Download Greece Schools Booklet 2015

Greece Schools Booklet 2015
SCHOOL:
NAME:
Updated: 2nd March 2015
1. Introduction
This expedition gives students the opportunity to join a series of research projects in the eastern
Aegean. The first week is based on the island of Samos close to Turkey, whilst the second week is
spent travelling by a research boat stopping at some of the more remote islands in the Aegean
before returning to Samos for the flight home.
The research projects are being coordinated by the Archipelagos Institute – a Greek NGO with
several research bases around the eastern Aegean, with input from the Operation Wallacea
university academic teams. The Archipelagos Institute has a research and conservation
management presence year round albeit at a lower level of input than during the Opwall survey
season, which then allows year round sets to be collected to determine annual cycles but more
importantly conservation interventions to be implemented effectively.
During the two weeks the teams will complete the following:

dive training to PADI Open Water level

a course on Aegean Island ecology

participate in a Samos island wide call back and camera trap surveys for the golden jackal on
Samos to estimate population size

participate in a Samos island wide survey of chameleons to estimate population size and
habitat usage

participate in bird surveys of a saline lagoon area on Samos

learn how to conduct standardized sea grass surveys using snorkel and kayak methods and
complete surveys at a series of sites

participate in cetacean and oceanography surveys

assist with surveys of bird and invertebrate communities on a series of remote islands
designated as Wildlife Refuges

assist with fishery landing surveys on Lipsi island

assist with baseline data collection on a cove which will be turned into an open sea
aquarium where the original Aegean marine ecology before the impacts of Man will be
recreated

assist with geological erosion monitoring of several small Dodecanese Islands
Section 2 of this report describes the facilities at each site and an example schedule for the two
weeks. Sections 3 – 15 describe the different training courses and research projects.
Updated: 2nd March 2015
2. Facilities and example schedule
In Samos the groups will stay at the Archipelagos Institute research centre just off the village of
Pythagorio. Accommodation is in shared rooms with up to 4 people with hot showers and flushing
toilets. The research station has lab and lecture facilities. Moreover, Archipelagos has a minibus in
order to carry the students among the different sites.
For the second week:
a) Large student groups (>14 students) will travel on the Golden Arrow, a 35m oak boat that
can host in the cabins up to 25 students. Archipelagos has facilities on the different islands,
so if the student group is bigger than 25, there will be extra accommodation facilities in
Archipelagos’ research stations.
b) Smaller student groups will travel via the Archipelagos sailing boat.
The boats are fully equipped with navigation, safety and research equipment. The student groups
will travel with the boat first to the Lipsi island complex where they will spend the first 3 days.
Archipelagos has a great relationship with the local fishermen and the local community as a whole
on this island, joining forces and working together for the protection of the unique sea of the area.
From here they will sail to Arki Island, a scenic island with only 45 inhabitants. It is at the centre of a
complex of 14 small islands that have been designated as wildlife refuges because of their bird
communities, including breeding populations of Eleanora’s Falcon and Audouin’s Gull. Protected
from mass anthropogenic disturbance, it is a perfect spot to study wild fauna and flora of the Aegean
Sea. The group will stay on Arki Island for two days including a visit to the neighbouring small island
of Marathi.
Finally, Archipelagos bases across all sites and boats have kitchen facilities to provide authentic
Greek meals.
The groups are divided into several smaller teams to complete the surveys and table 1 describes the
typical timetable for two groups:
Day
Location
1 morning
Samos
Welcome lectures what are you doing and why and settle into base
1 afternoon
Samos
Aegean Island Ecology and Research Objectives lecture 1
1 evening
Samos
PADI theory lectures 1 and 2
2 morning
Samos
PADI confined water skills 1 – 3
Protected Marine species - lecture 2
2 afternoon
Samos
Protected Marine species - lecture 2
PADI confined water skills 1 – 3
2 evening
Samos
Jackal and chameleon survey
PADI theory lectures 3 – 5
3 morning
Samos
PADI confined water skills 4 – 5
Bird survey of proposed salt marsh
3 afternoon
Samos
PADI theory lectures 3 – 5
PADI confined water skills 4 – 5
Updated: 2nd March 2015
Activity group 1
Activity group 2
3 evening
Samos
Protected Terrestrial species lecture 3
Jackal and chameleon survey
4 morning
Samos
Bird survey of the salt marsh
Open Water dive 1
4 afternoon
Samos
Open Water dive 1
Bird survey of the salt marsh
4 evening
Samos
Jackal and chameleon survey
Protected Terrestrial species lecture 3
5 morning
Samos
Open Water dive 2
Seagrass survey protocol training
5 afternoon
Samos
Seagrass survey protocol training
Open Water dive 2
5 evening
Samos
Terrestrial survey techniques - lecture 4
Jackal and chameleon survey
6 morning
Samos
Fish identification and UVC
Open Water dive 3
6 afternoon
Samos
Open Water dive 3
Fish identification and UVC
6 evening
Samos
Jackal and chameleon survey
Terrestrial survey techniques - lecture 4
7 morning
Samos
Open Water dive 4
Pythagorio Cultural Visit
7 afternoon
Samos
Pythagorio Cultural Visit
Open Water dive 4
7 evening
Samos
Marine survey techniques - lecture 5
Marine survey techniques - lecture 5
Sail to Lipsi Island.
Marine mammal and oceanography surveys en route
8 morning
8 afternoon
Lipsi
Seagrass watch survey
Seagrass watch survey
8 evening
Lipsi
9 morning
Lipsi
UVC surveys
Fisheries survey
9 afternoon
Lipsi
Bird and invertebrate survey of islands
and Geological survey
UVC surveys
9 evening
Lipsi
10 morning
Lipsi
Fisheries survey
UVC surveys
10
afternoon
Lipsi
UVC surveys
Bird and invertebrate survey of islands and
Geological survey
Mediterranean fisheries - lecture 6
Invasive species - lecture 7
10 evening
11 morning
11
afternoon
Lipsi
Lipsi
11 evening
Lipsi
First Aid for marine mammals and turtles practical & marine plastics pollution lecture
12 morning
Arki
Sail to Arki and Wildlife Refuge Area
Marine mammal and oceanography surveys en route
Lipsi
Updated: 2nd March 2015
Conservation in action - examples from the Mediterranean - lecture 8
Kayak & Seagrass watch survey
Aquarium surveys
Aquarium surveys
Kayak & Seagrass watch survey
12 morning
12
afternoon
12 evening
Arki
Arki
Arki
Wildlife refuge surveys (birds and
invertebrates)
Seagrass watch survey
Wildlife refuge surveys (birds and
invertebrates)
Student presentations on their favourite animal/survey
Wildlife refuge surveys (birds and
Seagrass watch survey
invertebrates)
Wildlife refuge surveys (birds and
Seagrass watch survey
invertebrates)
Seagrass watch survey
13 morning
Marathi
13
afternoon
Arki
13 evening
Arki/Sa
mos
Sail from Arki to Samos/End of expedition summary and party
14
morning
Samos
Sail from Arki to Samos/Transfer to airport for flight
3. PADI Open Water dive training course
This course consists of theory lectures and tests which are completed with instruction from a fully
trained Dive Instructor at the research centre. This is accompanied by a series of skills that need to
be learned and these are completed in shallow water in front of the main base. Once the theory and
skills training has been completed the students will then complete 4 Open water dives to a
maximum depth of 18m. They will then be signed off as qualified Open Water divers and can register
with PADI (Professional Association of Dive Instructors). Students will need to bring their PADI Open
Water manuals with a PIC (Personal Identification Card) that is then used to register with PADI once
the training course has been completed. These can be purchased from the Operation Wallacea
website prior to expedition (http://opwall.com/get-involved/buy-padi-pack/)
For those students who are already dive qualified or for those who want only to snorkel, these dive
training sessions will instead be used to help with the sea grass surveys either by diving for qualified
divers or from snorkel surveys for those who don’t want to dive. Visibility in the Mediterranean is
normally up to 40m so the diving is an amazing experience.
4. Aegean Island Ecology course
The Aegean Island Ecology course covers the following topics which are designed to train students in
the ecology, conservation issues and survey techniques that are being used on the surveys. In
addition, many of the topics (e.g. quadrat and transect surveys, invasive species etc.) are included in
their biology or environmental management syllabuses for A level, Scottish Highers, AP or IB
syllabuses (see Appendices 1 – 3 for syllabus matching information).
The lectures, films and practical exercises on this course will help the students become immersed in
the ecology and conservation issues of the Mediterranean and will cover the following areas:
Updated: 2nd March 2015

Aegean island ecology and research objectives;
Formation of Aegean islands, how we know which islands were connected from DNA studies
of island fauna, island specialists such as Eleanora's Falcon, Audouin’s Gull, importance of
the islands as migration routes for birds and whales, unique populations of golden jackal and
chameleons on Samos Island, conservation measures to allow flamingos to breed and open
sea aquarium concept.

Protected marine habitats and species in the Mediterranean;
Coralligene reefs in 40 – 60m depth and sea grass habitats. Protected marine species marine mammals, turtles, sharks and rays. Threats to protected marine habitats and species
including illegal fishing, shipping accidents, aquaculture etc.

Important island species and their conservation;
Special birds, amphibians, reptiles and mammals of the eastern Aegean. Land management
conservation issues such as fire, erosion, pet trade collection, and road kill etc.

Survey methods for island species;
Quadrat surveys for flora, invertebrate sampling techniques such as light trapping, sweep
netting and fogging. Bird survey techniques such as transect and point counting. Reptile
survey techniques including standardised search times and spotlighting. Camera trapping
and call back surveys for golden jackal.

Survey methods for marine species;
Transect and hydrophone monitoring for whales, sea grass surveys, fisheries monitoring,
Underwater Visual Census surveys, baited and non-baited marine point counts.

Fisheries management;
Problems of overfishing in the Mediterranean. Types of fishing gear used – gill nets,
trammel nets, fyke nets, trawls, seines etc. How to monitor catches from landings.

Invasive species in the Mediterranean;
Examples of invasive species. How they arrive and impacts on local flora and fauna.
Attempts at control or eradication

Conservation in the Mediterranean;
Examples of where conservation has been successful in the Mediterranean. Policy issues and
how species and habitats are protected.

First Aid for marine mammals and turtles;
Practical skills in how to help injured marine mammals such as Monk seals or dolphins and
treatment of injured turtles

Problem of plastics pollution in the sea;
Issue of plastic waste in the oceans. Breakdown rates and micro plastic impacts on the food
chain.
Updated: 2nd March 2015
5. Golden Jackal surveys
Samos is the only island in the Mediterranean which has a population of the Golden Jackal. There is
thought to be a population in the low hundreds on the island and this research project is designed to
produce reliable data on the population size to compare with the population levels estimated in
2005. The jackal population has had a beneficial impact on the island allowing reforestation to occur
much more widely compared to other islands because the unrestricted grazing of goats is not
economical given the predation risk from jackals. The island has been divided into a series of habitat
types and over the course of the Opwall season survey teams will visit a series of randomly selected
sites in each habitat type shortly after dark and will use recorded jackal calls to elicit responses from
any other jackals in the area. In addition camera traps and baited sand trays will be set up at the site
and left to run overnight. The survey teams the following day will pick up the camera traps and
baited sand traps for additional evidence of jackals.
6. Chameleon surveys
Samos has a population of chameleons which until recently was under considerable hunting
pressure for sale in the pet trade. The Archipelagos Institute has been helping to reduce the hunting
pressure through assistance with enforcement activities and an educational awareness programme.
Estimates of the remaining population size and recruitment rates as well as habitat selection are
now needed. The same habitat divisions as defined in the jackal project will be used, with spotlight
surveys of transects being completed to determine the distribution of chameleons. All chameleons
sighted will be captured, their gender and age determined and, if adult, marked with a combination
of coloured marks before being released. The GPS position of each animal captured will be recorded
as well as a series of habitat variables. These habitat variables are being used to produce species
distribution models for the species.
7. Bird surveys of saline lagoon
On the southern part of Samos Island is a saline lagoon which exists for much of the year and which
attracts greater flamingos. In addition, this site is used for breeding by ruddy shelduck and blackwinged stilts. The flamingos have not bred to date however, probably because the lagoon tends to
dry out by the summer. The Archipelagos Institute is proposing that the saline lagoon is retained
year round by pumping sea water during the summer months when it is normally dry. This
maintenance of water levels coupled with installing raised platforms which could be used by
breeding flamingos may encourage this species to breed on the island. This is how flamingo
breeding was encouraged in the Camargue in southern France. All other lagoon areas have been
drained on the island and there is pressure to also drain this area. The attraction of breeding
flamingos and other bird species should encourage tourist visits and potentially provide sufficient
reason to maintain the lagoon. Students working on this project will be joining an expert
ornithologist and helping with transect surveys of the lagoon and surrounding areas. All birds seen
or heard will be identified and any evidence of breeding activity noted.
Updated: 2nd March 2015
8. Standardised Seagrass Watch surveys
The eastern Aegean has some of the most extensive seagrass beds in the Mediterranean and
because of the exceptional water clarity these seagrass beds extend in some areas down to a depth
of 40m. These seagrass beds are important nursery areas for many juvenile fish and crucial for
security of the fishery. A series of permanent 50m x 50m quadrats have been positioned on
representative seagrass beds around various islands in the eastern Aegean and these are being
monitored annually using the standard Seagrass Watch survey protocol developed by the Australian
Institute of Marine Sciences (http://www.seagrasswatch.org/home.html). Snorkelling students on
this survey will be helping with photographing quadrats to assess seagrass cover and free diving to
measure the height of the seagrass blades as well as to determine the main species in each quadrat.
Snorkelling surveys of these seagrass quadrats can only be completed up to a depth of 5m. Students
who are already dive trained by the time they arrive on the project will, after completing a check
dive, be diving with a Dive Master to complete surveys of the deeper lying quadrats.
9. Kayak – Seagrass mapping
In addition to the seagrass surveys, Archipelagos has developed a monitoring technique of the
Posidonia seagrass meadows using kayaks. Per group of 10, students will kayak above the seagrass
meadow to be surveyed. The kayaks will share a depth gauge (whose readings can be seen in real
time via tablets on the other kayaks) as well as a camera and bethoscopes. The combined use of this
equipment will allow the students to monitor and map the area of the seagrass meadow, as well as
human impacts these may suffer from.
Kayaks are considered an ideal, eco-friendly means to research coastal habitats, while the great
clarity of the Aegean waters (which can reach 40m) make it possible to survey up to large depths.
They cause no environmental impact and do not produce any noise. Therefore during the seagrass
mapping, bird observations can be done and with some luck marine mammals observations as well.
10. Marine mammal surveys
The waters around the eastern Aegean are noted regions for sperm whale migrations. In addition,
the area is used by smaller cetacean species such as the 4 dolphin species regularly recorded. Data
on cetaceans are gathered from transects whilst the Archipelagos Institute research vessels are
travelling between sites. At regular points along the transect hydrophones are used to listen for
whale calls. In addition, the GPS position of all cetacean sightings are noted. At the sites where the
cetaceans are sighted various oceanographic data are taken (e.g. depth, temperature and salinity
profile).
Updated: 2nd March 2015
11. Bird and Invertebrate Surveys of islands designated as Wildlife Refuges
In 2013 the Archipelagos Institute managed, with strong support from the local communities, to
persuade the Greek government to designate 14 islands around Arki as Wildlife Refuges. Arki Island
has 45 inhabitants and the remaining islands designated in this way are mainly unpopulated. Some
of the islands are used as breeding sites for Eleanora’s Falcon. They nest in August such that the
chicks hatch to coincide with the late summer migration of passerines returning to Africa – a
preferred prey item for the adult falcons. These rare birds can be seen performing aerial acrobatics
around the cliffs of some of these uninhabited islands. In addition, some of the islands may be used
by other rare breeding species such as shearwaters and Audouin’s Gull. Students working on this
project will be travelling by small boats and landing on these remote islands with an ornithologist to
complete bird surveys. In addition, since very little is known about the invertebrate fauna of these
islands, collections of invertebrate fauna are being made using light traps which will be left running
overnight and picked up the following morning as well as from sweep net surveys. The samples
collected will be sorted into Orders and labelled before export to specialists in the various taxa for
identification.
12. Fishery surveys
Students working on this project will travel by boat to Lipsi Island where extensive data sets have
been collected over the last couple of years on fish landings and how these relate to fish stocks as
recorded from trap nets and video surveys. The first task is to help measuring the catch from
returning boats and complete a fishery monitoring form for each boat that identifies the type of gear
used and fishing effort. Lastly, underwater remote video monitoring devices will be deployed at
various depths and left in the water for a fixed period before retrieval. Analysis of the video will help
to determine the maximum numbers of each species seen over the time period.
13. Open Sea Aquarium monitoring
Tourism in South Africa depends to a large extent on the success of the Game Reserve concept
where large areas of bush have been completely fenced and the ecosystem restored to the
conditions that would have occurred before Man’s impacts. Visitors can then roam in vehicles or
with armed guards on foot in large areas of bush that contain good populations of lion, cheetah,
elephant, rhino, buffalo and the accompanying bird and reptile fauna. This has done much to
maintain the biological diversity of South Africa and some of the reserves are huge – the Kruger Park
alone for example is the size of Wales!
The Archipelagos Institute is aiming to create a marine version of this Game Reserve concept by
netting off an elongated and deep bay on the island of Lipsi. During the first phase in 2015 a first
section of the bay will be enclosed with the net (approximately 400m long X 100m wide), while
during the second phase in 2016, the whole bay will become enclosed. The nets will be made of the
strong material used in fish cages and a double wall of nets will allow them to be lifted separately for
Updated: 2nd March 2015
cleaning, whilst leaving the whole area still closed off. The concept is to allow the ecosystem in this
enclosed bay to return to its natural state prior to the huge impacts of fishing pressures that have
decimated much of the Mediterranean. Water clarity is so good that tourists in glass bottomed
boats or using scuba gear should be able to witness a restored Mediterranean ecosystem. This open
sea aquarium concept for Lipsi Island appears to be the first time that the idea has been attempted
but if successful could provide a beneficial model for both protecting marine species and also for
increasing tourism revenue.
Students working on this project will be helping with sea grass monitoring surveys as well as
Underwater Visual Census (UVC) surveys in the proposed bays where this concept will be developed
to provide baseline data. This year will be the first year of monitoring, so as the bay is enclosed, this
standardised monitoring will continue over following years to track the changes in the ecosystem,
and compare at the same period to a control area to prove the benefits of the aquarium.
14. Standard geological surveys
Land erosion is a big issue for the Mediterranean islands, for the impacts it has on their rare fauna
and flora, but also for the economic activities based on these islands. Erosion is caused by a
combination of natural factors as well as anthropogenic impacts. The lost land threatens the
sustainability of the islands. Making use of monitoring protocols developed in collaboration with the
Geological department of Athens University, students will collect data for long term monitoring for
the land reduction on different island sites. This project will help to better understand the causes of
the erosion and lead to possible management recommendations.
Appendix
EPQ and Extended Essays
Many students are now involved in producing Independent Research Projects (IRP) as part of their 2
year educational programme and many hope to carry this out whilst on an Opwall Expedition. If you
are an IB school you will be involved in the EE or Extended Essay or if in the UK an EPQ or Extended
Project Qualification. Those involved in CoPE will also have a similar task in which they carry out
some research. There are many similar projects in most countries.
One of the key features of all of these ‘Essays’ or ‘Projects’ is that you have to choose your own
research question but it is often difficult to find out exactly what is happening at each Opwall
research site. To help in this, we have produced a ‘Research’ lookup database on the Opwall
website – http://opwall.com/epq-research-topic/ but you can also ‘download’ a more detailed
version as an Excel Spreadsheet.
The database lets you find out what is happening at each site and there are links to PDF files and
video clips. You can search the ‘database’ using a variety of filters such as research area and
location.
This booklet also contains detailed information on the research projects you will be involved in and
this may help you to locate your particular area of interest.
Updated: 2nd March 2015
The type of IRP will vary but it is less suitable for individual investigations where you collect your
own primary data although in some cases you might be able to get hold of raw data and you will
often have the opportunity to help collect some of this data yourself. You will certainly have the
opportunity ‘on-site’ to meet up with the scientists involved which will allow you to get a deeper
insight into your research question.
Many of you will also have seen the Wallace Resource Library (WRL) which contains many datasets
based around the research being carried out and it has been prepared by the actual Opwall scientists
involved. It is a very valuable source of ideas with comprehensive datasets to look at and study.
Demo version – http://wallaceresourcelibrary.com
Do also make use of the research library on the OpWall website
How does it work?
Once you have an idea send an email to [email protected] with your initial ideas
and contact details so that one of the academic staff working with Opwall can contact you to discuss
possible research questions. We can also send you further information to help you choose a
suitable title for your research site.
Once you have decided on a title you will then be asked to complete a registration form (supplied on
request) which we can then forward to the appropriate country manager or scientist. This will then
inform those at the research site about what you are hoping to achieve plus for us to give you as
much assistance as we can.
In some cases we will also be able to provide you with data sets from previous years which some
students will find very useful.
Deadlines: Although each school will be operating their own schedule we would like registrations to
be competed at least 3 months before their expedition begins although the earlier the better.
Syllabus matching tables
On the following pages are a series of topics that will be explored during the Greece expedition and
how this matches to syllabuses of the various courses, exam boards and qualifying bodies:
Updated: 2nd March 2015
AQA
Topic
C
CCEA
C.Int
Ed/Sal
OCR
S
S
S
S
SQA
S
2
2
2
2
2
H
Levels: S=AS 2=A2 H =Highers
Evolution,
Classificatio
n
and
DNA
Ecology and
Ecosystems
Classification; Taxonomy; Binomial
system; Dichotomous Keys
PCR; Genome sequencing; Genetic
fingerprinting; DNA profile
Ecology; Habitat; Niche; Abiotic; Biotic

Agriculture; Agricultural impact;
Agricultural exploitation; Cultivation
crops; Food production; Sustainable
agriculture; Sustainability; Forestry;
Timber; Deforestation; Fisheries; Over
fishing; Deforestation; Human
management; Human effects; Human
activities
Fair-Trade; Coffee; Rain Forest Alliance;
Ecotourism; Tourism; Carbon trading;
Greenhouse gas emission control (REDD)
Indicator species; Pollution; Climate
change; Global warming
Carbon footprint; Fossil fuels
International conservation; Endangered
species; Invasive species; Biological
control; Pests; CITES; Ethical, Local; Global
National Parks; Wildlife reserves
Environment; Environmental monitoring;
Environmental impact; SSSI
Animal behaviour; Primate Social
behaviour; Courtship; Territory; Cooperative hunting; Herbivores; Grazing

 

 
 
 


  


A
H
 
  
Biome; Ecosystems; Rainforests; Deserts;
Coral reefs; Mangroves; Marine; Coasts;
Hot arid; Semi-arid; Woodland
Bush; Tropics; Tropical
Populations; Competition; Interspecific;
Intraspecific; Predator Prey; density
dependent; independent: Symbiosis
Succession; Climax community
Practical work; Field techniques;
Ecological sampling; Random sampling;
Transects; Capture, mark, release and
recapture; Biodiversity indexes; Data
handling and; presentation; Quadrats;
Statistical testing; Measuring; GIS;
Research tools
Written reports; Research project; Report;
Case studies
Sustainability
Behaviour
 
Evolution; Speciation; Species; Endemism;
Gene pool; Allopatric; Sympatric; Isolation;
Variation; Adaptive radiation
Adaptation; Wallace; Darwin
Biodiversity
Agriculture,
Human
activities,
Conservatio
n and
Sustainabilit
y
WJEC
AP
IB
 

Biology


S
2

 
 

 

 

 
 

 

 
 

 





 



 

 
  
 
    


 


 
 







 
 

 

  

 


  




 



  
 
Table: Highlighted in Black are topics that you might experience at your research site. Key: C = Cambridge. Pre-U, C.int = Camb. Int. CCEA
= N.Ireland; Ed/Sal = Edexcel Salters, S= SQA ; Edex = EdExcel ; IB = International Bacc; AP=Advanced Placement (v. 20/11/14)
Updated: 2nd March 2015


IB ESS
Geography, APES and ESS
APE
S
AQA
CCEA
Topic
Ecology and
Ecosystems
Behaviour
WJEC
2
S
2
S
2
S
2
S
2
Evolution; Speciation; Species; Endemism; Gene
pool; Allopatric; Sympatric; Isolation; Variation;
Adaptive radiation
Adaptation; Wallace; Darwin
Classification; Taxonomy; Binomial system;
Dichotomous Keys
PCR; Genome sequencing; Genetic fingerprinting;
DNA profile
Ecology; Habitat; Niche; Abiotic; Biotic



Biome; Ecosystems; Rainforests; Deserts; Coral
reefs; Mangroves; Marine; Coasts; Hot arid; Semiarid; Woodland Bush; Tropics; Tropical
Populations; Competition; Interspecific;
Intraspecific; Predator Prey; density dependent;
independent: Symbiosis
Succession; Climax community










 



 
 




 




Biodiversity
Practical work; Field techniques; Ecological
sampling; Random sampling; Transects; Capture,
mark, release and recapture; Biodiversity indexes;
Data handling and; presentation; Quadrats;
Statistical testing; Measuring; GIS; Research tools
Written reports; Research project; Report; Case
studies
Sustainability
Agriculture,
Human
activities,
Conservatio
n and
Sustainabilit
y
OCR
Geography
S
Levels: S=AS 2=A2
Evolution,
Classificatio
n
and
DNA
Edex
Agriculture; Agricultural impact; Agricultural
exploitation; Cultivation crops; Food production;
Sustainable agriculture; Sustainability; Forestry;
Timber; Deforestation; Fisheries; Over fishing;
Deforestation; Human management; Human effects;
Human activities
Fair-Trade; Coffee; Rain Forest Alliance;
Ecotourism; Tourism; Carbon trading; Greenhouse
gas emission control (REDD)
Indicator species; Pollution; Climate change; Global
warming Carbon footprint; Fossil fuels
International conservation; Endangered species;
Invasive species; Biological control; Pests; CITES;
Ethical, Local; Global
National Parks; Wildlife reserves



 


    


  
 
 
 





Environment; Environmental monitoring;
Environmental impact; SSSI
Animal behaviour; Primate Social behaviour;
Courtship; Territory; Co-operative hunting;
Herbivores; Grazing
Table: Highlighted in Black are topics that you might experience at your research site. Key: C = Cambridge. Pre-U, C.int = Camb. Int. CCEA
= N.Ireland; Ed/Sal = Edexcel Salters, S= SQA ; Edex = EdExcel IB ESS = Env Systems and Societies; APES = Advanced Placement Env.
Science (v. 20/11/14)
Updated: 2nd March 2015