Download AS Biodiversity - Field Studies Council

2013-2015
AS Biodiversity
Course descriptor
How do non-native plant species impact on invertebrate diversity?
OR
How does freshwater invertebrate biodiversity differ between 2 ponds?
Enquiry Question:
Learning Goals: This course will allow students to study the invertebrates found in either a freshwater or terrestrial habitat.
Adaptations and feeding requirements will be used to help explain possible differences in diversity within the chosen habitat.
Learners will also design a comparative investigative technique, collect biotic and abiotic data from the field, evaluate the
methodology used and present their findings to the rest of the class. Learners will calculate Simpson’s Diversity index using their
own data. Terrestrial option only available April to October.
Level:
AS
Key Questions
Key Words
Assessment
What is diversity?
How can we explain biodiversity?
Why could there be differences in the
biodiversity of the two ponds/ between
a native and non-native species?
How could species adaptation affect
biodiversity?
Diversity/ Biodiversity
Niche
Adaptation
Endemism/ Native/ Non-native
(terrestrial only)
Learners will be initially and dynamically
assessed through questioning and the
starter activity of site observations.
Learners will be provided with
opportunities throughout the course to
assess their own understanding and that
of others in order to facilitate self and
peer review. Learning walls will be
provided to support this.
Learning Objectives
Know
Understand
Be able to
All learners
Describe the term ecosystem
Most learners
Discuss the possible factors
affecting invertebrate diversity
Describe the microhabitats within
a pond/on land
Explain how to use a dichotomous
key
Describe how invertebrate
interactions and requirements
may affect their abundance
Make conclusions about data
using pyramids of number and
biomass
Discuss limitations in their data
collection methodology
Some learners
Recognise the interactions
demonstrated by living organisms
in a range of ecosystems
Calculate Simpson’s diversity
index using their own data
Record the abundance of
invertebrates
Describe a standardised
methodology for sampling a
pond/ vegetation for invertebrate
abundance
Identify a range of a range of
invertebrates using a
dichotomous key
Describe how to record a range of
abiotic factors in a freshwater/
terrestrial environment
Draw conclusions from their data
Discuss the decision process
behind key methodology
decisions
Identify ways in which to reliably
and accurately collect data
Explain with collected data using
scientific reasoning
Assess the validity of their
methodology and recognise
ethical implications
Interpret Simpson’s Diversity
figures and explain using
examples and limitations
Activity Outline:
Start:
0930
Activity
Location
Outcomes: by the end of the activity learners will be able to…..
Domestic & safety briefing.
(Toilets and boots).
Objectives
Classroom

Operate in the building and field safely.
Classroom
Introduction to biodiversity
Identification workshop
On site (RP; PN;
PM)
On site (RP; PN;
PM)
Classroom







Describe the objectives of the day
Describe the plan of the day
Assess their own learning using a learning wall
Use learning objectives in their evaluation for the course
Describe biodiversity
Describe invertebrate
Demonstrate how to sample invertebrates using sweep nets/ standard
dip net technique
Identify invertebrates using dichotomous keys
Planning
Classroom
Fieldwork
Analysis
On site
(RP; PN; PM)
Classroom
Presentation preparation
Classroom
Presentations
Classroom
Practice sample
Finish:








Describe what might influence where an invertebrate was found
Plan their own group investigation
Demonstrate how to collect reliable terrestrial invertebrate data/
freshwater invertebrate data
Use Simpson’s diversity index
Describe technique & analysis limitations
Describe possible improvements to method
Identify good practice and improvement points for other groups
investigations
1600
Please note that any adjustment to the recommended times may result in some of the programme not being delivered.
Pre and post course learning
It is recommended that students read the City of London’s ‘Nature of the City’ booklet before their visit. This booklet can be
emailed to you on request or downloaded from the website.
A Biodiversity Action post course activity pack is available on request by email. This activity allows students to explore the UK
biodiversity action plan and think about the implications of threat on particular species.
Specification Links
OCR
AQA
Edexcel
WJEC
Unit F212 Module 3 2.3.1, 2.3.2, 2.3.3 Use Simpson’s Diversity (D) to calculate the biodiversity of a habitat; outline
the significance of both high and low values of Simpson’s diversity index, use a dichotomous key to identify a group
of at least six plants, animals or micro organisms, outline the behavioural, physiological and anatomical
adaptations of organisms to their environment.
Practical skills: Measure the species richness and species evenness in a habitat; calculate Simpson’s Index (D) for a
habitat; investigate the limitations of data collection based on random sampling; investigate the problems involved
in collecting data in the field.
Unit 2 3.2.11 Diversity may relate to the number of species present in a community, the influence of deforestation
and the impact of agriculture on species diversity; an index of diversity describes the relationship between the
number of species and the number of individuals in a communit;, calculation of an index of diversity from the
formula (Simpson’s).
Unit 2 Topic 4 Explain the terms biodiversity and endemism and describe how biodiversity can be measured within
a habitat using species richness and within a species using genetic diversity e.g. variety of alleles in a gene pool;
describe the concept of niche and discuss examples of adaptation of organisms to their environment (behavioural,
physiological and anatomical).
BY2 (2.1, 2.2, 2.3) Biodiversity is the number of different organisms on the planet; adaptations for gaseous
exchange and transport.