Plant Communities/Biological Diversity
Due April 18th, 2011, in class
A transect reveals linear relationships of topography and vegetation by cutting through mosaic vegetation. Each sectional transect can create different snapshots of spatial relationships of ground and plants. We traced a specific line -- the tram line from the top of the Sandias to the Bosque, getting a visual set of impressions of the relationships of fir/aspen forest, ponderosa pine forest, pinyon/juniper dominated landscapes, grasslands and riparian vegetation.
Each of these plant community zones is somewhat flexible at its edges, depending on microclimates. The edges or ecotones are where we see the greatest diversity of habitat and forage for animals, birds and arthropods. These ecotones become the subject of this assignment -- the spaces where the nominal identifications become blurred.
1. draw a section of the transect we followed, at the scale of a USGS map aka 1:24,000 (1 inch equals 24,000') with contour intervals of at minimum 20', though if you need to interpolate, you may do so and add in 10' contours. This map should be drawn on vellum to make it easier to use the topographic maps as a guide. Simply tick off the contour lines, project upwards and draw the section. Please then, indicate in any manner you like, the approximate areas of the vegetation we covered. This can be done from memory of our trip, with help from google earth. You may use literal or symbolic forms to indicate areas and their cross overs. Color, b&w patterns, fabric, found paper, embroidery, however you choose to represent the plant communities and their overlaps. Think about the character of plants and their individual specificity as well as their groupings.
2. Choose one ecotone to represent in book form. As we turn the pages, we should get a sense of a single plant community, its interlocking with another plant community and how, we end up with the second plant community dominating. This can be represented as recipes, as visual representations, as poems, as lists of biotic communities, any content that fits within a book format.
If you want to have your section fit within your book, you are welcome to have two sections inside the book -- one with the section and the second with your response, or find a way to have the section fit behind, or with your book's content.
Keep in mind that diversity can be seen in a metaphoric sense. You do not have to foreground this knowledge in your book object, but be aware that there are always possible interpretations.
Due April 18th, 2011, in class
A transect reveals linear relationships of topography and vegetation by cutting through mosaic vegetation. Each sectional transect can create different snapshots of spatial relationships of ground and plants. We traced a specific line -- the tram line from the top of the Sandias to the Bosque, getting a visual set of impressions of the relationships of fir/aspen forest, ponderosa pine forest, pinyon/juniper dominated landscapes, grasslands and riparian vegetation.
Each of these plant community zones is somewhat flexible at its edges, depending on microclimates. The edges or ecotones are where we see the greatest diversity of habitat and forage for animals, birds and arthropods. These ecotones become the subject of this assignment -- the spaces where the nominal identifications become blurred.
1. draw a section of the transect we followed, at the scale of a USGS map aka 1:24,000 (1 inch equals 24,000') with contour intervals of at minimum 20', though if you need to interpolate, you may do so and add in 10' contours. This map should be drawn on vellum to make it easier to use the topographic maps as a guide. Simply tick off the contour lines, project upwards and draw the section. Please then, indicate in any manner you like, the approximate areas of the vegetation we covered. This can be done from memory of our trip, with help from google earth. You may use literal or symbolic forms to indicate areas and their cross overs. Color, b&w patterns, fabric, found paper, embroidery, however you choose to represent the plant communities and their overlaps. Think about the character of plants and their individual specificity as well as their groupings.
2. Choose one ecotone to represent in book form. As we turn the pages, we should get a sense of a single plant community, its interlocking with another plant community and how, we end up with the second plant community dominating. This can be represented as recipes, as visual representations, as poems, as lists of biotic communities, any content that fits within a book format.
If you want to have your section fit within your book, you are welcome to have two sections inside the book -- one with the section and the second with your response, or find a way to have the section fit behind, or with your book's content.
Keep in mind that diversity can be seen in a metaphoric sense. You do not have to foreground this knowledge in your book object, but be aware that there are always possible interpretations.
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