This document outlines the steps and objectives for students to conduct a study of a selected ecosystem. The main activities involve noting the features of the ecosystem, identifying plants and animals using keys, conducting qualitative and quantitative surveys of organisms, examining how organisms are adapted to the environment, and constructing food chains, webs and pyramids to illustrate energy transfer. Students will study a minimum of 10 organisms, including 5 plants and 5 animals, and investigate the abiotic factors and adaptations that influence their distribution within the ecosystem.

1. Ecology Practical Work
A study of a selected ecosystem

2. Main activities
1. Noting type of ecosystem and its features
2. Identify plants and animals using keys
3. Using equipment to collect animals
4. qualitative and quantitative surveys
5. How organisms are suited to the
environment and adaptations
6. Building food chains, food webs and
pyramids of numbers
2

3. 1.5.1 Broad overview of a
selected Ecosystem

4. 4
Need to know
• Give an overview of the diversity of life in
an ecosystem

5. 5
Objectives
1. Identification of different ecosystems and
selection of one.
2. General overview of the diversity of life forms,
their inter-relationships with each other and the
non-living components of one selected
ecosystem.
3. Study a minimum of ten organisms to include
five fauna and five flora from the selected
ecosystem. Appreciate the range of variation of
any single species: height, mass and any other
estimable character.

6. 6
Activites
1. On site, form a general overview of the ecosystem – the
diversity of life forms, their inter-relationships with each
other and the nonliving components of the ecosystem.
2. Identify a selection of fauna and flora from the ecosystem
using keys.
3. Use drawings or photographs of the organisms.
4. Identify and classify organisms.
5. In a simple map drawing of the ecosystem, position the
habitat of each organism selected.
6. Following a teacher demonstration of the skills used in the
methods of specimen collection, students should practice
these to collect organisms

7. 7
Selecting an Ecosystem
• The ecosystem selected should have a
variety of flora and fauna
• Easy to get to – you may want to return
during a different season
• An area within the school may be suitable
e.g. hedgerow, waste ground, base of a
fence where grass is not cut, a length of
wall, pond, path, etc.

8. 8
What to observe in an Ecosystem
1st - Form a general overview
• Name the type of habitat
• Observe if it is exposed, sheltered, flat, on a
slope, what direction does it face, influence
of wind – direction, intensity, drainage, etc.

9. 9
What to observe
• Identify and use various collection methods
and apparatus – see PowerPoint
presentation
1.5.2 Ecology – Equipment.ppt

10. 10
Help with identification
• Using suitable keys identify five flora and five
fauna – see the following PowerPoint
Presentations
1.5.2 Plant identification.ppt
1.5.2 Common Terrestrial Invertebrates.ppt
• If you are connected to the internet click on this
link to identify plants www.irishwildflowers.ie

11. 11
2nd - The diversity of flora and
fauna in the ecosystem
• A minimum of five flora and five fauna
• Name each organism – examine the range
of variation of any single species e.g.
height, mass, colour, etc.
• Does the same species of plant grow in
bright and dark areas of the habitat e.g. ivy
– note the difference in leaf size and colour
in each area.

12. 12
What to observe in an Ecosystem
3rd Look for inter-relationships between the
various living organisms in the ecosystem
4th What is the influence of the non-living
(abiotic) components on the flora and fauna of
the ecosystem?

13. 13
Note to teachers:
Benefits of a digital camera
• Photograph the plants and animals found
• This forms a permanent record of the species
found and can be used next year to prepare
students before field trip
• It helps for later identification if this cannot be
done in the field
• Photograph plants when they are in flower – this
may not coincide with the field trip – photographs
can then be used to identify plants by their leaves
• Can also be used to display pictorial food chains
• Over time you will be able to develop your own
identification guide sheets

14. 1.5.2 Ecology Equipment

15. 15
1.5.2 OBSERVATION AND SCIENTIFIC
STUDY OF A SELECTED ECOSYSTEM
• Identify a number of habitats from the
chosen ecosystem.
• Specimen identification
• Collection methods: mammal trap, pitfall
trap, cryptozoic trap, pooter, nets (to include
– sweep net, insect net, plankton net or fish
net), direct search, Tullgren funnel.

16. 16
Students on a field trip

17. 17
Tullgren Funnel
• Used to extract
animals from soil
by heating the soil
on one side
• The animals are
driven out of the
soil by heat from
a lamp and fall
through a wire
gauze

18. 18
Insect net
• Used for catching
flying insects.

19. 19
Pitfall Trap
• Jam jar buried in
ground and covered
with raised flat stone.
• Used to collect ground
surface animals insects,
nocturnal and diurnal
• e.g. spiders, centipedes,
woodlice, beetles, etc.

20. 20
Beating tray
• This is a white tray,
cotton sheet or large
sheet of white paper.
• It is placed under a
bush or tree branch.
• The tree branch is
shaken suddenly and
vigorously.
• Insects and other
invertebrates fall onto

21. 21
Sweep Net
• Used to collect
insects from tall
grass

22. 22
Pooter
• Used for picking up
very small animals.
• Suck through
mouthpiece (end of
which is covered
with muslin) and
the animal is taken
into jar through the
hose

23. 23
Sieve
• Organisms that
live in leaf litter
can be extracted
by using a sieve
with a mesh size
of about 5 mm.
• Use the sieve
over a beating
tray or a large
sheet of paper.

24. 24
Mammal Trap
• Used to collect
small mammals
• e.g. mice, voles,
etc.

25. 25
Fish Net
• Used to collect
small fish from
pools and streams

26. 26
Plankton Net
• Used to collect
microscopic plants
and animals from
pools and streams

27. 27
Cryptozoic trap
• A piece of wood or stone which is left
on the ground.
• After a suitable interval, animals such
as slugs, woodlice, centipedes and
millipedes will be found underneath.

28. 28
Light meter
• Used to measure
the light intensity

29. 29
A Quadrat
• A frame that forms a
known area usually
0.5m X 0.5m
= 0.25m2
• Usually square shaped
• Can be used to
measure:
Frequency and
% Cover

30. 30
Homemade Quadrat
Internal area = 0.25m2

31. 31
Quadrat with marker

32. 32
1. Name it
2. What is it used for?
3. How do you use it?

33. 33
1. Name it
2. What is it used for?

34. 34
1. Name it
2. What is it used for?

35. 35
END

36. 1.5.3 Organism Distribution

37. 37
Objectives
• Qualitative surveys of animals and plants
• Uisng keys
• Equipment names and uses

38. 38
Objectives
• Distinguish between qualitative and
quantitative surveys of a selected
ecosystem for plants and animals:
1. quantitative survey of the selected
ecosystem using frequency.

39. 39
ACTIVITIES
• Quantitative study of plants and animals in a sample area
of the ecosystem: using quantitative quadrat frame and
recording sheet; transfer results to
• percentage cover defined as an area of ground occupied by
aerial parts of individual plants of the species examined
and counted, expressed as a percentage of the total quadrat
area; transfer results to frequency defined as the chance of
finding the species of a plant within the sample area in a
number of quadrats.
• Using any one method: line transect
• Identification of possible sources of error that might
accompany selected measuring techniques:human error,
application to the natural world in a state of change,
accidental discovery, limitation of sample size.

40. 40
Qualitative survey
• A study to find out the presence or absence
of something.
1. Using keys to
identify what
you find

41. 41
2. Collecting organisms to have a
closer look

42. Tullgren funnel
42

43. 3. Direct search
43

44. 44
Quantitative survey
• a study to find out the amounts of something.
1. Percentage frequency
2. Percentage cover
3. Population ( animal ONLY)

45. 1. Percentage frequency
• the % chance of finding a species when a
quadrat is randomly thrown
45

46. Example results
46
1. Randomly pick quadrat sites within the habitat
2. Count the number of quadrats in which the plant is present. = 7
3. Divide by total number of quadrats to get frequency. 7/10 = 0.7
4. Multiply by 100 to get % frequency. 0.7 x 100 = 70%
5. Display your data

47. Bar chart of results
47
0
20
40
60
80
100
Plant
% Frequency Grassland Plants
Daisy
Dandelion
Plantain
Clover
Grass

48. Method can also be used with
slow moving animals
48

49. Sources of error??
1. Changing conditions of nature
2. Human error
3. Sample size not big enough
49

50. Percentage cover
• percentage cover defined as the percentage area of
ground covered by a type of plant
50

51. Percentage Cover
51
Plant Quadrat Number Total Hits % Cover
1 2 3 4 5 6 7 8 9 10
•Count total number of hits. = 116
•Divide by total number of possible hits. 116/250 = 0.464
•Multiply by 100 to get percentage cover. 0.464 x 100 = 46.4%

52. Display data
52
% Cover Grassland Plants
Daisy
Dandelion
Plantain
Clover
Grass

53. Sources of error??
1. Changing conditions of nature
2. Human error
3. Sample size not big enough
53

54. 54
Quantitative survey
• a study to find out the amounts of something.
1. Percentage frequency
2. Percentage cover
3. Population ( animal ONLY)

55. How can this be calculated?? 55
A population is all the members of a species living in an area.

56. Measuring population of animals
Capture – Recapture Method
1. Capture, count and mark animals.
2. Release animals.
3. Second visit - captured animals are
counted as before and the number of
marked animals that were recaptured is
noted.
56

57. 57

58. Total Population =
No. of animals caught on 1st visit x No. of animals caught on 2nd visit
No. of marked animals recaptured on the 2nd visit
•
58

59. Sample Calculation –
Total Population Field mouse
• Number of animals caught and marked on 1st visit = 20
• Number of animals caught on 2nd visit =15
• Number of marked animals caught on 2nd visit = 5
• Total population = 20 x 15 = 60
5
•
59

60. 60

61. Sample Calculation –
Total Bat Population
• Number of bats caught and marked on 1st visit = 10
• Number of animals caught on 2nd visit = 10
• Number of marked animals caught on 2nd visit = 4
• Total population = 10 x 10 = 25
4
•
61

62. 62

63. 63
Conduct a quantitative study
Reference Material in the Extra Material Folder:
1.5.3 Blank cover and frequency tables for handouts
(nbss).xls
1.5.3 Checklist of Resources (nbss).doc
1.5.3 Completed Frequency Table and Graph
(nbss).xls
1.5.3 Student’s Ecology Fieldwork Portfolio.doc
1.5.3 Teacher’s Ecology Fieldwork Portfolio.doc
1.5.3 Ecology Slides (nbss).ppt
1.5.3 Equipment List and Use.doc

64. 64
More Reference Material
1.5.3 Excel Instructions for Graphs from Tables
(nbss).doc
1.5.3 Four Ecosystems.pdf
1.5.3 Frequency table (nbss).doc
1.5.3 Percentage cover table (nbss).doc
1.5.3 Quadrat and flowers (nbss) - template.doc
1.5.3 Quantitative Analysis of Three Ecosystems
(nbss).doc
1.5.3 Quantitative Analysis of Three Ecosystems
(nbss).pdf

65. 65
Your Results
• Transfer results to tables, diagrams,
graphs, histograms, or any other
relevant mode.
• Identify possible sources of error in
such a study.

66. 66
A website worth checking out
If you are connected to the internet click on
the following link
http://www.skoool.ie/skoool/examcentre_sc
.asp?id=2896

67. 67
Need to know
• Explain the difference between a
Qualitative & Quantitative study for plants
and animals.
• Complete experiments to evaluate
frequency and % Cover for both plants and
animals

68. 68
END

69. 69
1.5.4 Choice of Habitat

70. 70
1.5.4 Choice of Habitat
• Relationship between an organism’s
suitability to its habitat and abiotic factors
to include measurement of any three of the
following: pH, temperature (air and ground,
or aquatic), light intensity, water current,air
current, dissolved oxygen, mineral content,
percentage air in soil, percentage water in
soil, percentage humus, salinity, degree of
exposure, and slope.

71. 71
ACTIVITIES
• Investigate any three abiotic factors present
in the selected ecosystem as listed.
• Relate results to choice of habitat selected
by each organism identified in this study.

72. 1.5.5 Organism Adaptations

73. 73
1.5.5 ORGANISM ADAPTATIONS
• DEPTH OF TREATMENT
• Necessity for structural, competitive or
behavioural adaptation by organisms.
• From observation, data collection or
interpretative techniques of the investigative
study of the ecosystem, note any one
structural or behavioural adaptation of any
organism selected.

74. 74
Organism Adaptations
• Necessity for structural, competitive or
behavioural adaptation by organisms
• Note an adaptation feature by any organism
in your selected ecosystem

75. • its ability to move up vertical surfaces to get
closer to the sun to complete photosynthesis
75
Plant adaptations – Ivy

76. • Grows from the
base of the
shoot so that
animals grazing
do not stop it
growing
76
Plant adaptations - Grass

77. Dandelion
• Has bitter tasting leaves to
deter animals from eating
it
77

78. Daisy
• Leaves grow close to the
ground so that they are
not cut off by mowing/
grazing
• Flowers are high and
bright to attract insects for
pollination
78

79. • Earthworms do not have eyes or ears but
they have a mouth and are sensitive to
heat, light and touch.
• In the hot summer the worm also travels
deep into the soil in order to avoid
dehydration.
79

80. • Long antennae for enhanced sense's of smell
and touch
• In emergency's the snail can fully retract into it's
shell for added protection. 80

81. • There is not much that the Magpie won't
eat. They consume small birds, including
hatchlings, mice, insects, snails and
worms as well as fruit, grain and acorns
81

82. • Adaptations include having both sexual and
asexual reproduction
82

83. • Make webs to catch prey
• Have lots of hairs on their legs, which are
sensitivity and help to detect prey
83

84. 84
Organism Role in Energy
Transfer
Identify of the role of the organisms studied in
the pathways of energy flow by
construction of:
• Food chains
• Food web
• Pyramid of numbers

85. 85
Adaptations
Click on the following links to view a list of
adaptations
1.5.5 Some adaptations of Plants and Animals.doc
1.5.5 Woodland – Flora and Fauna.ppt
1.5.5 Woodland – Flora and Fauna.pdf

86. 86
Need to know
• Explain the necessity for and give
examples of Structural / Competitive /
Behavioural adaptations
• State one adaptation by one organism in the
selected ecosystem

87. 87
END

88. 1.5.6 Organism Role in Energy
Transfer

89. 89
• Using the information previously gathered
in the study of the selected ecosystem
construct: food chains, food web as energy
flow through the ecosystem pyramid of
numbers.

90. 90
Organism Role in Energy
Transfer
Identify of the role of the organisms studied in
the pathways of energy flow by
construction of:
• Food chains
• Food web
• Pyramid of numbers

91. 91
Need to know
• Explain and identify the role of the
organism in energy transfers.
• Construct:
– A food chain,
– A food web and
– A pyramid of numbers of the study area

92. 92
END

93. 1.5.7 Analysis

94. 94
1.5.7 ANALYSIS
• DEPTH OF TREATMENT
• Analysis and assessment of all results
obtained during this special
• investigation of an ecosystem.
• Contemporary Issues & Technology
• Identification of local ecological issues
related to the selected
• ecosystem.

95. 95
Analysis
• Analysis and assessment of all results
obtained during the investigation of your
ecosystem
• Identification of local ecological issues
related to the selected ecosystem
• Prepare a portfolio/brief report of the results
obtained

96. 96
Need to know
• Discuss the necessity for analysis and
assessments of results obtained.
• Identify local ecological issues related to
selected organisms

97. 97
END