[01:04.18]HELEN:I've brought my notes on our Biology Field Trip to Rocky Bay, Colin, so we can work on our report on the research we did together.
[01:12.21]COLIN:OK.
[01:13.04]I've got mine too.
[01:14.14]Let's look at the aims of the trip first.
[01:16.65]HELEN:Right.
[01:17.66]What did you have?
[01:18.89]COLIN:I just put something about getting experience of the different sorts of procedures used on a field trip.
[01:25.10]But we need something about what causes different organisms to choose particular habitats.
[01:30.75]HELEN: agree.
[01:32.01]And something about finding out how to protect organisms in danger of dying out?
[01:37.33]COLIN:In our aims?
[01:38.82]But we weren't really looking at that.
[01:40.96]HELEN:I suppose not.
[01:42.69]OK, now there's the list of equipment we all had to bring on the field trip.
[01:47.75]What did they tell us to bring a ruler for?
[01:50.53]COLIN:It was something about measuring the slope of the shore, but of course we didn't need it because we were measuring wind direction, and we'd brought the compass for that ...
[01:59.80]HELEN: But not the piece of string to hold up in the air!
[02:03.40]Didn't Mr. Blake make a fuss about us leaving that behind.
[02:07.22]COLIN:Yeah.
[02:07.95]He does go on.
[02:09.14]Anyway it was easy to get one from another of the students.
[02:12.76]HELEN:NOW, the next section's the procedure.
[02:16.14]I sent you the draft of that.
[02:18.38]COLIN:Yeah.
[02:19.15]It was clear, but I don't think we need all these details of what time we left and what time we got back and how we divided up the different research tasks.
[02:30.15]HELEN:OK.
[02:31.39]I'll look at that again.
[02:33.19]COLIN:Then we have to describe our method of investigation in detail.
[02:37.68] So let's begin with how we measured wave speed.
[02:41.63]I was surprised how straightforward that was.
[02:44.48]HELEN:I'd expected us to have some sort of high-tech device, not just stand there and count the number of waves per minute.
[02:52.00]Not very precise, but I suppose it was good enough.
[02:55.34]But the way we measured the amount of salt was interesting.
[02:59.02]COLIN:In the water from the rock pools?
[03:00.87]HELEN:Yeah, oh, I wanted to check the chemicals we used in the lab when we analysed those samples - was it potassium chromate and silver nitrate?
[03:10.07]COLIN:That's right.
[03:10.80]HELEN:OK.
[03:11.90]And we need the map of the seashore.
[03:14.61]You just left that to me.
[03:16.20]And I had to do it while the tide was low, well that was OK, but the place I started it from was down on the beach, then I realised I should have gone up higher to get better visibility, so I had to start all over again.
[03:30.68]But at least I'd got the squared paper or I'd have had problems drawing it all to scale.
[03:36.16]COLIN:Yes.
[03:36.79]It looks good.
[03:38.11]We could get a map of the region off the internet and see if we need to make any changes.
[03:43.06]HELEN:I had a look but I couldn't find anything.
[03:46.55]But you took some pictures, didn't you?
[03:48.79]COLIN:Yeah.
[03:49.79]I'll email you them if you want.
[03:51.55]HELEN:OK.
[03:52.45] I'll make my amendments using those, then I can scan it into our report.
[03:57.53]Great.
[04:37.30]HELEN:NOW when we get to our findings I thought we could divide them up into the different zones we identified on the shore and the problems organisms face in each zone.
[04:48.09]So for the highest area ...
[04:50.06]COLIN:...
[04:50.06]the splash zone?
[04:51.16]HELEN:Yeah, we found mostly those tiny shellfish that have strong hard shells that act as protection.
[04:57.59]COLIN:But not from other organisms that might eat them, predators?
[05:01.00]HELEN:NO, that's not the main danger for them.
[05:03.60](Q27 - 28) But the shells prevent them from drying out because they're in the open air for most of the time.
[05:08.69]COLIN:Right.
[05:09.22]And since they're exposed, they need to be able to find some sort of shelter, or cover themselves up, (Q27 - 28) so they don't get too hot.
[05:17.20]Then in the middle and lower zones, nearer the sea, we need to discuss the effects of wave action ...
[05:23.55]HELEN:Yes, and how organisms develop structures to prevent themselves from being swept away, or even destroyed by being smashed against the rocks.
[05:31.73]COLIN:I haven't done anything on the geological changes.
[05:35.38]I don't know what to put for that.
[05:37.00]HELEN:NO, we weren't concentrating on that.
[05:40.16]Maybe we need to find some websites.
[05:42.99]COLIN:Good idea.
[05:44.20]I've got the lecture notes from Mr. Blake's geology course, but they're too general.
[05:49.47]But we could ask him which books on our Reading List might be most helpful.
[05:54.31]HELEN:Right.
[05:55.40]OK, now I did a draft of the section of sources of possible error in our research, but I don't know if you agree.
[06:03.76]For example, the size of the sample, and whether it's big enough to make any general conclusions from.
[06:09.99]But I thought actually we did have quite a big sample.
[06:13.29]COLIN:We did.
[06:14.31]And our general method of observation seemed quite reliable.
[06:17.67]But we might not be all that accurate as far as the actual numbers go.
[06:22.54]HELEN:Yeah, (Q29 -30) we might have missed some organisms - if they were hiding under a rock, for example.
[06:28.40]I wasn't sure about the way we described their habitats.
[06:32.31]I decided it was probably OK.
[06:34.95]COLIN:Yeah, and the descriptions we gave of the smaller organisms, they weren't very detailed, but they were adequate in this context.
[06:43.46](Q29 - 30) I'm not sure we identified all the species correctly though.
[06:47.06]HELEN:OK, we'd better mention that.
[06:49.51]Now, how ...
