National University of Singapore

LSM2251 Ecology and the Environment

Pulau Ubin Field Trip Preparation

Objective: answering a question

Pulau Ubin is a small island in the north-east of Singapore, which is 8km long and some
1.5km wise. Yet it is host to several different ecosystems. In this first field trip for
ecology students, we ask a simple question: “Does the avifauna of Pulau Ubin vary
between ecosystems”?

As you answer this, you will learn to recognise different ecosystems in Pulau Ubin, apply
the scientific method, use simple, quantitative methods to observe, identify, count and
compare bird diversity in a few ecosystem fragments, pool class data and present your
results as a written report. This is a fundamental skill all science undergrads should
have.

Fig 1. Map of Pulau Ubin

The ecosystems on Pulau Ubin include:

● Grassland, scrubland
● Adinandra belukar, secondary forest over plantation (durian, rubber, coconut).
● Kampung and gardens.
● Mangrove, mudflats, sandy shore, soft-sediment, rocky shore.
[See also Sha. J. & Tan, H. T. W., 2002. Land Use and Vegetation of Pulau Ubin. Research Report,
Undergraduate Research Opportunities in Science. Department of Biological Sciences, National University of
Singapore. 16 pp. link]

Background of Pulau Ubin: webpages, maps and videos

To enhance your experience in Pulau Ubin, prepare yourself:
• Read the brief webpage entries in Ecology Asia and Infopedia
• Examine the lovely 2015 NParks map available here and explore Sungei Changi
and Pulau Ubin on Google Maps (Task 1).
• Watch at least the first four of 14 videos which introduce various aspects of the
island at LumiNUS > Multimedia > About Pulau Ubin
• To discover current activities on Ubin, see the Friends of Pulau Ubin microsite

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 Task 1: Explore Pulau Ubin and environs with Google Maps
(try this at home before the practical)

Learn to explore an area and its surroundings on Google Maps

1. Go to Google Maps at http://maps.google.com
2. Search for “Sungei Changi” and switch to the satellite view.
3. Find “Changi Point Ferry Terminal” - look for the parked bum boats in the satellite
view.
4. Follow the ferry route to Pulau Ubin - it is a dotted line from the terminal
extending out into the Johor Straits.
5. What other structures can you see in the Straits?
6. Zoom in to the Pulau Ubin jetty which extends into the sea – you will begin your
field trip here the moment you get off the boat!
7. The road from the jetty leads to Pulau Ubin Village. Use Street View to take look
at what the ground looks like!

8. Use the NParks map provided to trace these locations west and east of the Pulau
Ubin Village Jetty:
a. East: Nature Gallery – Police Post– Sensory Trail – Sungei Ubin –
freshwater ponds – House 363B – Jalan Ubin
b. West: Main Village – Wayang stage – NParks Office – Assembly Area –
Butterfly Hill – Jelutong Campsite – Pekan Quarry – Jalan Jelutong –
Sungei Jelutong and Sungei Puaka
c. North: Jalan Batu Ubin x Jalan Nordin junction (to North)
9. You will have to move between these places on your own during your practical, so
learn them well. What are conditions like – are they forested or bare? Study these
sites in the satellite view as well as the street view. When you reach Pulau Ubin
you can “ground truth” (i.e. check the actual conditions on the ground).

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 Field sampling preparation
“Does the avifauna diversity vary
between ecosystems in Pulau Ubin?”

I - Asking the question

We are asking a specific question: how does the avifauna diversity vary between
ecosystems in Pulau Ubin?

In the first 90 mins of the field trip, you will compare the bird diversity of two sites. At
eat site you will conduct a repeatable, quantitative method with which to collect data
about bird species presence and abundance. This data, will be analysed, discussed and
conclusions made, taking into account the limitations of the sampling method.

You will discuss the method with your TA in Task 4.

II - Tools and Methods

In order to answer this question, a few tools and methods will be introduced during the
preparatory practical through six tasks. You must attempt task 1 before the practical.

1. Google Maps - to examine the topography of Pulau Ubin.

2. Binoculars - how to use a pair of binoculars and watch a bird.
3. Bird watching method - how to identify and observe birds.
4. Bird count survey - using a ‘complete count’ survey method to estimate
diversity and abundance of birds in an ecosytem.
5. Collaborate & Publish - how to collaborate with group members to write the
report using Google Docs.

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Task 2. How to use a pair of binoculars

[Try with group mates during the practical]
Watch an online guide about how to adjust a pair of binoculars; e.g. watch this video

You are loaning out a pair of binoculars early in order to can get some practice using it
effectively around campus or at home. Observe these first steps:

1. Always put the strap around your neck first. That keeps them secure and leaves
your hands free.
2. Adjust the two eye pieces of the binoculars so they fit the distance between your
eyes and are centred around both eyes.
3. Select a distant subject, look at it through one eye, focus the subject clearly, then
look through the other eye.
4. Adjust the eyepiece magnification until the subject is clear.

When a subject has been located:

1. Observe the general location of the subject with your naked eye.
2. Bring your binoculars to focus on that location.
3. Adjust the focusing wheel to bring the subject or nearby object (e.g. a

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 branch) into focus.

4. Find the subject. If you are unable to do so, pull the binoculars away from
your eyes, reacquire the location again with your naked eye and repeat the
steps.
5. You should be able to do this quickly with practise.

Task 3. How to identify and examine birds as a group

[Try with group mates, once you have been issued a pair of binoculars]
Google how to birdwatch, what to look out for, parts of a bird (anatomy) and also how to
point out the location of a bird - e.g. how to provide directions, use of a clock position, or
relative to prominent marker.

Parts of a bird from allaboutbirds.org

You will be observing birds with group mates and referring to your guidebooks and
guidesheets. Working together efficiently makes a lot of difference during your field trip.
The process involves these steps which you will achieve as a team:
1. Find the bird.
2. Identifying the bird with the use of a field guide.
3. Observing its behaviour, study its morphology and note the habitat.
4. Compare your observations with the descriptions in the book.

I - Finding the bird

Directing group mates to your observation
1. Point to the exact location of the bird so the rest can find it easily.
2. If very far away, you will have to describe the position – be precise and use
obvious landmarks where available (e.g. on the lone mangrove tree next to the
water’s edge, about 1 metre above the ground).
3. Use a clock face to point out relative position, e.g. “8 o’clock from the tip of the
tree”.
4. If the bird is relatively motionless, guide your group mates to the approximate
location of the bird and then have them look for its colour, shape or wait for
movement.

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 Describing the bird accurately

1. First describe size: use familiar size references, e.g. small (sparrow-sized),
regular (myna-sized), medium (crow-sized) or large.
2. Colour: describe the base (dominant) colour and then relevant colours of
prominent parts of the bird.
3. To effectively communicate, you need to be familiar with the topology of a bird’s
body (e.g. see below and read Birds 101 at the NUS Birds webpage): head,
throat, breast, wing, belly and so on.
4. Unique or prominent features can be highlighted immediately, such as a very long
tail or a long, curved beak.
5. Adopt the concise descriptions used in the bird guide as you go along, you will
become much better after an hour or so.

II - Identifying the bird with the use of a Field Guide

1. Is it in the guidesheet? This is quick fix for the most common urban birds - do
you find this sheet useful?
2. Familiarity with bird families will help you find the identity of your bird faster (e.g.
sunbirds [Nectariniidae] or pigeons [Columbidae]); you will develop this
familiarity over time.
3. Otherwise look for the general common name of the bird in the index of the bird
guide e. g. “piegon,” “stork,” “hornbill,” or “bulbul” and flip through pages until
you find a visual match of your subject.
4. Guide each other through the field guide. E.g. if you figure out the relevant
family, help each other out with page numbers.

III - What is the bird doing?

This important part of observation reveals aspects of the ecology of the animal.
1. Observe the behaviour of the bird. This can take some time if it is resting. Your
patience will be rewarded.
2. Examples of activity - feeding, foraging, resting, nesting, calling, preening
3. Are your observations consistent with the descriptions in the guide? Take notes
and make comparisons.

IV - Discuss the species whilst observing the bird, with the use of the
guidebook:
● A group member should read the ecological notes about the species aloud in a
slow and clear manner.
● Discuss this with your group members and TA. The notes in the guidebooks are
heavily summarised from field observations and are very useful.
○ What is the bird’s niche?
○ What is its distribution?
○ Where it is found?
○ What does it eat?
○ Is it an urban avoider, adaptor or exploiter?

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 Task 4. How to conduct a time-limited “point count” survey to

calculate species diversity, using a data sheet
[Discuss with TA during the preparatory practical!]
i) A point count survey is a simple way to execute a repeatable method by which to
collect data about i) the number of species (species richness) and ii) the number of
individuals of each species (relative abundance). What other data would you consider
recording to make meaningful comparisons between habitats?

ii) Design a Data Sheet in which you record fundamental information such as date,
time, duration, location, observer’s names, and relevant environmental conditions in
addition to species identity, the number of individuals and behaviour.

Data Sheets are clearly designed to ensure clarity of the information collected. The class
will share a standard Data Sheet which ensures everyone will understand your
information, without the need for further explanation, even years in the future.

Note: Data entered by groups will be evaluated for accuracy and clarity. A penalty will be
imposed for incomplete submissions!

iii) In ecology, species diversity is calculated as the combination of species richness

and species abundance. Combining the number of species in a fixed area (species
richness) with an indication of relative abundance (i.e. species evenness) allows for more
meaningful comparisons of sites, with the use of an index. Several indices are available
and here we will use the Shannon-Wiener index.

How to calculate the index? This index is explained in the recommended texts in the
chapter on community ecology. To assist you, relevant lecture slides are uploaded to the
LumiNUS > Files > Practical Schedules.

Task 5. Collaborate as a Group & Publish

In order to generate a report as a group, it is important to divide the work up, check
each other’s final product and have a single person (an editor) go through it as a whole
after it has all been put together. This will to ensure it flows well, sounds coherent and is
does not have five different voices.
1. Allocate work and identify deadlines – you may identify a specific group
member to take responsibility for a specific section to write and/or obtain
information about. It is very important to agree on group deadlines.
2. Create & Collaborate – create a new Google Doc for the Pulau Ubin Field Report
and share it with fellow group members (see the note below, “Google Docs:
Create, Share, Publish”; you will need everyone’s gmail userid to do this).
3. Title, Group Names and deadlines– Provide the document with an appropriate
title, i.e. LSM2251 Group XX Pulau Ubin Field Report, 21 Aug 2021 – this will
become the filename too. List the following at the top of the page:
a. each group member’s full name and Matric Number,
b. each person’s area of responsibility and
c. deadlines for completion of the outline, first draft and final version,
d. and identify an editor(s) who will review and edit the final version of the
report.

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 4. Just an outline first – Each group member writes their section without
excessive formatting. This should be done directly on the shared Google Doc.
a. You can comment on each other’s outline. Use the comment feature (top-
right), which identifies contributors.
b. Complete the outline by the Wednesday before the field trip and share the
link with your TA. Your TA will examine your draft and provide feedback.
5. Draft – complete a first draft as per the deadline your group agreed on.
6. Group edit & flow – Groups member take a look at each other’s sections to
make corrections and comments.
7. Final edit – Everyone completes their corrections and as you incorporate
comments, deactivates individual comments. Limit your word/page count at this
stage.
8. Overview – The editor(s) are to ensure an integrated flow. Two people should
work on this.
9. Download to Word for intense formatting as needed – the final document
can be downloaded as a Word document (File > Download as...) to do intense
formatting if required.
10. Generate the pdf, ensure the file name is correct, and upload it to the correct
CA Submissions folder in LumiNUS

CA3: 10% Pulau Ubin report

• Six pages maximum, excluding abstract and appendices
• Deadline: the Friday after the field trip (check dates on LumiNUS)
• Upload to the correct correct CA Submissions folder in LumiNUS

Part II: Field Preparation and Background Reading

I - Preparations for the field trip

1. Familiarise yourself with the binoculars you were issued - no one else will be
using it so customise it for your use - you can adjust the eye piece and straps.
2. Rest well the night before a field trip.
3. Hydrate the night before and have a hearty breakfast in the morning or pack
it to bring along.
4. Bring sufficient water for the trip - it can be very hot and there are few, if
any, drinking spots around the island.
5. Pack some snacks as you will be walking for several hours without a canteen
in sight.
6. You MUST WEAR covered shoes. Ensure that the soles are not smooth.
7. Do not wear bright and loud colours on a field trip - mild colours are more
suitable.
8. Prepare for rain - the field trip goes on rain or shine (waterproof your
equipment).
9. Pack a hat to protect yourself from the blazing sun, and use sunblock if you
are susceptible to the heat.
10. Be sure to pack insect repellent especially if you tend to get bitten!

II - During the field trip

1. We need to be early to catch the birds, so be EARLY for your bus pick up point
(6.15am - take note of the time and location) - if you miss the bus, you have

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 to find your way to Pulau Ubin yourself.

2. If you are susceptible to insect bites, apply insect repellent at Changi Point
Ferry Terminal; do not wait!
3. Keep close contact with your TA and stay alert for instructions.
4. At any time if you are feeling even slightly unwell, you MUST inform your
TA. Early warning is critical.
5. Do not shout on a field trip - this is reserved for emergencies.
6. Be aware of your surrounding environment and keep a lookout for each
other in the group.
7. Be careful where you are walking and what you are touching.
8. Enjoy watching wildlife from a respectful distance.
9. Handle your binoculars with care.
10. Bring waterproofing for your things, in case of rain.

III - Smart Phone apps for information and to record position

● Runkeeper – GPS app with a simple interface to record your route taken. It can
be exported to Google Earth or screen capture the route on the Runkeeper
webpage to annotate for a report.
● MyENV– rain conditions at 120km and 240km with alerts and cloud to ground
lightning. See also myENV.
● Birds of Singapore by Nature Society Singapore [provides basic information
about birds, allows you to make side by side comparisons of species with audio
playback of calls.

IV - Introductory guidelines for observing birds: Be alert, tactical and patient!

It's important to use your ears as well as your eyes. Listen for bird calls and songs and
make sure to look all around you. Also, don't forget to comb the sky, as you may be able
to spot birds in flight. The following tips will increase your chances of spotting a bird:

Be tactical
● Birds will detect you before you detect them.
● Birds are scared off by noise and sudden movement, so always be quiet.
● Birds are likely to be alarmed by noise or sudden movement, so move slowly
and quietly.
● Wear earthy-toned clothes to prevent alerting birds to your presence.

Do not disturb
● If you see a bird flee into bushes at your approach, stay still for a few minutes;
they may come out hiding if you are perceived not to be a threat.
● An alarmed bird should not be approached - you can tell this if the bird is
keeping very still, cocking its head or raising its wings partially. Stop moving
until the bird calms down, or to back away if necessary.
● Stay away from nest sites and private property.

Patience is rewarded

● When exploring a trail, stop for a few minutes at one location to look around;
be patient. You will detect movement more easily when you do this.
● Scan the vegetation from bottom to top: birds occupy different pats of the
forest - some are in the underbrush, others the middle, some others will

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 remain in tree tops.

● Watch the vegetation for movement that may give away a birds’ location.
● Birds hiding from your presence may re-appear when you are still.
● When you see something, watch closely and focus on it for as long as possible.

*A note about identifying birds

For more information, read Bird ID 101 at The Birds of NUS

● General shape: each bird family has a certain shape and size and many birds
are even identifiable to species by outline alone. By placing the bird you see
into a particular family, you will narrow down the number of possible birds.
● Coloration/plumage: breast spots, wing bars (thin lines along the wings), eye
rings (circles around the eyes), eyebrows (lines over the eyes), eye lines (lines
through the eyes), etc.
● Beak: are varied depending on the species, and are specialized for their specific
diet.
● Legs and feet: just like bird beaks, the feet and legs are specialized depending
on each bird's habits, and life style.
● Behaviour: species have unique ways of acting, moving, sitting, and flying.
● Habitat: birds segregate themselves according to habitat type and are
sometimes quite picky in selecting an area as home.
● Calls and songs: birds have unique songs and calls which are often all that's
needed to identify them.

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 Part III: The Pulau Ubin Field Report (10%)

Your will address the question posed to you at the start of this exercise with your field
report.

Guidelines
● This is a SIX-page field report (MAXIMUM).
● The six-page limit excludes the executive summary and appendices.
● The six-page limit includes maps, figures and literature cited (check
guidelines).

Some tips:
● Be concise and get to the point without including unnecessary information;
● Include a map showing the route you took.
● Graphs, figures or tables can help present your results only if relevant.
● Raw data, photos and other relevant data can be included in the Appendices.
● Be sure to be careful about your citations and literature cited - read the
guidelines carefully!

Submission format
Follow submission guidelines on LumiNUS (pdf submission). Be aware of the deadline
and file format!

Guidelines for writing a field report

A field report is not an essay. You have to be concise and decide what to include and
what you can omit. The report structure is a familiar one, which you will use for all
reports. These are guidelines, so you may adjust as you see fit.

1. Title: this is a concise statement which describes the report concisely. It may
have to be long enough to accomplish this but restrict it to a single sentence.
2. Executive summary (200 words) - this is a summary of the document,
extracting relevant information from all sections. It must be concisely written
and indicate the total number of words used. It is longer than an abstract and
provides a condensed version of the report and may assume the report might
not be read!
3. Introduction (200 words) - You need to provide a context to the project
(background information) which helps the reader understand why you are
doing this project. Explain the direction you take, what you will cover (or not).
End with clearly stated objectives – phrase this as a question or questions.
4. Methods (200 words) include a description of the site with a map describing
the route and other relevant information such as date, time, weather, who else
was in attendance, which group you were in - all this affects your observations
so is relevant. Just like a cooking recipe, include sufficient detail so your
method can be duplicated by someone unfamiliar with Pulau Ubin. This includes
your method for analysis of your results.
5. Results and discussion - a relevant summary of the results (e.g. number
and/or types of birds by ecosystems?) should be listed in the main text. Raw
data (e.g. a list of birds) must be listed in the Appendix and formatted to be as
trim as possible, in a table(s).
6. Conclusion - were the objectives met? It is critical to keep the writing

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 orientated to the objective - in other words, did you answer the question?

What are common mistakes encountered in reports?

1. Executive summary missing components
2. Introduction – no connection between background and the final research question
3. Methods – Map has missing scale, no legend, missing compass!
4. Results – Raw data presented, tables and figured poorly formatted, missing data
description or interpretation in results; figures not labelled well, positioned poorly,
not referred to in the text.
5. Discussion – points in results not examined; long list of “limitations” - should
avoid by declaring assumptions in introduction or limiting context; unnecessarily
verbose writing is regarded as poor work (examine each other’s writing and make
it concise) - this is detrimental in the working world.
6. Literature citation format – not consistent; refer to
a. “Citation, Image Use and Search – Guidelines for LSM2251” [link]
b. You may use the APA style.

Hint
Also google how to write a scientific report!
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