NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Managing Environmental
Resources
Unit 2: Ecosystems
Support sheets
[INTERMEDIATE 1]
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2
UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
Contents
Inter-relationships
Inter-relationships
Inter-relationships
Inter-relationships
Inter-relationships
Inter-relationships
assessment
Inter-relationships
Inter-relationships
Physical
Physical
Physical
Physical
Physical
Physical
of
of
of
of
of
of
ecosystem
ecosystem
ecosystem
ecosystem
ecosystem
ecosystem
1:
2:
3:
4:
5
6:
Self-assessment
Self-assessment
Self-assessment
Teacher information sheet
of
of
of
of
of
of
an
an
an
an
an
an
ecosystem
ecosystem
ecosystem
ecosystem
ecosystem
ecosystem
4
5
6
7
8
Terminology checklist – self-
of an ecosystem 7a: Flash cards
of an ecosystem 7b: Flash cards
components
components
components
components
components
components
Student support
Student support
Student support
investigation 1
Student support
investigation 2
an
an
an
an
an
an
8
9
10
11
12: Terminology checklist
13
sheet 14: Practical investigation
sheet 14a: Critical-thinking exercise
sheet 14b: Critical analysis – sample
10
11
12
13
14
15
16
17
18
19
20
22
sheet 14c: Critical analysis – sample
24
Physical components of an ecosystem 15
Biological components of an ecosystem 16 – Terminology checklist
Physical components of an ecosystem 17
Biological components of an ecosystem 18
25
26
28
29
Student support sheet 19: Biodiversity
Teacher support sheet 20: Suggested answers
31
32
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Support sheets
Inter-relationships of an ecosystem 1: Self-assessment
Complete the work on this sheet then check it with a partner.
Habitat: where a plant or animal lives.
Examples:
Fresh water in a pond
__________________________________________________________
__________________________________________________________
__________________________________________________________
Community: all the living things, plants and animals in a habitat.
Examples:
Pondweed, tadpoles, perch and pike
__________________________________________________________
__________________________________________________________
__________________________________________________________
Ecosystem = habitat + community
Examples:
Fresh water pond = fresh water + pondweed, tadpoles, perch and pike
__________________________________________________________
__________________________________________________________
__________________________________________________________
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UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Inter-relationships of an ecosystem 2: Self-assessment
Complete the work on this sheet, then check your answers with a partner.
Students wanted to recycle some of the waste food from the school
kitchens.
They set up a wormery, as shown below.
cabbage leaves and carrot tops
compost and worms
soil
Wordbank
worms
cabbage leaves
soil
decomposer
carrot tops
Complete the sentences using the correct word from the wordbank.
(i)
Two types of kitchen waste in the wormery are
_________________ and ______________________.
(ii)
The living organisms in the compost box are the ______________.
(iii) A non-living part of the wormery is the ________________.
(iv) The term used to describe worms and other organisms which can
break down waste into compost is ___________________.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 3: Self-assessment
Complete the work on this sheet, then check your answers with a
partner.
The picture below shows an aquarium.
Wordbank
fish
plant
water
gravel
habitat
community
Complete the sentences using the wordbank.
(i)
The habitat is made up from the _________ and the
____________.
(ii)
The ___________ and ___________ form the community.
(iii) The ecosystem is made up from the ______________ and the
_________________.
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 4: Teacher information
sheet
One way of introducing food chains is with cut-out cards showing
pictures of actual organisms and arrows.
Constucting food chains
Requirements:
 Food chain cards – use actual photographs of species involved in a
food chain.
 Arrow cards.
 Instructions to group to create food chains.
There are many excellent websites, some with pictures of food chains
and food webs, others with interactive programmes.
Other very useful sources include Standard Grade Biology, Standard
Grade Science – a study of environments and Intermediate 2 biology
text books and the resources which were produced for these courses and
should be available in most schools. There are also past papers in MER
Intermediate 1.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 5
Your teacher will tell you whether to work in a group, in pairs or on
your own.
Freshwater food web
Marine food web
Moorland food web
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UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
For each of the diagrams, answer the following questions .
1.
Make up a table or two lists to show all the producers and all the
consumers in each food web.
2.
Name all the herbivores in each food web
3
Name all the carnivores in each food web.
4
Name all the omnivores in each food web.
5
Draw three complete examples of food chains from each food
web.
6
Name the source of energy for each food web.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 6: Terminology
checklist – self-assessment
Match up the word with its correct meaning by:




completing worksheet
writing out in full
creating word cards to match up
use as a beginnings/endings assessment exercise.
Producer
breaks down dead material
Consumer
is lost as movement
Energy
eats only plant material
Herbivore
indicates the flow of energy in a food web
Carnivore
is lost as indigestible food
Omnivore
is the source of energy for all food webs
Energy
has to eat other organisms for its energy
Decomposer
makes its own food
Food web
eats only other animals
Sun
eats both plant and animal material
Energy
is made up from several food chains
Arrow
is lost as heat
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 7a: Flash cards
(to be back-to-back with 7b to make flash cards)
Habitat is
Community is
Ecosystem =
Producer is
Consumer is
Herbivore is
Carnivore is
Omnivore is
Decomposer is
The Sun is
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Inter-relationships of an ecosystem 7b: Flash cards
(to back on to 7a for flash card)
All the organisms living
in one place is
Where an organism
lives is
An organism which can
make its own food
Habitat + community
An animal which only eats
plants
An organism which
cannot make its own
food
A consumer which eats
both plant and animal
material
A consumer which only
eats animal material
The source of all energy is
An organism which
breaks down dead
material
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 8
How to measure temperature
The piece of equipment used to measure temperature is called a
_______________________________.
1.
This equipment must always be wiped and cleaned before reusing
it.
2.
Follow instructions as to where to use this equipment – the sites.
3.
It is better to repeat measurements because then an average can
be calculated, which gives a more reliable result.
4.
Record your results in a table:
Site
Temperature
readings, C
Average
temperature, C
5.
Make sure you have completed your table.
6.
The table below shows the results from a similar investigation to
measure temperature.
Site
A
B
C
Temperature
readings, C
Average
temperature, C
5, 6, 7
16, 14, 15
12, 11, 16
(a)
Calculate the average temperature for each site and record it in th e
table.
(b)
Explain why several measurements should be taken and an
average calculated.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 9
How to measure light intensity
The piece of equipment used to measure light intensity is called a
_______________________________.
1.
Remember not to stand where you can block out any light reaching
the meter.
2.
Follow instructions as to where to use this equipment – the sites.
3.
It is better to repeat measurements because then an average can
be calculated, which gives a more reliable result.
4.
Record your results in the table:
Site
Light intensity
readings
Average
light intensity
(Light intensity scale, A to H: A is low, H is high.)
5.
The table below shows the results from a similar investigation to
measure light intensity at three sites, 1, 2 and 3.
Site
1
2
3
Light intensity
readings
Average light
intensity
A, B, A
D, D, D
F, G, H
(a)
Calculate the average light intensity for each site and record it in
the table.
(b)
Which site has the highest light intensity? _________
(c)
Explain why several measurements should be taken and an
average calculated.
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 10
How to measure soil pH
The equipment used to measure soil pH is
_________________________________________________________.
1.
Follow instructions as to where to use this equipment – the sites.
2.
It is better to repeat measurements because then an average can
be calculated which gives a more reliable result.
3.
Record your results in the table:
Site
pH
Average pH
4.
The table below shows the results from a similar investigation to
measure pH at three sites, 1, 2 and 3.
Site
1
2
3
pH
5, 6, 5.5
7, 7.5, 8
2, 3, 4
Average pH
(a)
Calculate the average pH for each site and record it in the table.
(b)
Which site has the lowest pH? _________
(c)
Which site is most acid? _______
(d)
Explain why several measurements should be taken and an
average calculated.
__________________________________________________
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 11
How to measure soil moisture
The equipment used to measure soil moisture is
_________________________________________________________.
1.
Follow instructions as to where to use this equipment – the sites.
2.
It is better to repeat measurements because then an average can
be calculated, which gives a more reliable result.
3.
Record your results in the table:
Site
Soil moisture
readings
Average soil
moisture
4.
Site
The table below shows the results from a similar investigation to
measure soil moisture at three sites, A, B and C.
A
B
Soil moisture
4, 6, 5
7, 7, 8
readings
Average soil
moisture
(Soil moisture scale, 1 to 8: 1 is low and 8 is high)
C
2, 3, 4
(a)
Calculate the average moisture for each site and record it in the
table.
(b)
Which site has the most moisture in the soil? _________
(c)
Explain why several measurements should be taken and an
average calculated.
______________________________________________________
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 12: Terminology
checklist
1.
Abiotic factors
These are physical factors that can affect an ecosystem.
Examples:
(a)
(b)
(c)
(d)
2.
Methods of measuring abiotic factors.
Match up the abiotic factor to an instrument that can be used to
measure it.
3.
Soil pH
thermometer
Temperature
universal indicator
Light intensity
moisture meter
Soil moisture
light intensity meter
Reliability
Choose the correct word to complete the following sentences.
reliable
average
several
In an investigation __________________________ readings are
taken.
An _____________________________ is calculated.
This makes the conclusion from the investigation more
_______________________.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 13
Students carried out an investigation into the acidity of rainwater. They
collected samples of rainwater on each of five days. The pH was
measured using a pH probe.
The results are shown in the table below.
Day
1
2
3
4
5
pH
7, 6, 6, 7
7, 6.5,
7.5, 7
4, 5, 5.5,
5.5
5, 6, 5, 6
5.5, 6.5,
7, 5
Average
pH
(a)
Calculate the average pH values and insert them in the table.
(b)
Check your answers with other students.
(c)
Collect a piece of graph paper and draw a line graph below to
show how the pH changed by:
(i) choosing a scale for the horizontal (x) axis and label it ‘days’
(ii) adding the label pH and scale to the vertical (y) axis
(iii) plotting the average pH results.
Using your graph:
(d)
On which day was the rain most acidic? ___________________
(e)
Choose the conclusion which could be made from these results:
A Rainwater pH was most acid on day 2
B Rainwater was most acid on day 3
C Rainwater pH was always acid
(f)
Explain why several pH readings were taken:
_____________________________________________________
(g)
Suggest one way this investigation could be improved:
_____________________________________________________
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UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
Student support sheet 14: Practical investigation
Title of investigation
Aim: What do you want to find out?
Equipment: Write down everything you need to carry out the
investigation.
Method: How did you do the investigation?
Results table: Make sure you include table headings and units.
Graph: Both axes must be drawn with labels and a scale. Usually the
number of organisms goes up the y-axis and the abiotic factor goes
along the x-axis.
Conclusion: Relate what you found out back to the aim of the
investigation.
Comment on any way you could improve your investigation.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Student support sheet 14a: Critical-thinking exercise
Questions for the discussion
What makes a good practical investigation?
You will need a chairperson to guide you through this exercise and a
reporter to takes notes of the opinions reached by your group.
Each person in the group must give an opinion. A consensus should be
reached and noted by the reporter.
Each group will feed back their responses to the class.
Use the questions below to guide your discussion on the report
provided.
1.
Has the report got a suitable title?
2.
Is the aim of the investigation expressed clearly so that the reader
knows what is being investigated?
3.
Is a full list of equipment given or have items been missed?
4.
Does the method give a step by step account of how the
investigators proceeded?
5.
Does it make a difference if the words he/she/I/we/the group are
used?
6.
Are the variables in the investigation identified in the method?
7.
Are there clear indications that all of the variables that could be
controlled were controlled?
8.
Is there an indication that the investigation was repeated, that
results were shared and averages calculated?
9.
Is there a table showing all of the results?
10.
Have the results been used to produce a line graph/bar chart/pie
chart?
20
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
11.
Is the conclusion based on the information attained from the
results?
12.
Does the conclusion relate directly to the aim of the investigation?
Give feedback to improve the report.
1.
2.
3.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Student support sheet 14b: Critical analysis – sample
investigation 1
Investigation: No 1: Counting dandelions and measuring soil moisture
in the school field.
Danny and I did a survey of the dandelions in a field. We used a
quadrat. Danny got a row for not throwing it properly. So I had to do it.
We counted how many dandelions were in each of the squares. Then we
had to use the moisture meter to see how much water was in the ground.
I had to remember to wipe it after each time and always have the button
at the number scale. We did it about three different times in every
square. Danny wrote the answers on the paper on the clipboard. But he
had to borrow a pencil cos his broke. Teacher said to do it all these
times for us to get back and work out averages, just in case we made
mistakes.
Our results
Quadrat
1
2
3
4
No. of dandelions
2
4
9
6
Moisture reading
3, 3, 3
4, 3, 5
7, 9, 8
6, 4, 5
Average moisture reading
3
4
8
5
Number of
dandelions
My graph
1
22
2
UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
3
4
5
Moisture reading
6
7
8
SUPPORT SHEETS
Conclusion: We found more dandelions where there was more water in
the ground. Teacher said we should do more quadrats to make it more
reliable.
UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
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SUPPORT SHEETS
Student support sheet 14c: Critical analysis – sample
investigation 2
Title: To see if soil moisture affects the abundance of dandelions.
Equipment: Quadrat, moisture meter, pencil, record sheet.
Method: Throw the quadrat at random, carefully, and count the number
of dandelions inside it.
Results
Quadrat site
1
2
3
Number of dandelions
5
9
2
Moisture reading
4
6
2
Number of
dandelions
Graph showing number of dandelions with moisture:
0
1
2 3 4 5 6
7
Moisture reading units
8
Conclusion: The higher the soil moisture, the greater the number of
dandelions.
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 15
A group of students studied plants on a slope in a moorland ecosystem.
They found a variety of plants, including ling heather, bell heather and
sundew. Each plant grows where the conditions were right for it to
grow and the sketch shows where the plants grew on the slope.
Top
Ling
Bell
Sundew
Bottom
They counted plants and measured the soil moisture at six sample points.
The results are shown below:
Sample point
A
B
C
D
E
F
Moisture content
1
2
3
4
5
6
Abundance of ling heather
12
11
8
3
0
0
Abundance of bell heather
0
0
5
10
6
0
Abundance of sundew
0
0
0
0
0
4
(Moisture scale, 1 to 6: 1 is driest and 6 is wettest)
(a)
Name the only plant that is found at the top of the slope.
(b)
Name the plant that is only found at the bottom of the slope.
(c)
Which plant prefers dry conditions?
(d)
Which plant prefers wet conditions?
(e)
Describe the distribution of bell heather.
(f)
Name one abiotic factor that is affecting the distribution of these
plants.
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Biological components of an ecosystem 16: Terminology
checklist
1.
Name the following methods of collection.
(a)
_______________________________
(b)
________________________________
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UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010
SUPPORT SHEETS
2.
Name a piece of equipment that you could use to catch small
invertebrates in a pond.
______________________________________________________
3.
Which type of organisms can be counted using a quadrat?
______________________________________________________
4.
Explain why all collected animals must be returned to their
ecosystem.
______________________________________________________
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 17
A group of students carried out an investigation to find the effect of
light intensity on the number of species in a woodland.
= site
They counted the number of plant species at each sampling site on the
woodland floor.
Light intensity was measured using a scale where A is low and H high.
Soil moisture was also measured using a scale where 1 is low and 8
high.
The results are shown in the table below.
Sampling site
1
2
3
4
5
6
Number of plant species
8
7
4
3
4
7
Light intensity reading
B
C
D
F
E
B
Soil moisture reading
4
5
5
4
4
5
(a)
Does soil moisture have an effect on the number of plant species?
Yes or No?
(b)
Give one effect of increasing light intensity.
(c)
Name one piece of equipment that you could use to sample plants.
(d)
Describe how you could measure light intensity.
______________________________________________________
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Biological components of an ecosystem 18
Your teacher will tell you whether to work in a group, in pairs or on
your own.
The diagram below shows a wetland ecosystem.
(a)
Use the diagram to:
(i)
give three examples of habitat.
1. _____________ 2. _____________ 3. _____________
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
(ii)
name all the species in the diagram.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
(b)
Complete the sentences
(i)
Biodiversity is the ________________ of species within an
ecosystem.
(ii)
Biodiversity is important for __________________________
and ___________________________.
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Student support sheet 19: Biodiversity
Paired activity/group work
The diagram below shows two fields, A and B.
1.
Name all the species in Field A.
______________________________________________________
2.
Name all the species in Field B.
______________________________________________________
3.
Which field provides more shelter? _____________
4.
Which field provides a greater variety of food? __________
5.
Biodiversity is the term used to describe a range of species.
Decide which field, A or B, shows greater biodiversity and give
two reasons for your answer. Field ________
(i)
(ii)
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Teacher support sheet 20
Suggested answers
Inter-relationships of an ecosystem 1
One example has been given, the others will depend on the work
covered by the class.
Inter-relationships of an ecosystem 2
(i)
(ii)
(iii)
(iv)
cabbage leaves, carrot tops
worms
soil
decomposers
Inter-relationships of an ecosystem 3
(i) water, gravel
(ii) fish, plant
(iii) habitat, community
Inter-relationships of an ecosystem 5
1–4 Producer: waterweeds, Consumers: herbivores – tadpoles,
waterfleas and insect larvae, carnivores: minnows, perch and pike
(no omnivores)
5.
Waterweeds  tadpoles  pike
Waterweeds  waterfleas  perch  pike
Waterweeds  insect larvae  minnow  pike
6.
sun
Physical components of an ecosystem 8
(a)
(b)
A – 6° C, B – 15° C, C – 13° C
To improve reliability
Physical components of an ecosystem 9
(a)
(b)
(c)
1 – A, 2 – D, 3 – G
Site 3
To improve reliability
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UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Physical components of an ecosystem 10
(a)
(b)
(c)
(d)
1 – 5.5, 2 – 7.5, 3 – 3
Site 3
Site 3
To improve reliability
Physical components of an ecosystem 11
(a)
(b)
(c)
A- 5, B – 7.3, C – 3
Site B
To improve reliability
Physical components of an ecosystem 12
1.
2.
3.
Examples could include the following: light intensity/
temperature/soil pH/soil moisture
Soil pH – universal indicator, temperature – thermometer, light
intensity – light intensity meter, soil moisture – moisture meter
several, average, reliable
Physical components of an ecosystem 13
(a)
(d)
(e)
(f)
(g)
1 – 6.5, 2 – 7, 3 – 5, 4 – 5.5, 5 – 6.5
Day 3
B
To improve reliability
More samples/ extend the number of days/ check pH with
universal indicator/
Physical components of an ecosystem 15
(a)
(b)
(c)
(d)
(e)
(f)
ling
sundew
ling
sundew
Grows in middle of slope where moisture reading is between 3 and
5
soil moisture
UNIT 2: ECOSYSTEMS (INT 1, MER)
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SUPPORT SHEETS
Biological components of an ecosystem 16
1.
2.
3
4
(a) tree beating
(b) pit fall trap
net
plants or slow moving animals
The balance within the ecosystem must not be upset/
Physical components of an ecosystem 17
(a)
(b)
(c)
(d)
no effect
decrease in number of plant species
quadrat
use a light meter, set the correct scale (letters), do not shade the
meter
Biological components of an ecosystem 18
(a)
(i)
(b)
(ii)
(i)
(ii)
Examples could include open water, stream, marsh, bushes,
path, grassy higher ground, woodland
Species could include rushes, ducks, butterflies, dragonfly
range
food, shelter
Student support sheet 19
1.
2.
3.
4.
5.
vole, beetle, grass, moss, spider, woodlice, butterfly, oats,
pheasant
ants, oats, grasses
A
A
Field A because
(i) it has more shelter and
(ii) it provides a greater variety of food.
34
UNIT 2: ECOSYSTEMS (INT 1, MER)
© Learning and Teaching Scotland 2010