1. Comparative Analysis of Environmental Factors on Clermont College Campus 2012 Roger Hill

2. Abstract The collection of specific environmental factors was and comparative analyzed from six different locations on the Clermont College campus on the date of May 1 st, 2012. The purpose of this scientific exercise was to compare and contrast any similarities or differences the ecologically diverse areas Clermont College has on campus. Light Intensity, Air and Soil temperatures, relative humidity indexes, and wind velocities were all collected using environmental instruments and materials designed to collect specific data.

3. Introduction  Clermont College campus is set on a 92 acre wooded area (Arial view on the right) in Batavia, Ohio. From an ecological standpoint, it contains an abundance of woodland areas, as well as wetland pond areas that are ideal for quantitative and qualitative environmental studies.

4. Literature Review The resources used to compile the data and information in this report came from Clermont College’s Biology website page as well as the protocols that were needed to complete this analytical experiment. The data that has been collected for this laboratory exercise will be able to be compared to future environmental factors data done in the Ecology course. The data that is being shared in this report has been collected on what is now being called the hottest recorded spring in the Midwest, per average daily temperature from March1 2012 through May 23, 2012. (NOAA, May 2012)

5. Methods and Materials  The data collected for the comparative analysis on the environmental factors of Clermont College campus required four different instruments that each had a specific function for obtaining the desired information needed. Detailed information on each device will be discussed.

6. Methods and Materials A sling psychrometer is a type of hygrometer. Hygrometers are used to measure relative humidity. The psychrometer is made up of two thermometers; one with a dry-bulb and the other with a wet-bulb. Use/Care Step 1 - Before attempting any readings, inspect the sling psychrometer to ensure that it is clean and in good condition. Step 2 - Soak the wick in distilled water. Step 3 - Swing the sling psychrometer steadily at about 2-3 turns per second. Do not let the instrument get too close to your body, or the measurement might be affected by your body heat. If the wick gets too dry, wet it again and start over. Step 4 - After about 1 - 1 1/2 minutes, read the wet-bulb temperature. Then, swing the psychrometer steadily for about 1 minute. Read the wet-bulb temperature once more. If the result differs from the first reading, continue swinging for another minute and read again. Repeat as needed until the lowest possible reading is determined. Step 5 - Read and record the final wet bulb and dry bulb temperatures to the nearest 0.1 degree.

7. Methods and Materials Light Meters are used to capture the abundance of light in an environment. The color spectrum from rays of light are captured through the 10x filter of the light meter which are recorded and used for analytical purposes. Determining light abundance at specific periods of the day can be crucial for certain plant life to survive.

8. Methods and Materials A soil thermometer is a thermometer specifically designed to measure soil temperature. Gardeners find these tools useful for planning plantings and they are also used by climate scientists, farmers, and soil scientists. Soil temps can provide a great deal of useful information, especially when charted over time.

9. Methods and Materials A wind meter is ideal to record the measurement of wind speeds. Wind blowing across the tube of this instrument creates a partial vacuum and a small ball inside gets sucked up the central chamber to indicate the wind speed.

10. Data Collected-Air Temperature Dogwood s MeadowPond Area Sw lotWetlandsBubble lot Dry bulb 23C22.5C27C24C22.5C26C Wet bulb 20C 21.5C21C22C21C

11. Data Collected/Wind Velocity-Mph Dogwood s MeadowPond Area Sw LotWetlandsBubble Lot Head Height 00005.53.0 Ground Height 00002.21.8

12. Data- Relative Humidity(%) DogwoodsMeadowPond AreaSw LotWetlandsBubble Lot 758061767465

13. Data-Soil Temperature(Celsius) Dogwo ods Meado w Pond Area Sw LotWetlan ds Bubble Lot 181920 24

14. Data-Light Intensity Means of Measureme nt frequenc y DogwoodsMeadowPond AreaSw LotWetlandsBubble lot Footcandles high 20532530005505,0003,300 Footcandles med 601202253904,6002,900 footcandles low 201150 3,0002,000 Millphot high 220.58220.35349.70322.8591.8355.00 millphot med 64.56129.12242.10419.64499.60312.40 millphot low 21.5211.83653.8553.80322.80215.25

15. Discussion All of the data presented was collected on May 1 st, 2012, on Clermont College campus between the times of 2:25 p.m. and 3:15 p.m. Dogwoods, the Meadow, the Pond area, and the Southwest lot all had overcast sky conditions at the time the data was collected, while the Wetlands and Bubble lot areas had partly sunny sky conditions. Most of the time spent collecting data shows that and wind or breeze was nearly non existent the entire time. The air temperature readings show that the time spent collecting data stayed close to 78 degrees Fahrenheit.

16. Discussion The relative humidity averaged just over 71 percent after calculating all six locations results. The light intensity data shows that there was a wide range of results between the different locations that were examined on campus. Soil temperatures for Dogwoods, the Meadow, the Pond area, and the Southwest lot were all within a degree or two of each other, while a five degree increase was recorded in the Wetlands and Bubble lot area. Coincidentally, there was increased Sunlight exposure during those two readings.

17. Conclusion After analyzing the recorded data from the campus’s different ecological areas there can be said that a lot of comparative similarities can be derived from the different environmental factors that play key roles to the overall balance that the campus’s woodland and wetland areas need to continue to thrive. It can ascertained that the collection period for this exercise was a relatively warm day for the beginning of May in southern Ohio. Hopefully, this data and information can be further used by future students so that they can compare and contrast the environmental factors that they will record during the same time of the year these were recorded.

18. References Carter, J.S. Professor. Home Page. University of Cincinnati, Clermont College. May, 2012. http://biology.clc.uc.edu/ http://biology.clc.uc.edu/ Hill, Roger. Ecology 303 Ecology Lab Notebook, Environmental Factors. Pages 74-80. May, 2012.