ECOSYSTEMS AND THEIR DIVERSITY PROJECT
Timeline:
Day
1
2
3
4
5
6
7
8
Date
Sept 28
Sept 29
Sept 30
Oct 1
Oct 2
Oct 5
Oct 6
Oct 7
_________
Activities
Research Activity #1
Research Activity #2
Research Activity #3
Field Study Planning
Field Study (All Morning)
Field Study Analysis
Field Study Analysis
Chapter 3 Quiz
Project Due Date
RESEARCH ACTIVITY #1
Using your textbook and/or the Internet answer the following questions. Feel free to copy and paste
images aid in your answers.
1) Define the following terms.
a. Environment
b. Biotic factors (or components)
c. Abiotic factors (or components)
2) Find a satellite photo of the McKenzie Trails . Zoom in to include the pond as well as the river. Use
the “Print Screen” function on your keyboard to capture the image and paste it below.
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3) Zoom in on the forest areas as close as you can and observe what you can about the biotic and
abiotic factors of this ecosystem. Use your observations, your experiences of being in a forest, and
your imagination to answer the following questions.
a. Describe at least five abiotic factors of the McKenzie Trails terrestrial environment.
b. Describe at least five biotic factors of the McKenzie Trails terrestrial environment.
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4) Define the following terms:
a. Species
b. Population
5) An organism that can be commonly found at the McKenzie Trails
is the coyote (Canis latrans).
a. Choose three biotic factors and hypothesize how they
affect the population density of coyotes in the McKenzie
Trails
b. Choose three abiotic factors and hypothesize how they affect
the population density of coyotes in McKenzie Trails
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6) Porcupines live all year around in the McKenzie Trails. In
order to deal with changing conditions, they exhibit different
behaviour in the winter compared with the summer. Complete the
tables below.
Try this link:
http://en.wikipedia.org/wiki/North_American_Porcupine
How abiotic factors are different
Behavioral Response to that difference
How biotic factors are different
Behavioural Response to that difference
Winter
Summer
Winter
Summer
7) In terms of studying natural populations, define the term community.
8) Coyotes and porcupines aren’t the only species that live in the Mill McKenzie Trails. List at least 20
other species of animals, insects and/or plants that live in this environment.
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7. Define the term ecosystem.
8. Look at the photo of a part of McKenzie Trails (to the right). Describe
how this ecosystem could be considered to be made up of two smaller
ecosystems.
9. Explain how the McKenzie Trails Forest can be thought of as being part
of a much larger ecosystem.
RESEARCH ACTIVITY #2
10) Define the term taxonomy.
11) Describe Aristotle’s system of taxonomy.
12) Describe Ernst Haeckel’s contribution to the history of taxonomy.
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13) Create or find and paste a diagram showing the three domains and the six kingdoms of life. Ensure
that you show the relationship between domains and kingdoms.
14) Fill in the following table. (Table 3.1 on p. 88 or your text may help you see what I mean.)
Group
Domain
Coyote’s Classification
Kingdom
Phylum
Class
Order
Family
Genus
Species
15) Complete the following table.
Kingdom
Species you predict will be present in the Mill Species you predict will be present in the Mill
Creek Terrestrial Ecosystem
Creek Aquatic Ecosystem
Common Name
Scientific (binomial name) Common Name
Scientific (binomial name)
Bacteria
Plants
Fungi
Animals
Protists
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16) Define the term dichotomous key.
17) Practice your “species” identification skills by doing the following activity:
Wacky People!
The purpose of using the
dichotomous key is to name the
creature shown. Stick with one
character until the name is reached,
then go to the next.
A dichotomous key gives instructions
in pairs of statements.
 With each character, start
with the first pair of
statements.
 Decide which description
describes your chosen
character best and follow
the line to the right.
 There will either be a
number or a name.
 If it is a number, go to the
pair of steps with that
number.
 For example, if the number
is 3, go to steps 3a and 3b.
 If the line ends in a name
you have identified your
character, so write it down
by the creature.
 Continue until each
creature has a name.
 There is only one creature
per name, and no creature
has two names!
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1a Two feet
1b Some other number of feet
Wacky People Dichotomous Key
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3
2a Does not look at all human
2b Looks a lot like a human
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5
3a One leg
3b Three or four legs
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4a Fly-like
4b Not fly-like
Mosk Cara
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5a Seems to be a girl
5b Not a girl
Rita Nita
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6a Leg is curled , two feet
6b Leg is straight, one foot
Ru-ela.Brella
Giggles
7a Three legs
7b Four legs
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8a Has webbed feet
8b Clawed feet
Hex Oculate
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9a Curly hair, no toes
9b Wiggly looking mouth, three toes on feet
Lugio Wirum
C. Nile
10a Very long nose, open mouth
10b Some other appearance
Elle E. Funk
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11a Has duck bill, two pinchers
11b No arms or pinchers
Tri D. Duckt
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12a Has ears, tail, and beak
12b Four eyes on stalks
Grif Leon
Eggur Ondy
13a One eye, webbed feet
13b Four stalked eyes, four pinchers
Cue Kide
Quadrumenox
14a Three toed feet, nose like a flower
14b Spider-like, has spots
Tunia petalos
Patterned mulywumpus
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18) Test your tree species identification skills! Use the link below to
identify the tree shown to the right.
http://www.dnr.state.wi.us/org/caer/ce/eek/veg/treekey/index.htm
Common name: _______________________________
Scientific name:_______________________________
19) Test your insect species identification skills! Identify the insect
shown to the right. Hint: it’s a BUG!!! You may find the following
link helpful.
http://www.insectsofalberta.com/
Common name: ______________________________
Scientific name:_______________________________
RESEARCH ACTIVITY #3
20) Define the term climate.
21) Define the term macroclimate.
21) Climate is determined by two main factors: amount of solar radiation and precipitation
a. Identify the main factor that affects the total amount of solar radiation in a macroclimate.
b. Identify two main factors that affect the amount of precipitation in a macroclimate.
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22) Other factors that affect macroclimates are ________________(shape of the land),
__________________ (height above sea-level).
23) Define the term microclimate.
24) Describe three different microclimates you might expect to see in the McKenzie Trails.
25) Define the term biome, and list the major biomes as found on p. 95 of your textbook.
26) Red Deer is in a transition area between the taiga (boreal forest) biome and the temperate grassland
(prairie) biome. The transition zone is often called aspen parkland. Referring back to satellite photos of
McKenzie Trails or by other research means, complete the Venn Diagram below.
Boreal Forest
Characteristics
Prairie
Characteristics
Aspen Parkland
Characteristics
(Mill creek Ravine)
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27) Within a given biome there are many different habitats. Define the term habitat.
28) Define the term range.
29) One bird species that remains in the McKenzie
Trails all year around is the black-capped chickadee
(Poecile atricapillus). On the map of Canada provide
below colour in the black-capped chickadee’s range.
If working on the computer file, just replace
this with an image from the Internet showing
the range.
30) Define the term ecological niche.
31) One species of bat that called McKenzie Trails home is the
big brown bat (Eptesicus fuscus). Describe this big brown bat’s
ecological niche.
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32) Define the term diversity.
32) Define the term abiotic limiting factor.
32) Identify the most important abotic limiting factor that could
lead to eutrophication in ponds at McKenzie Trails.
33) The picture to the right shows an area of a forest floor at the
base of some spruce trees. Explain how the spruce trees are
affecting a key abiotic limiting factor for plant species attempting
to survive on the forest floor.
34) Define the term biotic limiting factor. Also, please give three examples of biotic limiting factors.
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35) In Edmonton wild rabbits are very common. You can find videos of them fighting on Youtube (search “crazy
Edmonton rabbits”).
Provide two reasons these fights may be breaking out.
36) Define the following terms:
a) Intraspecific competition
b) Interspecific competition
37) Are rabbit-on-rabbit fights an example of interspecific or intraspecific competition? Give a reason for your
answer.
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38) Formulate a hypothesis about the affect of the population density of wild rabbits in the Mill Creek Ravine on the
frequency of rabbit-on-rabbit fighting.
38) Identify two species that rabbits in Mill Creek Ravine are in interspecific competition with. Identify one or more
resource(s) they compete over.
Species
Resource(s)
39) Predation is a biotic limiting factor for wild rabbits in McKenzie
Trails. Identify three species that feed on wild rabbits.
40) Predator-prey relationships are
often cyclic, as shown in the graph to
the left. Explain why this occurs.
41) Are the snowshoe hare and the
lynx populations shown in the graph
part of a simple or complex food web?
Give a reason.
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42) Define the term parasite.
43) Explain why parasitism is considered a biotic limiting factor.
44) Identify one parasite for each of the following species.
Species (Host)
Coyote
Parasite
Porcupine
Poplar
Lodge pole pine
Chickadee
Rabbit
Bat
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THE EXPEDITION! – McKenzie Trails
In teams of 2-4 students you will explore the McKenzie Trails.
PROBLEMS:
 How do various abiotic factors affect the type and number of organisms living in a forest environment?
 How do various biotic factors affect the type and number of organisms plants and animals living in a
forest environment?
DESIGN:
Your will select five study sites according the criteria given on the pages that follow.
 Be sure to work quickly but carefully
 RESPECT THE ENVIRONMENT
 Carefully label all samples
FIELD OBSERVATIONS: (during the expedition)
 Mark out an area about the ½ the size of a classroom. This is your quadrant. You may use string
to mark out the area or use “landmarks” (convenient objects – e.g. “between these four trees”)
 Take a photo of the site. (Make sure you can remember which photo is which!)
 Measure and record the air temperature.
 Measure and record the soil temperature (10 cm below the surface).
 Take a soil sample
 Choose four prominent plant species
o take a photo and/or a leaf and/or a bark sample for analysis in the lab
 Take some time to carefully search the area for signs of animals and insects. Use all of your
senses to look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds
smells, etc. Record any signs of species.
 For Site #5 (Mill Creek) Do not wade into the creek! Stay off of delicate banks!
o Measure and record air temperature, water temperature and flow rate
o Take 3 air-free, sealed water samples
o Construct a tiny “microcosm” – some creek sediment at the bottom of a sample jar, some
middle water and surface water. Also include some aquatic plant samples if possible in your
“microcosm”.
LAB ANALYSIS: (after the expedition)
Lab Materials:
 pH paper
 Distilled water bottles
 Nitrogen paper
 Small beakers
 Phosphate paper
 Dissection microscopes
 Compound microscopes
 Petri dishes
 Microscope slides
 Eye-droppers
 Covers slips
 Dissolved O2 kits
 Dissolved CO2 kits

 Make a 1:1 mixture of soil and distilled water in a beaker. Use pH paper to determine the pH
 Follow the instructions on the packaging when performing the chemical tests on your samples of
McKenzie Trails pond
 To look for soil organisms, examine the soil under the dissection and compound microscopes
 Using the internet or other resources, attempt to identify plant, animal, insect and microbial
species.
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EXPEDITION MATERIALS LIST (Make your own list below. Once your teacher approves the list, pack your
items in preparation for your expedition.)
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SITE #1: DECIDUOUS VEGETATION
MANIPULATED VARIABLE: type dominant vegetation
DESCRIPTION: Dominated by deciduous trees and/or shrubs, flat terrain
OBSERVATIONS:
Air Temperature: ________°C
Soil Temperature: ________°C
Amount of light reaching the ground (check one)
 full sun
Soil pH: _________
 partial sun
 low sun
Species
Abundance
Plants
Signs:
Land-Dwelling
Animals and
insects *
Signs:
Tree-Dwelling
Animals and
insects and
microbes*
Signs
Soil-Dwelling
Animals, insects
and microbes
*Look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds smells, etc.
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SITE #1: DECIDUOUS VEGETATION
[INSERT SITE 1 PHOTO HERE]
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SITE #2: CONIFEROUS VEGETATION
MANIPULATED VARIABLE: type dominant vegetation
DESCRIPTION: Dominated by coniferous trees, flat terrain
OBSERVATIONS:
Air Temperature: ________°C
Soil Temperature: ________°C
Amount of light reaching the ground (check one)
 full sun
Soil pH: _________
 partial sun
 low sun
Species
Abundance
Plants
Signs:
Land-Dwelling
Animals and
insects *
Signs:
Tree-Dwelling
Animals and
insects and
microbes*
Signs
Soil-Dwelling
Animals, insects
and microbes
*Look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds smells, etc.
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SITE #2: CONIFEROUS VEGETATION
[INSERT SITE 2 PHOTO HERE]
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SITE #3: SOUTH-FACING SLOPE
MANIPULATED VARIABLE: amount of sunlight
DESCRIPTION: slope that faces South (i.e. you are walking downhill as you travel South)
OBSERVATIONS:
Air Temperature: ________°C
Soil Temperature: ________°C
Soil pH: _________
Species
Abundance
Plants
Signs:
Land-Dwelling
Animals and
insects *
Signs:
Tree-Dwelling
Animals and
insects and
microbes*
Signs
Soil-Dwelling
Animals, insects
and microbes
*Look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds smells, etc.
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SITE #3: SOUTH-FACING SLOPE
[INSERT SITE 3 PHOTO HERE]
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SITE #4: NORTH-FACING SLOPE
MANIPULATED VARIABLE: amount of sunlight
DESCRIPTION: slope that faces North (i.e. you are walking downhill as you travel North)
OBSERVATIONS:
Air Temperature: ________°C
Soil Temperature: ________°C
Soil pH: _________
Species
Abundance
Plants
Signs:
Land-Dwelling
Animals and
insects *
Signs:
Tree-Dwelling
Animals and
insects and
microbes*
Signs
Soil-Dwelling
Animals, insects
and microbes
*Look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds smells, etc.
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SITE #4: NORTH-FACING SLOPE
[INSERT PHOTO OF SITE #4 HERE]
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SITE #5: MILL CREEK
MANIPULATED VARIABLE: presence of flowing water
DESCRIPTION: slope that faces South (i.e. you are walking downhill as you travel South)
OBSERVATIONS:
Air Temperature: ________°C
Water Temperature: ________°C
Water pH: _________
Flow Rate: _________ m/s
Dissolved Oxygen: ________ ppm
Phosphates: ________ ppm
Nitrogen: _______ ppm
Dissolved Carbon Dioxide ______ ppm
Species
Abundance
Bank-dwelling
plants
Signs:
Aquatic plants
Signs:
Animals and/or
insects*
Microbes
*Look for droppings, feeding signs, habitat signs, nests, burrows, scratch marks, sounds smells, etc.
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SITE #5: McKenzie Trails Pond
[INSERT PHOTO OF SITE #5 HERE]
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CONCLUSIONS: (Feel free to use more space that what is provided here.)
1) Compare site 1 and 2. Attempt to explain any differences.
2) Compare site 2 and 3. Attempt to explain any differences.
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Use the following information and your observations to evaluate the health of Mill Creek.
Water Temperature:
pH:
Dissolved Carbon Dioxide:
Dissolved Oxygen
Nitrates
Phosphates
less than 12°C is normal
6.0 – 8.0 is normal
less than 100 ppm is normal
less than 10 ppm is normal
less than 5 ppm is normal
less than 2 ppm is normal
Biodiversity: An ecosystem with many species present is likely a stable ecosystem. The relative
numbers of producers and consumers should be pyramid shaped. The presence of indicator species
is good sign for the general heath of the pond. If they are present, there must be healthy
populations of other creatures for them to feed on. Below are some examples of pond indicator
species.
Backswimmer
Water Boatman
Pond Skater
Pond Skater
Whirligig Beetle
Diving Beetle
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Newt
3) Using the information on the previous page and your observations of Site #5, evaluate the overall health
of the McKenzie Trails aquatic environment.
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