Field Days:
FSC
Heath Hands
Multiple Topics
Visit one site several times 2,3,4,5 P
Field course over a short period 2,3,4,5 P
ICT
Ph school virtual lab primary productivity: http://www.phschool.com/science/biology_place/labbench/lab12/intro.html
labs using pasco software: http://www.pasco.com/biology/experiments/online/index.cfm
Unsorted
Simple Labs
Kite diagrams/succession of retreat??
Triangle soil graphs
NPP planning lab?
Het Zwin ecology labs: salt marsh vegetation??
Het Zwin ecology labs: Bird identification??
Het Zwin ecology labs: dune transect??
Properties of water
survivorship curves?
Darwin's finches for ecology??
IB ESS TSM
Investigations suitable for planning
The titles below are general, to give students a sense of direction, but they are not sufficiently specific to serve as a research question. The student will have to modify the title to make it more specific and focused. In most cases, this will involve indicating the variable(s) chosen for investigation.
Lincoln index
Investigate the factors affecting the accuracy of estimates made using the Lincoln index (capture–mark–release–recapture).
Indicator organisms
Investigate aquatic, terrestrial or air pollution in your city, town or college through the use of the presence or absence of indicator organisms (for example, lichens, mayflies).
Photosynthesis
Investigate the effect of one factor of your choice on photosynthetic rates of Elodea. The teacher may give the general set-up for gathering the rate of photosynthesis. The student can be assessed on the design of the factor to be changed.
Zonation
After a preliminary field visit to a particular ecosystem, investigate the presence or absence of zonation patterns.
Productivity
Investigate changes in productivity in different habitats of an ecosystem that you have visited. Measurements of productivity may have been taught by the teacher. The planning criterion can be assessed by the application of the techniques to the habitats.
Environmental gradient
Use a sampling method to quantify the pattern and measure changes in an abiotic factor that is considered responsible for the gradient.
Population growth curves
Design an investigation that will look at a limiting factor on plant, animal or fungi growth (for example, flour weevils, duckweed (Lemna), yeast).
Succession
Investigate succession in an ecosystem of your choice. Students could use their sampling skills to determine if the differences seen can be attributed to succession by comparing findings with literature regarding species expected in the area.
Note: This is only practicable for schools that may be near abandoned fields, or that have access to fields whose history of clearing is known.
Soil
Plan an investigation into one of these aspects of soil: (a) compaction, (b) soil conditioners, (c) wind reduction techniques or (d) cultivation techniques.
Erosion due to run-off
Plan and carry out an investigation into the factors that affect sediment load in run-off.
Diversity indices
Investigate differences in diversity for two or more different habitats.
Rate of decomposition
Choose one of the following areas to investigate: (a) type of material, (b) level of pollution, (c) soil type, (d) temperature or (e) amount of moisture.
Acid rain
Design an experiment to measure the effect of acid rain on either plants or building materials.
Water pollution and Lemna growth
Investigate the growth of duckweed (Lemna) over time, given different conditions. Possible suggestions are: water type or a pollutant common in water bodies—oil, heavy metals, pesticides and fertilizers.
Ultraviolet radiation
Design an experiment to look at the effects of ultraviolet radiation on plants or materials (for example, rubber, plastic).
Note: In addition to the student work, samples submitted for moderation must include the instructions, written or oral, given to the student by the teacher. This vital information is used by moderators to assess whether the experiment, as given, was suitable for assessing the criteria.
labs
http://www.enviroliteracy.org/category.php/3.html
http://aiss-dp-ess.wikispaces.com/Experimenting+%26+Calculations
http://www.docstoc.com/docs/105432405/PSOW-7-simpsons-diversity-index
http://www.enviroliteracy.org/article.php/580.html
Athens 08
ecosystems terms review in local environment
focus on one tree, return to study in depth
Lincoln index – capture-mark-recapture
Simpson’s or other biodiversity index
line transect and quadrat sampling across a valley/stream/football field
biomass measurements of conifers and broadleaved trees/ invertebrates/ any organisms – pyramids of biomass/numbers
pitfall traps – motile invertebrates population
human impact on an ecosystem – trampled area versus non-trampled – measure soil species, populations
stream – comparison of polluted and non-polluted stream – measure abiotic – pH, nitrate, turbidity, oxygen, temp, flow rate and biotic – invertebrates, vegetation
diversity in rivers and ponds – moving water and still
succession – down a stream, sand dunes, on bare ground
zonation – down a mountain, seashore – kite diagrams
soil analysis – water content, organic matter, organisms, water retention– compare 3 types – clay, loam, sandy soils or soil that was under a forest fire and not
pollution – air quality – microscope slide + Vaseline/sellotape – observe particles/pollen
bioaccumulation – rabbit, fox, eagle etc – predator-prey game
aquaria/terraria set up in lab, change one factor, long term
ecobottles
same plant in different soils
transpiration rates of broadleaved and narrow leaved plants – water condensing on side of flask
water purification xpts – charcoal and sand as filters, test
productivity xpts – light and dark bottles of algae or grassland
solar cells/ solar oven
biogas generation
wind turbine – sponsorship
water harvesting – water barrel
rate of photosynthesis
composters – in or outside lab
make a pond
energy budget of house – poster/model
bottles with brine shrimps, open and closed / light and dark – 1.1.1
school energy audit – 3.1?
carbon footprint/ ecological footprints/ food miles option B.3.1.
local microclimates – change over time/ aspect/seasons – A.4.1?
case studies on extinct, endangered and used to be endangered, now OK species option C.2.6
local nature reserve study – option C.2.7
zoo captive breeding programmes – option C2
visit fish farm/ local farm/organic farm option B2
rocks – core, crust, mantle samples – compare density – 3.7
design questionnaire on effect of pollution on individuals/effect of pollution on school environment – give out – analyse results – select common factors – bar/pie charts – all 8 criteria (?is Plb enough here?)
buildings have an effect on the microclimate – select sites, why? Measure – climatic variables – temp, wind, humidity, - get data, analyse, conclude…
recycling waste – paper, cans, food?, computers, books – group 4 project?
waste management, resource conservation?
visit sewage/water treatment plants
analyse water from various sources – tap, bottle, tanks, rainwater
PSOW Wellington College, UK Oct 2007 – workshop
2. Inv into vegetation types in woodland and grassland at WC. 1h
4. Inv into motile organisms in woodland at WC (pitfall traps, pooters, bush beating) 2h
5. Comparison of worm populations in grassland and rugby pitch at WC 2h
6. Associations – herbivory, predation, parasitism, mutualism (mychorrizal roots) in temp woodland
7. Inv into biodiversity of grassland and woodland at WC 1h
8. Inv into zonation by an interrupted belt transect at …. 2h
9. Soil profile comparison under conifers and deciduous trees 3h
10. Holly leaf miner life cycle inv 2h
11. Inv of Herbivory percentage on beech and sycamore trees 2h
12. Case study of bracken 1h
13. Inv of difference in abiotic factors in open grassland and woodland 2h
14. Inv of effect of aspect, angle and light intensity on algal growth on trees 2h
15. Inv on rates of decomposition of leaf litter under various conditions. 3h
16. Inv of differences in soil types (clay, sand, loam) – water, OM, ph, N P
17. Leaf litter comparison – organisms, depth, ph, N, P 1h
18. NPP, GPP 2h
19. Succession on glass slides in water
20. Presentations on endangered species
21. Lincoln Index
24. Farm visit – organic, intensive
25. Zoo – conservation
List of possible practicals for ESS IA
Planning
1. Lincoln index: Investigate the factors affecting the accuracy of estimates made using the Lincoln index (capture–mark–release–recapture). D
2. Indicator organisms: Investigate aquatic, terrestrial or air pollution in your city, town or college through the use of the presence or absence of indicator organisms (for example, lichens, mayflies). D
3. Photosynthesis: Investigate the effect of one factor of your choice on photosynthetic rates of Elodea. The teacher may give the general set-up for gathering the rate of photosynthesis. The student can be assessed on the design of the factor to be changed. D
4. Zonation: After a preliminary field visit to a particular ecosystem, investigate the presence or absence of zonation patterns. D
5. Productivity: Investigate changes in productivity in different habitats of an ecosystem that you have visited. Measurements of productivity may have been taught by the teacher. The planning criterion can be assessed by the application of the techniques to the habitats. D
6. Environmental gradient: Use a sampling method to quantify the pattern and measure changes in an abiotic factor that is considered responsible for the gradient. D
7. Population growth curves: Design an investigation that will look at a limiting factor on plant, animal or fungi growth (for example, flour weevils, duckweed (Lemna), yeast). D
8. Succession: Investigate succession in an ecosystem of your choice. Students could use their sampling skills to determine if the differences seen can be attributed to succession by comparing findings with literature regarding species expected in the area. Note: This is only practicable for schools that may be near abandoned fields, or that have access to fields whose history of clearing is known. D
9. Soil: Plan an investigation into one of these aspects of soil: (a) compaction, (b) soil conditioners, (c) wind reduction techniques or (d) cultivation techniques. D
10. Erosion due to run-off: Plan and carry out an investigation into the factors that affect sediment load in run-off. D
11. Diversity indices: Investigate differences in diversity for two or more different habitats. D
12. Rate of decomposition: Choose one of the following areas to investigate: (a) type of material, (b) level of pollution, (c) soil type, (d) temperature or (e) amount of moisture. D
Personal Skills
Aspect 1: Carrying out techniques
Sampling techniques
How well do students choose randomly and how well do they use the quadrat?
Effect of concentration of hydrogen carbonate on rate of photosynthesis
This is done using a syringe with a capillary tube attached at the base. Water and a piece of Elodea are added to the syringe. A plunger is placed on top. There should be no air inside. A meniscus is made by pulling up on the plunger until it reaches the top of the capillary tube. The distance the meniscus has travelled in a time of three minutes is measured. This is repeated with different concentrations of hydrogen carbonate (0.001 mol dm–3 up to 0.01 mol dm–3).
Winkler titration for dissolved oxygen and biochemical oxygen demand (BOD)
Secondary productivity
Accurate measurements and a respirometer are required.
Effect of light intensity on the rate of photosynthesis
Accurate movement of the light source is required, and the whole apparatus is set up underwater.
Aspect 2: Working in a team
Any sampling techniques, such as transects and quadrats
The sampling can be undertaken in pairs. The whole group can then discuss how to tabulate the class data. Each pair collects data in one hour but, generally, grouping the data gives more validity to the answers. There can be group discussion at the beginning on how to collect data and how to determine abundance. Each pair’s work can be compared to the rest of the group.
Long-term investigation on population growth of flour beetles
Each student is assigned one or two containers of flour and beetles. The group must agree on how to count the adults, larvae and pupae each month. Students should ensure that they share the results so that each has a complete record of the findings.
Collection and identification of organisms from the school pond
Each group looks at one area of the pond, using identification keys to find out the type of organisms present. The whole group then researches in the library to find out what the organisms eat. Finally, a food web is drawn by the whole group.
Predator/prey simulation
Students work in pairs on a complex “game” requiring collaborative behaviour.
Pollution in the atmosphere
The whole class discusses where to place sticky traps around the school. The students work in pairs to make and hang up the traps, which are left for one week before the results are collected. Another class discussion is required to determine the categories of pollutants recovered.
Natural selection
Some 1 cm pieces of coloured straw (60 of each colour) are scattered in a small area of grass. Together, students collect as many as they can in 30 seconds. They then calculate the percentage they found of each colour. Brown is the hardest to find so would reproduce more.
Global warming in a jar
Each student is responsible for one jar, and the results are pooled at the end of the experiment. Open and closed containers with a thermometer are used. To extend the experiment, water and soil can be added. Students must agree on the position of the thermometer and on how much water and soil to add.
Tragedy of the common
A simulation of fishing in a common pond using jelly beans, small cheese crackers or some other edible item. Each group of students represents a family that has to eat a certain amount of fish to survive from year to year
FSC
Trophic Structure in a Freshwater Ecosystem: (with possible (1/2 day) pollution study extension) Students will undertake a fieldwork investigation to examine how abiotic factors, such as water velocity, temperature, oxygen and food supply, affect invertebrate distribution. Density of invertebrates will be quantified using kick sampling and abiotic data factors will be measured. Organisms will be identified in the laboratory using microscopes, dichotomous keys, and classified using the five kingdoms system to Family level (5.5.1/5.5.2/5.5.4/ 5.5.5). Data will be collated and analysed using scatter graphs and Spearmen’s Rank Correlation and results discussed in light of the ecology of species present (1.1.1 /1.1.6). This will be the basis for a discussion on the different ways in which organisms gain energy i.e. autotrophs and heterotrophy, and the modes of nutrition of heterotrophs (consumers, detritivores and saprotrophs) (5.1.2/5.1.3/5.1.9). The role of different organisms in energy transfer and nutrient recycling will also be discussed (5.1.13/5.1.14). Pyramids, food chains and webs will be constructed/considered as methods of displaying energy flow through trophic levels within ecosystems, including the construction of a food chain from the data collected (5.1.4 to 5.1.8/5.1.12). This will also include the concept that pyramids can be generated from different data, i.e. biomass, and methods for the measurement of this data will be given.The efficiency of energy transfer through an ecosystem will be demonstrated (5.1.10/5.1.11).
Sampling Techniques in a Woodland Ecosystem: A series of short investigations, in a woodland ecosystem, to explore sampling techniques and ecological theory. This will include development of appropriate terminology and ecological definitions (E.g. Habitat, population etc). Investigation 1: The use of belt transects to investigate the zonation of Bryophytes on oak trees. This will include the use of keys to identify species and data collection using quadrats. Discussion of niche and interaction between organisms, including competition. The effects of biotic and abiotic factors in determining numbers and distribution of plant species in a habitat will be considered, e.g. temperature, water, light, soil pH, salinity and mineral nutrients. Students will present the data collected using graphical techniques. Investigation 2: Random sampling and percentage cover measurements using quadrats to compare the distribution of Lichens on two species of tree, Oak and Birch. Interaction between different species, including types of symbiosis will be discussed. Analysis of data using graphical techniques and standard deviation.
Individual Investigations: Students will implement and revise their plans, to collect valid and reliable data. On return to the centre, students will be supported through handling and analysis of their data. Data interpretation and evaluation of methodology, data & evidence, including sources of error, may be carried out during the evening session.
Succession within a Sand Dune Ecosystem
An investigation of primary succession of plant communities (Pioneer to climax) across a developing dune system. Collection of biotic data along a belt transect, using point quadrats, to assess the distribution of plant communities in relation to soil and other environmental gradients. Interpretation of biotic and abiotic data using spreadsheets and graphical techniques, including kite diagrams, to explain the effects of living organisms on the abiotic environment during primary succession (including soil development, accumulation of minerals) and reduced erosion. Simpson diversity index will be calculated and the data analysed in the context of succession.Discussion of the role of active management and conservation on Harlech Dune system, including the impact of climate change in determining climax communities and biogeographical features of the nature reserve that promote the conservation of diversity.
Management, Conservation and Global Warming: A visit to an upland Nature Reserve and nearby organic farm to look at the impact of human activity on the landscape and examples of terrestrial and aquatic nature reserves. Management and conservation issues and strategies will be discussed during a walk through this stunning landscape. The influence of organic farming practices on the energy input and productivity, and the active management of conservation, will be covered in a talk by the farmer (£20 extra per group – depending on availability). Students will see evidence of management practices and their effect on succession in exclusion plots across the area and a case study of the Tufted Saxifrage, a rare arctic alpine, will highlight climate change issues. In the evening, students will take part in a role play which will focus on change in habitats in the area OR Climate change and Dendrochronology study: Using samples from felled trees, students will investigate the link between tree ring growth and climate.
Plant Sampling and Associations: Students will carry out an investigation to identify plant communities, in respect to the physical properties of an area of managed moorland habitat (e.g. including temperature, water, light, soil pH, salinity and mineral nutrients). The association of plant communities will be sampled using method of random sampling, based on quadrat methods, and plant species, including Bryophyta, Filicinophyta, Coniferophyta and Angiospermophyta will be identified using a dichotomous key which uses simple external features for recognition. Data will be analysed using Chi squared association analysis. The results will be the basis for discussion of key ecological concepts e.g. niche, and adaptations to both biotic and abiotic conditions considered. Students will also be able to see how conservation of habitats involves management of succession.
Pollution Study (Half Day Extension of Trophic Structure in a Freshwater Ecosystem): Kick samples and abiotic factors will be collected from further downstream, below a source of organic pollution. Levels of pollution will be measured using Biotic Index and indicator species. Simpsons Diversity Index can then be calculated for comparison of the non polluted and polluted sites.
Estimating Animal Population Using a Mark-Release-Recapture Technique: Mark-Release-Recapture technique will be used to determine population size, through the calculation of the Lincoln Index. Trapping of local small mammal populations using Longworth traps.
Population Dynamics of the Holly Leaf Miner: Students will collect and analyse leaves containing a population of Holly Leaf Miner (Phytomyza ilicis). They will identify mortality factors and calculate the population survival rate. This will lead to a discussion of limiting factors, carrying capacity and predator prey relationships. Different growth curves will be examined and discussed in the context of pest control methods. This discussion will include the use of chemical, biological control and farming practices in managing populations.
Plant Sampling Game: Use and evaluation of a variety of sampling techniques to estimate species richness, species percentage cover and density of species in an ecosystem.
Climate Change and Dendrochronology: Using samples from felled trees, students will investigate the link between tree ring growth and climate, in order to better understand biological indicators of climate change.