Common trees in South Carolina-
lob lolly Pine Sweet gum Hickory Red Maple Winged Elm American Holly Flowering Dogwood Red Mulberry Eastern Red Cedar White Ash Wild Cherry |
|
How to perform a transect sample?
![Picture](/uploads/4/0/1/7/40174607/4539593.gif?410)
When performing a Transect sample you "draw a line" through the area you are trying to sample. Once you have your line(we used a measuring tape in class), then you will take a section of the line a work from that. In the section that you are sampling you will make a square with four quadrants. You will then walk from the line until you hit a tree bigger than most others and record with its is and how far away it is. One would do that for all four quadrants, that way you will know what the dominate tree is and how many trees within within the transect sample area you are sampling.
To the left you can see an example of the transect sampling my group did in the woods behind the school.
|
Types of Clouds
![Picture](/uploads/4/0/1/7/40174607/7373236.gif?513)
Clouds form when water vapor rises into the atmosphere and condenses onto microscopic particles, such as dust, dirt and sea salt. There are 3 main types of clouds: High Clouds, Mid Clouds, and Low Clouds. Within those 3 types there are many more sub sections.
Different Types of Public Lands
![Picture](/uploads/4/0/1/7/40174607/8255304.jpg?284)
Restricted-use lands: National Park System and National Wilderness Preservation System
-The National Park Service allows camping, hiking, sport fishing, and boating but not hunting, mining, or oil/gas drilling.
-The National Wilderness Preservation System lands are even more restricted in use; they mostly support recreational activities.
National Park System examples: Acadia, Badlands, Big Bend, ECT.
National Wilderness Preservation System examples: Monomoy, Mount Baker, Mount Adams
Moderately-restricted use lands: National Wildlife Refuges
-Protect habitats and breeding areas for waterfowl and big game.
-One may hunt, trap, fish, mine, log, graze, and farm these lands.
National Wildlife Refuges examples: see diagram below for examples throughout SC
Multiple-use lands: National Forests; National Resource Lands
-National forests and the resource land are used for: logging, mining, grazing, oil and gas extraction, and recreation.
National forest example: Sumter National forest
National Resource Lands examples:
Bauxite, Coal, Copper Lead, Gold Iron, Mercury, Molybdenum, Natural gas, Nickel, Petroleum, Phosphates, Potash Silver, Timber, Tungsten, Uranium, Zinc are some of the National Resource Lands in the US.
Source: public lands PowerPoint on edmodo.
-The National Park Service allows camping, hiking, sport fishing, and boating but not hunting, mining, or oil/gas drilling.
-The National Wilderness Preservation System lands are even more restricted in use; they mostly support recreational activities.
National Park System examples: Acadia, Badlands, Big Bend, ECT.
National Wilderness Preservation System examples: Monomoy, Mount Baker, Mount Adams
Moderately-restricted use lands: National Wildlife Refuges
-Protect habitats and breeding areas for waterfowl and big game.
-One may hunt, trap, fish, mine, log, graze, and farm these lands.
National Wildlife Refuges examples: see diagram below for examples throughout SC
Multiple-use lands: National Forests; National Resource Lands
-National forests and the resource land are used for: logging, mining, grazing, oil and gas extraction, and recreation.
National forest example: Sumter National forest
National Resource Lands examples:
Bauxite, Coal, Copper Lead, Gold Iron, Mercury, Molybdenum, Natural gas, Nickel, Petroleum, Phosphates, Potash Silver, Timber, Tungsten, Uranium, Zinc are some of the National Resource Lands in the US.
Source: public lands PowerPoint on edmodo.
RECYCLING Project
QUESTION: If people know how to recycle correctly would that increase the amount of recycling?
Brief overview of how we will answer our question: First we would make some questions to type up and give it to all teachers on the selected hallway. Then we will see what they know and what they don't know. We would then make a PowerPoint for all the teachers throughout the hall to show. Our group would have to measure how much recycling we had before the PowerPoint, then how much we had after. That way we can conclude if knowing how to correctly recycle would increase the amount of recycling.
Brief overview of how we will answer our question: First we would make some questions to type up and give it to all teachers on the selected hallway. Then we will see what they know and what they don't know. We would then make a PowerPoint for all the teachers throughout the hall to show. Our group would have to measure how much recycling we had before the PowerPoint, then how much we had after. That way we can conclude if knowing how to correctly recycle would increase the amount of recycling.