Name:
Hour: Date:
/ 25 Points
QUESTION:
What is a microhabitat and what type(s) of biotic and abiotic factors can be collected from a microhabitat on the Lake Zurich High School campus?
BACKGROUND INFORMATION:
If someone were to ask you where you live, what would you say? Your answer would probably depend on where you were at the time and who asked you. For example, if you were talking to a stranger in another state, you might just name your state. On the other hand, if you were talking to a classmate, you might give your neighborhood or address. If you were talking to a visitor at your home, you might point to your bedroom or family room.
If we really want to understand about an organism, we need to know as much as possible about where it lives (its habitat) and why it lives there (its niche). Sharks, crabs and sandworms all live in the ocean, but they all live in different portions of the ocean biome. Woodpeckers, deer and beavers might all live in a forest, but you wouldn’t look for them in the same part of the forest. The specific part of a place where an organism lives is called its “microhabitat”. To truly understand organisms, we need to understand their microhabitats.
Many people are concerned about threats to large ecosystems (biomes) such as the rain forests, deserts or the oceans. To protect such “macrohabitats”, we need to understand their parts, the microhabitats. Certainly the destruction of a macrohabitat affects all of the microhabitats within it. Many people do not realize that the destruction of microhabitats can also lead to the destruction of entire biomes.
The Lake Zurich High School campus is a habitat for a surprising number of creatures besides humans. There are bacteria, insects and various other kinds of invertebrates. There also may be cats, mice, rats, birds, and other vertebrates. In this activity, you and two or three other classmates will be exploring a certain microhabitat on this campus. You should notice such factors as light, shade, temperature, relative humidity, noise and sources of food. Other teams of students will be studying the same microhabitat on your campus. You will then compare your findings with other class members.
MATERIALS:
 Psychrometer
 Motte Soil Sampling Tube w/ Wooden
Dowel
 Soil Sample Bags
 Rapitest Soil Test Kit
 Collecting Soil Organisms Kit
 Invertebrate Identification Guide
 Compound Light Microscope
 Dissecting Microscope
 Glass Slides
 Coverslips
 Distilled Water in dropper bottles
 Plant Identification Guides
Environmental Science – Chapter 1 – Lab: Microhabitats Page 1

OUTDOOR PROCEDURE:
1.
Students will work in lab groups.
2.
A site will be approved by the teacher.
3.
Abiotic data will be collected AT THE SITE: a.
Temperature (degrees F) b.
Relative Humidity (using the psychrometer) c.
Light (measured in terms of % shade/direct sunlight) d.
Soil (soil samples should be taken using the soil sampling tube / enough samples should be taken to fill one soil sample bag) e.
Wind Conditions: very windy, light breeze or still
4.
Biotic Data will be collected AT THE SITE: a.
Plant leaves (only one or two leaves need to be collected for each different plant) b.
Insects, spiders and other invertebrates (insect nets and killing jars)
5.
Soil and biotic samples will further be examined in the classroom.
Environmental Science – Chapter 1 – Lab: Microhabitats Page 2

Microhabitats Data Sheet
NOTE: Although you will be working in a group with other students, you must record information and turn in your own data sheet.
Student Name:
ABIOTIC DATA: (6 Points)
Hour Date:
Microhabitat Physical Description:
Time of Data Collection:
Light Conditions:
Wet Bulb Temp. (after spinning o C)
% Relative Humidity:
Air Temperature( o F):
Wind Conditions:
Dry Bulb Temp. (after spinning o C)
(this can be calculated in the classroom)
Qualitative Soil Data (moist, dry, sandy, rocky, black, tan, grey, etc.):
USING THE Rapitest® SOIL TEST KIT
The Rapitest® Soil Test Kit is designed for easy use and accurate results. At the heart of the system are 4 patented, specially designed testing devices called “color comparators” - one each for pH,
Nitrogen, Phosphorus and Potassium (potash). Each comparator has a removable film color chart and color coded top. Capsules for each test are also color-coded.
Environmental Science – Chapter 1 – Lab: Microhabitats Page 3

pH Test of Soil:
1.
Remove the cap from the green comparator. Make sure the color chart (film) is in place.
2.
Fill test chamber to soil fill line with soil sample.
3.
Get a green capsule from your teacher. Holding the green capsule horizontally over the test chamber, carefully separate the two halves of the green capsule and pour powder into the test chamber.
4.
Using the dropper provided, add distilled water to the fill line.
5.
Fit the cap onto the comparator, making sure it is seated properly and caps tightly. Shake thoroughly.
6.
Allow the soil to settle and color to develop for about a minute.
7.
Compare the color of solution against the pH chart. For best results allow daylight (not direct sunlight) to illuminate the solution.
8.
Record your results below.
9.
Dispose of the test solution by rinsing it the sink. Empty gelatin capsules should be disposed of immediately in the classroom wastebasket.
10.
Remove the color chart. Wash the comparator and cap in warm, soapy water. Make sure any sediment or color staining is removed. Rinse well and dry. Replace the color chart in the comparator. pH of Soil: (1 Point)
Nitrogen, Phosphorus & Potassium (potash) TESTS ONLY:
1.
Fill a clean container with 1 part soil and 5 parts distilled water.
2.
Thoroughly shake or stir the soil and water together for at least one minute; then allow the mixture to stand undisturbed until it settles (30 minutes to 24 hours, dependent on soil). A fine clay soil will take much longer to settle out than a coarse sandy soil. The clarity of the solution will also vary, the clearer the better, however cloudiness will not affect the accuracy of the test.
3.
Select the appropriate comparator for the test you wish to make. Remove the cap and take out the capsules which should be the same color as the cap. Make sure the color chart (film) is in place. Do not interchange color charts between comparators.
4.
Using the dropper provided, fill the test and reference chambers to the fill mark on the chart with solution from your soil sample. Avoid disturbing the sediment. Transfer only liquid.
5.
Get the appropriate colored capsule from your teacher. Holding the capsule horizontally over the test chamber, carefully separate the two halves and pour the powder into the test chamber.
6.
Fit the cap on the comparator, making sure it is seated properly and caps tightly. Shake thoroughly.
7.
Allow color to develop in the test chamber for 10 minutes.
8.
Compare the color of the solution in the test chamber to the color chart. For best results, allow daylight (not direct sunlight) to illuminate the solution. Judge colors, if necessary, and note your results for future reference.
9.
Record each of the results below.
10.
Dispose of the test solution by rinsing it the sink. Empty gelatin capsules should be disposed of immediately in the classroom wastebasket.
11.
Remove the color chart. Wash the comparator and cap in warm, soapy water. Make sure any sediment or color staining is removed. Rinse well and dry. Replace the color chart in the comparator.
12.
Follow the above steps for each of the Nitrogen, Phosphorus and Potassium (potash) tests.
(1 Point Each)
Nitrogen Concentration in Soil:
Phosphorous Concentration in Soil:
Potassium (potash) Concentration in Soil:
Environmental Science – Chapter 1 – Lab: Microhabitats Page 4

BIOTIC DATA
Organisms Observed or Collected (2 Points)
NAME OF ORGANISM NUMBER OBSERVED (estimated)
(use these values: 1, 2-5, 6-10, more than 10)
List the organisms that were collected ONLY by YOUR GROUP and explain why you think other students did not collect these organisms. (2 Points)
NAME OF ORGANISM REASONS OTHERS DON’T HAVE THESE
Environmental Science – Chapter 1 – Lab: Microhabitats Page 5

List any organisms that were collected by at least one other group of students and explain why you think these organisms were collected by more than one group. To simply state “there were more of them” is not an acceptable answer – you must explain why you think there were more of these organisms in this microhabitat. (2 Points)
NAME OF ORGANISM REASONS
Soil Microbes: Goggles must be worn for Steps 1-4 of this procedure.
1.
After 7 days remove the slides. Press each slide to one side and withdraw the slide carefully.
Lightly brush one side of the slide with the edge of a paper towel. Using the same paper towel, completely wipe the opposite side of the side clean.
2.
Gently tap the slide on the lab table to remove the coarse sand particles. Heat fix the slide per your teacher’s instructions.
3.
Stain with phenolic rose bengal for 10 minutes. AVOID GETTING ANY OF THIS STAIN ON YOUR
SKIN. THIS STAIN WILL PERMANENTLY STAIN CLOTHING. Do not allow your slide to dry during the staining step. Slant the slide over the sink and carefully remove excess stain with drops of distilled water from the dropper bottle. Your teacher will properly dry the slide for you.
4.
View slides under a compound light microscope. First use the scanning objective, then use low power and high power to get an overview of the features and organization. Watch for concentrations of organisms around roots. Observe differences due to amendments.
5.
Your teacher will assist you in using the oil immersion lens for more detail. Make a detailed colored drawing of what you see under the oil immersion lens below. Make sure to label your drawing.
LABEL: ___________________________
(1 Point)
Environmental Science – Chapter 1 – Lab: Microhabitats Page 6

Post-Lab Questions:
1. Some organisms are very specific in their habitat requirements. Others are far less specific about their requirements. Which type of organism is more likely to become endangered by rapid environmental changes such as those brought about by humans? EXPLAIN YOUR ANSWER. (1 Point)
2. Why would it be an advantage for an organism living in a stable environment to have specific habitat or food requirements? (1 Point)
3. The pH of soil or more precisely the pH of the soil solution is very important because soil solution carries in it nutrients such as Nitrogen (N), Potassium (K), and Phosphorus (P) that plants need in specific amounts to grow, thrive, and fight off diseases. (3 Points)
If the pH of the soil solution is increased above 5.5, Nitrogen (in the form of nitrate) is made available to plants. Phosphorus, on the other hand, is available to plants when soil pH is between 6.0 and 7.0.
 Is the pH of your soil at a level where nitrates are made available to plants?
 Is the pH of your soil at a level where phosphorous is made available to plants?
 Is the pH of the soil in your microhabitat acidic, basic or neutral?
4. List THREE specific ways humans threaten the microhabitats studied in this lab. (3 Points)
A. _________________________________________________
B. _________________________________________________
C. _________________________________________________
Environmental Science – Chapter 1 – Lab: Microhabitats Page 7