Starter Activity: - Glow Blogs

Starter Activity:

How many different plant species are in this field?

How would you find this out?

Sampling Techniques: Plants

Learning Intention: • Using quantitative techniques to sample

plants and animals.

Success Criteria: • Describe ways to measure abundance of

organisms in an ecosystem. • Identify errors in sampling techniques and

suggest how errors can be minimised.

Appropriate Clip art to topic

Sampling Techniques

• Studying an ecosystem involves: – Finding out what plants and animals live there.

– Finding out how many of them live there.

– Finding out why they live there.

Think: How would you do this?

Pair: Discuss with a partner how would carry out each of the above

Share: With another pair discuss your ideas.

Abundance

• Abundance is the measure of how frequently a species of plant or animal appears in a particular area.

• Abundance can be measured using sampling techniques.

http://wildkindrogan.files.wordpress.com/2012/09/checking-sweep-net-sample-survey-returns-kindrogan-08.jpg

Counting plants

• It would be very difficult to count every single plant in a field. How could you resolve this problem?

• We can sample using a quadrat.

• Sampling using a quadrat: – A quadrat is a square frame with a known area

such as 1m2

– It is used to estimate numbers of plants or slow moving animals (slugs or snails).

1m

1m

Example 1

Estimating the abundance of thistles in a field:

• Quadrat placed at random and number of thistles in quadrat counted.

• Repeated several times.

• Average number per square metre is calculated.

• Area of whole field measured

• Estimate of total number of thistles in field calculated

Calculate the abundance of flowers in a field with a total area of 150m2

_______flowers in 1m2.

_______ x ________= ____ flowers in a field of 150m2.

Example 2

12

12 1800 150

1m

1m

In reality, to make the results of abundance more reliable, many samples would be taken using quadrats and the results then averaged before calculating the abundance of the entire area.

Quadrat Number of flowers

1 12

2 10

3 8

4 14

Average 11

So for the 150m2 area, Abundance = 11 x 150 = 1650 flowers

Possible sources of error with quadrats

Sources of Error Method of minimising errors

1. Organisms in the quadrat may be wrongly identified.

2. Organisms in the quadrat may be wrongly counted.

3. Too few samples have been taken to be representative of the habitat.

A. Use the same rule for each quadrat to count part of organisms or not.

B. Use a key to make sure that the organisms are correctly identified.

C. If you notice that organisms are in clusters, increase the sample size.

Match up correct method of minimising error to the source of error:

1. Pair the numbers and letters on a show me board.

2. Create a table in your notebook to show a summary of these errors.

Starter Activity:

How would you sample this field?

Sampling

Learning Intention: • Using quantitative techniques to sample plants

and animals.

Success Criteria: • Measure abundance of organisms in an

ecosystem. • I can identify errors in sampling techniques and



Sampling Techniques

Your task… measure the abundance of grass species in the school grounds.


Think: What equipment will you need to do this?

Pair: Discuss the size of area are you going to sample and where this area will be. How will you record your results?

Share: Explain how you will measure the abundance of grass species in the school grounds.

Sampling Techniques

Equipment List:

Classification key – common grasses

Quadrat

Tape measure

Results table

Clipboard


Method: 1. Mark out your area e.g. 5m x 5m 2. Decide how you will take random samples. e.g. using

coordinates from a random numbers table. 3. Decide how you will record your data using the quadrat, to

ensure you are consistent each time and a valid sample. 4. Record the name of each species you find in each quadrat

and the NUMBER of each species (% coverage) 5. Repeat this for 10 quadrat samples

How to sample abundance with a quadrat: You are going to use a 25m²quadrat to investigate the % coverage of plant species.

The easiest way to calculate % coverage is to imagine each box split into 4, so each quarter is worth 1% (or each square is worth 4%) and count how many sections of squares that particular plant species is covering.

E.g. Look at the yellow dandelion flowers, how many sections does it cover?

Answer: 1 quarter of a square = 1%

In this picture the dandelion flowers cover 1 quarter of a square = 1%

1 square

= 4%

1 quarter of a square

= 1%

Quadrat Sampling

Sampling Analysis

Use your data and knowledge about quadrat sampling to answer the following in FULL sentences:

1. How many different plant species did you identify?

2. Which plant species was most abundant?

3. Which plant species was least abundant?

4. What sources of error could have affected your results?

5. How did you overcome these sources of error?


Wet weather alternative for quadrat sampling:

Click this link for the online resource

http://www.saps.org.uk/secondary/teaching-resources/258-ecology-practical-1-measuring-abundance-and-random-sampling

Possible sources of error in Quadrats


1. Plant or animal mis-identified

2. Estimation of number of plants is not representative of the area e.g. overestimated/underestimated

3. Some plants or animals may be counted more than once

4. The estimation of the abundance of plants/animals is unreliable

A. Establish a rule such as counting only the plants/animals touching the left and bottom of the quadrat

B. Use a key to identify organisms.

C. Take a larger number of samples

D. Sample a larger number of quadrats in an area.




Sampling Techniques: Invertebrates

Learning Intention: • Using quantitative techniques to sample plants

and animals.

Success Criteria: • I can describe ways to measure abundance of

organisms in an ecosystem. • I can identify errors in sampling techniques and



– A container is placed in a hole in the

ground to trap animals that are active at the soil surface.

– Several traps should be set up to increase reliability of the results.

Sampling Using a Pitfall Trap

Pitfall Trap • Traps can be placed to compare

different areas and see what animals are more abundant in each.

Your task… Use page 284 – 285 of the National 5 text book and your

iPad to make notes about further sampling techniques, adding possible sources of error and how you would overcome these. You may present the information any way you wish.

• Tullgren funnel • Pooters • Tree beating • Sweep netting • Pond netting

Other Methods of Sampling

http://www.nhbs.com/pooter_tefno_159582.html

Possible sources of error in Pitfall traps


1. Type of animals trapped may not be representative of the area

2. Birds eat trapped animals

3. Within trap, some animals eat other animals

4. Rainwater collects in trap killing animals

A. Camouflage the opening of the trap

B. Set up more pitfall traps

C. Punch holes in the base of the trap

D. Check traps regularly, removing animals




Starter Activity: Ideas on a show me board

How would you explain to a small child how to identify the following organisms?

Classification Keys

Learning Intention:

• Paired statement keys.

Success Criteria:

• I can construct paired statement keys to identify unknown plants or animals found during sampling an ecosystem.


Classification Keys

• When using sampling methods, it is important that you are able to identify the plants or animals you have found.

• One method of identification is to use a key.

Keys

• Used to identify organisms while sampling.

• There are two types

– Branched keys

– Paired Statement keys

Branching keys

• A key is a series of questions. Each question leads to another until eventually the name of the organism is found.

Paired Statement Key

• Instead of asking questions at branching points on a diagram, you are asked to choose between two statements.

• Each pair of statements is numbered and the instructions send you to the next relevant pair of statements.

1. Has green coloured body ......go to 2

Has purple coloured body ..... go to 4

2. Has 4 legs .....go to 3

Has 8 legs .......... Deerus octagis

3. Has a tail ........ Deerus pestis

Does not have a tail ..... Deerus magnus

4. Has a pointy hump ...... Deerus humpis

Does not have a pointy hump.....go to 5

5. Has ears .........Deerus purplinis

Does not have ears ......Deerus deafus

Vertebrates Remember to use obvious visible characteristics when constructing paired statement keys.

What are the obvious visible characteristics?

Invertebrates Remember to use obvious visible characteristics when constructing paired statement keys.

wasp centipede

earwig

spider What are the obvious

visible characteristics?

Invertebrates Remember to use obvious visible characteristics when constructing paired statement keys.

mayfly Caddis fly larva

stonefly flatworm

limpet

Fresh water shrimp

What are the obvious visible

characteristics?

Paired Statement Key

Click on a leaf number 1 to start, then complete leaves 2-6 in that order

1.

2.

3.

4. 5.

6.

Construct a paired statement key for the animals below:

1.

2.

3.

4.

5.

Invertebrate Number of legs

Wings Body Stripe

Spider 8 No No

Wasp 6 Yes Yes

Fly 6 Yes No

Springtail 6 No No

Construct a paired statement key for the information below:

Example 1

Plant Presence of chlorophyll

Presence of cones

Presence of flowers

Aquatic

Grass Yes No Yes No

Spruce Yes Yes No No

Yeast No No No No

Moss Yes No No No

Seaweed Yes No No Yes


Example 2

Bird Type of feet Crest on head

Beak shape

Head colour

Swan Webbed Absent Straight White

Curlew Not Webbed Absent Curved Brown

Rook Not Webbed Absent Straight Black

Puffin Webbed Absent Straight Black

Skylark Not Webbed Present Straight Brown

Avocet Not Webbed Absent Curved Black


Example 3

Name Body Design

External or

Internal

Suckers Wings Legs Size

Liver fluke

Unsegmented Internal 2 None None Macroscopic

Polystoma Unsegmented Internal More than 2 None None Macroscopic

Mange Mite

Segmented External None None 4 pairs Microscopic

Sheep tick

Segmented External None None 4 pairs Macroscopic

Sheep ked Segmented External None None 3 pairs Macroscopic

Tetse fly Segmented External None Present 3 pairs Macroscopic

Leech Segmented External Present None None Macroscopic

Diplozoon Unsegmented External Present None None Macroscopic


Example 4

Classification Keys

Learning Intention:

• Paired statement keys.

Success Criteria:

• I can construct paired statement keys to identify unknown plants or animals found during sampling an ecosystem.


Starter Activity:

What can be measured in this picture?

http://www.bharatnow.net/wp-content/uploads/2014/02/jungle_book_wall.jpg

Abiotic Factors

Learning Intention: • Measurement of abiotic factors.

Success Criteria: • Give examples biotic and abiotic factors. • Measure abiotic factors (light intensity,

temperature, pH and soil moisture). • Explain why abiotic factors affect

distribution of organisms in an ecosystem.


Measuring abiotic factors • Light intensity:

– Light meter is held with sensor panel pointed towards source to be measured

– Reading is taken when pointer stops moving

Possible errors • Casting a shadow over meter

while taking reading. • Changing weather such as cloud

cover. All measurements should be taken at same time of day.

https://www.google.co.uk/url?q=http://www.linearinstrument.com/portable-instruments.html&sa=U&ei=7iByU439Isao0QWd_4GACA&ved=0CDIQ9QEwAg&usg=AFQjCNH2TjhEKwNpesvr7rtZxpWs1b70lg

• Soil moisture:

– Ensure probe of moisture meter is pushed fully into soil.

– Reading taken when pointer stops moving.

– Possible errors:

• Probe not dry at start. Probe should be wiped before every use.

Measuring abiotic factors

• pH:

– Ensure probe of moisture meter is pushed fully into soil.

– Reading taken when pointer stops moving.

– Take a soil sample, make a solution and use a chemical test.


• Probe not dry at start. Probe should be wiped before every use.

• Contamination of samples.


• Soil temperature: – Ensure thermometer or

temperature probe is pushed fully into soil.

– Reading taken when level stops moving.


• Thermometer is not left in the soil for long enough.

• Leave in the ground for two minutes before taking reading.

• Do not remove from the ground when taking the

reading.


http://www.klru.org/ctg/blog/wp-content/uploads/2009/10/soil-thermometer-web.jpg

Measuring Abiotic Factors Take one piece of A4 paper and fold it in half twice:

Light Intensity

1. Describe how to use the light meter.

2. Describe any sources of error and how you would prevent this.

3. Add a diagram if you can

Temperature

1. Describe how to use the thermometer/temperature probe



Soil pH

1. Describe how to use the pH meter/chemical test.



Soil Moisture

1. Describe how to use the moisture meter.



• Organisms can only survive in an ecosystem if certain abiotic factors suited to their needs are present there.

• This affects the distribution of organisms in any ecosystem.

• For example:

– Daisies only grow in areas of high light intensity so they can carry out photosynthesis, therefore they are found in open areas and not in the shade of larger plants eg. Trees.

The effect of abiotic factors on the distribution of organisms.

Think: Can you think of any other examples?

Pair: Compare your ideas with a partner.

Share: Share your thoughts with another pair and be ready to feedback your best example.

Starter

Biotic and Abiotic Factors

Learning Intention: • Measurement of biotic and abiotic factors.

Success Criteria: • Give examples biotic and abiotic factors. • Measure abiotic factors (light intensity,

temperature, pH and soil moisture). • Explain why abiotic factors affect

distribution of organisms in an ecosystem.


Starter Activity:

In the back of your notebook answer the following:

How would you measure the following:

1. Light Intensity?

2. Soil moisture?

3. Soil temperature?

4. Air temperature?

5. Surface temperature?

6. Soil pH?

7. Soil moisture?



Success Criteria: • Measure abiotic factors (light intensity,

temperature, pH and soil moisture).


Measuring abiotic factors in the school grounds:

1. Choose five sample sites spread out across the above area.

2. Record each abiotic reading three times and record your results in a suitable table.

Measuring abiotic factors in the school grounds:

Don’t forget your UNITS of measurement!!

Analysis of Results

Results analysis:

1. Present your data in a suitable graph(s).

2. Sketch the sample area into your notebook and highlight your five sample sites.

3. Use your observations from the sample sites to compare the abiotic factors and the distribution of living organisms.

Did you see anything other than grass? Why/why not?



Success Criteria: • Measure abiotic factors (light intensity,

temperature, pH and soil moisture).


INDICATOR SPECIES.

Learning Intention: Explain what is meant by an

indicator species.

Success Criteria:

•Define the term indicator species.

•Give examples of indicator species.

•Give some examples of indicator

species in different environments.

What do you think is meant by the term

INDICATOR SPECIES?

Indicator Species

An indicator species is a group of organisms whose presence or absence give information about

the level of pollution in the environment.

INDICATOR SPECIES- OIL POLLUTION

http://vimeo.com/16839012

http://vimeo.com/16839012

INDICATORS OF FRESH WATER POLLUTION

By sampling the organisms present in the water it is possible to determine the levels of organic pollution.


In fresh water, certain invertebrates

are only found in unpolluted water (they require a lot of oxygen) .

These invertebrates indicate the water

is UNPOLLUTED.

Stonefly


Other invertebrates can tolerate

moderate or extreme pollution (they can live in environments with a low

Oxygen concentration). These invertebrates indicate the water

is POLLUTED.

Sludge worms

Level of pollution

Incre

asing pollution

Indicator species

Stonefly or Mayfly Very low

Low

Moderate

High

Very High

Fresh Water Shrimp

Water Louse

Blood worms

Rat tailed maggot

Indicator Species for Fresh water Pollution

Pollution Indicators

In which type of water do you think you would find the

following organisms?

Stonefly Nymph

Water Louse

Caddis Fly Larva

Rat-Tailed Maggot

Mayfly Nymph

Blood worm

Sludge Worm

Pollution Indicators

Collect a copy of the worksheet and stick this into your notes.

DATA SHOWING WHAT HAPPENS WHEN SEWAGE

FROM A TOWN ENTERS A WATER SYSTEM.

town

sewer

1

2 3 4 5

direction of flow

town

sewer

1

2 3 4 5

direction of flow

Look at the map below and the information before

answering the questions on the next 2 slides.

Sample site

Stonefly nymph

Mayfly nymph

Caddis fly larva

Blood worm

Sludge worm

Water louse

Shrimp Rat-tailed maggot

1 55 14 3 0 0 1 2 0

2 0 0 0 0 59 0 0 38

3 0 0 0 10 8 21 0 4

4 0 0 11 5 0 2 9 0

5 40 13 1 0 0 1 1 0

0

5

10

15

20

25

1 2 3 4 5

site

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5

site

0

2

4

6

8

10

12

14

1 2 3 4 5

site

Clo

udin

ess

No.

of

Bac

teri

a

Ox

ygen

Con

c.

1. The river is cloudiness at site 2. 1. In which part of the river is the cloudiness greatest?

2. What causes the river to be cloudy?

2. The high level of bacteria causes the cloudiness.

3. Why is there a large no. of bacteria at site 2?

3. The bacteria use the sewage for food and so multiply rapidly.

4. Why is there a low conc. of oxygen at site 2?

4. The bacteria use up the oxygen when breaking down the sewage.

5. Why does the water get less cloudy as you move downstream?

5. It is less cloudy as you move downstream as there are less bacteria

because there is less food (sewage) for them to eat.

6. Give 2 reasons why the oxygen increases as you move downstream?

6. The oxygen increases as (i) there are less bacteria using it and

(ii) more dissolves in from the air.

0

1

2

3

4

5

1 2 3 4 5

site

No.

of

Spe

cies

7. Draw a BAR GRAPH to show the no. of different species at each site.

8. What effect does sewage have on the no. of species at site 2?

8. Sewage reduces the no. of species because sewage is organic pollution

and food for bacteria which use up oxygen when breaking down the

sewage. Some species of organisms die from lack of oxygen

INDICATORS OF AIR POLLUTION

LICHENS give information about the levels of SULPHUR DIOXIDE pollution in the air

Sulphur dioxide is a pollutant produced by the burning of fossil fuels such as coal, oil and gas

LICHENS

NO SULPHUR DIOXIDE

POLLUTION

LOW SULPHUR DIOXIDE

POLLUTION

MODERATE SULPHUR DIOXIDE

POLUTION.

HIGH SULPHUR DIOXIDE

POLLUTION

Draw a table to show the different types of lichens and what level of pollution they

indicate.

Leafy

Crusty

Hairy

None

Type of Lichen Level of pollution indicated

1. “LICHENS are unusual plants”. Find out how lichens are formed and then decide if you agree or disagree with this statement.

2. Go out and see if you can spot LICHENS in your environment.

3. Make models of the different types of LICHENS .

Some extra activities you could try;-

WHAT I’M LOOKING FOR:

You know that an indicator species is a

species which tells us something about

the state of the environment

eg. whether it is polluted or not.

You can gives some examples of indicator

species in different environments

eg. fresh water, air.

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