Teachers are reminded, prior to reading this section, that the syllabus is the definitive prescribed material.
It is hoped that this section will help promote professional teaching methods as distinct from textbook methodology. This section could be used as a class guide through the syllabus. It is not intended to be a text for students as it contains both non-prescribed and prescribed material.
To assist and support you in class preparation:
- The preamble to each subunit gives a broad insight into the central ideas of the syllabus depth of treatment.
- The suggested `texted' and practical detail should be used as suggestions to support you in:
Depth of prescribed and non-prescribed material you wish to use.
Methodology practice to include practical activities.
Suggested resources.
Time parameters.
Special attention in class preparation should be given to the use of 5 class periods for non-prescriptive material at Ordinary level.
You may wish to use the non-prescribed activities and resources marked by an asterisk * or use other materials such as DART.
PREAMBLE TO SUB-UNIT 1.1: THE SCIENTIFIC METHOD
- Biologists seek solutions to problems that relate to the living world and employ processes of science that lead to the discovery of new knowledge.
- The processes of science can be termed the scientific method. Even though the scientific method is quite variable, it is possible to point out certain steps that characterise the scientific method: making observations, formulating hypotheses to explain the observations, testing the validity of the hypotheses, coming to a conclusion.
- A good experiment requires a sufficiently large sample. Typically it is controlled so that one variable at a time is assessed.
- The observations, hypotheses and experiments are documented in accessible sources where all can examine them. These results are expected to be repeatable, that is, to be obtained by anyone following the same procedure.
- It is the aim of enquiry to formulate theories and principles to explain the existence, development and functions of the natural world.
- The value of the scientific method is limited by (a) the extent of our own basic knowledge, (b) the basis of investigation, (c) our ability to interpret results, (d) its application to the natural world that is always subject to change, and (e) accidental discoveries.
- The scientific method may be used in areas that raise ethical issues. In recent years such contentious issues have been mainly related to the origin of life, human reproduction, medicine and developments in biotechnology.
1.1 THE SCIENTIFIC METHOD / SUGGESTED CLASS PERIODS : 20L, 2HL
1.1.1 BIOLOGY
DEPTH OF TREATMENT
Define "biology". Give specific examples of areas of study encompassed by the term "biology".
1.1.2 SCIENTIFIC METHOD
DEPTH OF TREATMENT
The scientific method involves making observations, formulating an hypothesis, designing a controlled experiment, collecting and interpreting data, reaching conclusions, placement of conclusions in the context of existing knowledge, reporting and publishing results, development of theory and principle.
ACTIVITIES
The process of the scientific method should be developed as much as possible in all activities throughout the course.
1.1.3 EXPERIMENTATION
DEPTH OF TREATM ENT
Afull understanding of the principle of experimentation to include: careful planning and design, safety of procedure, necessity and selection of an experimental control, explaining why sample size, random selection, replicates and doubleblind testing are important.
Contemporary Issues & Technology
Limitations of the scientific method: the extent of our basic knowledge, the basis of investigation, our ability to interpret results, application to the natural world in a state of change, accidental discovery.
PREAMBLE TO SUB-UNIT 1.1: THE SCIENTIFIC METHOD
- All living organisms share a functional need for metabolism and continuity.
- The organism's way of fulfilling this functional need allows us to identify certain common characteristics which we classify as the characteristics of life.
- All living organisms share the following:
(a) organisation
(b) nutrition
(c) excretion
(d) response
(e) reproduction - No one characteristic is enough to qualify something as being "alive". Life involves the interaction of these characteristics. A completely satisfactory and universally acceptable definition of life has not yet been formulated.
1.2 THE CHARACTERISTICS OF LIFE / SUGGESTED CLASS PERIODS : 30L , 3HL
1.2.1 A SEARCH FOR A DEFINITION OF LIFE
DEPTH OF TREATMENT
General outline of the diversity of living organisms about us.
Introduce the terms
metabolism
continuity.
ACTIVITIES
*Students are brought to an ecosystem and asked to list the common behavioural features, visible and non-visible, that identify with the term 'living'.
1.2.2 DEFINITION OF LIFE
DEPTH OF TREATMENT
Definition and concept of "life".
1.2.3 CHARACTERISTICS OF LIFE
DEPTH OF TREATMENT
The characteristics of life: defined as the common characteristic ways of fulfilling the organism's functional need for metabolism and continuity identified by the fundamental principles and interactions of:
Organisation
Nutrition
Excretion
Response
Reproduction
Organisation
The complex organisation of living organisms begins with the cell even though the cell can be broken down into smaller structures such as molecules, it is the cell that possesses its characteristics not the parts.
Definition.
Develop cell organisation to the level of tissues, organs, organ systems, individuals, populations (details of which will follow in later units). Structural organisation ties to the functions of metabolism and continuity. Disrupt the structural plan and function ceases.
Nutrition
Organisation and growth of a living organism are maintained by nutrition.
Definition.
Basic outline of the different sources of nutrition: in animals, by feeding on other organisms; in plants, by photosynthesis and absorbing chemicals from the environment. For each case, the flow of energy from one organism to another from its ultimate source, the sun, should be stressed.
Excretion
In order to survive, living organisms must maintain a fairly constant balance between their internal and external environments. Excretion helps in that process.
Definition.
Basic outline of the different methods of excretion: in animals, by organised structures e.g. the urinary system, the skin, the lungs; in plants, by organised structures e.g. the stomata.
Response
In order to function, living organisms behave in a variety of ways so as to respond to changing environments.
Definition.
Basic outline of the different methods of behaviour: in animals, by organised structures e.g. in response to light, sound, touch; in plants, by growth and movement e.g. in response to light, temperature, water availability.
Reproduction
Life comes from life. In order to continue, organisms must therefore be capable of reproducing.
Definition.
Basic outline of different methods of reproduction: asexual e.g. in bacteria and protista simple division in two; sexual e.g. in animals and plants involving two parents one of which produces the male gamete and the other the female gamete.
It is necessary to state that one characteristic alone is not enough to qualify something as being alive. Life involves an interaction of processes towards metabolism and continuity e.g. metabolism requires an interaction of organisation, nutrition, excretion and behaviour for complete function. Continuity requires organisation, nutrition, behaviour, and reproduction.
ACTIVITIES
*An investigation into the life processes of a living organism:
A large range of possible organisms is suitable for use in this topic e.g. frogs, fish in a school aquarium, small mammals, woodlice or insects in a perspex animal container. A wide variety of plants could also be used.
The purpose of the investigation is to learn to make detailed observations of the development and life processes of an organism. Records should be kept of any observations made to include the following or any other important observations: the name of the species and a description of the organism, including diagrams continued overleaf.
SUGGESTED RESOURCES
Suitable container to the specification of the supplier of organisms. Suitable feed to the specification of the supplier.
Any other resource specified by the supplier for maximum care and safety of the organism under investigation and the investigator.
ACTIVITIES
A record of any changes which may occur in shape, size or colour; growth changes may be recorded in terms of length, height, mass or any other measurement which would be suitable;
A description of any feeding activity or movements;
A list of the ways in which the organism differs from non-living material.
A record of the investigation should be presented as part of a portfolio.
SUGGESTED RESOURCES
*Notes on the maintenance of the organism e.g. type of container used, type and frequency of food required, water supply, light and humidity levels.
Appropriate measuring instruments, record sheets and graph paper. Portfolio file.
PREAMBLE TO SUB-UNIT 1.3: NUTRITION
- All living organisms need nutrients. Nutrients provide the materials and energy necessary for the processes of metabolism and continuity.
- Living organisms are composed of elements. The six most important elements in all living organisms are carbon, hydrogen, nitrogen, oxygen, phosphorus and sulphur.
- Atoms of these elements combine (or bond) together in different ratios to form molecules which in biology are called biochemicals or biomolecules.
- There are four major types of biomolecules found in food:
(a) carbohydrates
(b) fats and oils (lipids)
(c) proteins
(d) vitamins. - In living cells biomolecules can
(a) be built up to form larger biomolecules (anabolism)
(b) be broken down into smaller units (catabolism)
(c) be involved in the release or absorption of energy
(d) act as the structural units of cells
(e) regulate and participate in the key functions of life metabolism and continuity
(f) be rearranged to form new molecules. - Minerals which are not necessarily integrated into biomolecules are needed in small amounts by organisms. These include sodium, magnesium, chlorine, potassium and calcium that occur mainly as dissolved salts. The metals iron, copper and zinc also play specific roles.
- Water is essential for life comprising 7095% of cell mass.
MANDATORY ACTIVITY
LABORATORY ACTIVITY
Conduct a qualitative test for (i) starch, (ii) fat, (iii) a reducing sugar and (iv) a protein.
1.3. NUTRITION / SUGGESTED CLASS PERIODS : 11OL , 11HL
1.3.1 FUNCTION OF FOOD
DEPTH OF TREATMENT
Explain in simple terms why food is required by all living organisms place specific emphasis on provision of materials and energy for the processes of metabolism and continuity.
1.3.2 CHEMICAL ELEMENTS
DEPTH OF TREATMENT
State the chemical elements present in food
- the six common elements: carbon, hydrogen, nitrogen, oxygen, phosphorus and sulphur
- sodium, magnesium, chlorine, potassium and calcium are present in dissolved salts
- iron, copper and zinc are found in trace amounts.
1.3.3 BIOMOLECULAR STRUCTURES
DEPTH OF TREATMENT
Simple statement to note that these elements combine (join or bond) together in different ratios to form simple biomolecular units e.g. carbohydrates Cx(H2O)y.
For instance, a common monosaccharide is glucose when x = y = 6.
1.3.4 BIOMOLECULAR SOURCES AND THE COMPONENTS OF FOOD
DEPTH OF TREATMENT
Carbohydrates
Carbohydrates contain the elements carbon, hydrogen and oxygen. The smallest unit of a carbohydrate is called a monosaccharide.
Two monosaccharides can join together to form a disaccharide. Many saccharides can join together to form a polysaccharide e.g. starch. Test for and list the sources of carbohydrates.
Fats and oils (lipids)
Fats contain the elements carbon, hydrogen and oxygen but in a different ratio to carbohydrates. Fats are solids at room temperature.
The basic unit of fat is called a triglyceride. A triglyceride is made of three molecules of fatty acids joined to one molecule of glycerol.
Oils have the same basic structure as fats but contain different types of fatty acids and remain in a liquid state at room temperature.
Phospholipids are fat-like substances where one of the fatty acid groups in the triglyceride is replaced with a phosphate group.
Test for and list sources of lipids.
Proteins
Proteins contain the elements carbon, hydrogen, oxygen and nitrogen. In addition they may also contain sulphur, sometimes phosphorus or other elements.
The smallest unit of a protein is called an amino acid. There are twenty common and several rare amino acids found in proteins. Many more amino acids are known to occur free in different cells and tissues but not in proteins.
Test for and list sources of proteins.
Vitamins
Vitamins differ chemically from each other and are required in only small quantities. They may be referred to by letters or by names based on their chemical structure. Refer to water-soluble and fat-soluble, with one example of each.
ACTIVITIES
Food Tests
*Teacher demonstrates positive test for food biomolecules.
Students then test a variety of foods for the presence/absence of food biomolecules.
The use of a control should be stressed in each test for the following:
Carbohydrates
Monosaccharide (reducing sugar) glucose, Benedicts or Fehlings tests
Polysaccharide iodine test
Fats brown paper test or Sudan III test (caution, toxic)
Proteins biuret test
*Vitamin C DCPIP test
SUGGESTED RESOURCES
Variety of food samples Recording chart Test tubes Heat source Dropping pipettes Spatula
Glucose, Benedicts or Fehlings solutions
Starch suspension (starch, NaCl, water), iodine solution
Fat source, Sudan III or brown paper and heat source
10% Sodium hydroxide or Potassium hydroxide solution
1% Copper sulphate solution
Protein source e.g. egg albumen suspension.
Dichlorophenol indophenol solution (DCPIP)
Vitamin C source e.g. lemon or orange juice.
1.3.5 ENERGY TRANSFERRE ACTIONS
DEPTH OF TREATMENT
Anabolic reactions are the energy requiring pathways that build large molecules from small ones using enzymes. Catabolic reactions are energy releasing pathways that break down large molecules into their smaller component units using enzymes (different pathways from those of anabolism, therefore catabolism is not the opposite of anabolism).
Energy transfer reactions
Energy release as exemplified by catabolic reactions to include respiration (at this stage by a simple statement, for detail see respiration, Unit Two). Energy absorption as exemplified by anabolic reactions to include photosynthesis (at this stage by a simple statement, for detail see photosynthesis, Unit Two).
1.3.6 STRUCTURAL ROLE OF BIOMOLECULES
DEPTH OF TREATMENT
Biomolecular cell structural units:
Carbohydrates e.g. cellulose is a polysaccharide.
It is a component of cell walls in plant cells.
Proteins are fibrous in nature, found in skin, muscle and other internal organs
e.g. keratin in hair and skin, myosin in muscles.
Lipids are important as storage molecules in organisms. Insulating properties e.g. under the skin; as a protective layer e.g. surrounding the kidney and other organs of the body; as structural components linked with phosphorus, nitrogen e.g. phospholipids and lipoproteins in cell membranes.
1.3.7 METABOLICROLE OF B IOMOLECULES
DEPTH OF TREATMENT
Carbohydrates and lipids
A simple statement of the importance of carbohydrates and lipids in metabolic activities as exemplified in catabolic, anabolic, photosynthetic, respiratory functions.
Proteins
A simple statement of the importance of proteins in metabolic activities e.g. as enzymes (for detail see Unit Two). Hormones as regulators of metabolic activity.
Vitamins
e.g. C and D Vitamin C for the growth of connective tissue especially in skin and blood vessels. Vitamin D for the uptake of calcium and leading to the maintenance of healthy teeth and bones. Disorders associated with deficiency of a water-soluble and a fat-soluble vitamin.
1.3.8 MINERALS
DEPTH OF TREATMENT
Minerals required in small amounts by organisms are used in three ways:
- to form part of the rigid body structures e.g. calcium in bones and cell walls
- to form soft body tissues
- to function in cellular and body fluids.
Name any two minerals required by (a) plants and (b) animals and relate to any of the three functions mentioned above.
1.3.9 WATER
DEPTH OF TREATMENT
Importance of water as:
- a component of cytoplasm and body fluids (70 95% of cell mass)
- a solvent and medium in which chemical reactions take place
- a participant in chemical reactions
- a participant in the movement of materials in and out of cells, control of cell shape (detailed study in Unit Two, Sub-unit 2.2, Cell Metabolism)
- a good absorber of energy (high specific heat capacity).
PREAMBLE TO SUB-UNIT 1.4: AN INTRODUCTION TO THE GENERAL PRINCIPLES OF ECOLOGY
- The entire earth is itself a true ecosystem - a biosphere, as no part of it is completely isolated from the rest.
- The distribution of the total number and types of living organisms within an ecosystem may be represented by ecological pyramids.
- The life of an organism is affected by components of the environment which may include abiotic and biotic, climatic and edaphic.
- For survival, an organism attempts to reach dynamic equilibrium with the other components in an ecosystem by:
(a) management of energy flows
(b) nutrient recycling. - An organism's dynamic equilibrium with other components in an ecosystem may be affected by human interference:
(a) pollution
(b) conservation and waste management.
Higher Level Extension - Students should be capable of outlining the contributory factors, interactions and variables in:
Competition
Predation
Parasitism
Symbiosis
Predator/Prey relationships.
Note: Activities related to topics in this subunit are best put into practice during `1.5 A study of an ecosystem'.
1.4 GENERAL PRINCIPLES OF ECOLOGY / SUGGESTED CLASS PERIODS : 8 0L, 13 HL
1.4.1 ECOLOGY
DEPTH OF TREATMENT
Definition.
1.4.2 ECOSYSTEM
DEPTH OF TREATMENT
Definition and diversity of "ecosystems".
1.4.3 BIOSPHERE
DEPTH OF TREATMENT
Definition.
The entire earth is itself a true ecosystem as no part is completely isolated from the rest. This global ecosystem is termed the biosphere.
1.4.4 HABITAT
DEPTH OF TREATMENT
Definition.
1.4.5 ENVIRONMENTAL FACTORS
DEPTH OF TREATMENT
The life of an organism is affected by:
Environmental factors
Definition and examples of the term "abiotic".
Definition and examples of the term "biotic".
Climatic factors
Climate influences the life and distribution of organisms on our planet e.g. temperature, rainfall, humidity, day length, light intensity (including seasonal variations).
Edaphic factors
Definition should refer to various soil factors e.g. soil type, soil pH, soil moisture, mineral content.
Aquatic environmental factors
An awareness that in aquatic environments other factors such as light penetration, currents and wave action are considered factors.
ACTIVITIES
*Students should be asked to list how they themselves are affected in their own lives by abiotic, biotic and climatic factors. Some may also contribute to a knowledge of some edaphic factors that influence garden or farm management.
*Demonstrate soil pH testing from a number of sample areas. Students may carry out the test themselves.
SUGGESTED RESOURCES
pH test:
Universal or soil indicator solution
Test tube
Barium sulphate
Spatula
pH chart
1.4.6 ENERGY FLOW
DEPTH OF TREATMENT
Ecosystems are unable to function unless there is a constant input of energy from an external source. The sun is the primary source of energy for our planet.
Feeding as a pathway of energy flow in an ecosystem.
Grazing food chains, the simplest form.
Food web.
Pyramid of numbers based on the number of organisms at each trophic level and constructed as follows:
- count the primary producers and place them at the base of the pyramid
- count each consumer and include them according to their status in the pyramid
- the apex of the pyramid should include tertiary or top carnivores.
1.4.7 NICHE
DEPTH OF TREATMENT
An understanding that a niche in ecological terms is the functional role of an organism in an ecosystem.
1.4.8 NUTRIENT RECYCLING
DEPTH OF TREATMENT
Identify the role of organisms in the pathway of an inorganic nutrient cycle as demonstrated by each of the following: the carbon cycle and the nitrogen cycle.
ACTIVITIES
*View and discuss audio-visual material on the recycling of nutrients.
SUGGESTED RESOURCES
Drawing sheets Video
1.4.9 HUMAN IMPACT ON AN ECOSYSTEM
DEPTH OF TREATMENT
Human impact on an ecosystem as exemplified by:
Pollution definition
State that pollution affects air, fresh water, sea and land.
Give the effects of one pollutant from any of the following areas: domestic, agricultural,industrial.
Give an example of one way in which pollution may be controlled in the selected area.
Conservation definition
Waste Management
Give one example of waste management in agriculture, fisheries, forestry.
The problems associated with waste disposal.
Suggestions for waste minimisation.
ACTIVITIES
*Research project on any of the following: pollution, conservation or waste management.
*Pollution: write an essay on one possible ecological impact that modern human activity has had or could have on planetary life
the source of pollution
the ecological effects
"indicator species".
Discuss possible methods of reducing or eliminating the pollution source.
*Conservation: visit or alternatively show a video on one nature reserve in Ireland followed by a student essay on the topic:
"Nature Reserves in Ireland"-- their number and county locations their function their uniqueness their success.
*Waste Management:
Examine:-- composting
role of renewable energy sources in waste management e.g. biogas generator.
Contemporary Issues & Technology
Pollution: The ecological impact of one human activity.
Outline of any one conservation practice from one of the following areas: agriculture e.g. mixed farming, crop rotation, biological controls, gene banks fisheries e.g. net size, quotas, re-stocking forestry e.g. re-planting, broadleaf/conifer mix.
There should be an emphasis on the need for continual monitoring of the environment.
Role of micro-organisms in waste management and pollution control.
HIGHER LEVEL EXTENSION
H.1.4.10 PYRAMID OF NUMBERS (EXTENDED STUDY)
DEPTH OF TREATMENT
Ecological pyramids may be defined as a way of comparing different communities of the ecosystem in order of different trophic (feeding) levels.
Note: Limitation of use.
Relationship of body size to position in the pyramid.
Refer also to an inverted pyramid of numbers.
H.1.4.11 ECOLOGICAL RELATIONSHIPS
DEPTH OF TREATMENT
Factors that control populations.
Definition of "competition"
Examples:
contest competition an active physical confrontation between two organisms which allows one to win the resource
scramble competition each organism tries to acquire as much of the resource as possible.
Relate competition to size of population.
Outline one adaptive technique of an organism to survive competition.
Definition of "predation".
Examine any three adaptive techniques of (a) predators and (b) prey. Give one simple example of a predator/prey relationship to illustrate population control.
Definition of "parasitism" with example.
Definition of "symbiosis" with example.
H.1.4.12 POPULATION DYNAMICS
DEPTH OF TREATMENT
Students should be capable of outlining the contributory factors or variables in predator/prey relationships e.g. food availability, concealment, movement to a more abundant location.
Contemporary Issues & Technology
The effect on the human population of:
war
famine
contraception
disease.
PREAMBLE TO SUB-UNIT 1.5: A STUDY OF AN ECOSYSTEM
- In their investigation of an ecosystem, students become familiar, through first hand observation, with the flora and fauna of their selected ecosystem.
- About them, students observe a diversity of life forms, their inter-relationships with each other (biotic) and with non living (abiotic) components including the following:
(a) their numerical distribution
(b) their choice of habitat
(c) their structural, competitive and behavioural needs for survival and continuity
(d) their role in
(i) the pathway of energy flow
(ii) the pathway of an inorganic nutrient cycle. - By an investigative and experimental approach, students should experience experimental design, data collection and interpretive techniques.
- Through these techniques students learn to handle, assess and evaluate numerical and non-biological information in a coherent way, using a combination of continuous prose, tables, diagrams, graphs and other descriptive modes.
- It is intended that students will gain an appreciation of the wide range of organisms within the ecosystem in their natural environment rather than through studying them solely using textbooks.
- Students will be required to
(a) identify ambiguities, assumptions and mistakes throughout all aspects of the investigation and conclusions
(b) suggest and explain how error in a measurement technique might be minimised
(c) apply and relate knowledge, understanding and skills of their ecosystem study to other ecosystems.
Note:
- The results of this special investigation should be presented in the form of a report or portfolio.
- Suitable ecosystems include:
hedgerow
stream
rock pool
rocky seashore old wall
grove or small woodland
small meadow
freshwater pond waste land
an overgrown garden
soil
peatland
grassland - Students should apply and relate, where possible, their knowledge and understanding of their ecosystem study to other units of the course whether approached separately or integrated throughout the course.
- Teachers should impress upon their students the importance of
(a) obtaining the owner's permission to carry out an investigation on private property
(b) leaving the habitat undisturbed, as far as possible e.g. closing gates after each visit
(c) being aware of dangers such as depth of water in ponds and streams (they may look shallow, but they could be deep) also the possibility of encountering dangerous animals e.g. bulls, fierce dogs. - Because the terms `flora' and `fauna' predate the Whittaker Five Kingdom System their usage and meaning will remain as before.
MANDATORY ACTIVITIES
FIELDWORK ACTIVITIES
Students should:
- Identify and use various apparatus required for collection methods in an ecological study.
- Use simple keys to identify any five fauna and any five flora.
- Conduct a quantitative study of plants and animals of a sample area of a selected ecosystem.
- Investigate any three abiotic factors.
1.5 ASTUDY OF AN ECOSYSTEM / SUGGESTED CLASS PERIODS : 11 0L,11 HL
1.5.1 BROAD OVERVIEW OF A SELECTED ECOSYSTEM
DEPTH OF TREATMENT
Identification of different ecosystems and selection of one.
General overview of the diversity of life forms, their inter-relationships with each other and the non-living components of one selected ecosystem.
Study a minimum of ten organisms to include five fauna and five flora from the selected ecosystem. Appreciate the range of variation of any single species: height, mass and any other estimable character.
1.5.2 OBSERVATION AND SCIENTIFIC S TUDY OF A SELECTED ECOSYSTEM
DEPTH OF TREATMENT
Identify a number of habitats from the chosen ecosystem.
Specimen identification
Collection methods: mammal trap, pitfall trap, cryptozoic trap, pooter, nets (to include sweep net, insect net, plankton net or fish net), direct search, Tullgren funnel.
ACTIVITIES
Emphasis in this study should be placed on the techniques of field work, recording and analysis of collected data.
Select and visit one ecosystem.
On site, form a general overview of the ecosystem the diversity of life forms, their inter-relationships with each other and the nonliving components of the ecosystem.
Identify a selection of fauna and flora from the ecosystem using keys.
Use drawings or photographs of the organisms.
Identify and classify organisms.
In a simple map drawing of the ecosystem, position the habitat of each organism selected.
Following a teacher demonstration of the skills used in the methods of specimen collection, students should practice these to collect organisms.
SUGGESTED RESOURCES
A number of guidebooks to identify fauna and flora.
Drawing sheets/pencils or camera
Guidebooks or simple key charts
Long pieces of string or rope
bamboo canes
compass
tape measure
graph paper/pencil
Sets of the following:
mammal trap, jam jar, stones, cover (piece of wood), pooters, sweep net, insect net, plankton net or fish net
Tullgren funnel
1.5.3 ORGANISM DISTRIBUTION
DEPTH OF TREATMENT
Distinguish between qualitative and quantitative surveys of a selected ecosystem for plants and animals:
- organism distribution
- quantitative survey of the selected ecosystem using frequency and percentage cover techniques.
ACTIVITIES
Quantitative study of plants and animals in a sample area of the ecosystem: using quantitative quadrat frame and recording sheet;
- transfer results to percentage cover defined as 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;
- transfer results to frequency defined as the chance of finding the species of a plant within the sample area in a number of quadrats.
- Using any one method:
line transect
belt transect - examine and record plant and animal distribution in a sample area along an environmental gradient;
- transfer results to tables, diagrams, graphs, histograms or any other relevant mode.
- Identification of possible sources of error that might accompany selected measuring techniques:
human error,
application to the natural world in a state of change,
accidental discovery,
limitation of sample size.
SUGGESTED RESOURCES
Marked strings
tent pegs
quadrat frames
recording sheets pencil
ICT facility
Lengths of marked string
metre sticks
quadrats
ICT facility
1.5.4 CHOICE OF HABITAT
DEPTH OF TREATMENT
Relationship between an organism's suitability to its habitat and abiotic factors to include measurement of any three of the following:
pH, temperature (air and ground, or aquatic), light intensity, water current, air current, dissolved oxygen, mineral content, percentage air in soil, percentage water in soil, percentage humus, salinity, degree of exposure, and slope.
1.5.5 ORGANISM ADAPTATIONS
DEPTH OF TREATMENT
Necessity for structural, competitive or behavioural adaptation by organisms.
1.5.6 ORGANISM ROLE IN ENERGY TRANSFER
DEPTH OF TREATMENT
Identify the role of the organisms studied in the pathways of energy flow by construction of:food chains
food web
pyramid of numbers.
1.5.7 ANALYSIS
DEPTH OF TREATMENT
Analysis and assessment of all results obtained during this special investigation of an ecosystem.
Contemporary Issues & Technology
Identification of local ecological issues related to the selected ecosystem.
ACTIVITIES
Investigate any three abiotic factors present in the selected ecosystem as listed.
Relate results to choice of habitat selected by each organism identified in this study.
From observation, data collection or interpretative techniques of the investigative study of the ecosystem, note any one structural or behavioural adaptation of any organism selected.
Using the information previously gathered in the study of the selected ecosystem construct:
food chains
food web as energy flow through the ecosystem
pyramid of numbers.
Prepare a portfolio/brief report of the results obtained.
SUGGESTED RESOURCES
Soil test kit box per station to include: pH measurement universal or soil indicator solution test tubes barium sulphate spatula pH chart.
Mineral content/humus content plastic sample bags labels pencil. Temperature soil thermometer/air thermometer For percentage air tin cans spade or trowel bucket (large) plastic bags graduated cylinder. For light intensity per station light meter recording sheet. For water/air current per station anemometer compass recording sheet stop watch. Water samples per group small bottles. Note book or drawing sheets
ICT facility