2016/17 collections: trees in winter

The 'Trees In Winter' category produced the largest number of collections this year, as is often the case. But the marks vary hugely. To do well you have to spend time finding a wide range of species, taking good quality specimens, and preserving, presenting and labelling them neatly.  Plus recording your efforts in your notebook on identification, habitat and so on. That is - as for any other collection. It's not about going out and grabbing a bunch of twigs - it's not the best choice for a last minute collection, although it's something people do try.

But let us emulate these super collections, which were all given Firsts.

This shows something I feel bad I haven't really pushed before, and that is to include samples of bark, fruits, seeds and catkins - things other than twigs that help you identify the tree. But note that they have to be things that are present over winter. There's nothing that upsets a marker so much as seeing twigs that have already burst their buds.  This student has put two species on one page - they are from the same family, which allows for comparisons. Having said that, this was frowned on by the marker of another collection, so you'll have to make your own choice. You'll notice that the bark sample has been labelled separately (if you submitted catkins or fruits, I think they'd expect the same). This collection had 19 species and did well across all sections of the mark scheme, gaining 75%.

The markers like the specimens to be easily scrutinised, which means that mounting your twigs separately (rather than on a big board altogether) often wins marks. You can see how the twig above fills the space of the card well. It's nice and flat (it might have been pressed, or more than likely selected for its shape) and it's attached to the stiff supporting card in an attractive but secure fashion. It is large enough that it includes the important features that are diagnostic for its identification. The label is neat, it's typed, it includes lots of useful information. Plus, I imagine each label is in the same place on each card. It's no wonder this collection was praised for its professional presentation. Incidentally, it comprised 23 trees and 3 shrubs.

Collections of winter twigs can be quite bulky and the student above chose boxes to keep everything in order: this went down very well with the person who marked it. They were praised for the clarity of the display of their 19 specimens, and were given a first.

The following field book belongs to the middle collection above. It's excellent - it looks readable and inviting, and includes descriptions of the sites visited, details about the trees in situ, labelled diagrams with a scale, photos and maps (plus, one would imagine somewhere, proof of use of a key). You can see why the student was given a mark in the high 70s. 

On the right-hand page the student's highlighted some features of the tree's bark and overall shape.

 On these pages you can see a clear map of the site, plus their thought processes in trying to describe and identify the species.

This page is also interesting as it mentions the coppicing management of one of the sample sites. Plus, a few annotated colour photos are never going to detract from how a reader perceives your notebook...

Remember that the monograph has to be written succinctly, so it covers the whole taxonomic group that you've chosen, but also refers to the significance of the specimens you've collected within that.