Download Learning Outcomes - Earlston High School

National 4 & 5 Biology Ecosystems
Learning Outcomes
I can:
State that green plants are producers and that they produce the
food in ecosystems.
State that animals are consumers, as they are unable to
produce their own food.
State that primary consumers are animals that eat plants only
and that they can also be called herbivores.
State that secondary consumers that eat only other animals are
called carnivores and those which eat plants and animals are
called omnivores.
State that a food web is a more complex feeding relationship
that consists of many interconnected food chains. This makes
them more stable.
State that the food web is a complex relationship where is one
organism is removed the whole web is affected
State that energy can be lost from food chains as heat in
movement and in undigested material.
State that a biome is a geographical region of the planet that
contains distinctive communities and is characterised by a
distinctive climate.
State that examples of biomes are forest, desert, grassland,
tundra, freshwater and marine. The global distribution of
biomes is influenced by abiotic factors.
State that a population is all the organisms of one type of
species in the ecosystem.
State that a community is all the plants and animals living in
the ecosystem.
State that the habitat is the place where the organisms live.
State that an ecosystem is made up of one or several habitats
and the community of organisms that live there.
State examples of abiotic (non-living) factors that interact with
the community include oxygen concentration, light intensity,
temperature and pH.
Confidence in
this:
I can:
State that in some cases irregular pyramids of numbers are
formed. Singular large producer produces an irregular pyramid
of numbers.
State that pyramids of biomass show the mass of organisms at
each link in a food chain.
State that a pyramid of energy shows the energy present in the
organisms at each link in a food chain.
State that pH and temperature are examples of abiotic factors
that affect biodiversity
State that a pyramid of numbers shows the numbers of
organisms at each link in a food chain.
State that the numbers of organisms present usually decrease,
moving along the food chain.
State that the size of the organisms usually increases, moving
along the chain
State that representative sampling requires several samples to
be made.
State that the larger the area being sampled, higher the number
of samples that need to be taken.
State that a quadrat is used to obtain an estimate of the
population in a habitat. quadrats have to be dropped randomly.
State that limitations and sources of error when using quadrats
include wrongly identified organisms, incorrectly counted
organisms or too few samples being taken.
State that errors can be reduced by making a rule not to include
an organism not fully in a quadrat and by taking more samples
if the organisms are in a cluster.
State that a pitfall trap is used to trap animals living in leaf
litter.
State that limitations and sources of error when using pitfall
traps include the trap not being level with the soil surface,
animals escaping from the trap, animals being eaten while in the
trap and animals dying
State that the errors can be reduced by ensuring that the hole is
dug deep enough to house the trap , placing a cover on the trap
to prevent flying animals escaping, emptying the trap frequently
to ensure that carnivorous animals don't eat other animals and
preventing animals from dying by placing needle holes in the
base of the trap
I can:
State that an abiotic factor is a non-living condition that affects
the growth and distribution of an organism.
State that four abiotic factors are light intensity, temperature,
pH and soil moisture.
State that to measure light intensity a light meter is used. To
measure temperature a thermometer is used. To measure pH, a
pH meter is used. To measure soil moisture, a moisture meter is
used.
State that an example of a limitation or source of error that may
occur when measuring light intensity could be the light sensor
being shaded by the user.
State that an example of a limitation or source of error that may
occur when measuring temperature could be the thermometer or
probe not being inserted deeply enough into the soil.
State that a limitation or source of error that may occur when
measuring pH could be the probe being contaminated by soil
left on the probe from previous samples.
State that a limitation or source of error that may occur when
measuring soil moisture could be moisture on the probe from
previous samples.
State that a method that could be used to minimise the source of
error when measuring light intensity could be to ensure that the
light sensor is not pointing towards users.
State that a method that could be used to minimise the source of
error when measuring light intensity could be to ensure that the
light sensor is not pointing towards users.
State that a method that could be used to minimise the source of
error when measuring temperature could be to push the
thermometer or probe into the soil to half its depth, allowing the
reading to stabilise before taking the reading.
State that a method that could be used to minimise the sources
of error when measuring pH could be to wipe the probe
between each sampling to reduce the risk of contamination
State that a method that could be used to minimise the source of
error when measuring soil moisture could be to wipe the probe
with a paper towel before and after taking each reading.
State that keys are used to identify organisms.
State that a paired statement key is a list of numbered
statements.
National 4 & 5 Biology Biotic Interactions
Learning Outcomes
I can:
State that grazing and predation are biotic factors
State that pH and temperature are abiotic factors
Describe what a niche is (the role that an organism
plays within a community) with reference to specific
organisms such as the Scottish wildcat
Expand on description of a niche to include the use
the organism makes of the resources in its ecosystem
and its interactions with other organisms in the
community including competition, parasitism,
predation, light, temperature and nutrient
avavilability
Understand predator prey interaction graphs
Discuss competition in ecosystems
Describe the difference between Interspecific
competition (when individuals of different species
compete for the same resource in an ecosystem) and
Intraspecific competition (when individuals of the
same species compete for exactly the same
resources)
Explain the impact of interspecifc competition on red
and grey squirrels
Explain the impact of intraspecific competition
Describe and explain territorial behaviour in robins
and red grouse
Confidence in
this:
National 4 & 5 Unit 1 Learning Outcomes – Pollution
Learning Outcomes
I know:
Why biodiversity is important
The impacts that natural disasters have on
biodiversity
Human activities like agriculture, industry and
construction have lead to large areas being cleared
and pollution
The four parts of the environment which are
affected by pollution are:
- air
- land
- sea
- fresh water
Plus the main source of pollutant for each area.
That sulphur dioxide is harmful and why
Untreated sewage in water is very damaging to the
biodiversity of the habitat and why
What an indicator species is and can give examples
of different types
How humans have played a role in the extinction of
many types of organism
Why keeping a large biodiversity is important
Examples of endangered animals
Confidence in
this:
National 4 & 5 Biology – Natural Selection I & II
Learning Outcomes
I can:
Describe what is meant by the term "mutation".
State the frequency of the occurrence of
mutations.
Describe what is meant by the term "mutagenic
agent".
Give examples of different types of radiation that
cause mutations.
Give examples of different types of chemicals that
cause mutations.
Explain the difference between mutations that are
neutral, advantageous or disadvantageous.
State examples of conditions caused by
disadvantageous mutations.
State what is meant by an adaptation
Describe adaptations of plants and mammals to
living in deserts.
Explain why organisms need adaptations to live in
certain ecological niches.
Describe what is meant by the term "Natural
Selection".
Explain the processes involved in Natural Selection.
Give examples of Natural Selection in action.
Describe what is meant by the term "species".
Describe the processes involved in the formation
of a new species - speciation.
Describe examples where speciation in action can
be observed.
Confidence in
this:
National 4 & 5 Biology: Food, Farming & Fertilisers
LEARNING OUTCOMES
Learning Outcomes
I can:
State why efficient agricultural practices are important in
relation to an increasing world population
Give some examples of how agriculture has changed since
1900
Define what a monoculture is, giving examples
Define what factory farming is, giving examples
Give some examples of advantages and disadvantages of
‘factory farming’
State what a fertiliser is, giving examples of the chemical
elements found therein
Define what organic and inorganic means in relation to
fertilisers
Define what eutrophication is and give examples of its
impact on freshwater ecosystems
Define what bioaccumulation is, giving an example (DDT)
Give examples of alternatives to artificial pesticides,
including biological control
Define biological control
Give examples of what are known and possible advantages
and disadvantages of Genetically Modified (GM) crops
Confidence in
this aspect:
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