From the beginning man has been questioned by the planet on which we live. In the absence of answers to multiple life he saw around him began to explain some plants, seasonal cycles, animals and other elements of the mysterious world around him through the myths (the transit stations to Ceres and Proserpine, the volcanoes with the struggle between giants and gods, the laurel the beautiful story of unrequited love between Apollo and Daphne, and so forth).
spent time and patience, direct observations of the environment and good measurements was calculating the size of the land, the density of water, animal behavior ... Nevertheless, it was not until the eighteenth century to two spirits worthy of an era that was called "The Enlightenment" is to propose an exhaustive classification of flora and fauna of our world: Linnaeus and the Comte de Buffon were these two great minds, which each had its pluses and its least, is that those geniuses ... -
of encyclopedic work of both, as well as the collection of samples that were bringing the old Europe, many research trips, which would have one of their peaks in the exciting five-year voyage around the world of Charles Darwin, the current will flow taxonomies that science has created to classify as a form of life, and even to minerals, make up the wonder that is always striking the Earth.
In this effort we worked as far as we can, the students of 1 º and 2 º ESO, aided at all times by fellow 4 th Diver and seven teachers: Ana Isabel, Laura, Montse, Chema and , of course, Jesus and David. And is that on May 27 we went to spend the morning at the foot of Peña Muñana, exploring the flora, tree measuring, classifying the types of plants, etc. The day was accompanied by an excellent temperature and atmosphere could not be more cordial. In short: science did, we ate very well, we strengthen friendships, have fun ... What more could you want!
Text: Chema (Professor of Language and Literature).
Here we show the set of photographs of the organizing work and the tasks they had to undertake in each group plot-class:
first recognized Teachers the study area and made decisions:
- location of each of the four vegetation plots (in situ and satellite images).
- size measurements of the plots.
- places and times for the organization of the activity.
- permits the City Council.
Organization of the activity and distribution of materials for each class group:
previous explanations before the start of the different measurements:
Responsible different tasks necessary for the proper organization and conduct of different activities: Imanol
- : Joker. Go Curran made!
- Salim: GPS.
- Diego Merchán: Photographer.
- Alba and José Manuel (1 º A): Dichotomous Keys. Brenda and Imanol
- : Topography.
- 4 º ESO: Poles and support for all tasks (distribution of materials, presses, etc.).
- Teachers responsible: Montse, Chema, Ana Isabel and Laura.
- Coordinators: Jesus and David.
Define the vegetation plots:
- perfectly square (30 mx 30 m). It is not a whim to entertain 15 students studying the vegetation of 900 square meters. This 30-meter square is exactly the pixel side (smaller square) of images taken by the Landsat satellite.
- perfectly oriented to the north.
- leave delimited strings, thanks to Nacho, and students had prepared beforehand. They had their 30 meters accurate knot to knot.
- 2 tapes must stop marking the diagonals (42,43 m).
- find its center with the diagonal and math tests (every half diagonally 21.21 m).
Measuring the geographic coordinates of each area of \u200b\u200bstudy.
should be taken with GPS coordinates at the center of each plot to record its exact location:
- Make 5 measurements in each plot, turning the GPS, and record them.
- Find the average of 5 measurements.
Location of vegetation plots:
- the location of each of the four parcels must be recorded, as well as by geographical coordinates by GPS, by making photographs (from the center of each plot) to the four cardinal points.
- starting with the North and in the direction of clockwise (NESW).
- compass is placed near the camera to photograph.
The Parcel 1 of 2 º A, with Monty as a teacher responsible:
The Parcel 2 of 1 B with Chema as a teacher responsible:
The Parcel 3 of 1 A, with Ana Isabel as a teacher responsible:
The Plot 4 2 º B, with Laura as a teacher responsible:
Collecting Data of Vegetation Cover, in each plot, through the use of densiometer previously constructed by the students themselves:
- pairs (8 students) in each half diagonally (21.21 m), densiometer should be used to complete the data table Vegetation Cover.
- steps must be taken in the vertical homogeneous looking skyward and toward the ground.
- should be measured every 2 steps, each 1.5 m or so (about 14 measurements).
- a student measures and the other records the data in your table.
Its use would be something like:
Students must use the densiometer to be filling some 14 measurements of Vegetation Cover up (trees, shrubs or sky) and down (shrubs , grasses, moss, rocks, bare soil, litter, etc.)
data jack tree height of his pitches and the circumference of their trunks, through the use of tapes and Clinometer the previously constructed by the students themselves:
- measure the height of the 5 tallest trees in the plot.
- should use Inclinometers, move to an angle of 45 degrees, and the Tangent of 45 ° = 1, which means that the height of the tree is equal to the distance from the pupil to the tree height of the student (to the eyes .)
- measure the circumference of the trunks (tree height is measured) to 1.35 m in height.
The Clinometer is actually a protractor. You should look through the straw the top of the object you want to measure the height, such as a tree:
Below you will see a presentation (as used in the entry on the clouds) to try to understand how it works Landsat :
The idea is :
- The Sun illuminates the surface, our 4 patches of vegetation, and these reflect some of the energy they receive.
- The Landsat satellite photo earth's surface, the reflected energy, but only records the color spectrum of visible and infrared range.
- Scientists need to know the exact location our fields to know which correspond Landsat pixel, so we use the GPS.
- To make matters worse, the Landsat has a resolution (one pixel) of 30 x 30 meters. That means that the square of 30 x 30 m given a single color, ie, the color of the more light reflected in the square. Therefore, each piece of vegetation will be recorded by the Landsat with a single color.
- Teachers and students say they Cadalso vegetation scientists to have our 4 plots of 30 x 30 m, ie, what percentage of trees, shrubs, herbs, etc. Obtain this data by analyzing the measurements made by pupils the densiometer. So we can understand all (scientists and us) what corresponds some colors of the squares of our "picture" of Landsat.
Sample collection for the creation of a herbarium, of all plant species in its plot:
- snip and collect samples of leaves and flowers.
- should be put between sheets of newspaper for press and dried.
- newspaper put the species at the press of the group or class.
- Dichotomous keys attempting to determine the plant specimens, although previously known. will
- a binocular microscope and tweezers for each class group.
- students will have help of some classmates and teachers accountable.
Interpretation of Topographic Maps of the area:
- and Imanol Brenda explained to each group plot the topography of the area. They offered themselves as volunteers.
- used topographic maps of the area of \u200b\u200bGallows and the model, built by themselves with their fellow 4 th Diversification and the help of Marta (teacher of Technology who replaced Ana Isabel)
- teachers and students were delighted their explanations.
Here I leave you with some pictures of the living that allowed this activity among students from different groups and teachers:
The overall assessment of the activity has been very positive and enriching , although it has been difficult to arrange for the large size of staff, necessary equipment and large number of students to whom it was addressed. Imagine about 70 kids doing science in the field.
There is a general satisfaction of students and professors and research work, however there is still processing the data collected to see if they are useful to be introduced in the GLOBE server. What is clear is that the activity has been a "faithful Training Vegetation Cover Protocol."
This protocol should be performed at least twice a year, one in Fall and one in Spring, to see the differences in these two periods vegetative plant cover of species in the study area. Heads
Expedition: Jesus Luna and David Rose.
Organization of Activity: David Rosa, Ignacio Twin and Jesus Luna.
essential support: Ana Isabel (Professor of Technology), Chema (Professor of Language), Montse (English teacher), Laura (Professor of Music) and all students of 4 º ESO who helped organize the activity.
Photo: Diego Merchán, Montse, Chema and Maite Dagger. Creating
blog: David Rose and Chema.
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