Studying Site Six

Over the past two classes Nicole Kimtis and I have travel across campus to where the water from the Proctor Pond run to. We have been taking samples and measurement from our site. Our site is site six which is beyond maintenance and the barn in a little wooded area with a stream running through it which is feed by the pond’s runoff.

(Taken by Chloe Methven)

During the past two classes Nicole and I have taken our supplies over to our site. Are supplies include a net, a white bin, and smaller container, two spoons, a dropper and a booklet to help us identify invertebrates, all intending to help us collect and document our findings.

(Taken by Chloe Methven)

When we reached our site and put water in our containers we then got to work on our sampling and documentation. The first day, Monday October 16 2017 at 8:10 am, was a brisk morning when we started collecting. We immediately noticed that the water was very low with a smattering of puddles and a light trickle of water between. “ Where's the water!” Nicole questioned as we approached our site. When we chose a puddle we saw small fish swimming around, they looked plenty full and we ended up catching ten with the net after a couple passes through the water. We also managed to catch a crawfish which we identified with our booklet.

As we waited for Alan to arrived with the tests we looked around and documented the abiotic factors in an around our puddle. There was a thin layer or grim covering the bottom of the puddle which was lined with fallen leaves and rocks of various sizes and shapes. There were also leaves floating on the surface of the puddle shielding it from the sunlight that managed to get through the canopy above us. There was still a surprising amount of fish, but we did not notice any small invertebrates except for the crawfish we caught.

(Taken by Chloe Methven)

When Alan appeared, galloping through the forest with a box of supplies we were relieved because we had begun to feel the cold. As we ran the PH test and turbidity tests Alan checked the dissolved oxygen and ran the nitrate and nitrite test. The PH was at 6 which is lower than normal New Hampshire waters and the turbidity was at 60 which mean it is relatively cloudy, the nitrate and nitrite can up as zero which is good. The dissolved oxygen was low which we expected because of the shade from the canopy and the fallen leaves.

( Day 1, photo taken by Nicole Kimtis)

( Day 2 Photo taken by Nicole Kimtis)

The second day was even colder than the first with an air temperature of 43 degrees fahrenheit. It was Tuesday, October 17 2017 and 9:10 am. The water was notably colder and we saw less fish swimming around, we only caught 7 fish that day and Nicole expressed her theory “ It’s too cold they’re all dead” which got us questioning whether fish fish hibernate like frogs or can they survive under the ice.

( Taken by Chloe Methven)

The abiotic conditions where the same except more leaves had fallen of the puddle. When Alan arrived with the test again it was all the same results except for the dissolved oxygen which had risen, this might be the result of testing later in the day.

(Taken by Chloe Methven)

While we are only part way through this experiment I have learned a lot about how the waters chemical and physical make up effect what can grow and survive in it. I have realised the scope of the ponds impact and what impacts it, what runs into it and what runs out and how the land is affected by that. I am excited to look at data from other years to see how it compares and how the data answers the question, is the pond healthy?

Swimming the Watershed

On September 26 the A block AP environmental science class hopped on a mini bus and traveled to three different bodies of water. We were geared with nets and other equipment to help us understand our watershed.

Our first stop was along the blackwater river, before we headed down the path to the rocky bank Alan reviewed the ABCDEE’S, this stands for abiotic, biotic, cycles, diversity, energy and evolution. We were instructed to keep an eye out for all these as we walked down to the river. The path that lead to this spot was sandy and pebbles and gravel, and the rocks on the bank were rounded leading the class to believe that either this land was underwater and when the river floods it deposits sand up on the trail. By looking around me and noticing the abiotic features of the landscapes I was able to see part of the lands “story” as Alan put it.

The next step was to collect data, I eagerly grabbed a net and waded into the slow moving river, sweeping my net along the bottom, my bare feet struggled to get a grip on the black slipper rocks. I pulled my net up and excitedly looked in it to see… nothing. Disappointed, I turned back to the shore to hear Alan explaining that the rocks were covered with an algae and that if you looked under them you could find small life. I scrambled my way back to the bank and looked a the small black stone flies in the water held in Alan’s tupleware.

As we walked back to the bus I continued to look about me for the ABCDEE’S noticing the plants and small animals scurrying around in the trees.

Our next stop was along another section of river, right away I noticed that the water was warmer and I was able to see life right away. My favorite being this jello like algae, Nicole said “It looks like a jellyfish!” With the water being warmed by the sun it was able to support more photosynthetic life.

I was able to conduct the Ph test at this site and the results showed the same as the previous site, neutral. Back in the bus when the results came back for the phosphate test it showed that the level was at one.

We had to move quickly to get back to campus in time for the next class so we dashed back to the bus and buckled up, ready for our next stop, Pleasant Lake.

Right away we noticed some differences, Asher pointed out that “ there is a lot less algae” and Betsy said it was “ a lot clearer.” This was not because the turbidity was different because the turbidity was zero at all the sights, this was because the bottom was not covered in a visible algae.

One recurring biotic factor that was evident in all of the sites was humans. At the first site there was constant noise from the construction on the bridge that was visible from where we stood making me wonder what impact humans had on the water in our back yard. At the second place there was dog waste and trash that littered the sides of the path as we walked down to the water. And at the lake I could see the white houses lining the shores of the lake. This constant evidence of humans made me wonder about what we caused. How would the water be different if we were never there? Would it be healthier? Would life flourish in our absence? And the question of what can I do was always in the back of my mind. The answer I hope to continue to pursue.

By investigating these three sites I was able to get a better grasp on the concepts and vocabulary that we went over in chapter one and three. By interacting with the abiotic, biotic, cycles, diversity, energy and evolution and seeing how they all interconnected. It was also helpful to see where the water that runs through where we live comes from.

This field trip was helpful for me because I am a visual and hands on learner. Being able to interact with the water and testing it and seeing the landscape around it helped me understand it that much more.

This is an apple tree, it converts sun energy into red apples and green leaves. The apples taste good.