1. 1.5 A STUDY OF AN ECOSYSTEM

2. 1.5.1 A broad overview of a selected ecosystem
Practical Activities
Select and visit one ecosystem
Broad overview of the selected ecosystem

3. Sea Shore

4. Overview
Broad overview of selected ecosystem

5. Diversity of Life Forms

6. Zonation

7. Splash zone Sea pink Grey lichen Green lichen Orange lichen
Black lichen
Orange lichen
Black periwinkle

8. Upper Zone Spiral wrack Sand hopper Channel wrack Gut weed Sea Slater
Barnacles
Rough periwinkle

9. Middle Zone Knotted wrack Bladder wrack Shore crab Top shell
Edible periwinkle
Dog Whelk
Mussel
Beadlet sea anemone
Limpet

10. Lower Shore Serrated wrack Corallina Lithoamnion Sponge
Snakelock anenome
Pomatoceras
Thong weed

11. Dependence for food Dog whelks feed on barnacles
Periwinkles feed on seaweed
Anemone eating starfish

12. Dependence for protection (cont.)
Hermit crabs depend on the shells of dog whelks and periwinkles to live in.
Limpets depend on the holdfast of seaweeds for protection.

13. Dependence for protection
Periwinkles depend on seaweed to hide them
Sea slugs eat anenomes- they incorporate stinging cells from the anenome into tentacles on their backs for protection

14. Adaptations Seaweeds Brown pigment Mucilage Flexible Holdfast
Air bladders

15. Adaptations Limpets Hard shell to protect from predators
Radula and teeth to scrape algae off rocks
A drop of water inside shell to stop it drying out.

16. Adaptations
Shore crab
Glands
Pincers
Flat body
Colour

17. 1.5.2 Observation and Scientific Study of a Selected Ecosystem
Identify any 5 flora and any 5 fauna using simple keys
Identification of a number of habitats from the selected ecosystem.

18. Keys Keys are used to help identify plants and animals.
A key asks a series of questions which pinpoint one feature after another of an organism and, in a stepwise fashion enable us to identify it.
A simple key consists of pairs of questions to which you answer ‘yes’ or ‘no’
You then look to the right of the set of questions, and using the number indicated, move down to the correct set of alternatives.
Continue to do this until a name is reached, often accompanied by a drawing, which matches your specimen

19. Sample key to identify common marine algae
1 Orange, grey or black encrusting plants growing above the high-tide mark
Green, brown or red plants living below high-tide mark
Lichen 2
Green plant
Not green in colour 3 6
3 Large flat structure looking like a lettuce leaf
Plants made up of fine threads
Sea lettuce 4
4 Looks like ‘moss’ covering the mud
Long filaments either attached or free
Vaucheria 5
5 Looks like long green intestines free-floating in dykes, lying in mud or attached to rocks at top of shore
Bunches of thin branched filaments attached to rocks
Entermorpha
Cladophora

21. Use the key to identify organism A and B in the diagram

22. Identify a number of habitats from selected ecosystem
Under rocks
Under seaweed
Attached to rocks
In water
Rockpools
Zones

23. 1.5.2 Observation and Scientific Study of a Selected Ecosystem (cont)
Identify and use various apparatus required for collection methods in an ecological study

24. CRYPTOZOIC TRAP

25. PITFALL TRAP

26. FISH NET

27. TULLGREN FUNNELL

28. Plankton Net

29. MAMMAL TRAP

30. SWEEP NET

31. POOTER

32. Identify the following piece of apparatus and identify the part labelled X

33. Identify the following piece of apparatus and identify the part labelled Y

34. Identify the following pieces of apparatus and give their use

35. Collection Methods Method Used for collecting Cryptozoic
Small nocturnal animals e.g. slugs, woodlice
Pitfall
Small animals that walk along the surface of the ground e.g. beetles, spiders
Fish net
Small fish from a pond, rock pool or stream
Tullgren funnel
Small animals from leaf litter and soil samples e.g. worms, spiders
Pooter
Insects and spiders from the surface of leaves and leaf litter
Plankton net
Microscopic plants and animals from ponds, rock pools and streams
Sweep
Insects from long grass and vegetation
Mammal trap
Small mammals e.g. mice , shrew

36. 1.5.3 Organism Distribution
Conduct a quantitative study of plants and animals of a sample area of the selected ecosystem.
Transfer results to tables, diagrams, histograms or any other relevant mode.
Identify possible sources of error in such a study

37. Syllabus 1.5.3
Quantitative Study of plants and animals of a sample area of the selected ecosystem
Transfer Results to
Diagrams
Graphs
Tables
Histograms
Other relevant mode

38. Safety Risk Assessment - identify the hazards Responsibilities
- evaluate the risks
- effect control measures
Responsibilities
Slide Four - Safety
There must be a separate Risk Assessment for each fieldwork practical. For situations where smaller groups may visit different areas around the school, it is sufficient to conduct a single risk assessment covering the risks inherent in the range of areas encountered by the groups. It is not essential to have a separate assessment for each group.
To complete a risk assessment for a field trip:
1. All of the hazards must be identified. Distribute handout – Hazard Identification Sheet. This may be completed on your pre-visit, but do remember that conditions on the day might change. Allow time to look through it.
2. The associated risks evaluated. Distribute risk rating sheet. This is the same as the one you used this morning.
3. Control Measures must be put in place where necessary so as to reduce the risks to an acceptable level or to eliminate them altogether. Distribute Risk Assessment Fieldwork Form. Go through it.
Review and revise your risk assessment when there are:
Significant changes in materials, equipment, work methods, location or people involved.
Accidents, near misses or complaints about the procedure.
Students and teachers are not without responsibility when visiting an ecosystem and a general code of behaviour should be adhered to.
Avoid undue disturbance to wildlife and livestock. Plants and animals may be inadvertently be displaced or destroyed by careless action
Always seek prior permission before entering private and carry appropriate permits for the proposed work
Evaluate the experience of the participants – those lacking experience may be a greater risk and need extra protection
Think about harmful effects of your work on the environment and how this can be minimised.

39. Quantitative
Study
Data collected as a result of a quantitative study can be presented in a number of ways.
Tables provide an accurate record of numerical values and enables data to be organised in a way that allows the clarification of the relationships and trends that are apparent
Graphical representation provides image of trends in the data in a minimum of space

40. Quantitative Study No. of organisms present Quadrat
A quantitative study gives information about actual no’s of plants and animals present in an ecosystem and can be carried out using a quadrat
(Quadrats can be used to record slow moving invertebrates which occur in leaf litter/seashore and also to measure earthworm pop. If earthworms are first brought to the surface)

41. Quadrat A frame that forms a known area Usually square shaped
Can be used to measure:
Frequency
% Cover
A frame: Can be made of wood,metal,plastic etc
Must be of a known area
Usually square shaped but can be of any regular shape eg circular/hexagonal
Can be used to measure Frequency and Percentage Cover of a species within a selected area
Note:
Assumed that the contents of the quadrat will be representative of the whole sampling area.
Most commomly used sizes: 1m2 and 0.25m2 . Smaller sizes used in determining distribution of lichens and mosses on tree trunks and walls.
Size of quadrat to be used: Optimum quadrat size reached when 1% inc. in quadrat size produces no more than a .5% inc. in no. of species present
No. of quadrats thrown: A satisfactory minimum no. of quadrats is reached when a 1% increase in the no. of quadrats produces no more than a .5% increase in the no. of species found

42. Frequency
The chance of finding a named organism within the sample area in a number of quadrats
May be expressed as a percent of the total number of quadrats sampled
Definition from Teacher Guidelines P 22

43. Frequency Procedure Throw the quadrat randomly in the sample area
Record the presence or absence of a named organism within each quadrat
Repeat for a number of throws
Tabulate results
We will conduct a Quantitative study to measure frequency
Go through procedure step by step
Next slide to show blank table for recording results

44. Frequency table If percentage is required multiply frequency by 100
Explain how to fill in data on table:
For example daisy.
Record presence (Y) or absence ( N) for each quadrat throw
Fill in Total no ( by adding the total number of boxes containing daisy ( Y) )
Express as Frequency ( ratio) i.e. ( Total /10)
% Frequency: No. quadrats containing plant/ No. quadrats thrown
Next slide shows procedure which can be left on screen
If percentage is required multiply frequency by 100

45. Frequency Procedure Throw the quadrat randomly in the sample area
Record the presence or absence of a named organism within each quadrat
Repeat for a number of throws
Tabulate results
Conduct Activity on Frequency
Decide on ground rules e.g.
Roored vs shooted plants
Rules for inclusion
Demonstrate 2 quadrat throws using Felt and hair bobbles
Distribute mini quadrats and “flower meadow”
Distribute blank Frequency table ( back to back )
Distribute graph paper
Groups throw mini quadrat and record results on blank table
Go to next slide ( Draw Graph )

46. Plot Graph X axis = Organisms Y axis = % Frequency
Give time to draw graph

47. Tabulation of results Auto Calculations
Completed table will look something like this:
This has been done on Excel, a spreadsheet programme, where formulae are entered to compute the Frequency and the % Frequency
Graph can be drawn ( Click and a completed graph will appear )
Will give detailed instructions on how to use excel spreadsheet later

48. % Cover Quadrat divided into a grid Intersections form sampling points
Plant scores a hit if touched by the needle
% Cover can be measured by using a quadrat divided into grid e.g. 5x5. With a 5x5 grid each hit with a needle represents a 25% cover
A needle is placed at each sample point and a record made of each species touched by the tip of the needle as it is lowered to the ground.
The record can be confined to organisms which form the canopy and shade other organisms, or it can be made for all organisms touched by the needle. In the latter case, the % cover may well exceed 100% because several organisms will overlap and shade the same patch of ground.
At basic level you need only include the first species but others exist also.Also remember you are only required to report the % cover of 5 named plants so you ignore the others.
It depends on what you are after. Botanists would include figures for different levels and not worry whether they add to 100 or not.
If you think of it as a forest. You could give a % cover for the trees. Then you could seperately give a & cover for the ferns, mosses etc under the trees.
Cover can measure the entire vegetation or can be applied to an individual species. Decisions involving which species to record depends on the objective of the study and should be clearly laid down in the ground rules during the planning stage.Usually if ground cover is the attribute of interest only the uppermost component is recorded, whereas basal cover is identified by the species occuring at the soil surface.
Canopy organisms / all organisms

49. % Cover
An area of ground occupied by aerial parts of individual plants of the species examined and counted
Expressed as a percentage of the total quadrat area
From Teacher Guidelines P 22

50. % Cover procedure Throw a quadrat at random
Record the plant hit at each sampling point
Repeat for a number of throws
Tabulate results
Go through each step and explain

51. % Cover table
Complete table by recording the no of hits scored by each plant touched by the needle at each sampling point
Record total hits scored by each plant
Record total no of sampling points for the 10 quadrat throws i.e.250
Calculate % cover by using formula
Graph ( Use bar graph )
Next slide has procedure which can be displayed on screen during activity

52. % Cover procedure Throw a quadrat at random
Record the plant hit at each sampling point
Repeat for a number of throws
Tabulate results
Conduct Activity on % cover
Demonstrate 2 Quadrat throws using Felt and hair bobbles
Distribute mini gridded quadrats and “flower meadow”
Distribute blank % cover table ( back to back )
Distribute graph paper
Groups throw mini gridded quadrat and record results on blank table
Draw bar graph

53. Tabulation of results Auto Calculations
Completed table will look something like this:
This has been done on Excel a spreadsheet programme, where formulae are entered to compute the Total hits and the % Cover
Graph can be drawn ( double click to show graph )

54. Data Presentation Graphs Analysis Calculations Spreadsheets
ICT contributes to display, calculation and analysis of data. (example Excel)
Graphs
Analysis
Calculations
Spreadsheets
Will now go through a brief explanation of Rxcel spreadsheet.
When finished distribute Excel instructions
Also completed tables can be downloaded from nbss website

55. 1.5.7 Analysis Prepare a brief report of the results obtained
Syllabus page 14
1.5.7 Analysis Prepare a brief report of the results obtained

56. Animal I.D using Keys Organism Name Habitat Adaptation
Activity 1 Worksheet
Animal I.D using Keys
Organism Name
Habitat
Adaptation 1 2 3 4 5

57. Abiotic factors and measurements
Activity 1 Worksheet
Abiotic factors and measurements
Organism Name
Habitat

58. Plant I.D using Keys Organism Name Habitat Adaptation
Activity 2 Worksheet
Plant I.D using Keys
Organism Name
Habitat
Adaptation 1 2 3 4 5

59. Abiotic factors and measurements
Activity 2 Worksheet
Abiotic factors and measurements
Organism Name
Habitat

60. To conduct a quantitative study of organisms along a belt transect
Activity 3 worksheet
Record % cover or number of a named organism in each quadrat along the transect
Position of quadrat on belt transect
Organism Name
% Cover = No. of hits  100
No. of points on quadrat

61. Quantitative study of plants
Activity 3 worksheet
% cover
Complete table by recording the no of hits scored by each plant touched by the needle at each sampling point
Record total hits scored by each plant
Record total no of sampling points for the 10 quadrat throws i.e.250
Calculate % cover by using formula
Graph ( Use bar graph )
Next slide has procedure which can be displayed on screen during activity

62. A quantitative study of animals
Activity 4
Worksheet
Frequency
Explain how to fill in data on table:
For example daisy.
Record presence (Y) or absence ( N) for each quadrat throw
Fill in Total no ( by adding the total number of boxes containing daisy ( Y) )
Express as Frequency ( ratio) i.e. ( Total /10)
% Frequency: No. quadrats containing plant/ No. quadrats thrown
Next slide shows procedure which can be left on screen
If percentage is required multiply frequency by 100

63. A quantitative study of animals
Capture – RECAPTURE TECHNIQUE
Select /measure area
Day 1 – collect, & count, animals e.g. periwinkles (C1)
Mark animals– inconspicuous & non toxic
Release where captured
Day 2 – collect periwinkles again
Count number collected (C2) and also how many are marked (M2)
Use formula
C1 xC2 m2
Explain how to fill in data on table:
For example daisy.
Record presence (Y) or absence ( N) for each quadrat throw
Fill in Total no ( by adding the total number of boxes containing daisy ( Y) )
Express as Frequency ( ratio) i.e. ( Total /10)
% Frequency: No. quadrats containing plant/ No. quadrats thrown
Next slide shows procedure which can be left on screen

64. Sketch of Ecosystem
Activity 5 worksheet

65. IDENTIFY AND USE VARIOUS APPARATUS REQUIRED FOR COLLECTION METHODS IN AN ECOLOGICAL STUDY
Activity sheet 5
Identified collection apparatus
Name:
How used:
Type of organism collected :
Diagram and written description

66. Report writing Option A
Presentation of results and analysis of all ecology fieldwork together in portfolio format
Option B
Presentation of results of each individual ecology activity separately in regular practical notebook with one common analysis
We have a template for Option A i.e. writing up all the ecology activities together.
In B the objectives of the syllabus may be achieved by writing up the four practicals separately and then one page of analysis.

67. Option A A portfolio should contain
Title page
Introduction
Site description
Methods used
Results
Analysis
Title page – Name of ecosystem, location, date. Photograph or drawing may be added for decorative effect.
Introduction should give an indication of what is in the rest of the report.
The site description may be pictorial of written.
Methods used would include measurement of abiotic factors, estimating plant and animal numbers, use of relevant equipment and recording results.
Only one adaptation is required in the ecosystem …not one per plant and animal.
Food webs do not have to be constructed using the plant and animals identified.
Presentation of results involves constructing tables, diagrams and graphs and doing necessary calculations.
Analysis would include a comprehensive discussion of your findings and a description of any difficulties encountered.

68. Option B
Presentation of results of each individual ecology activity separately in regular practical notebook with one common analysis