DOCSLIB.ORG

Fieldwork Day: Ecosystems Succession Specification: AQA Level: AS

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fieldwork Day: Ecosystems Succession Specification: AQA Level: AS Fieldwork Day: Ecosystems Succession Specification: AQA Level: AS Learning Objectives: • To understand how vegetation in an ecosystem changes over time leading to a climatic climax • Consider which factors are causing this change in vegetation Geographical fieldwork investigation skills • Develop an understanding of setting up an investigation with aims and testing hypotheses • Consider different data collection techniques and sampling strategies which could be used • Understand different ways to present and analyse data Learning Outcomes: All students will be able to: • Observe the changes in vegetation within a successional environment • Collect data on the vegetation, soil and micro-climate within this environment • Outline the fieldwork aims and the hypotheses being tested • Use at least two different techniques to present data including kite diagrams and pick out trends shown using these techniques • Carry out one form of statistical analysis to test on original hypothesis Most students will be able to: • Justify the fieldwork techniques used during the day and outline why some techniques and sampling strategies were used rather than others • Explain what factors are causing changes in vegetation over time in this environment • Pick out anomalies in the data collected and suggest reasons for them • Use GIS and other ICT to help support the investigation process Some students will be able to: • suggest ways the investigation and data collection methods could be improved • suggest specific factors within this unique environment lead to results may be different in other similar environments Introductory Lesson: 45mins Maximum Resources: STARTER PowerPoint to Traffic light the key terms on the front of their work sheet use as a guide INTRODUCTION (locational) • Set the scene for Harlech, Introduce key questions Cover sheet for MAIN ACTIVITIES (subject intro) creation of (a) Determine sites for data collection (justification of sampling strategy and introduction of sampling Hypotheses techniques) (b) Go through main concepts: what do we expect to happen; (c) creation of hypotheses (d) Carry out site specific risk assessment from PowerPoint PLENARY: Students come up with one hypothesis to be tested through the day’s fieldwork or to make a list of words they don’t yet know and want to be sure about by the end of the day Fieldwork Day Outline: STARTER: introduction to area using the information board (students could list all the different land uses in the area of the present and past dunes between the castle and the beach) INTRODUCTION: Outline objectives of fieldwork, introduction and demonstration of equipment to be used (on beach on high drift line). MAIN ACTIVITY: Split into two parts: 1) compete vegetation interrupted belt transect of 8 sites across the sand dunes to show how vegetation changes using point frame quadrats and plant identification boards. At each site give students a quick introduction to the new species and adaptations of the plants. Students can fill in plant adaptation hand out. 2) Collect soil samples and abiotic data on way back across the dunes. (Could take a pH probe with group. Data to be collected includes: soil temperature, air temperature, humidity , wind speed, PLENARY: Q&A session in the field to review appropriate learning Follow up on Return To Centre (Afternoon): Suggested 1 hour. Spreadsheet for INTRODUCTION : sand dunes taboo or dominoes or ‘Just a Minute’ on one fieldwork technique or a variable in data collation the dunes e.g. vegetation etc MAIN ACTIVITY: methodology of data collection techniques (can use printed statements to help them). Fill out Methodology the Methodology tables. Do one as an example if the students have not done this on another day. scaffolding sheet Soils lab analysis of soil pH and conductivity, soil moisture. PLENARY: TABOO (or miming) to reinforce Sand Dunes vocabulary Method statements Jigsaw definitions of different seral stages to be put into order Evening Follow Up: 1 hour Maximum (With possible extensions) Paper based STARTER: scaffolds of main Students to draw annotated memory map profile of the dunes. changes Appropriate MAIN ACTIVITY resources Teach Spearman’s Rank Correlation Test. Spearman’s rank correlation test on different variables across the transect. Each group to make small presentation including: graph, statistical technique, explanations and descriptions of trends, reliability of the findings and data. Each group has a different hypothesis to test. Eg distance inland v plant diversity, soil moisture, organic content, temperature, wind speed, organic content v species diversity, temperature v soil moisture content, temperature v species diversity. PLENARY 1: Each student to write down a number of trends or findings from the day Exercise using graph cards and deciding which would be appropriate to use and why. PLENARY 2: Re-traffic light key terms and go through any students are still unsure about. Alternative Activities for Wet Weather: Reduction in the number of sites measured, Collect all data on the way to the Dune Scrub. I.e. Environmental and Vegetation data at the same time. Mystery kit activity, hand out equipment and students have to identify what it is used for. (before going out) More discussion on plant adaptations and GIS of sand dunes Human impact using Google Earth and websites to see impact of sea level rise and global warming Extension Activities: Spearman’s Rank Correlation differentiation Useful Websites: Key words and Terms: http://www-biol.paisley.ac.uk/bioref/Habitats/dunes1.html general information Succession about the structure and functioning of sand dune systems. Primary and Secondary Succession http://www.english-nature.org.uk/pubs/publication/pub_search.asp Ainsdale Sand Abiotic Dunes National Nature Reserve; Environmental Impact Assessment of options for Biotic management of seaward areas. (AD4). Useful document with some management strategies Pioneer species http://www.georesources.co.uk/csdintro.htm This is a virtual fieldwork unit is Colonisation based on two classic areas of coastal sand dunes in North Wales Seral stage http://www.sandsoftime.hope.ac.uk/index.htm This site provides detailed Habitat information on the sand dunes of the Sefton coast in North West England Community http://www.ukagriculture.com/frame_set.cfm?page_var=woodland%20ecosystems Ecosystem %20and%20habitats%20in%20the%20uk Woodland classification Diversity http://www.wildaboutwoods.org.uk/ The Woodland Trust has some interesting Halosere resources to check out All the following give information about Morfa Harlech, may be necessary to follow Hydrosere links Lithosere http://jncc.gov.uk/ProtectedSites/SACselection/sac.asp?EUcode=UK0030049 Psammosere www.ccw.gov.uk/places/index.cfm? www.eyri-npa.co.uk www.heneb.co.uk/arduwycharacter/ardudwy/ardudwy30.html .
Load more

Recommended publications
  • GEOGRAPHY Teacher’S Resource A/AS Level for AQA GEOGRAPHY Teacher’S Resource
    Brighter Thinking GEOGRAPHY Teacher’s Resource A/AS Level for AQA GEOGRAPHY Teacher’s Resource A/AS Level for AQA University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781316603314 (Cambridge Elevate edition) www.cambridge.org/9781316603321 (Free Online) © Cambridge University Press 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 A catalogue record for this publication is available from the British Library ISBN 978-1-316-60331-4 Cambridge Elevate edition ISBN 978-1-316-60332-1 Free Online Additional resources for this publication at www.cambridge.org/education Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding
    [Show full text]
  • Coastal Habitats
    Appendix D – Coastal habitats Rees, S., Drewitt, A. and Cox, J. D1. Habitat variation Coastal habitats dominated by vascular plants occur in both the supralittoral and littoral zones. In the former, dune, shingle and cliff habitats occur above the tidal limit, exposed to the splash/spray of sea water and maritime climate, but only infrequently covered in sea water during storm events. Coastal change is inevitable: even without sea level rise (which has secondary effects by increasing wave and tidal energy), because it is continually shaped by wind, wave and tidal energy and responds through the combined processes of erosion and accretion. In so doing cliffs erode, beaches build and sand, gravel and fine sediments are moved along the coast. In some areas these changes are slow and perhaps less appreciated; in other areas changes are rapid and have a profound influence on both the natural environment and the way we use and manage the coast. By way of example the 60km of the Holderness coast in East Yorkshire has a documented history of erosion stretching back hundreds of years; the southern parts of this coast are still eroding at more than 2 metres per year. The resulting sediment is vital for the development of beaches and intertidal areas, notably the Humber, the Wash and the estuaries of Essex, north Kent and Suffolk. This sediment is also important to other southern North Sea nations as it circulates towards a sink in the Waddenzee coast of Holland and north-west Germany. These processes of change have been underway since at least the last glaciation, and have led to a varied suite of habitats at the coast.
    [Show full text]
  • Bsc-1 Paper-II(Diversity of Algae, Lichen and Bryophytes) Topic-Economic Importance of Lichens Economic Importance of Lichen
    Subject-Botany By-Dr. Deepti Sharma Class- Bsc-1 Paper-II(Diversity of Algae, Lichen And Bryophytes) Topic-Economic Importance of Lichens Economic Importance of Lichen A. Useful Aspects: (a) Ecological significance: (i) Pioneer colonizers: Lichens are said to be the pioneers in establishing vegetation on bare rocky areas (lithosere). They are the first members to colonize the barren rocky area. During development they bring about the disintegration of rock stones (biological weathering) by forming acids e.g., oxalic acid, carbonic acid etc . Thus, they play an important role in nature in the formation of soil (a phenomenon called pedogenesis). (ii) Role in environmental pollution: Lichens are very sensitive to atmospheric pollutants such as sulphur dioxide. They are unable to grow in towns, cities and around industrial sites such as oil refineries and brickworks. So, the lichens can be used as reliable biological indicators of pollution. By studying lichens on trees, a qualitative scale has been devised for the estimation of mean SO2 level in a given season. Thus lichens are used as pollution monitors. (b) Food and Fodder: The lichens serve as important source of food for invertebrates. A large number of animals for example, mites, caterpillars, termites, snails, slugs etc. feed partly or completely on lichens. Lichens as food have also been used by man during famines. They are rich in polysaccharides, certain enzymes and some vitamins. Cetraria islandica (Iceland moss) is taken as food in Sweden, Norway, Scandinavian countries, Iceland etc. Lecanora esculenta is used as food in Israel and Umbilicaria esculenta in Japan. Species of Parmelia (known as rathapu or ‘rock flower’ in Telgu) are used as curry powder in India.
    [Show full text]
  • Xerosere Faculty Name: Dr Pinky Prasad Email: [email protected]
    Course: B.Sc. Botany Semester: IV Paper Code: BOT CC409 Paper Name: Plant Ecology and Phytogeography Topic: Xerosere Faculty Name: Dr Pinky Prasad Email: [email protected] XEROSERE: Xerosere is a plant succession that is limited by water availability. A xerosere may be lithosere initiating on rock and psammosere initiating on sand. LITHOSERE Bare rocks Bare rocks are eroded by rain water and wind loaded with soil particles. The rain water combines with atmospheric carbon dioxide that corrodes the surface of the rocks and produce crevices. Water enters these crevices, freezes and expands to further increase the crevices. The wind loaded with soil particles deposit soil particles on the rock and its crevices. All these processes lead to formation of a little soil at the surface of these bare rocks. Algal and fungal spores reach these rocks by air from the surrounding areas. These spores grow and form symbiotic association, the lichen, which act as pioneer species of bare rocks. There are six steps of xerosere. They are as follows: 1) Crustose lichen stage. 2) Foliage and fruticose lichen stage. 3) Moss stage. 4) Herbaceous stage 5) Shrub stage. 6) Climax forest stage. 1) Crustose lichen stage A bare rock consists of a very thin film of soil and there is no place for rooting plants to colonize. The plant succession starts with crustose lichens like Lecanora, Lecidia, Rhizocarpon lichen which adhere to the thin film of soil on the surface of rock and absorb moisture from atmosphere. These lichens produce lichenic acids which corrode the rock and their thalli collect windblown soil particles among them that help in formation of a thin layer of soil.
    [Show full text]
  • Maintaining Seral Stage in Which the Succession Terminates. a Habitat
    Learn more 1.1 Glossary Starting Term Definition Related Character Term <Character> Climax Climax community is the mature, relatively self- community maintaining seral stage in which the succession terminates. <Character> Mesic A habitat intermediate between hydric and xeric habitat, characterized by moist conditions <Character> Monoclimax In monoclimax theory of succession all seral communities in a region converge to and stabilize at a single climax known as monoclimax <Character> Preclimax It is a stable and self-perpetuating community in an area which is dry or more xeric than the general conditions of the region. <Character> Postclimax It is a stable and self-perpetuating community in an area which is comparatively more moist compared to general conditions of the region <Character> Subclimax It is a stable and self-perpetuating community in an area due to peculiarities in the physiographic or edaphic conditions of area indicating the arrest of succession <Character> Disclimax When the climatic climax is replaced by a self- perpetuating and relatively stable community due to recurring biotic interferences then such climax is described as Disclimax. <Character> Polyclimax Polyclimax theory of succession States the occurrence of several climax communities in the same climatic region forming a mosaic of vegetation climaxes. Climatic It is climax community which exists under normal climax climatic conditions in absence of any form of disturbance Topographic It is a self- perpetuating and stable community climax arising due to differences in topography which may give rise to different local micro-climates. Fire climax It is a climax community arising in response to recurrent burning of vegetation which eliminate the fire susceptible species.
    [Show full text]
  • Paper 1 Physical Geography
    SPECIMEN MATERIAL A-level GEOGRAPHY PAPER 1 PHYSICAL GEOGRAPHY Mark scheme Specimen material v1.1 MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 1 – SPECIMEN MATERIAL Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk 2 MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 1 – SPECIMEN MATERIAL Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor.
    [Show full text]
  • Plant Communities; Characteristics: a Plant Community Is a Recognizable and Complex Assemblage of Plant Species Which Interact W
    CORE COURSE BOTANY-PAPER II- Plant Ecology and Taxonomy (B. Sc. II Semester CBCS 2016) Plant communities; characteristics: A plant community is a recognizable and complex assemblage of plant species which interact with each other as well as with the elements of their environment and is distinct from adjacent assemblages. A plant community is not a static entity: rather it may vary in appearance and species composition from location to location and also over time. What makes each of these communities distinguishable to us is its general physiognomy or physical structure. This overall appearance is created by the particular species present, as well as their size, abundance, and distribution relative to one another. Dominant species, those whose presence most influences the community environment and composition, are often the largest or the most abundant and may be a single species or several codominant species. Dominance may also be sociologic, expressed in the form of allelopathogens, chemical compounds manufactured by some plants that inhibit the growth and development of other species and/or seedlings of the same species within a certain distance. Plant communities may occur as relatively obvious ribbons across a landscape, such as the lush green path of a river through the desert. More often, however, adjacent communities interdigitate, their boundaries less distinguishable. Ecotones are areas where adjacent plant communities overlap with, transition, and grade into one another and have a unique set of characteristics which are defined spatially, temporally, and by diverse interactions among the adjacent communities. Ecotones vary in size and species composition, containing elements of each of the bordering communities.
    [Show full text]
  • ZOOLOGY Principles of Ecology Community
    Paper No. : 12 Principles of Ecology Module : 20 Community: Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification: Part IV Development Team Principal Investigator: Prof. Neeta Sehgal Head, Department of Zoology, University of Delhi Co-Principal Investigator: Prof. D.K. Singh Department of Zoology, University of Delhi Paper Coordinator: Prof. D.K. Singh Department of Zoology, University of Delhi Content Writer: Dr. Haren Ram Chiary and Dr. Kapinder Kirori Mal College, University of Delhi Content Reviewer: Prof. K.S. Rao Department of Botany, University of Delhi 1 Principles of Ecology ZOOLOGY Community: Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification: Part IV Description of Module Subject Name ZOOLOGY Paper Name Zool 12, Principles of Ecology Module Name/Title Community Module Id M20, Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification : Part-IV Keywords Succession, Primary succession, secondary succession, Sera, Climax community, Hydrosere, Lithosere, theories of climax community Contents 1. Learning Objective 2. Introduction 3. History of study of succession 4. Ecological succession and types: Primary and secondary succession 5. Stages of Primary and secondary succession 6. Process of succession in Hydrosere 7. Process of succession in Lithosere 8. Theories of climax community 9. Summary
    [Show full text]
  • IB Geography Knowledge Audit – Ecosystems and Human Activity
    Name IB Geography Knowledge Audit – Ecosystems and Human Activity The concept of the ecosystem Terms and definitions Define the term ecosystem. Be aware of variations in ecosystem scale ranging from micro-scales (niches) to macroscales (biomes). Be able to define ecosystems in terms of inputs, flows, stores and outputs. The components of an ecosystem Biotic and Abiotic Components Demonstrate an awareness of biotic (plants, animals, soil, bacteria, fungi) components. Demonstrate an awareness of abiotic (water, air, minerals, nutrients, light) components. Demonstrate an awareness of how the biotic and abiotic components interrelate to form a natural functioning system Take into account other contributory factors of acidity, temperature, humidity and wind. Links between the various components Understand the concept of dynamic equilibrium. Understand the concept of food webs. Understand the concept of food chains. Demonstrate an awareness of the complexity of links between biotic and abiotic components and how changes to one or more of the components can disturb the equilibrium of the system, especially as a result of human activity. Understand how positive and negative feedback contribute to the stability of the system. Fragility, vulnerability and resilience of the system Understand that changes to ecosystems may be temporary (where recovery may occur leading to the re-establishment of the system) or permanent, leading to modification of the system. Processes operative within an ecosystem Energy flows Understand how energy enters the system through photosynthesis. Understand how energy is transferred from producers (autotrophs) to consumers (herbivores, carnivores and detritovores). Page 1 of 3 http://www.geographyalltheway.com/ Understand the changes in energy and biomass from one level to the next.
    [Show full text]
  • MU Ecological Succession
    ECOLOGICAL SUCCESSION Prepared by Dr. Rukhshana Parveen Assistant Professor, Department of Botany Gautum Buddha Mahila College, Gaya Magadh University, Bodhgaya Ecological Succession is also called as Plant Succession or Biotic succession. Hult (1885) used the term” succession”. The authentic studies on succession were started in America by Cowles (1899) and Clements (1907). The occurrence of relatively definite sequence of communities over a long period of time in the same area resulting in establishment of stable community is called ecological succession. It allows new areas to be colonized and damaged ecosystems to be recolonized, so organisms can adapt to the changes in the environment and continue to survive. Major types of ecological succession. 1. Primary Succession- When the succession starts from barren area such as bare rock or open water. It is called primary succession. Figure1:- Primary succession. 2. Secondary Succession- Secondary succession occurs when the primary ecosystem gets destroyed by fire or any other agent. It gets recolonized after the destruction. This is known as secondary ecological succession. Figure2:- Secondary succession. 3. Autogenic succession:- After succession has begun, Its vegetation itself cause its own replacement by new communities is called Autogenic succession 4. Cyclic Succession: - This refers to repeated occurrence of certain stages of succession. 5. Allogenic succession:- When the replacement of existing community is caused by any other external condition and not by existing vegetation itself. This is called allogenic succession. 6. Autotropoic succession:- It is characterised by early and continued dominance of autotrophic organism called green plants. 7. Heterotropic succession:- It is characterised by early dominance of heterotrophs such as bacteria, actinomycetes, fungi and animal.
    [Show full text]
  • ECOLOGICAL SUCCESSION Development of the Biosphere in This Chapter, You Investigated the Development of Earth’S Major Systems Through Geologic Time
    Extending the Connection ECOLOGICAL SUCCESSION Development of the Biosphere In this chapter, you investigated the development of Earth’s major systems through geologic time. Earth’s oldest system is the geosphere. It emerged from Earth’s rocky beginnings. The debris left over from the formation of the solar system contained the chemical building blocks for the hydrosphere, atmosphere, and biosphere. The biosphere took more than a billion years to develop. It was the last of Earth’s major systems to form. No one knows exactly what enabled simple forms of early life to emerge. You learned about the chemistry of the “organic soup.” You also read the hypotheses about hot and cold young Earths. Such conditions were the limiting factors. They restricted how life on Earth would begin. Later developments in the biosphere are easier to study. They are partially recorded in the fossil record. Fossil beds provide evidence of species from the past that lived in various communities. Getting a Foothold How does life get started on the barren rock of the geosphere? Looking at ecological succession may help you to understand. On Earth today there are many processes that expose new rock surfaces. These include volcanic eruptions, the retreat of glaciers, tectonic uplift, and sea level fall. Despite different environments, all new rocky surfaces lack soil and life. Fresh rock is particularly poor in available nutrients. Nevertheless, life still manages to get a grip sooner or later. The first species to colonize a particular area are called pioneer species. On bare rock, the first inhabitants are often algae and lichens.
    [Show full text]
  • Some Regularities in the Distribution of The
    Fig. 1. Arctophila fulva (Trin.) Anders. in a shallow pond. Photo: A. 1. Zubkov Fig. 2. A fragment of Dryas octopetala tundra. SOME REGULARITIES INTHE DISTRIBUTION OF THE VEGETATION INTHE ARCTIC TUNDRA* V. D. Aleksandrovat HE necessity for dividing the tundra area intosubzones had been recog- T nized in the nineteenth century, and during that century and at the beginning of the twentieth it was frequently mentioned by Baer, Ruprecht, Schrenk, Tanfiliev, and Pohle. Trautfetter (1851)showed on the map of European Russia a “tundra region” and subdivided it into two districts: that of “alpine willow”, which approximately corresponds to the present “arctic tundra” subzone, and that of “dwarf birch”, which approximately corresponds to the present “typical (or moss and lichen) tundra” and “dwarf shrub tundra” subzones (see Phytogeographical Map of the U.S.S.R., Scale 1: 4,000,000, Acad. of Science of the USSR Press, Leningrad, 1956). It was not until 1916 that Gorodkov in his classic “An attempt to divide the west Siberian lowland into phytogeographical districts” (Gorodkov 1916) provided the first division of the large northern area between the Urals and the Yenisey River into well-defined phytogeographical districts. Among them he recognized and described the “arctic tundra” subzone, which there includes the northern parts of the Yamal and Gydan peninsulas and borders in the south on the “typical tundra” subzone. The term “arctic tundra subzone” was applied to the northernmost floristic subzones in the USSR also byBerg (1930), but he did not show their boundaries on account of lack of data. In the early 1930’s many workers tackled the problem (Andreev 1932, Gorodkov 1933, Reverdatto 1931, Sambuk and Dedov 1934, Sochava 1933a, 1933b, 1934, and Tsinzerling 1932).
    [Show full text]