding in introductory biology

  18. Photographing the Plant you choose to barcode Wide angle Fruits and Flowers Add examples of images you feel are appropriately display these aspects of plant morphology: Ex. https://en.wikipedia.org/wiki/Glossary_of_leaf_morphology#/media/File:Leaf_morphology.svg Branching patterns Leaf morphology Hyman et al. CURE-all: DNA barcoding in introductory biology

  19. Photographing the Fungus you choose to barcode Add examples of images you feel appropriately Display these aspects of a mushroom Ex. http://www.angelfire.com/hiphop/mycoeducation/page1.html Side Gills/Underside Top Try to get substrate it’s growing out of as well Hyman et al. CURE-all: DNA barcoding in introductory biology

  20. Photographing the insect you choose to barcode BAD GOOD Make sure it’s in focus Make sure you get at least one shot at the location of collection Add bad (out of focus) and good examples of images you feel appropriately display these aspects of an insect Get multiple angles (top, bottom, head, legs, body, antennae, wings, etc.) Can take photos in the lab (next week) Hyman et al. CURE-all: DNA barcoding in introductory biology

  21. Once you’ve got your photos, collect tissue • Place in a ziploc baggie • For plant samples (whole leaf specimen; collect several. Don’t let them dry out. No dry leaves. No poison ivy!) • For fungi samples (quarter size piece of fruit body – or entire mushroom) • For invertebrate animals (collect the entire animal; nothing that stings!). • Label the baggie/envelope/vial with the following information • Your Last Name • Site (edge or interior) • Your lab section# • Your lab instructor • When you return to the lab you should place your sample(s) into the shoebox at the front of the room and your instructor will store them in the freezer. If you’re feeling up for it, you can add some photos of the size and types of specimens that would be appropriate Hyman et al. CURE-all: DNA barcoding in introductory biology

  22. Assemble into 6 groups (2 plant, 2 fungi, 2 inverts) Logistics: • Each group should have each of the following before you leave the classroom: • Clipboard w/ 2 data sheets, 4 ziplocs, sharpie, and field guides (1 per group. Only plant and fungi have guides) • Net (1 per invertebrate group only) • Pencils (1 per person) • Smartphones (1 per person, share if need be) • Epipens (only if you know you are allergic) • Vials and aspirators (several per insect group) • Measuring Tape (1 per team) Hyman et al. CURE-all: DNA barcoding in introductory biology

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