WFB 130
Spring 2011
Field Journal – Due 2 May
Ornithology is a unique field because many important contributions to our knowledge of bird behavior, distribution, and migratory patterns come from amateurs, rather than professional ornithologists. Instead of conducting detailed genetic research or large-scale banding studies, amateur ornithologists make contributions through extensive field observations. As such, field ornithology relies to a large degree on watching birds. Not just identifying different species, but understanding bird behavior, bird-habitat relationships, and species interactions and being able to quantify those observations to test hypotheses. The objective behind the field journal exercise is to give you experience in observing birds in the way in which a field biologist would. Unfortunately, because this is a lecture course, we do not have the opportunity to develop these skills through routine coursework. Consequently, we are requiring that you keep a field journal that will allow you to develop your observation skills to better understand avian ecology and behavior.
To complete the field journal you will be required to go out
into the field for 6 two-hour periods. You may go out with other
students, and we encourage you to do so because you may need to share
binoculars. Participation in class field trips may be used for the field
journal. During each observation period you will be required to record
not only the species you see, but also for individuals that you can observe closely,
make notes on their behavior. Keep track of times you were out in the
field and habitats that you visit. Make note of the weather (temperature,
wind, cloud cover, and precipitation). Because species composition and
behavior remains relatively constant during the early winter, you will be
expected to get out once in January, once in February, but increase your field
time with two field visits in March, and two in April. The Murin and Pfeiffer book (Birdwatching
in
Avoid going out in the field and noting the same 5 species each time you go out. Speed birding is not the point here. To make the project more interesting, consider a “theme” for your observations. Three obvious ones are:
You will not be required to type your field notes. However, keep in mind that sometimes your original notes may be done in haste and it will be necessary to transcribe them so that they are legible not only for you, but for other people (like me!). There have been instances where people have published scientific papers by going back and analyzing the field notes of other people. Keep that in mind. In 100 years, your notes might be important, but not if no one can read them.
The following is an example from a hypothetical trip to the
13 January 2010 - Robin McCortle (with Jay Blume, Debbie Finch, and Martin Smith)
15 degrees F. wind light from NW (5mph)
Birds observed:
Canada Goose (14)
Mallard (275)
American Black Duck (79)
Common Goldeneye (33, mostly males, only about 7 females)
Bufflehead (1)
Herring Gull (100, nearly all adult)
Greater Black-backed Gull (72, also mostly adult, about 14 young birds)
Ring-billed Gull (125)
Rock Dove (37)
Eurasian Starling (1 flock, about 50 individuals)
Cedar Waxwing (12, feeding on crabapple)
House Finch (4)
American Goldfinch (3, flying overhead)
Mallard and Am. Black Duck were feeding heavily in the cove between the bike path bridge and Blodgetts beach, approximately 30 m from shore. As best I can tell, the birds were feeding on zebra mussels, as every now and again, I could see the birds come up with large irregular chunks of shells and manipulate them with their bills before swallowing them. Most birds were feeding by simply submerging their head, or tipping up, but a few birds used awkward dives (approximately 1.75 sec) to forage in deeper water. I wonder if there are any toxins associated with the consumption of these filter feeding mollusks?
The Goldeneyes were in heavy courtship mode. The males were all around the few females in the flock, rearing their heads back and tipping up slightly on the water. I couldn’t hear any vocalizations, but it appeared that their bills opened slightly, making me think that on a calm day you could hear some sort of noise.
The gulls were primarily loafing on the beach. Interestingly, most were facing into the wind, presumably to conserve heat. A few seemed to be foraging but I had a hard time figuring out what they were eating. My best guess is fish, as the feeding birds would fly above the water, land and immediately submerge their head in the water. However, they might be eating some larger zooplankton as well. They had no trouble swallowing, which suggests the prey was small.
Grading:
Each entry should have the following:
“Header” information
(1/3 of grade for entry):
Species and number
(1/3 of grade for entry):
Note, this may be one of the primary components of each journal entry, but for others (e.g., seasonal behavioral changes) it may be less important.
Behavior (1/3 of
grade for entry):
A species list is of little importance without context. You will need to include information on species’ behaviors, plumages, etc.