Green Castle Estate 2010

8/8/2019 Green Castle Estate 2010

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Green Castle Estate 2010

Aim: to carry out the

To gain a thorough understanding on ecological techniques .

Expectations:

Learning material:

Campbell Biology

Notepad, graph paper, stationary

You may choose to use a laptop for data processing and write-ups. These must be securely locked in bedrooms

when not in use.

You should come prepared to get shoes and clothes wet.

Activity 1: The Lincoln Index (Fri/Sun)

Activity 2: Counting populations using Quadrats / Transects (Fri)

Activity 2a: Use a quadrat to measure the population ofMimosa pudica (Fri)

Activity 2b: Using a belt transect to correlate species distribution with abiotic

variables. (Fri)

Activity 3: Identifying Plant Phyla (Fri Sun)

Activity 4: Simpsons Diversity Index (Sat)

Activity 5: Monitoring population and diversity of organisms in three different niches.

(Fri pm)

Activity 6:


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Activity 1: The Lincoln Index

Aim: To use the Lincoln index to estimate the population of a motile animal species in the local area. This theory is

only needed for HL students, though SL students must take part in data collection.

Criteria:Data Collection and Processing, Evaluation.

Background:

The Lincoln Index (otherwise known as the capture-mark-recapture) method is a relatively simple equation for

estimating the population of an animal species in the area. The first capture of animals are marked and in the

second capture, the ratio of marked: unmarked individuals is extrapolated to the estimated population size.

Materials:

Tippex pen or nail varnish, notepad, calculator. Net if capturing fast-moving animals. Torch if dark.

Method:

1. Investigate the local area to determine a feasible species for the population study

Possible species: snails, hermit crabs, cockroaches, caterpillars, beetles.

2. Decide on an effective, ethical marking method.

3. In 1 hour carefully capture, mark and return as many individuals as possible. Record the number of

individual captured and marked (n1).

4. The following day, at the same time, repeat the capture, using the same method, intensity and sample

area. Record n2 and n3.

5. Estimate the population using the Lincoln Index.

Essential Questions:

1. What are the limitations to carrying out this method?

2. What are the ethical considerations of carrying out a study like this? How might ecologists reduce the

impact of their studies through careful choice of method?

3. How will we ensure that we do not affect the survival of the organism studied?

(Stephen Taylor)


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Activity 2: Counting populations using Quadrats / Transects

Background:

Counting all the members of a large community is impossible so a sampling system is used. The size of the sampledepends on the area to be investigated. The usual procedure is to record 5% of the area.

The graph on the right shows that 7 quadrats is ideal in this fictitious example,

beyond this point more samples only leads to more work not increasedreliability.

The samples must be taken randomly to avoid bias. This can be done bythrowing an object over ones shoulder and placing the quadrat over the object

or by using random numbers.

a. Lay out two tapes at right-anglesb. Use random number tables to pick co-ordinatesc. Place a quadrat (of suitable size) at that point and count the organisms

within itd. Repeat this process until enough samples have been obtained (30 or

more)

e. The edge effect: What to do with plants which touch the edge? The rule isif they touch the right side or the top, count them "in". If they touch thebottom or the left side, count them "out".

Quadrats (= a frame of known size typically 1m or m square, which may be divided into 100)

These can be used to estimate a population in an area which is fairly uniform. Examples include lawns, woods andopen ground. They can produce three estimates of population size:

1) Density (organisms per m2

);2) Frequency (number of quadrats that contain the organism)3) Percentage cover (estimated by the sampler)

Transects (= a straight line. Can be of any length, but samples are taken at uniform intervals along it). These are

used when the abiotic factors gradually vary, causing a change to the organisms living there. Examples include

seashores (low high tide); across streams; up hillsides. Can be used with a quadrat to sample in more detail,

otherwise population estimates are limited to frequency. Useful to obtain a general overview of an area before

starting more detailed work with quadrats.

http://www.biologymad.com/resources/RevisionM5Ch4.pdf


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Activity 2a: Use a quadrat to measure the population ofMimosa pudica

Aim: Used to compare the population size of two different populations on the lawns around the research station

Criteria: Data Collection and Processing

Materials

Measuring tape, metre sticks, notepad

Method:

1. Chose 2 areas to measure quadrats.

2. Lay out two tapes.

3. Randomly select numbers (random numbers are in appendix)

4. Place a quadrat at the point where the numbers meet5. Count the number of plants in each quadrat.

6. Estimate the population in the two areas chosen.

Essential questions:

1. What are the limitations to this measuring system?

2. Would the method of randomly throwing an object into the area have been as effective?


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Activity 2b: Using a belt transect to correlate species distribution with abiotic variables.

Aim: To carry out a 30m transect showing change in plant species with abiotic variables and to test the hypothesis

that mangroves grow in monospecific bands parallel to the shore line

[http://jrscience.wcp.muohio.edu/fieldcourses05/PapersCostaRicaArticles/MangroveZonationHypothese.html]

Criteria: Data collection and processing, evaluation.

Background:

Species exist within a niche. As environmental conditions change, the species that can survive in a location change

correspondingly. In this exercise you will make a belt transect to monitor species over a 30m distance from the

sea.

Abiotic variables include light, salinity, moisture, exposure, terrain.

Worldwide there are more than 50 species of mangroves. In Jamaica there are four common species of mangrove;black (Avicennia germinans), red (Rhizophora mangle), white ( Laguncularia racemosa) and button /buttonwood

(Conocarpus erectus). Identification guide for these four species is found in table 1. Read the article on mangroves

Mangrove features, adaptations and life history appendix 1..

A belt transect is used to monitor the change in vegetation across an area.

Materials

Identification guide.Measuring tape, string, metre sticks,

notepad

Method:

1. Chose 3 areas to measure transects. (2 persons per

area)

2. Measure the distance from the sea vertically and horizontally.

3. Identify the species found.

4. Note down any abiotic factors you feel might have an impact on plant species growth.


1. What are the limitations to this measuring system?

2. Which abiotic factors affect the distribution of the plants surveyed?


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Table 1 : Mangrove identification


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Appendix 1: Mangrove features, adaptations and life history


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Activity 3: Identifying Plant Phyla

Aim:

To use characteristic external features of plants to identify them as either bryophytes, filicinophytes,

coniferophytes, angiospermophytes. Identify also some chlorophyte and some cyanobacterial lichens.

Materials:

Notepad, sellotape, pencil, possibly digital camera.

Method:

As you go through the weekend, find two examples of each of the phyla. Take a (minimally destructive) sample,

draw a picture or take a photo and include them in this chart. Give reasons as to why you classified them as each

phylum.

Bryophyta

Example 1: Reasons for classifying as bryophyta:

Example 2: Reasons for classifying as bryophyta:

Filicino

phyta

Example 1: Reasons for classifying asfilicinophyta:

Example 2: Reasons for classifying asfilicinophyta:


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Coniferophy

ta

Example 1: Reasons for classifying as coniferphyta:

Example 2: Reasons for classifying as coniferphyta:

Angiospermophyta

Example 1: Reasons for classifying as angiospermophyta:

Example 2: Reasons for classifying as angiospermophyta:

Lichens

Example 1: chlorophyte lichen Reasons for classifying:

Example 2: cyanobacterial lichen Reasons for classifying:


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Activity 4: Simpsons Diversity Index

Aim:

To use Simpsons diversity (reciprocal) index to compare the species diversity of two freshwater habitats.

Criteria:Data Collection and Processing, Conclusion and Evaluation.

Background:

Simpsons diversity index is an estimate of the biological diversity of a habitat. It is a calculation of the number of

different species found in an area against the number of individuals of each one of those species this lets us

know whether the area is species-rich or if it is dominated by a single species.

Materials:

Freshwater Invertebrates Guide, wetable shoes or sandals, river net, 6x ziplock bags, sample tray, magnifying

chamber (or petri dish and hand lens), notepad.

Method:We are going to look at diversity in freshwater ecosystems.We will compare either:

a. Fast-flowing vs slow-flowing water; or b. upstream vs downstream of an outflow

1. Using the nets and ziplock bags, carry out 5 kick

samples at each location.

2. Collect the captured invertebrates in the net, then

transfer them to the labeled ziplock bag.

3. Later use the sample trays and lenses or magnification

boxes to count and identify the species present.

4. You will need to set up an excel spreadsheet to help

you analyse these data.5.


1. Which sample site showed greatest diversity? Can you

suggest why?

2. Are there any differences in the species composition at each sample site?

3. What are the limitations of this method?


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Activity 5: Monitoring population and diversity of organisms in different niches.

Aim: To identify species found in 3 different areas of theMarine Bay or fresh water locations, to compare the

number of species found and their relative abundance in the three different sites.

Background:

Activity: Chose three sites with different characteristics.Monitor the types of organism found in each site and

their relative abundance.

Materials:

y Snorkle

y Fins

y Life jacket

y Writing board

y Fish ID card

Report:

Write a report of your findings.


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Activity 4b: Calculating a Biotic Index using Indicator Species (HL)

Aim:

To compare the biotic index of two freshwater stream sites:

Criteria:Data Collection and Processing.

Background:

All species thrive within their niche. Some are very sensitive to

pollution, where others are more tolerant.We can use the presence,

absence and relative populations of these species as an indicator of the

health of the environment.

Materials:

Sample site A and B data and tolerance ratings for each species

(provided)

Method:This is a theoretical exercise, though you should compare these

data to those you and your group collected during the Simpsons

Diversity Index exercise.

Hypothesis:

Data Collection and Processing.

Design and complete a neat and logical table for these data. Use the data to calculate BI for each site.

Results: Site A BI = _________ Site B BI = ___________

Conclusion:


1. How might a biotic index be a more reliable indicator of environmental health than SimpsonsDiversity

Index alone?

2. What might be some of the limitations of this method, in particular in less-studied areas?


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From: http://www.riverwatch.ab.ca/how_to_monitor/invert_identifying-ident.cfm


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Introduction to Freshwater Invertebrates

Use this simple taxonomy and aquatic

invertebrate identification chart to

help you with your kick-sample IDs.

These charts will get you to at least

the right phylum, after which you may

want to use the more detailed

Freshwater Invertebrate pdf guides.


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Vocabuary

Abiotic factors: all the non-living factors in an environment, such as rainfall, temperature, soil.

Autotroph: an organism that synthesizes its organic molecules from simple inorganic substances.

Biodiversity The total number of different species in an ecosystem and their relative abundance.Habitat The characteristics of the type environment where an organism normally lives. (e.g. a

stony stream, a deciduous temperate woodland).

Biomass -The amount of living material, or the amount of organic material contained in living organisms, both as live and dead material, as

in the leaves (live) and stem wood (dead) of trees.

Biome A kind of ecology. Distribution affected by R and temp, outline characters of 6 major biomes.- in terms of

Temp, moisture, characteristics of vegetation [ desert, grassland, shrubland (chaparral, matorral, maquis and garigue, dry

heathlands, fynbos), temperate deciduous forest, tropical rainforest, tundra]

Biosphere: The part of the planet Earth occupied by living organisms. Where they interact withthemselves and the non-living parts of the plant to maintain the biogeochemical cycles (e.g.carbon cycle).Arguably from 10 km altitude (the limit of the troposphere) to 3 km below sea level(the deepest ocean trench). Bacteria have even been found living in oil deposits several kmdown in solid rock.

Biotic factors: All the living organisms in an area such as producers, predators and parasites.

Carnivore Organisms that feed on other live organisms.

Community: a group of populations living and interacting with each other in an area.

Community: The total ofall the populations living in an area (i.e. all the biotic factors)

Competition: The situation that exists when different individuals , populations, or species compete for the same resource, and the presence

of one has a detrimental affect on the other. e.g. cows and sheep compete for grass

Consumer: an organism that ingests other organic matter that is living or recently killed.

Detritivore: an organism that ingests non-living organic matter.

Ecology: the study of relationships between living organisms and between organisms and their environment.

Ecosystem Community + Abiotic environment, interacting Community All the populations of the

different species living and interacting in the same ecosystem.

Ecosystem: The community of living organisms and the abiotic factors affecting them in one area.

Energy loss in trophic levels. Light initial energy for almost all communities, energy enters and leaves but nutrients are recycled

Energy pyramid (units kJ/m2/yr) need to construct

Environment: All the organisms (biotic) and the conditions (abiotic) which exist in an area

Explain the principle of competitive exclusion.

Explain the small biomass and low numbers of organisms in higher

Food Chain construct for 4

FoodWeb - construct from 10 organisms

Gross production Production before respiration losses are subtracted


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Gross production biomass = net production

Habitat: the environment in which a species normally lives or the location of a living organism.

Herbivore organism that eats plant material ,e.g. rabbit, sheep, cow, deer

Heterotroph: an organism that obtains organic molecules from other organisms.

Mutulism - relationships that exist between different organisms that are mutually benefit

Net production

Niche = Habitat + role + tolerance limits to all limiting factors

Niche concept: -, including an organisms spatial habitat, its feeding activities and its interactions with other species

Niche: Where an organism fits into the community - covering feeding, nesting, and range of habitat.

Parasitism - 2 examples

Populations A group of organism of the same species which live in the same habitat at the same

time where they can freely interbreed.

Predation 2 examples [ possible activity following snorkeling give examples of each of these also make food web of organisms found]

Primary consumer

Saprotroph: an organism that lives on or in nonliving organic matter, secreting digestive enzymes into it and absorbing the products of

digestion

Secondary consumer

Species: a group of organisms that can interbreed and produce fertile offspring.

Tertiary consumer

Trophic Level

Method of measuring biomass of different trophic levesl must be ethical and as less destructive as possible

Population size affected by natality, immigration, mortality, and emigration. List three factors that limit population size.

[ example of population size based on house, look at in morning and afternoon, re: Susans talk ]

Primary and secondary succession - use example of each. Explain the effects of living organisms on the abiotic environment, with reference

to the changes occurring during primary succession. - Include soil development, accumulation of minerals and reduced erosion

Biomagnification - is a process in which chemical substances become more concentrated at each trophic level.

Explain the cause and consequences of biomagnification, using a named example. Examples can include biomagnification of mercury in fish,

and organophosphorus pesticides, DDT or TBT (tributyl tin) in ecosystems

Discuss the difficulties of classifying organisms into trophic levels.


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Distinguish betweenfundamentaland realizedniches - The fundamental niche of a species is the potential mode of existence, given the

adaptations of the species.

Project 1:

Give students small projects to research and present on the first evening.

1) Introduction of alien species that have had a significant impact on the environment.

a) Accidental,

b) Biological control

c) Deliberate with no idea of impact

Notes for discussion:

Follow with discussion on the impacts of alien species on ecosystems. Limit the discussion to inter-specific competition, predation, species

extinction and biological control of pest species, with named examples of each. Aim 8: Invasive alien species are such a widespread problem

that it will almost certainly be possible to find a good local example. Such species are a real threat to the biodiversity of the planet, with

many species facing extinction as a result. The uniqueness and cultural diversity of human populations are also being affected.

2) Biomagnification - is a process in which chemical substances become more concentrated at each trophic level. Describe the

consequences of :-

a) Heavy metal (Pb or Hg)

b) Organophosphorus pesticide DDT, TBT

3) Outline the effect of ultraviolet radiation on living tissues and biological productivity include corals


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Succession

Some of the organisms in an area

are gradually replaced over time by new species. This successionis a result of the changes to the

environment brought about by

the organisms themselves.Through succession, the

organisms tend to get bigger

and more complex, whilst the

biodiversity also rises.

Pioneer species are those that

first colonise bare soil or rock.

They can withstand the harshenvironment, and include lichens and mosses and Marram Grass on sand dunes. The process continues instages (seres) until the climax community is reached, which will remain stable until the abiotic factors

change.

If succession is halted (e.g. by fire, flood orby Mans actions such as ploughing), thena secondary succession will start. This ismuch faster than primary succession asthere are many seeds in the soil from which

new plants can grow, whilst animals readilycolonise the area as soon as the plants

appear.

Ultimately, it does not matter very much

what the starting point for succession is -rock, bog or pond - as eventually the climax

community will be much the same, since

the climate is the main influence on it.


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Food Chains and Food Webs

Once again, a few terms need to be learned:Producer: An autotroph i.e. it can make organic molecules from

inorganic ones. Normally these are plants. Only about 1% of the

Suns energy is trapped by photosynthesis in new organic

matter, so this, vital, stage of any food web is by far the leastefficient.

Primary consumer:A herbivorous heterotroph

Secondary consumer: A carnivorous heterotroph

Decomposer: The microbes that respire the molecules in dead &

waste matter and so recycle them.

Only about 10% of the energy at any level in a food chain is passedon to the next level. This is because:

Not all of the preyorganism is actually eaten

Only the energy eaten,

assimilated and used for growthby the prey is available tothe predator. Most of the missing 90% of energy is lost in

respiration, but also in keeping warm, moving etc.

For these reasons, food chains are usually short and big, fierceanimals are rare (thank goodness!)

Ecological Pyramids

These have not changed since you did them at primary school. Pyramids ofNumbers can beinverted (when a parasite is involved see right);

y Pyramids of Biomass and Pyramids ofEnergy are never

inverted (see left). Thus, if one appears in the exam, it is

because the lower (smaller) level

is reproducing very quickly

(and the figure used only shows

one moment), or there is

another source of food that has

been omitted (usually that is

dead material).



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Table of random numbers


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Examples:

Soil pH vs named plant abundance; light vs lichen colony size; dissolved oxygen vs aquatic

invertebrates; Relative humidity vs plant distribution; temperature vs plant or animal

distribution.


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Project 2:

Outline the effect of chlorofluorocarbons (CFCs) on the ozone layer. Details of the chemical reactions are not required

State that ozone in the stratosphere absorbs UV radiation. There is a limit to UV absorption in the stratosphere.

There is no need to mention UV-A, UV-B and UV-C.


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Green Castle Estate 2010