1.5.1 Broad overview of a selected Ecosystem - PowerPoint PPT Presentation

1 5 1 broad overview of a selected ecosystem n.
Skip this Video
Loading SlideShow in 5 Seconds..
1.5.1 Broad overview of a selected Ecosystem PowerPoint Presentation
Download Presentation
1.5.1 Broad overview of a selected Ecosystem

play fullscreen
1 / 42
Download Presentation
Download Presentation

1.5.1 Broad overview of a selected Ecosystem

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. 1.5.1 Broad overview of a selected Ecosystem

  2. Note from the syllabus * Emphasis in this special study should be placed on the techniques of fieldworkand the recordingandanalysisof collected data.

  3. Selecting an Ecosystem • The ecosystem selected should have a variety of flora and fauna • Easy to get to – you may want to return during a different season • An area within the school may be suitable e.g. hedgerow, waste ground, base of a fence where grass is not cut, a length of wall, pond, path, etc.

  4. What to observe in an Ecosystem 1st Form a general overview • Name the type of habitat • Observe if it is exposed, sheltered, flat, on a slope, what direction does it face, influence of wind – direction, intensity, drainage, etc. 2nd The diversity of flora and fauna in the ecosystem

  5. What to examine broadly • A minimum of five flora and five fauna • Name each organism – examine the range of variation of any single species e.g. height, mass, colour, etc. • Does the same species of plant grow in bright and dark areas of the habitat e.g. ivy – note the difference in leaf size and colour in each area.

  6. What to observe in an Ecosystem 3rd Look for inter-relationships between the various living organisms in the ecosystem 4th What is the influence of the non-living (abiotic) components on the flora and fauna of the ecosystem?

  7. 1.5.2 Ecology Equipment

  8. Baermann funnell • Used to extrract nematodes from a soil sample • Light and heat cause the organisms to move out of the muslin bag and into the bottom of the funnel where they are collected for examination under a microscope and identification.

  9. Tullgren Funnel • Used to extract animals from soil by heating the soil on one side • The animals are driven out of the soil by heat from a lamp and fall through a wire gauze

  10. Grapnel • a plant grab. It consists of a sturdy pole with barbs at one end • When the grab is plunged into aquatic vegetation the plants become entangled in the barbs and can be pulled onto dry land.

  11. Insect net • Used for catching flying insects. • The net part should be sufficiently long so that the mouth frame seals off the end of the net which contains the catch when the net is laid flat.

  12. Fish Net • Used to collect small fish from pools and streams

  13. Plankton Net • Used to collect microscopic plants and animals from pools and streams

  14. Sweep Net • Used to collect insects from tall grass

  15. Pooter • Used for picking up very small animals. • Suck through mouthpiece (end of which is covered with muslin) and the animal is taken into jar through the hose

  16. Sieve • Organisms that live in leaf litter can be extracted by using a sieve with a mesh size of about 5 mm. • Use the sieve over a beating tray or a large sheet of paper.

  17. Cryptozoic trap • A piece of wood or stone which is left on the ground. • After a suitable interval, animals such as slugs, woodlice, centipedes and millipedes will be found underneath.

  18. Mammal Trap • Used to collect small mammals • e.g. mice, voles, etc.

  19. Pitfall Trap • Jam jar buried in ground and covered with raised flat stone. • Used to collect ground surface animals insects, nocturnal and diurnal • e.g. spiders, centipedes, woodlice, beetles, etc.

  20. Beating tray • This is a white tray, cotton sheet or large sheet of white paper. • It is placed under a bush or tree branch. • The tree branch is shaken suddenly and vigorously. • Insects and other invertebrates fall onto the tray.

  21. Settlement tray • This is used in freshwater. • It consists of a shallow wooden frame which has a metal gauze or perforated zinc sheet bottom. • The tray is placed on the bottom of a pond or stream and is covered with gravel or mud and is left in place for a month or more. • It is then carefully removed and examined and the organisms which have settled on it are recorded.

  22. Environmental Comparator • An electronic device often with a digital display • Used for accurate measurement of different environmental abiotic factors e.g. temperature, pH, light intensity, etc.

  23. Light meter • Used to measure the light intensity

  24. A Quadrat • A frame that forms a known area usually 0.5m X 0.5m = 0.25m2 • Usually square shaped • Can be used to measure: Frequency and % Cover

  25. Homemade Quadrat Internal area = 0.25m2

  26. Quadrat with marker

  27. 1.5.3 Organism Distribution

  28. Qualitative survey • a study determining the presence/absence of a substance ororganismin a sample or habitat

  29. Quantitative survey • a study determining the amount of a substance or number of an organism present in a sample or habitat • Conduct a quantitative study of plants and animals of a sample area of the selected ecosystem using frequency and percentage cover techniques.

  30. Your Results • Transfer results to tables, diagrams, graphs, histograms, or any other relevant mode. • Identify possible sources of error in such a study.

  31. A website worth checking out If you are connected to the internet click on the folowing link http://www.skoool.ie/skoool/examcentre_sc.asp?id=2896

  32. Need to know • Explain the difference between a Qualitative & Quantitative study for plants and animals. • Complete experiments to evaluate frequency and % Cover for both plants and animals

  33. 1.5.4 Choice of Habitat

  34. Choice of Habitat 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 • Slope

  35. From ‘Syllabus Clarifications’ • 1.5.4 Keep it simple – presence or absence of the abiotic factor will suffice. • Measure simply – e.g. temperature. Relate the abiotic factor to the ecosystem being studied. • Three (3) suitable factors that are relevant /present in the habitat from the list above. Investigate these factors in the investigation. Suitability to habitat. (Syllabus P13, Teacher Guidelines P23).

  36. Need to know • Show how the range of organisms living in a habitat are determined by the abiotic factors present • Investigate and report on any 3 Abiotic Factors.

  37. 1.5.5 Organism Adaptations

  38. Organism Adaptations • Necessity for structural, competitive or behavioural adaptation by organisms • Note an adaptation feature by any organism in your selected ecosystem

  39. Need to know • Explain the necessity for and give examples of Structural / Competitive / Behavioural adaptations • State one adaptation by one organism in the selected ecosystem

  40. 1.5.6 Organism Role in Energy Transfer

  41. Organism Role in Energy Transfer Identify of the role of the organisms studied in the pathways of energy flow by construction of: • Food chains • Food web • Pyramid of numbers

  42. Need to know • Explain and identify the role of the organism in energy transfers. • Construct: • A food chain, • A food web and • A pyramid of numbers of the study area