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BIOLOGY Advanced Higher

Residential Programme

Pilot projects and Project Data Collection

BIOLOGY

TEACHER’S RESOURCE

LESSON OUTLINES

ADVANCED HIGHER

Kindrogan Field Centre

BIOLOGY


LESSON OUTLINES

ADVANCED HIGHER

Welcome to Kindrogan’s

education resource!

Kindrogan provides a 3, 4 or 5 day residential course. We cover elements of the Environmental

Biology course in our programme and plan each day to reflect the Independent Study. Students of all abilities leave us with an improved knowledge of

field-skills and an understanding of their application and analysis. We aim to provide each student with

a unique, engaging and entertaining outdoor learning experience.

To find out more, contact us at Kindrogan Field Study Centre

Tel: 01250 870150

Enquiries and administration: [email protected]

Teaching and Course content: [email protected]

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mailto:[email protected]


BIOLOGY


LESSON OUTLINES

ADVANCED HIGHER

Summary of Each Day

Course Outline morning afternoon evening

Day

1

Arrive midday Welcome and outline of the course ahead. - Tour of centre - Settle into rooms - Allocate waterproofs

Hydroseral Succession After an introduction to sampling and project planning we head to the pond to study succession along a hydroseral belt transect: - Collect biotic and abiotic primary data. - Introduce classic fieldwork sampling strategies.

Follow-Up Session Students will use data collected for: - statistical approach - soil analysis - data presentation

Day

2

River Pollution Students undertake a river investigation to: - Introduce topic, create hypothesis and set variables. - Complete, identify and compare indicator invertebrates in a polluted and

unpolluted river site. - Collect abiotic data. - Discuss the management of water resources and their overseeing bodies.

Follow-Up Session Students will use data collected to: - Identify invertebrates. - Draw trophic pyramids - Review methodology - Conclude how pollution

influences an ecosystem.

Day

3

Option 1: Grasslands Investigation Option 2: Heather moorland study Option 3: Invasive Species Students investigate the human impact upon the natural ecological system. Each investigation collects biotic and abiotic primary data to compare the natural stand of vegetation with an altered alternative.

Depart midday

Day

3

Grasslands Investigation

Project Planning Students are led through their individual project planning. They will plan their title, hypothesis, separate variables and sampling technique. Students also have the chance to complete the ‘control’ fieldwork.

Project Planning Students have the time to write up their introductions to their pilot projects.

Day

4 Project Data Collection

An entire day for students to collect all of the data needed for their individual projects. They will be set with the technical equipment needed and our teaching team will rotate around the specific sites to be on hand for support, advice and mentoring.

Statistical Analysis Students are taken through the appropriate statistical approach required for their individual project.

Day

5 Project Data Collection

A final, and typically invaluable, morning for students to complete the final data collection ensuring that they leave with a full set of primary data.

Depart midday

PILOT PROJECTS: 3-day programme

PERSONAL PROJECTS

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Learners will have/be able to: Knowledge and use of a variety of

techniques to gather data in a physical environment.

Knowledge and exemplification of the use of 1 statistical technique to process and analyse biological data.

Knowledge and exemplification of the skill of analysing information displayed on graphs and diagrams.

Knowledge and use of a variety of techniques of presenting information using graphs and diagrams.

Knowledge of primary and secondary succession and the affect of autogenic and allogenic factors.

Data Representation Techniques COVERED Diversity Index

APPLIED Kite diagrams Pictogram bar graphs

STATISTICAL ANALYSIS Spearman’s Correlation

Course Specification Links Circulation in ecosystems Interaction in ecosystems Human impact on the environment

Problem Solving and Practical Abilities

Select relevant information from tables, graphs and or diagrams.

Present information appropriately.

Process information using percentages, averages and ratios.

Plan and design an experiment to test a given hypothesis.

Evaluate the experiment.

Draw valid conclusions.

Make predictions and generalisations on available evidence.

The afternoon and evening sessions introduce students to the process of completing a Biological Study. We begin in the classroom to briefly recount the topic of succession and plan the field work approach. Outdoors, students work in small groups choosing the correct sampling strategy and equipment needed to record appropriate biotic and abiotic factors along an interrupted belt transect through different vegetation communities. The data is collated and analysed using kite histograms, species diversity index’s and graphs. Statistical analysis of the results determines whether there is a significant relationship between an independent and dependent variable and the students conclude and evaluate the investigation.

Investigate evidence of hydroseral succession in the plant communities of

Kindrogan pond.

BIOLOGY


SUCCESSION

ADVANCED HIGHER

Summary of the day

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INTRODUCTION

FIELD WORK

METHODOLOGY

DATA REPRESENTATION

STATISTICS

EVALUATION

Plan and research a biological study

A classroom session that begins with outlining the progression that a

Biology Study follows. We briefly recount stages of succession, autogenic

and allogenic factors, primary and secondary succession. Students

construct their own hypothesis and decide a suitable sampling strategy.

Fieldwork measurement and recording techniques

Students work along a transect using ranging poles, clinometers and tape

measures to record the slope changes. The percentage frequency of

vegetation is recorded using 100sq quadrats and ID charts. Additionally,

students take soil samples using soil augers for pH sampling and soil

moisture and measure light intensity, swart height and relative humidity.


Students complete the methodological write-up of the field techniques

encountered during the day. Students scaffold their answers as a

justification, set of limitations and improvements for each field technique

and sampling strategy.

Production and interpretation of maps and diagrams

Students apply the best means of presenting their data to demonstrate

relationships between related variables. Students are encouraged to

demonstrate the strengths and weaknesses of each technique.

Statistical awareness

Spearman’s Rank Correlation coefficient is used to test the relationship

between an independent and dependent variable Students must

thoroughly justify the application of the statistical choice and analyse the

final answer.

Evaluate the learning gained through the research process

A final opportunity to review the research techniques to reach a

reasoned conclusion about their effectiveness.

Hydroseral Succession

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techniques to gather data in a freshwater ecosystem.

Knowledge and exemplification of the use of 1 statistical technique to process & analyse biological data.



Carry out an investigation to determine levels of pollution using indicator species.

Data Representation Techniques COVERED Pyramids of trophic level Box and whisker graphs

APPLIED Biological Indices Diversity index

STATISTICAL ANALYSIS Mann-Whitney U test


Problem solving and Practical Abilities








A full day study investigating the impact of Kindrogan’s septic tank outfall on freshwater invertebrates in the River Ardle. We begin in the classroom with a plan of the biological study, including clear aims and structured research questions. Students work in small groups collecting biotic and abiotic samples above and at a point source of pollution. Biotic samples are bought back to the lab for identification using high powered microscopes and identification keys. All of the data is collated and entered into the Trent Biotic and Chandlers indices, using invertebrates to determine the level of pollution in the river. Species abundance and diversity are calculated at the two sites and pyramids of trophic levels are constructed. Graphs are analysed and a statistical test is applied to see if there is a significant difference in the results. Students conclude and evaluate the experiment.

Is there a change in species presence abundance and

diversity above and at a point source of pollution?

BIOLOGY


FRESHWATER POLLUTION

ADVANCED HIGHER

Summary of the day

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INTRODUCTION

FIELD WORK

METHODOLOGY

DATA REPRESENTATION

STATISTICS

EVALUATION






Biotic Indices, species diversity and pyramids of trophic level

Students will complete the Trent Biotic and Chandlers Indices to discover

if there is a problem with the water quality. Species diversity will be

calculated and pyramids of trophic level will be produced.


Mann Whitney U Test and/or Chi Squared is used to see if there is a

significant difference in species diversity at each site and/or an

association between trophic level and pollution.




Plan and research a biological study

The classroom session introduces the aims and hypothesis for the day.

Students define pollution and discuss the key sources of pollution and its

affect on the freshwater ecosystem. Invertebrates as indicators of

pollution are introduced and the effect of eutrophication, bio

accumulation and magnification are discussed.


Students study the River Ardle at and above a point source of pollution.

Three minute kick samples are conducted and the invertebrates are

taken back to the lab to identify using high powered microscopes and

identification keys. The dissolved oxygen content, nitrate level,

conductivity, velocity and depth of the water are recorded.

Freshwater Pollution

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The final morning gives the students an opportunity to take their investigative skills further.

This data can be used for OUTCOME 3 of the Advanced Higher Environmental Biology Unit.

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Problem Solving and Practical Abilities








A short classroom session will discuss the importance of grassland habitats, the impact of different grazing animals, plant adaptations to grazing and threats to the grassland ecosystem. In small groups students then design their own hypothesis, sampling strategy, methodology and equipment list. Independent and dependent variables, controlled variables and a risk assessment will be identified and produced.

The investigation introduces the ecological impact of exotic species. Rhododendron ponticum, a native of Turkey was introduced to the United Kingdom in 1763. Today it is spreading through our native woodland and is both costly and difficult to remove. The plant exudes toxins into the soil preventing the growth of other species and produces a toxic humus layer. Students dig pitfall traps, conduct leaf litter scrapes, timed tree beats and record abiotic factors in native woodland and Rhododendron ponticum woodland to see if there is a difference in results. Heather moorland is the most visually abundant species covering the Scottish Highlands. It is also extensively managed by Highland estates. Students will discuss the management strategies used and the impact of burning upon the diversity and abundance upon moorland plant species. Working in small groups, students will collect climatic data and use sampling strategies to determine how succession occurs across a plagio-climax.

Investigate the impact of grazing on

grazed and fallow grassland communities.

Data Representation Techniques COVERED Diversity Index Jacards Similarity Index

APPLIED Box and whisker plots

STATISTICAL ANALYSIS Mann Whitney U Test


techniques to gather data in a physical environment.

Knowledge and exemplification of the use of 1 statistical technique to process and analyse biological data.



Analyse information on the effects of exotic species.

Carry out an investigation on species diversity in grazed and ungrazed swards.

Investigate the impact of Rhododendron ponticum on invertebrate diversity.

Investigate the impact of burning upon separate heather moorland stands.

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GRASSLAND ECOLOGY

Introduce Grassland Ecology

A classroom session that introduces the importance of grasslands, grazing

animals, plant adaptations to grazing and threats to grasslands.


Students work in small groups to independently plan their investigation.

Hypotheses, recorded variables, controlled variables, sampling strategies,

methodology, equipment needed, statistical analysis and risk

assessments will all be considered.

BIOLOGY

ADVANCED HIGHER

INTRODUCTION

FIELD WORK

DATA REPRESENTATION

Collating Data and Diversity Index

Students design their own data collation sheets and collate the data, soil

samples are analysed and diversity indexes are calculated

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Summary of the day

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Learners will have/be able to: Develop a plan for an investigation. Collect data with due accuracy. Record relevant data measurements

in an appropriate format. Collect and begin to analyse

information obtained for the investigation.

Data Representation Techniques STATISTICAL ANALYSIS Chi2 T-Test Mann Whitney U Test Spearmans Rank Pearsons Product Diversity Index

Course Specification Links Biology Investigation (Advanced Higher) All of outcome 1 (develop a plan for an

investigation) Outcome 2, performance criteria:

(a) The collection of experimental information is carried out with due accuracy.

(b) Relevant measurements and observations are recorded in an appropriate format.

Kindrogan is in a perfect location with freshwater, woodland, grassland and moorland habitats within close proximity. The biology investigation can be completed as a 3 day stand alone package or as an extra day on a standard 3 day environmental biology package. As a standalone package day one involves an introduction to planning ecology projects and a walk through the different habitats making observations. Students then design a hypothesis based on field observation and conduct a pilot project. The second full day is spent collecting data for their project and the evening is spent collating the data into tables and working out means and diversities etc. The final morning is spent trouble shooting any problems or collecting a few more samples if needed. As an extra day students have already been making observations in different habitats and understand the processes involved in ecological investigations, they therefore plan and conduct their pilot study on the afternoon of day 2 or 3 and conduct their study on day 3 or 4.

Biology Investigation

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To complete initial planning and all data collection for student’s

personal projects.

BIOLOGY


BIOLOGY INVESTIGATION

ADVANCED HIGHER

Summary of the day

10

INTRODUCTION

FIELD WORK

METHODOLOGY

DATA REPRESENTATION

STATISTICS

EVALUATION

Plan and research a Biology Investigation

A classroom session that begins with outlining the progression that a

Biology Investigation follows. Discussion of hypotheses, sampling

strategies, methodology, independent and dependent variables,

measured variables, controls, qualitative and quantitative data and

equipment.


Students construct recording sheets and conduct a pilot study. Based on

the results of the pilot study students record all of the data needed for

their individual biological investigation






Production and interpretation of maps and diagrams

Students apply the best means of presenting their data to demonstrate

relationships between related variables. Students are encouraged to

demonstrate the strengths and weaknesses of each technique.


Students independently choose the correct statistical technique to test

their hypothesis using dichotomous statistics keys and apply it to their

own data.




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To find out more, contact us at Kindrogan Field Study Centre

Tel: 01250 870150

Enquiries and administration: [email protected]

Teaching and Course content: [email protected]


Enochdhu

Blairgowrie

Perth & Kinross

PH10 7PG

Fully equipped classrooms with SMART boards


Lounge Area

KINDROGAN PROVIDES:

5 classrooms each equipped with SMART boards.

Conference room.

Accommodation for 113 ranging from single

bedrooms to larger dormitories. The majority of

accommodation is en-suite (plans to extend en-

suite accommodation will continue this winter).

Our dining room suited to adult learners, school

groups or University appetites.

Games room, TV lounge, drawing room lounge

and library.

Low ropes and high ropes adventure course.

Trained outdoor adventure tutors.

Appropriate insurance and awards to take

students on Highland adventures.

First class local Scottish wildlife (12 on site red

squirrels)!



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