BIOLOGY ECO-COLUMN PROJECT
THE TASK: Create 2 identical sets of miniature ecosystems, using bottle
biology. These ecosystems must mimic real life situations from 3 different
parts of an ecosystem and must be interconnected and interacting. Using a
minimum of 6 (3 liter) bottles to create the experimental vs control
ecocolumns, you will be testing the effect of a product or environmental
variable on the balance of the ecosystems.
GUIDELINES FOR ECO-COLUMN PROJECT:
1. Labgroups of 3 or 4 will be working as a team to design and carry out
the experiment.
2. The design of the columns AND the experimental procedure must be
approved before construction of system. No 2 groups will do the
same project, so first come first served.
3. A MINIMUM of 3 sections representing 3 distinct parts of an
ecosystem are required and they must all interact in some way. As you
design your setup, consider how you will create conditions that will
come as close to reality as possible and how you will provide ACCESS
to each section with as little disruption as possible.
4. The following will not be allowed:
 Saltwater/marsh sections
 Amphibians/mammals/poisonous organisms
or fish
 No one liter bottles and NO COLORED bottles-only clear
 No harsh chemicals like chlorine or flammables
5. Each column must be Labeled with:
 section of the ecosystem it represents
 which is experimental and which is control
 the basic experimental question
 each team member’s name
 your class name
6. A journal must be maintained and left in the classroom. Every paper
generated during this experiment will be kept in the journal- NO
papers are to be left loose in pockets. Ringed notebooks are not
acceptable. (See the instructor for a journal)
7. The experimental design needs to allow for collection of measurable
data, for example temperature; height of plants; pH as well as
observations – do not block the view of the inside and take into
account the limits of the available equipment.
8. There will be a final lab report which must be typed (data tables and
graphs also must be done in Excel) Include the following:
 Purpose
 Hypothesis
 Research/Theory/justification
 Diagram of setup
 Procedure
 Data and graph(s)
 Analysis
 Conclusion
9. Grading will based on the rubrics included and the following:
 Quality of Eco-column construction
 Completeness of Journal
 Lab report
 Group Evaluation
 Presentation
JOURNAL: (PAPER 3-RING FOLDER-per group-provided by instructor)
Any scientist doing research maintains careful records and logs about
the work progress. This procedure of journaling requires consistent
observations, collection of data, periodic critiques/analysis/reflections,
problems noted, solutions proposed, changes initiated and WHY, results
of those changes. All of these should be in your journal, and reviewed when
writing your final analysis, then summarized in the final lab report, just like
a scientist publishing results. EACH TEAM MEMBER MUST make at
least 2 journal entries and 2 data table entries apiece!!
Theory research ( see attached sheet)
FOLLOWING PART OF PROJECT (the Journal) DUE ON:
 The problem/question being investigated
 Diagram of the original, APPROVED design (fully labeled)
 Hypothesis- must be in the If…and…then… format. (If not all
team members agree, follow the given method for adding to
that statement to include the alternate hypothesis)
 Justification & theory (3 Paragraphs)
1. When in real life would your testable factor occur?
(set the scenario)
2. Justify Hypothesis – why did you hypothesize the
particular results that you are expecting? (including
the required research)-this is the theory
3. Justify why the bottles set up the way they are?
 Working , APPROVED, experimental procedure- must be as
detailed as possible, incorporating any corrections from 1st
draft
 Data tables (APPROVED)
 All journal pages with names and dates
 Microscope pages (if applicable)
 Take Apart page set up
 Journal grading sheet(must be the last page in the journal and
all names and dates need to be written in ahead)
 Each member’s selected plant diagram sheet (place in the back
pocket)
Rough data tables to be approved. Things to consider – height of
plants(required)-this is by type, not all plants averaged together; also
required is a final change in height for each plant- this data will be used
for a bar graph; water depth, # of specific animals seen alive or dead,
temp, pH, etc. DON’T FORGET units (always use metric), a title and a
column to record the name of the person taking the data. You must be
able to record control vs experimental data in a manner that makes it
easy to follow trends in data. The data tables should NOT include
subjective observations like health, color, smells- these should be
recorded in the journal pages.
FOLLOWING PART OF PROJECT (the Ecocolumns) DUE ON:
 Constructed, labeled eco-columns (2 identical setups – 1 for control)
DO NOT ADD any testable product or variable to the environment
yet, we will let them sit for about 3 days to adjust. Bring the product
to class, LABELED with your names and the experiment, to be stored
until testing day.
 A small sample of soil from each ecosystem in a clearly labeled, ziplock
bag - remove this soil directly from the ground where you obtained
the soil for that section. The bag should be labeled with your class
name and your experimental variable, as well as the name of the
ecosystem in the column to which it belongs. These soil samples will
be used for nutrient testing next class.
 On the day after the column is due, you will fill in the first data table
measurements and make your first observations, including the before
microscopic observations IF your design includes a water section.
 For your journal entries you must include:
Name of person journaling, and date (written in ahead)
General descriptions of the conditions, each section, both columns
Discuss any problems encountered and proposed solutions, answers
to previous questions/problems and critiques, reflections as to why
various things may or may not be working as expected.
FOLLOWING PART OF PROJECT Begins on:
 On the 3rd day, after you have taken the 3rd data and observations,
add your variable (ie. the shampoo, create the flood, add the smoke,
etc), and make any additional observations in the journal about any
immediate reactions- if no reactions were visible, state so.
HIGHLIGHT the date on the table. Continue with data and journal
according to the time schedule set by the instructor- for a minimum
of 8 data collections and observations, each member responsible for
at least 2 each (this varies by group size).
FOLLOWING PART OF PROJECT DUE:
Take Apart Day
 A brief presentation by the group- (see explanation)
 Upon taking apart each of the 6 sections, the following observations
should be made and included in the final analysis of your lab report.
o Root growth and root condition of the identified plants
o general plant health of all plants
o Presence/# of soil visible organisms
o Soil moisture and conditions
o Odors and colors
The above 5 items are in the take apart table(s)
____________________________________________
o Microscopic water life (use microscope data sheets for this
one)
o Use the soil nutrient table and retest and record each section’s
soil nutrients again in the after column
PRESENTATION –Take Apart Day.
 In the presentation you should explain your project, how you think
things went and your preliminary conclusions. You need to be prepared
for questions from the instructor. Each member MUST PARTICIPATE
in presentation and the instructor has the right to call on anyone to
answer questions. One grade will be given to the group during
presentation, so be sure all members understand the experiment and
procedures, as well as actions taken and why.
FINAL GRADING:
Individual grades will be awarded for journal and data entries, the plant
identified and drawn as well as a group evaluation from your fellow members
reflecting on your participation in the building of the columns, the
cooperation you exhibited and the writing of the report. The final lab
report will be one grade for the group- the instructor will further explain
how to divide the work so all have a fair share- see task assignments sheet.
NOTE: If a member does not help in the construction, they will receive a
zero for that grade. If a member does not help write the report, they will
likewise receive a zero. If there is an unavoidable conflict, see instructor.
Requirements for FINAL LAB REPORT
MUST INCLUDE A COVER PAGE with the following:
Project Topic (make this descriptive! - the title should have the variable
incorporated into it)
Date
Group Member Names
Class name
PURPOSE: (Approved at beginning of project)
HYPOTHESIS: (Approved at beginning of project.)
THEORY & JUSTIFICATION: (Approved at beginning of project.)
DIAGRAM(s): final picture of ecocolumn setup AND any clarifying diagrams
for any special constructs like a support system or a connection
needed (colored and labeled neatly!)
PROCEDURE: - (see the procedure rough draft you completed for
clarification.) Be sure to make any changes to your draft procedure to
reflect what you actually ended up doing. Follow the format given.
DATA TABLES- (these are the corrected tables)
GRAPHS (one comparing total plant change in height for each plant- bar
graphs, not scatter/line graphs, and one bar graph comparing soil nutrients.
Other graphs are up to your discretion)
ANALYSIS:
 DO NOT use any personal pronouns
 When writing the analysis discuss the following:
o The actual data/results – any correlations observed, patterns
that emerged, anomalies, things unexpected and what you
found. Answer the question posed in the beginning based on
your findings. DO NOT simply repeat the data tables in
paragraph form but summarize and USE the data to support
your conclusions. Connect your analysis/conclusions to the prior
research done in the theory section. If inconclusive, evidence
must still be used to support that as well.
o A Graph of change, control versus experimental. Heights are
required as well as nutrients
o Sources of error, both controllable one (things you could of
prevented) and uncontrollable ones. (be specific-a simple
statement like “human error” is not acceptable!)
o If you were to repeat this experiment, how would you improve
its design or procedure?
o Explain at least 3 biological principles demonstrated by your
experiment and it’s results and/or observed in your columns.
(Metabolic processes; stimulus/response; predator/prey
relationships etc.)-see your text in the ecology and plant
chapters to get more ideas.
* Final CONCLUSION
This should be a very short statement which repeats the hypothesis but
with what you believe is the “answer”. Do not give explanations or reasons,
etc.- all that should be in the analysis. (See examples given in class) After
all your analysis, this is the final answer- just answer the problem stated. If
you believe there is not enough data to support a conclusion, then that
should have been addressed in the analysis and here you simply state that
that No conclusion can be reached.
A couple notes: The final report should flow well together and all fonts,
formats, etc should match- it should be a seamless document that looks and
reads as if it has been written by one person- merge your various
contributions. Check each other and proofread!! There should be no personal
pronouns anywhere and no individual names on the pages except the data
table entries - it is written as a scientific, objective paper. Turn in with a
single staple in the top left corner to hold it together OR in a thin
presentation folder that has holes punched, but not in a notebook (see
samples shown in class)and DO NOT place individual pages in plastic sleeves.
ALL papers, all rough drafts, all graded materials since day one of
this project need to be turned in inside the journal, not attached to the final
report. DO NOT rewrite the journal pages or take apart charts- they stay
in the journal as reference to back up your analysis statements- please
check the order of papers as listed by instructor as the due date arrives.
Ecocolumn Lab report task assignments
(use size 12 and 1.5 spacing for all typing)
PLEASE INDICATE WHO IS DOING WHAT AND INSERT INTO THE JOURNAL
FOR REFERENCE
1. _____________
Purpose, Hypothesis, & theory corrected & typed , as
one continuous document.
2. _____________
Corrected, actually followed procedure on separate
page(s) from the above plus all special instructions and
diagrams for construction.
3. _____________
Corrected, labeled, rulered, colored diagram(s) of
ecocolumns.
4. ______________
Corrected final copy of data tables with all data typed
in and bar graph of plant change in height.
NOTE: ALL members will be involved in creating the
analysis and conclusion, errors, principles and
improvements and type it. You may choose to divide that
task into parts, but it will need to flow as if one person did it
and the font and spacing must match the rest of the paper.
The sub parts are:
Analysis of data
Sources of error
How to improve if repeated
3 Biological principles
Conclusion
Constructing an Hypothesis statement-How to set it up:
The “IF..and..then..” format
Causal question/Purpose
What is the effect of excess product X
on field, garden and woods
ecosystems ?
Proposed Explanation-Hypothesis, pt 1
If….
Product X is harmful only to weeds
Planned test-hypothesis, pt 2
and….
it is added in normal vs. excess amounts
to 2 different ecocolumns
Expected result-hypothesis, pt 3
then…
the column with excess product X
should have more weeds killed than the one with
normal amounts; in the control all weeds should
survive and in neither experimental column
should there be any other adverse effects on
other plants. All the animals should live in all 3
columns.
(The following are examples of what might be seen at the end of the
experiment)
Observed Results/Analysis
All plant types wilted in the excess column and
all ants died. Only weeds died in the normal column
and all ants died. In the control, all plants lived and no
ants died.
Conclusionrestate the “then” part of the hypothesis with the final answer
Excess of product X is harmful to all plant types,
not just weeds. Product X is harmful to ants even
when used as directed. Product X, used as
directed, will not hurt other plants.
Sample Hypotheses
Read each of the following hypotheses – which one is the best wording to
use based on the following problem being investigated: How does wind
effect transpiration rates in begonias? What attributes make it the best
choice? What is wrong with each of the other ones?
Hypothesis A: The amount of air movement around begonias influences
transpiration.
Hypothesis B: I think that more wind will make plants lose water faster.
Hypothesis C: Faster winds hurt begonias.
Hypothesis D: If faster winds cause greater transpiration rates, and begonias
are exposed to various speeds, then begonias exposed to faster wind will lose
water faster than those exposed to lower winds.
Hypothesis E: If it is windy, begonias will be okay because they are
exposed to wind all the time.
Hypothesis F. Transpiration rates will not have an effect on the growth of
begonias.
Hypothesis G: If there are faster winds and begonias are exposed to them,
then the begonias will lose leaves and they won’t be able to evaporate water
as much.
Organizing the Experiment
Name(s) _____________
_____________
_____________
1. The one variable to be tested is:____________________
2. The question is:
3. The hypothesis about what will happen is:
IF
And
Then
But if
Then
4. In order to make the experiment a valid test, these variables
will be kept constant (unchanged), and also identical between
the control and experimental setups:
5. Are special equipment/materials needed? ______
If so, the following must be obtained:
6. The preliminary research needs to be conducted:
7. What will be measured:
8. What will be counted:
9. What will be observed:
Procedure Working Draft
NOTE: Several steps have been written for you- these are required by all groups to
include in the written procedure. Your assignment is to turn in a typed rough draft
which includes the required parts as well as filling in the missing information.
Procedure:
1. Set up 2 identical ecocolumns according to the preceding diagram and the
provided Bottle Biology Instructions.
(This is the place where you would add in
any additional instructions that go beyond the basics- DO
NOT give all the details about how to do the basic cutting
and fitting of the bottles if you are only using what Bottle
Biology sheets have explained. If needed you would also
have to have additional diagrams and refer to them to
clarify your instructions, especially for any support
systems)
a. Special notes:
2. Allow the bottles to adjust in the classroom for at least 2 days and during
this time perform the following:
a. Record initial readings of all data in the tables and the first 2
observations in the journal.
b. Check the soil in each section in both columns for dryness and
“rain” as needed. Record the amount of water added in the data
(include the following ONLY if you have a pond section)
c. Observe the water under the microscope and complete the
BEFORE microscope data sheet, estimating population
numbers/abundance (rare, infrequent or abundant) and
describing each type of organism as well as its motion if
present.
3. After taking data and observations on the 3rd day:
a.
(This is where you write out your step by step
procedure of what to do to add your variable. Remember, if
a liquid is added to the experimental column, there should
be an equal amount of water added to the control and this
is a procedural step that must be included)
c.Record any immediate reactions in the journal entry for that day.
d.Highlight the day the variable was added on the data table of the
experimental column.
4. Continue to collect data and observations for the next 6 observation days
and “raining” as needed, recording the amounts.
5. After the experimental time, dismantle both columns and record all
observations in journal on the Take Apart Observations pages and (include
this next instruction only if you have a water section) the AFTER
Microscope page.
6. Create a graph of plant height change.
7. Analyze the results, using all data and observations.
8. Make conclusions.
(Please note that the numbering of your steps may end up
differently if you have several building instructions to add- you
may have a 1a,1b,1c, etc. and step 3 will likely be 3a,3b, etc as
well. This procedure is posted in the class folder and you can
download and then modify as needed. EVERYONE will have step
1,2,4-8- as written. The places you need to create unique to your
procedure are in step 1 for building instructions after the 1st
statement; in step 2 if you do not have a water section; in step 3
where you explain what to do on the day of adding the variable;
and step 5 if you do not have a water section. See me if you do not
understand).
Journal/Ecocolumn grading
Project Title:_______________ Scientists:
____________
____________
Ecoclumns= 50 pts
Labels:
Control/Experimental
Names of Scientists
Class name
Each ecosystem named
Project Title
3 ecosystems(minimum)
Each system complete
(has both plants & animals per section)
Total grade
____________
____________
Control Exper.
1
1
1
1
1
1
1
1
1
1
10
10
10
10
Journal Set-up (with all corrections) = 35 pts
___purpose (2)
___hypothesis (3)
___justification/theory (5)
Total grade
___diagram(s) (5)
___procedure (5)
___data table –also names & dates(5)
___graph(draft)(5)
___journal pages-names & dates(5)
**Microscopic page=10 pts (only for columns with water)
___Before (5)
___After (5)
(5)
Final entry page= 10 pts
Control
colors
1
odors
1
root health
1
plant health
1
soil organisms
1
Total grade
(5)
Exper.
1
1
1
1
1
Journal entries =75 pts
Scientist
___________
Date: ____
+
Data(10) + Observation(15)
____
____
Total grade
+
+
=
___________
Date: ____
+
____
+
____
+
=
___________
Date: ____
+
____
+
____
+
=
___________
Date: ____
+
____
+
____
+
=
NOTES: Each of the above grades has 2 parts (data and
observations) for a total of 25 pts per date, therefore a final total of 75
pts per group member. If a member misses their scheduled date to
record data and observations due to being absent, trade turns and
change the name on the data table, journal pages, class record on
the board, AND up above. SEE ME about adjustments if you as a
member were here but negligent and did not do your job. Only the
individual group member who was negligent will suffer a grade loss
as the points in this section are NOT group grades.
KEEP THIS PAGE AS THE LAST PAGE IN YOUR
JOURNAL AND CHECK IT AND THE COMMENT
SECTION IN THE DAILY JOURNAL PAGES FOR
UPDATES TO YOUR GRADE AND ANY
COMMENTS FROM ME WHICH NEED TO BE
DEALT WITH ASAP.
Sample ANALYSIS #1-can you find errors? What is good and not so good about it?
During the experiment, it was noticed that there were many positive and negative changes
in both the experimental and control columns. The overall health of both columns was quite good
until the day the insecticide was added to the variable column. Soon after the insecticide was
added, there were immediate negative effects as the fish dying in the pond section and all the
organisms in the forest section disappeared within two days. The fish did not die in the control
columns, however the draining system also did not work as well as anticipated, which may have
contributed to the accelerated rate of death of all organisms in the flooded forest section.
Plant growth was stunted in the variable column as seen by the fact that the ferns started
to droop and fall over one day after the variable was added. However, in the control column, the
ferns actually ended growing a total of 1.30 cm. Soil pH in both sections of the control
ecocolumn tended to remain close to a neutral reading (7.0) while those in the variable column
were quite acidic with final readings of 5.8 and 5.9. This decrease in pH could have been one of
the reasons why the plants and animals did not fare well in the variable column.
The grass in both columns saw increased growth (0.4 cm in control and 0.5 cm in
variable), however, the grass in the variable ecocolumn did slowly turn a yellow and brown color.
This may have been due to the insecticide although we did notice some discoloration in the
control column’s grass as well. The plants in the control ecocolumn all grew except for the pine
saplings which fell over. This was most likely due to the fact that the sapling was not planted
very well and was not able to take root.
Although we thought the worms died in both ecocolumns, when we took the control
ecocolumn apart, we noticed that a baby worm was in the soil which had not been there in the
beginning. We also found both of our worms in the control ecocolumn. They were plump and
healthy looking. In the pond section the microscopic organisms seemed to be at about the same
population levels in both columns except the diatoms of the experimental, which have completely
disappeared. Again, it is possible that the acidic levels were harmful to these particular
organisms. The rrots of the pond plants in the experimental seemed to be thinner and less
extensive than those in the control, another possible effect of the pH differences.
In this experiment there were some sources of error involved. The biggest source of error
was that the drainage system did not work as well as planned. The insecticide and “rain” flooded
the forest section in the variable column for the entire duration of the experiment. An
improvement would be to make more holes in the cap as well as in the bottom of the bottle to
increase the percolation of “rain.” Different choices would be made for the saplings as they did
not root well-perhaps more careful digging to be sure the whole root was obtained.
Sample ANALYSIS #2- Errors? Is this better or worse than the 1st? Why?
The experiment pretty much supported our hypothesis that insecticide would kill
everything when it was added. On the first day after the variable was added, the fern height went
from 8.3 cm to 8.2 cm. The next day, fern height was 8.1 cm and then it was 7.8 cm. It finally
ended up at 7.4 cm. The pine sapling also got flooded after the insecticide was added and it
ended up falling over. It started at 7.35 cm and then went to 7.4 cm, then to 4.5 cm and finally
ended up at 4.0 cm. The animals also all died because they were not seen after the insecticide
was added, although, a baby worm was found in the forest section.
The PH of the soil in the variable ecocolumn was very acidic probably because of the
insecticide. It went from 6.75 to 7 and then to 5.5 and finally ended up at 5.9 which was wicked
low. The water PH went the other way and became basic. It started at 7 for two days and then
went to 8.25, 8 and 8.5 and finally ended up at 8. The fish died soon after the spike in PH. The
control column did not have many changes in
The control column did pretty well considering the fact that everything survived and
grew. The fish lived for the entire experiment and we found two humongous worms on take apart
day in the forest section. The plants grew too. The ants disappeared but that was probably due to
human error. The water plants did pretty well too since they didn’t die.
There were few problems with the ecocolumn set-up. The only problem was the
flooding that occurred after it ‘rained.” In the future that could be fixed pretty easily. The only
errors were human ones. Nobody’s perfect, even scientists, right? When water was added we
probably should have stopped because we flooded the top section. Maybe poking some holes
somewhere would help too. Other than that, there were few problems with the set-up of the
ecocolumns. Our group got along well but some members could have been better at recording.
We were stressed a lot and should have asked for help.
A prinicple that was shown was that life goes on. A second principle was the balance of
chemicals in the environment. A third principle was reproduction.
Biology
Final Ecocolumn Lab report
Project Title:
_________________
Group members: _________________
_________________
_________________
Title page/cover (5)
___Descriptive
___member names
___date due and class name
Final grade:_________
Comments:
Purpose (2)
____ Clearly defines the question
Hypothesis (5)
____ In the If...and...then format
Theory (15)
____what is the “real-life” scenario
___ why hypothesized that way(theory)
Jusification (5)
___ why built in that manner
Diagram (8)
___sections labeled
___detailed/colored/rulered
___individual components labeled
___connections between sections clear
Procedure (10)
___detailed/accurate
___written present tense
___includes all instructions
___reproducible
Data Table & Graph(s) (10)
___units/title/subtitles/keys
___no extra headings/spaces ( format)
___clear difference control vs exp. data
___matches procedure & originals
___data entries clear and unambiguous
Analysis (40)
___ refers to data & graph & observations -10
___ correlates & seeks reasons - 10
___ sources of error -5
___ improvements -5
___ biological principles -10
Conclusion (10)
___ matches hypothesis - not rambling
___ based on data/observations
General/ mechanics (5)
___ Computerized/neatly presented
___ mechanics
___ no personal pronouns
___ organized
Comments:
Journal (15 )
___ Organized
___ ALL sections complete
___ ALL drafts present
TASK during construction: BEFORE placing the plants into the
bottles, each member needs to choose a dominant plant (not grass,
not fungi). In a group of 3, one from each ecosystem, in a group of 4,
choose one more from the system of your choice. Dominant=one
you believe defines the system and will have the greatest effect on
the biotic (living) and abiotic (non-living) factors of the ecosystem.
THIS IS AN INDIVIDUAL GRADE:
*DIAGRAM and COLOR the selected plant below,
including the root system-be detailed.
*Identify it by both Latin and common names, using the provided
field guides (NOTE: you will have class time to do the identifying and
to answer the question on the back, but must have diagram done on
the day the ecocolumns are due- place your drawing in the back
pocket of the journal
Ecosystem: _____________________
Latin name_______________________
Common name____________________
Consider the abiotic and/or biotic factors that impact this plant in the particular
ecosystem in which it was originally found and choose 2 DIFFERENT problems
it faces due to those factors and explain what observable, physical
adaptation(s) it possesses to deal with the problems. These adaptations should
be visible in the diagram and labeled.
[Ex: A cactus faces the abiotic factor of extreme heat which dries it out, but it
survives because it has the adaptation of fleshy, water storing tissue and
reduced leaves to prevent water loss.]
1
2
Define Problem
Is the problem a
biotic or abiotic
factor?
Explain
Adaptation
Theory
A. The research- each member of the group must find a
minimum of one article apiece using the Marvel database
or Science Online as the basis of your search into valid,
professional research.
(5 pt HW)* Turn in a copy of the article, highlighting the
applicable portions or attaching your summary of notes,
that you will use- do not forget to include the proper
bibliographical citations and in text references when
referring to the information (MLA).
* This is your background research before forming
your hypothesis and you will be using this to explain the
reasoning behind what you hypothesized.
B. Share your findings with your group, and following the
designing hypothesis guidelines, write the first draft of
your hypothesis. Get feedback from instructor and
rewrite as needed.
C. Once your hypothesis is approved, write your theory,
focusing on:
_____what is the “real-life” scenario
___ why hypothesized that way(theory referenced with
research)
In a 3rd paragraph, justify why you designed the bottle set
up the way you did.