Starter Activity: How many different plant species are in this field? How would you find this out? - Glow Blogs
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Starter Activity:
How many different plant species are in this field?
How would you find this out?
Appropriate
Clip art to
Sampling Techniques:
topic
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.
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.
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
Example 2
Calculate the abundance of flowers in a field
with a total area of 150m2
_______flowers
12 in 1m2.
____
12
_______ 150
x ________= 1800
flowers
in a field of 150m2.
1m
1m
In reality, to make
the results of
abundance more Quadrat Number of
reliable, many flowers
samples would be 1 12
taken using quadrats 2 10
and the results then
averaged before 3 8
calculating the 4 14
abundance of the Average 11
entire area.
So for the 150m2 area, Abundance = 11 x 150
= 1650 flowers
Possible sources of error with quadrats
Match up correct method of minimising error to the source of error:
Sources of Error Method of minimising errors
1. Organisms in the quadrat A. Use the same rule for each quadrat to
may be wrongly identified. count part of organisms or not.
B. Use a key to make sure that the
2. Organisms in the quadrat may organisms are correctly identified.
be wrongly counted.
3. Too few samples have been C. If you notice that organisms are in
taken to be representative of clusters, increase the sample size.
the habitat.
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 Appropriate Clip art to topic 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 suggest how errors can be minimised.
Sampling Techniques Appropriate Clip art to topic 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.
Appropriate
Clip art to Sampling Techniques
topic
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 samplesHow 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 quarter
of a square
= 1%
1 square
= 4%Quadrat Sampling
Appropriate
Clip art to
topic
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 resourcePossible sources of error in Quadrats
Match up correct method of minimising error to the source of error:
Sources of Error Method of minimising errors
1. Plant or animal mis-identified
A. Establish a rule such as counting
only the plants/animals touching the
2. Estimation of number of left and bottom of the quadrat
plants is not representative of
B. Use a key to identify organisms.
the area e.g.
overestimated/underestimated
C. Take a larger number of samples
3. Some plants or animals may be
counted more than once
4. The estimation of the
D. Sample a larger number of quadrats
abundance of plants/animals is
in an area.
unreliable
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.Appropriate
Clip art to
Sampling Techniques:
topic 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
suggest how errors can be minimised.Sampling Using a Pitfall Trap – 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.
Pitfall Trap • Traps can be placed to compare different areas and see what animals are more abundant in each.
Other Methods of Sampling
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 nettingPossible sources of error in Pitfall traps
Match up correct method of minimising error to the source of error:
Sources of Error Method of minimising errors
1. Type of animals trapped A. Camouflage the opening of the trap
may not be representative
of the area
B. Set up more pitfall traps
2. Birds eat trapped animals
3. Within trap, some animals eat C. Punch holes in the base of the trap
other animals
4. Rainwater collects in trap D. Check traps regularly, removing animals
killing animals
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: Ideas on a show me board How would you explain to a small child how to identify the following organisms?
Classification Keys Appropriate Clip art to topic 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 deafusVertebrates 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.
Caddis fly larva
mayfly
Fresh water shrimp
What are the
obvious visible
characteristics?
limpet
flatworm
stonefly1. Paired Statement Key
5.
2.
4.
3. 6.
Click on a leaf number 1 to start, then
complete leaves 2-6 in that orderConstruct a paired statement key for the animals below:
1.
2.
3.
4.
5.Example 1
Construct a paired statement key for
the information below:
Invertebrate Number of Wings Body Stripe
legs
Spider 8 No No
Wasp 6 Yes Yes
Fly 6 Yes No
Springtail 6 No NoExample 2
Construct a paired statement key for
the information below:
Plant Presence of Presence of Presence Aquatic
chlorophyll cones of flowers
Grass Yes No Yes No
Spruce Yes Yes No No
Yeast No No No No
Moss Yes No No No
Seaweed Yes No No YesExample 3
Construct a paired statement key for
the information below:
Bird Type of feet Crest on Beak Head
head shape 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 BlackExample 4
Construct a paired statement key for the information
below:
Name Body External Suckers Wings Legs Size
Design or
Internal
Liver Unsegmented Internal 2 None None Macroscopic
fluke
Polystoma Unsegmented Internal More than 2 None None Macroscopic
Mange Segmented External None None 4 pairs Microscopic
Mite
Sheep Segmented External None None 4 pairs Macroscopic
tick
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 MacroscopicClassification Keys Appropriate Clip art to topic 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?Appropriate
Clip art to
topic 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.Measuring abiotic factors
• 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.
– Possible errors:
• Probe not dry at start.
Probe should be wiped
before every use.
• Contamination of samples.Measuring abiotic factors
• Soil temperature:
– Ensure thermometer or
temperature probe is pushed
fully into soil.
– Reading taken when level stops
moving.
– Possible errors:
• 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.Measuring Abiotic Factors
Take one piece of A4 paper and fold it in half twice:
Light Intensity Temperature
1. Describe how to use the 1. Describe how to use the
light meter. thermometer/temperature
probe
2. Describe any sources of
2. Describe any sources of error
error and how you would and how you would prevent this.
prevent this.
3. Add a diagram if you can
3. Add a diagram if you can
Soil pH Soil Moisture
1. Describe how to use the 1. Describe how to use the
pH meter/chemical test. moisture meter.
2. Describe any sources of 2. Describe any sources of
error and how you would error and how you would
prevent this. prevent this.
3. Add a diagram if you can 3. Add a diagram if you canThe effect of abiotic factors on
the distribution of organisms.
• 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.
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
Appropriate
Clip art to Biotic and Abiotic
topic
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?Appropriate
Clip art to Biotic and Abiotic
topic
Factors
Learning Intention:
• Measurement of biotic and abiotic factors.
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?
Appropriate
Clip art to Biotic and Abiotic
topic
Factors
Learning Intention:
• Measurement of biotic and abiotic factors.
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/16839012INDICATORS OF FRESH WATER
POLLUTION
By sampling the organisms present in the water it is
possible to determine the levels of organic pollution.INDICATORS OF FRESH WATER
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
INDICATORS OF FRESH
WATER POLLUTION
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
Indicator Species for Fresh water Pollution
Level of Indicator species
pollution
Very low Stonefly or Mayfly
Increasing pollution
Low Fresh Water Shrimp
Moderate Water Louse
High Blood worms
Very High Rat tailed maggotPollution 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
direction of flow
1
2 3
4 5Look at the map below and the information before
answering the questions on the next 2 slides.
town
sewer
direction of flow
1
2 3
4
5Sample Stonefly Mayfly Caddis Blood Sludge Water Shrimp Rat-
nymph nymph fly larva worm worm louse tailed
site 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
14
25
100 12
90 20
No. of Bacteria
80 10
Oxygen Conc.
70
Cloudiness
15 8
60
50 6
10
40
30 4
5
20
2
10
0 0
0
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
site site site1. In which part of the river is the cloudiness greatest?
1. The river is cloudiness at site 2.
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.7. Draw a BAR GRAPH to show the no. of different species at each site.
5
4
No. of Species
3
2
1
0
1 2 3 4 5
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 oxygenINDICATORS OF AIR
POLLUTIONLICHENS
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 gasNO SULPHUR DIOXIDE
POLLUTIONLOW SULPHUR DIOXIDE
POLLUTIONMODERATE SULPHUR DIOXIDE
POLUTION.HIGH SULPHUR DIOXIDE
POLLUTIONDraw a table to show the different types
of lichens and what level of pollution they
indicate.
Type of Lichen Level of pollution indicated
Leafy
Hairy
Crusty
NoneSome extra activities you could try;- 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 .
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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