Patterns on a NZ rocky shore.

This assessment activity requires you to produce a report about a pattern (or absence of a pattern) in a rocky shore ecosystem. (Taylor's Mistake Christchurch)

The investigation must involve 

·       analysing and interpreting information about this community

·       an environmental factor relating to a pattern

·       how this might affect at least two species in the ecosystem

It is expected that you will use the field data and observations collected during your field work.

Your report will be assessed on how comprehensively you identify, describe and discuss a pattern (or its absence), by relating it to environmental factors (biotic and abiotic) and the biology (adaptations) of different species.

 It is worth 4 credits.

But First

So what is an "Ecological Community"?             What is Ecology?

• Ecology = the scientific study of the way that living organisms interact (with each other, other organisms, and) with their physical environment.

Here is a link to a heap of resources that could also be useful to you - let me know what you find the most useful.

Step 1 : You need to find out more about what ecology is all about - the hard bit is everything is connected to everything so where do we start? Plus there is a whole new "language" to learn too (Biologese)

Watch at least one of the following clips to begin your understanding of ecology. (Learn)

Mission 1 : Read and complete the "Ecology" page in your work books. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

During Mission 1 you will have come across the terms biotic (Living) and abiotic (Non-Living) factors = you need to be familiar with and be able to comfortably use these terms. Watch as they are explained to you and see some examples. You'll also meet more terms/information that will be useful later. (Learn)

Step 2 : Lets start to look at the interactions between the different organisms in an ecosystem. The easiest way to do that is to look at who is eating who. Lets go back to something that hopefully you remember from Yr 9 Science. If the memory is a bit foggy - clear things up by rewatching these videos from back then. (Learn)

Or if you'd to listen to someone else explaining - try this one.

Mission 2 : Read and complete the "Feeding Relationships" pages -both Food Chains and Food Webs. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Step 3 : Now things that hang out in an ecosystem aren't always just trying to eat each other ..... there are a whole heap of other ways organisms can interact (including trying to eat each other) Lets watch as the main types of interactions are explained to us. (Learn)

Now its never always that simple - if you want to know more you can watch the next two clips. (Learn)

Mission 3 : Now read and complete the page on " Interactions Between Species within a Community." (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Step 4 : Now organisms have a whole lot of ways to enable them to survive - some work better than others - we say that the organism is adapted to living in its environment. What kinds of things do they have? Here are a couple of clips that will help define the main types of adaptations. (Learn)

Mission 4 : How well are you adapted? Use the information learned to allow you to complete the page on "Adaptions" in your books. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Step 5 : In the previous part on adaptations you would have noticed that they mentioned the word Habitat. It can be thought of as like an address - but with more. Here is a look at what it is and some different versions. (Learn)

But there is more to it than just a place to live ..... where you live you tolerate quite a few things going on - but some are more critical than others. What you can tolerate decides the limits of your habitat. Here is it explained to you. (Learn)

Mission 5 : Now complete the work on "Habitats and Tolerance" in your books. What factor decides your optimum range? (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Now is it Niche as in "nitch" like witch or is it Niche as in "kneesh" like quiche ..... whichever your preference, what it is so much "bigger" than the word. You need to put together the place the organism lives plus what it does there and the things/adaptations it has that allow it live there and do what it does. A lot of stuff for a little word.

So here is some help - watch them both - in the order they are here (Learn)

Mission 6 : Now your turn - first read the niche description of Paua - then try and describe the niche of the Kiwi. Don't forget that niche includes habitat, role and adaptations. Go do some research to hunt out the information that you don't know. Hint: Kiwi are birds trying to be mammals!! (Learn) (Create)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

So how many habitats are there?? How many Niches??? what happens when you get competition..... You get Gause's Principle or the Law of Competitive Exclusion = 2 species with the same needs can't co-exist in the same place at the same time... It doesn't mean death and destruction (always) but there is some adjusting of niches - Confused = watch this it may help. (Learn)

Mission 7 : How fundamental is your niche? Read the information on Gause's Principal and then try to answer the questions - need help don't forget to ask. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Nothing remains the same forever especially in nature .... new species move in, climate changes, disasters happen etc etc. Changes in species composition over time is called Ecological Succession. There are 2 types = bare land ie no soil even on it, that has never supported life (eg lava after and eruption) develops into some sort of climax community is Primary succession. Secondary succession is where something has wiped out the previous community but left the soil intact eg fire.

Here are some good explanations to watch to help you too. (Learn)

Mission 8 : Who succeeds who? Read the information on succession in your work books and try the questions. Make sure you understand what is meant by "Dynamically Stable" (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

So after succession is complete = the population is stable - we have what is known as a climax community. This doesn't mean it doesn't change - disasters and/or climate change can still cause rapid or slow changes over time.

In a forest the climax community has distinct layers or "Strata" hence the term forest stratification. Light is the limiting factor along with humidity. You can also find stratification in lakes and the ocean too. If change is taking place over a vertical direction = Stratification, ie you stand in one  place and look up/down to see different horizontal layers.

Here are some examples to look at. (Learn)

Mission 9 : Read what it has in your workbook and try the questions - can you find the link to Gause's Principle? What do you think - are there 4 layers or 5 or ??? (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

So what about when these changes happen over a horizontal distance = you need to walk to see these differences - now you have Zonation. Anywhere this change happens over a horizontal distance it is zonation - even the confusing one where the zones happen as you go up a mountain.....Have a look as we go up a mountain through the different zones. It is quite a long journey. (Learn)

Mission 10 : Have a go at the questions on Mt Taranaki in your workbook. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

But we aren't going to be climbing mountains - there is a much easier form of zonation to observe much closer to home = The Rocky Shore - this is what the assessment is on = so this is probably quite important.

Have a look (Learn)

Mission 11 : Your book has a good example of the kind of graph you need to be able to produce - makes a good picture of the data you'll collect while on the rocky shore. (You'll be shown how to do that in class) But have a go at the questions - as these ate the kind of things you'll need to be asking yourself to complete the assessment. (Learn)

Done that? = Share with your teacher.

Yes = now its time for your next Step/Video clip/Challenge/Mission.

No = go back and complete the Step/Video clip/Challenge/Mission please.

Challenge 1 : Now it your turn to go and look at an ecosystem and gather some data and use that data to explain why things are living where the do. (Learn) (Create)

Wait there is more - here is a quick overview of some of the things you'll be looking for at Taylors Mistake. (Learn)

So what do you actually have to do?? - Here is the actual assessment for you. (Learn) (Create)

Now don't go rushing off into it yet ..... 

(a) Hopefully your teacher will either print you a copy or share a version with you. 

And 

(b) You now need to brush up on how to actually collect all that data = learn some sampling techniques as some will be better suited to you task than others. (Learn)

So which one to use?? The descriptors give us the clues - for our rocky shore study either transects or quadrats would work. You can even combine the 2 and use the transect to give the points to place your quadrats. But lets have a look at some in more detail. (Learn)

A fun way of doing this is with a bag of coloured sweets eg jelly beans or M and M's - count all of one colour, toss them all back in the bag and then take a second sample = how many are form your original group - use the equation = what is the "population"  of your bag of sweets? (Learn) (Share)

Lets have a look at sampling with quadrats next. (Learn)

Using Quadrats we can quickly get an estimate of how many blades of grass there ore on a rugby field .... you do need to carefully select your quadrat size though.

And then we have transects.... line up to learn more. (Learn)

You can also use quadrats at the points - this is what we'll do for our rocky shore study.

So now we've figured out sampling techniques .....

So what exactly do we have to do? Lets go check through our assessment tasks again. (Learn)

This assessment activity requires you to produce a report about a pattern (or absence of a pattern) in a rocky shore ecosystem. (you'll need to be able to name the pattern)

The investigation must involve 

·       analysing and interpreting information about this community

·       an environmental factor relating to a pattern

·       how this might affect at least two species in the ecosystem

It is expected that you will use the field data and observations collected during your field work and/or provided by the teacher. (if for some reason you can't go on the field trip data can be provided)

There are a range of investigative focuses (foci) you could choose from - maybe some link together.

·        Is there a difference in the distribution of rocky shore community species, in untouched areas of rocky shore and in areas that have been altered by humans?(e.g. man-made paths or walk-ways)

·        Study of the distribution of organisms in intertidal rock pools and intertidal rock shore.

·        Distribution of rocky shore species from the low to the high tide zone.

·        Do humans affect the distribution of a species?

·        Do rock pools affect the distribution of a species?

·        Do species change from the low tide mark to the high tide mark?

So we're up to the first task .... I've "bolded" the key bits

Task;    Part 1: Collecting and processing information

This task is not assessed, but it helps you prepare for writing your report. You can complete this work individually or as part of a group, and discuss your ideas and questions with other people, including your teacher. 

Choose a focus for your investigation, (eg succession, zonation, stratification or another distribution pattern). You may choose to use data collected by another group and investigate a different aspect of the ecosystem for this assessment. 

Collect information relevant to your investigation, by gathering the field data you will need to do the following. 

·       Choose at least two named species (that interact with each other), and relate to the pattern you are investigating. (Don't forget you need to use both common and Scientific names)

·       Draw and label a profile diagram or site map of the sampling area you select, that would allow another person to locate it.

·       Ensure you record sufficient data so that the distribution pattern of your chosen species can be seen. Using multiple samples

Make sure you have collected enough information for part 2, to allow you to discuss:

–         the biology of your chosen organisms (ecological niche, adaptations – structural, behavioural or physiological)

–         the environmental factors that could affect your organisms (biotic and abiotic)

–         interrelationships between organisms in your chosen ecological community.

Check that all your data is recorded in a format that will allow you to use it when you return to school.  Write down the final method you used to collect your data.

Here are some ideas about what to collect and reminders of how to make a profile diagram. (Learn)

Blue lines = good species for lots of data, red spots = species you'll see that may help too.

Here are some examples of abiotic factors to collect. 

Plus the lines should remind you how to collect your profile data = Blue - hold out your transect line horizontal, with the line attached to the ground at the high tide end. Red - measure down every 0.5 meter along it. Green - take note of key features along the line eg rock pools and / or big rocks/high points etc. (Learn)

The measurements can be use to recreate the profile - like what you see in the diagram - as if the rocky shore had been sliced to look at it form side on. (Create)

So you've collected all this data ..... which could look like .....

Or like this sample data.

If its a bit scruffy = put into a tidy table like the student has here - the field notes can end up being quite messy.

Now we need to process it = turn it from a bunch of numbers into something that makes more sense - typically a graph. For this assessment the best graph to use is a kite graph - these are unlike any other graph in that they grow equally on both sides of the "0" line - but when used together with a profile diagram can clearly show the connection between the environment and the living organisms...... lets have a look. (Learn) (Create)

As it says you can use them vertically or horizontally, nothing but a line = that there is nothing there ie 0 population. You can also use % cover or direct count on the same graph - just label it clearly.

Here is a checklist to make sure you've got all you need to have. Also see how the rocky shore profile is included at the bottom = easy to link what is happening with the species to the environment.

Here's another example - see if you can match the peaks in the profile to the dips in the kites...

If you need some blank graph paper try to print/copy this image.

Finally we get to the "fun" part where you - and only you - put it all together into the written report.

Use this as your check list to make sure you have done all you should. Once again key things are in "bold" (Learn) (Create) (Share)

Task; Part 2: Written Report

Record details of the information sources you use and include this in a bibliography at the end of your report. 

You may organise and store your information (including field work data) in a digital document such as a spread sheet or table, for easy access. 

For authenticity purposes, you may not share these documents with other students during the assessment. 

Your report should include:

·       An introduction – With the use of pictures and/or maps describe your ecological community and the TWO dominant species (scientific names) in it.

·       Biotic factors – information about the organisms in the community you investigated. Describe the ecological niche and adaptations of at least two species, and relevant interrelationships between these organisms.

·       Abiotic factors – description of the abiotic factors found in the area you investigated. You could include observations or measurements collected in fieldwork.

·       The data you used to identify a distribution pattern – this can either be compiled by you (e.g. a graph or table), or it could be data processed by you (means, totals, standard deviations etc) from other sources.  It needs to be included in the report and referenced if it is from another sources, either as an appendix or in the body or the report.  

·       A description of the Pattern – Using the data collected identify and describe the pattern or lack of pattern for your chosen species.

·       Discussion - Using relevant scientific terms and concepts, say how the following factors have interacted to influence the pattern:

§  At least ONE environment factor (biotic and abiotic factor) 

§  Adaptations of the species

§  Inter-relationships between the TWO species and their environment

Is the pattern (or absence of the pattern) the same for both species? If so then why, if not then why not (Discuss using correct scientific terms and ideas)

·       Conclusion - Considering all of the factors say which is the most significant to the pattern for BOTH species and WHY

·       Bibliography – a list of the information sources you used to help you write your report, written in a format that allows other people to find the information sources. This will not be assessed, but it is expected good practice to acknowledge information sources you used in your work.

Now if for whatever reasons you can't get to the rocky shore - this is where it is....

Blue is school and red is Taylors Mistake ..... lets look closer ......

So where exactly do we go ..... Blue circle is study area ..... Red lines are possible transect locations

So what does an answer look like = well here is an exemplar for excellence from a similar study = no you can't copy it - but see how its all put together and note how species data and biology plus the environmental data are connected.

 Interesting note : human foot traffic - is this an abiotic or a biotic factor??