Download Higher Prelim Checklist

Higher Environmental Science
Prelim Checklist
Living Environment
1. Investigating Ecosystems and Biodiversity
I understand the following ecological terms and can give named examples – habitat,
community, biotic, abiotic, biomass, species, niche, population, adaptation,
competition (interspecific and intraspecific) and edaphic
I can describe the factors which influence biodiversity in the context of one aquatic
(coral reefs) and one terrestrial ecosystem (equatorial rainforest) of international
importance
I can describe the use of the following terrestrial and aquatic sampling techniques
(including sources of error) – transects, quadrats, nets (sweep, mist and dip), traps
(mammal, moth and camera), bat detectors, electro-fishing, Tullgren and Baemann
funnels

Qualitative techniques: provide species lists

Quantitative techniques: provide information about numbers and densities
(cover/distribution, abundance/frequency measures)
I can explain the importance of randomisation and statistical analysis in sampling,
including the reliability and validity of results
I can describe how to measure related abiotic factors and their effects on the
frequency and distribution of organisms in the context of one aquatic and one
terrestrial ecosystem

Aquatic abiotic factors: water flow rate, oxygen concentration, water pH,
salinity, tidal effects

Terrestrial abiotic factors: temperature, light intensity, soil moisture, soil pH,
humidity, wind velocity and direction, precipitation, slope
I understand the need for accurate identification of flora and fauna
I can use and construct paired statement keys (to identify at least five species)
2. Interdependence
I understand the following terms about population dynamics in food webs and can
give named examples – stability in populations, carrying capacity, mutualism,
parasitism, commensalism, density-dependent and density-independent factors
I can describe the following energy conversions, transfers and losses in food chains
and webs – photosynthesis and respiration; gross and net productivity; ecological
efficiency; endotherms and ectotherms; impact on length of food chains
I can explain the effects of biotic factors to include predator-prey cycles, grazing,
interspecific and intraspecific competition
I can describe and explain the sequence of seral succession from primary colonisers
to climax community.
I can explain the influence of climatic and edaphic factors on succession
I can explain the human impacts on succession (plagioclimax community) in heather
moorland and chalk grasslands
3. Human Influences on Biodiversity
I can explain how the following human activities in Scotland, through the Holocene
period, have affected ecosystems from both a positive and negative view-point –
habitat destruction, species reduction and increase, changes in biodiversity and
extinction through deforestation, afforestation, grazing, hunting, the Agricultural
Revolution, the Industrial Revolution, war, and introduction of non-native species
I can explain how the development of intensive agriculture (larger fields, fertilisers,
pesticides, drainage of wetlands) has impacted upon biodiversity, including the
effects of eutrophication, bioaccumulation and biomagnification
I can describe the responses to eutrophication, bioaccumulation and
biomagnification to including the reduced use of fertilisers and pesticides, organic
farming, specialised schemes and education to promote protection of ecosystems
I can explain the impacts of urbanisation on biodiversity, including changes in land
use, recreational use of land and water, construction of buildings and transport
routes
I can describe the formation of acid rain and ways in which its impact on biodiversity
can be reduced
I can describe the impact of sewage on freshwater ecosystems including biological
oxygen demand
I can explain the importance of indicator species including fresh water invertebrates
(stonefly larvae and blood worms) and lichens
I can explain the impact of climate change on biodiversity and species distribution
I can describe the impacts of non-native species (loss of native species through
competition and hybridisation with native species) including examples of silka deer,
grey squirrel and Rhododendron ponticum
I can describe methods used to minimise the impacts of non-native species
I can describe and explain the reasons, advantages and disadvantages of
reintroducing nationally extinct species to Scotland – both current (sea eagle and
beaver) and potential (wolf and lynx)
I understand the need for legislation and policies to include current conservation
and land/marine management policies including the key role of Sites of Special
Scientific Interest (SSSIs)
I can describe the roles of the following statutory agencies – Scottish Natural
Heritage (SNH), Scottish Environmental Protection Agency (SEPA), Forestry
Commission Scotland (FCS) and Marine Scotland (MS)
Earth’s Resources
2. Hydrosphere
I can describe water movement within the hydrological cycle including states (solid
ice, liquid water and water vapour), movement processes (evaporation,
condensation, precipitation, transpiration and sublimation) and storage (surface and
subterranean)
I can accurately interpret flood hydrographs
I can describe the factors that influence oceanic circulation
I can explain changes in sea-level relative to land including isostatic and eustatic
change
I can describe water transfer schemes – the movement of water from areas of
surplus to areas of deficit
I can describe how water is used for paper making, brewing and irrigation
I understand the hydrogen economy including source, production and potential for
use
4. Atmosphere
I understand the structure and composition of the Earth’s atmosphere

Structure: troposphere, stratosphere, mesosphere, thermosphere and
exosphere

Composition: carbon dioxide, methane, water vapour, ozone, nitrogen and
oxygen
I can explain the albedo effect
I can explain atmospheric circulation (including heat and moisture transfer) through
discussion of global energy budget, tri-cellular model, rossby waves, surface wind
patterns and the Coriolis effect