Complete

6492BL: Assignment 5
Module 4 – Ecosystem dynamics
Field Study (57 marks)
Student Name: Abby Mead
Inquiry question: What effect can one species have on the other species in a community?
What you have to do

This assignment refers to Module 4. Work through the textbook and revise Module 4 and the
relevant parts of Chapter 22. You are required to complete the field study component of this
module. This week you will complete this compulsory AND assessable assignment. Hand write
your findings in the space below. If you have any difficulties, please contact the Science section
at TAFE Digital and ask for help.
Planning a field trip

To carry out a field trip there are several steps that you need to follow
- choose your study area
- carry out a risk assessment
- choose and gather your equipment
- plan what data you will collect
- carry out the field study
- write the report
Use the information below to plan your field trip.
Assessment 5, LA023185, 6492BL, Edition 1 1 © New South Wales Technical and Further Education Commission, 2018 (TAFE
NSW), Archive version 1, March 2018
Choosing a study area
The study area that you decide on will probably be determined by where you live. If you have
easy access to a natural area then choose that. If not, you could study a local reserve. If all else
fails there is always your own backyard. Examples of ecosystems are a balanced aquarium, leaf
litter area, dam, pond, stream, rock platform, lake, mangrove, sand dune area, woodland, forest,
grassland and rock pools. Keep in mind the time that you have to complete your study.
Preparation
Before you start your study, you need to be fully prepared. Remember to respect the area that
you are studying. The community is alive. If you turn over a stone or a log make sure you
return it to the way it was. Do not collect specimens. Disturb the environment as little as
possible.
Safety
When working outside make sure you wear sensible footwear and clothing. Wear block out
cream, sunglasses and a hat and carry water. Insect repellent may be necessary. Take a study
partner/friend with you and tell someone where you are going.
2 Assessment 5, LA023185, 6492BL, Edition 1 © New South Wales Technical and Further Education Commission, 2018 (TAFE
Author: Abby Mead
Field study for ‘A local ecosystem’
Title
My local ecosystem:
Introduction
(3 marks)
Aims and objectives of the study

Your introduction should be less than 250 words and must include:
- the location of your site
- a few sentences to describe the site. It may be terrestrial or aquatic (for example a
bushland, park, reserve, pond, rock platform)
- a list of the things you set out to do at the site (your aim(s) )
During my field study, I will have many observations and conduct several experiments to
discover how one species can have an effect on the other species in a community. My field
study will be located at my friend's house, who lives on a large acreage of land consisting of
many types of plants, animals, insects and natural water sources. The house is surrounded by
flat grass, however it also contains several large trees, bushes, shrubs, flowers, vines and many
other plants. There is also a dam on her property which is filled with koi fish and eels. Alongside
this, she has a small pond in her garden which has no animals in it. During my study, I will
participate in several different things, including measuring the temperature of the air and the
humidity, the pH levels of a natural water source and observing many different types of animals,
including insects and small bugs.
4 Assessment 5, LA023185, 6492BL, Edition 1 © New South Wales Technical and Further Education Commission, 2018 (TAFE
Introduction continued
2 marks
Location Map –sketch 1

• a sketch map of your site showing the main features of interest as well as the dimensions of
your site. To the map add a title, location and North.
Risk assessment
Risk assessment is a process that you go through to analyse the effects of your actions. It is
used in industry to predict possible dangers that may occur. Think about the possible dangers
that may occur during your field study.
A risk can have many different causes. Risks can be:
- Physical Risk – related to a factor within the environment that can harm the body
with/without touching it. This may include ergonomic hazards, physical injury, radiation,
heat and cold stress, vibration hazards, and noise hazards
- Chemical Risk– related to the exposure chemicals in substance
- Biological Risk – related to risks caused by living organisms
Table 1 (2 marks)
Identify the following potential risks that may occur and outline how to control those risks. If
there is no risk for a category type, write none.
Risk type Details of risk Safety procedures to

minimise risk
Physical Standing on sticks, rocks or Wear enclosed shoes when

other sharp objects when performing the experiment
outside. and look out for sharps.
Biological Being bitten by spiders or Maintain the use of safety

other venomous precautions by carefully
insects/animals. watching each thing you pick
up or interact with.
nt 5, LA023185, 6492BL, Edition 1 © New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive
version 1, March 2018
Equipment (1 mark)
As a professional biologist, you would have a range of equipment available to carry out your
investigation. Unfortunately as a student you will not have this range. What you have to decide
at this point are the resources that you do have available. This will determine the abiotic and
biotic factors that you will measure. Here is a list of resources that you may have. Go through
the list and tick the ones that you have.
Some are instruments that you may have access to, others are simple pieces of equipment that
you will have around the house. Gather the resources together before starting your study. The
resources that you have will determine the abiotic and biotic features that you are able to
measure.
Table 2
Abiotic factors Tick if Biotic factors equipment: Tick if

you have you have
equipment: this this
Thermometer ✓ Strings, pegs and a hammer ✓

A thermometer can be used to To make a quadrat.
measure air or water temperature, it is
also useful for measuring the
temperature of leaf litter.
Binoculars
A ruler Use for animal observations.
✓
You can measure the depth of leaf
litter or soil layers. Use the ruler to
measure out your quadrat
30 metre tape measure ✓ 30 metre tape measure or piece of ✓

Use to measure out transect. string
Use for transects.
Shovel ✓ Magnification glass

Use to collect leaf litter or to examine To observe small plants and animals
soil and the pH.
A strip of paper ✓
This will help you decide on wind
direction, hold the strip up and see
which way the wind is blowing.
A compass ✓
Helpful for wind direction and for
aspect.
Soil testing or pool pH kit or pH ✓

paper
You can use this to workout the pH
level of soil or water.
Clipboard and pencil ✓

To record your data.
Light meter
For measuring the amount of light.
Camera ✓
To record the site.
Datalogger
A datalogger is a machine that
records information in the field. The
datalogger has different probes that
record different factors. For example,
you may want to measure:
- Temperature
- Humidity
- The amount of rain
- Dissolved oxygen
- Growth
- Salinity
- Light sensitivity
Assessment 5, LA023185, 6492BL, Edition 1

© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, March 2018
Method 2 marks
Technique 1 - sampling using line transects.

From the areas you have chosen choose a site for a line transect. A line transect is a line made
by a tape measure or line of string marked out in increments of measurements placed across an
area of habitat that is to be sampled. For example a point transect may mark a 20 metre line
that can be marked every metre and at each metre the type of plants are noted on one side of
the string. The researcher records the occurrence/ abundance of species of plants along the
line.
1. Choose a space within the area chosen to sample.

2. Decide how long the transect line will be. (For example 10m, 20m or 30m)
3. Divide the transect by marking increments of metres (if this size is appropriate for your area)
4. Record a sketch of the plants along the transect in the results section.
Measuring two Abiotic Factors along a transect.

Choose two abiotic factors to measure: For example: measure any two below:
- air temperature
- soil temperature
- water temperature
- soil pH
- light intensity
- humidity
Take several readings of temperature throughout the time spent onsite at a couple points along
the transect.
- Choose two or three points along the transect to measure the abiotic factor.
- Ensure you record all points chosen along the transect.
- Take several readings throughout the time you are onsite.
- Record your findings in the results section.
Assessment 5, LA023185, 6492BL, Edition 1 © New South Wales Technical and Further Education Commission, 2018 (TAFE NSW),
Archive version 1, March 2018
Describe the method of how two abiotic factors were measured at the site.
1. Air Temperature.
When I tested the air temperature, I used a mercury-in-glass thermometer. I tied the
thermometer to a branch on one of the large trees 5 feet above the ground and maintained
taking the measurements in the shade to prevent the sunlight from interrupting the reading. I let
the thermometer sit still for approximately 10-15 minutes to ensure it was properly adjusted to
the outside temperature. I then repeated this in different areas along my transect and recorded
the temperatures at each area.
2. Water temperature.
Similarly to the method of testing the air temperature, when testing the water temperature I also
used a mercury-in-glass thermometer. As my transect was alongside the dam, I tested the water
temperatures at each increment of the transect and recorded the data. When I was testing the
water temperature, I submerged the thermometer approximately ¼ into the dam. I held it under
the water for roughly 1 to 2 minutes and then checked the reading and wrote the measurement
down.
Method continued
Technique 2 - Sampling using Quadrats

Estimate the size of plant and animal populations.
At the site you are investigating, choose an area to conduct sampling using quadrats.
For example, you may choose an area of 10 metres by (x) 10 metres in a park or on a rock
platform.
Quadrat
A random quadrat can be used to estimate the size of plant and animal populations (depending
on the scale/movement of the animal).Adjust the size of your quadrat depending on the size of
the area you are studying.
Normally a 1 metre quadrat is suggested but if your area contains many trees or large shrubs,
you may decide to increase the size of your quadrat. If you are looking at a small area (eg a
small rock pool or a pond or a garden), a smaller quadrat can be used. The position of the
quadrat should be selected randomly.
Note:
- a 1m side quadrat has an area of 1m2 so the number of plants or animals per quadrat is
per m2. Using a 1m2 quadrat is the easiest to calculate.
- a 0.5m side quadrat has an area of 0.25m2 so multiply the average number of plants (or
animals) per quadrat by 4 to calculate the number of plants (or animals) per quadrat.
- For small areas a 25cm side quadrat is 0.25m has an area of 0.0625m2 so multiply the
average number of plants (or animals) per quadrat by 16 to calculate the number of
plants (or animals) per quadrat.
To identify plants you may wish to use general terms or your knowledge for the purpose of this
exercise. If you know the plant, name it. Also you could take a picture and identify the plant
using the internet later. General terms for plants include trees, shrubs, ferns, grasses, broadleaf
plants, climbers or marine plants (green/brown). If you have two types of plants such as shrubs
or trees, name it tree 1 and tree 2 and shrub 1 and shrub 1 etc.
1. Select the size of the area you are sampling *
2. Select quadrats by randomly throwing a stick within the area you have chosen and use
the area where the stick lands as a corner of your quadrat.
3. Use wooden pegs to mark the four corners of a 1 metre quadrat. (Or whatever size
quadrat you decided.)
4. Place string around the pegs.
5. Carefully count the number of organisms in your quadrat. Decide what counts as in the
quadrat and what counts as out before you start.
6. Record the numbers of plants and animals (small insects such as ants, slaters, spiders,
snails, earwigs) in your quadrat. Use the tables in the results section to record the
number of samples counted, the area of each quadrat sample and the total area chosen
to estimate the populations.
A number of quadrats placed randomly provides a useful estimate of the presence of organisms
in an area.
Method
Technique 3: Observations of Interactions

3 marks
Describe how to observe and record the interactions between the species.
Hint: See graphics 1-3 in the results section.
The observation and recording of interactions between different species can be displayed in
several different ways. Some of these include: A biomass pyramid, a food chain and/or a food
web. These three graphs record data of what animals eat, whether this be plants or other
animals. They record who is at the top of the food chain, such as a shark or a tiger, and who is
at the bottom, such as algae or trees. This information is often observed by scientists, and is
then written down to create these webs and chains. By using these forms of data, it is easily
accessible to everyone how the animal kingdom works, and allows us to simply visualise the
difference between predators and prey.
Results
Record your results using an appropriate format such as a table or graph. Remember to include
several readings and that the data is quantitative. 4 marks
Bee Worm Ant Spider Snail Cricket Beetle

(deceased)
Quadrat 1 0 3 45 1 0 0 0
(roughly)
Quadrat 2 1 0 0 0 0 0 2
Quadrat 3 0 0 10 0 1 0 0
(roughly)
Quadrat 4 0 0 0 2 0 1 0
Total: 1 3 55 3 1 1 2
(roughly)
Results - Abiotic Factors measured

Present information in a table. Take several readings throughout the time you are there and give
the mean temperature by dividing the total temperature readings by the number of readings.
Table 3 – Abiotic Factor 1: air temperature 2
Time: Temperature:
2:01 pm 28.5℃
2:14 pm 28.9℃
2:22 pm 29.1℃
2:35 pm 29.8℃
2:47 pm 30.4℃
3:56 pm 30.9℃
Table 4 – Abiotic Factor 2: water temperature. 2
Time: Temperature:
2:03 pm 16.3℃
2:12 pm 16.5℃
2:23 pm 16.6℃
2:37 pm 16.8℃
2: 45pm 17.1℃
3:03 pm 17.5℃
Results - Abiotic Factors measured continued
Present information in a graph
Graph 1– Plot the abiotic factors of temperature. (4 marks)
Optional: You may add another graph below if you wish to plot another abiotic factor:
Results continued (2 marks)
Biotic Factors measured

Record a sketch of the plants along the transect. Include the length of the transect and the
increments.
Sketch 2
Results - Biotic Factors measured

Sampling Technique 2 - quadrats
Plant and animal observations-distribution.
Table 5- Plant observations (4 marks)
Quadrat Plant 1 Plant 2 Plant 3

Area = m2 (multiply Name: shrub 1 Name: tree Name: shrub 2
two sides of the
square quadrat) Numbers counted: 1 Numbers counted: 1 Numbers counted: 1
Quadrat 1 0 0 0
Quadrat 2 1 0 0
Quadrat 3 0 1 1
Quadrat 4 0 0 0
Total: 1 1 1
Average of species 0.25 0.25 0.25

per quadrat
Calculate the
average of 4
quadrats
Total ÷ 4
1. How many species are there for Plant 1 per square metre? 0.25
(It may be the same answer as question 3 if you used 1 square metre otherwise see Method 2,
Technique 1: Quadrats for calculations)
2. What is the size of the total area of the location/site you chose? (Length of area x (by) width)
= 4,737.63m2
3. What is the size of the total population of the species of Plant 1 for that area? (Total area
X Plant 1 per square metre = 1,184.4075m2
Results -Biotic Factors measured

Sampling Technique 2 -quadrats
Animals
Table 6 Animal observations (4 marks)
Quadrat Animal 1 Animal 2 Animal 3

Area = ___m2 Name: ant Name: snail Name: worm
(multiply two sides of
the square quadrat) Numbers counted: 55 Numbers counted: 1 Numbers counted: 3
Quadrat 1 45 0 3
Quadrat 2 0 0 0
Quadrat 3 10 1 0
Quadrat 4 0 0 0
Total: 55 1 3
Average number of 13.75 0.25 0.75

species per quadrat
Calculate the
average of 4
quadrats
Total ÷ 4 =
1. How many species are there for Animal 1 per square metre? 13.75
(It may be the same answer as question 3 if you used 1 square metre otherwise see Method
Technique 1:Quadrats for calculations)
2. What is the size of the total area of the location/site you chose? (Length of area x(by) width)
= 4,737.63m2
3. What is the size of the total population of the species of Animal 1 for that area? (Total
area X Animal 1 per square metre) = 64,573.8969m2
Results
Table 7 Trophic interactions (7 marks)
Fill in the table
Interactions Examples from this local

ecosystem
Producers Trees, grass, shrubs and flowers.
Herbivores Snails.
Omnivores Snails, bees, worms, ants and crickets.
Carnivores Spiders and beetles.
Decomposers - list any decomposers that you N/A

find
Assessment 5, LA023185, 6492BL, Edition 1

© New South Wales Technical and Further Education Commission, 2018 (TAFE NSW), Archive version 1, March 2018
Results
Food Chains, food webs and pyramids of biomass.
(4 marks)
Table 8
Add more rows if required
Name of Eats Eaten by

organism
Worm Worms often eat Weasels, stoats,
decaying roots, otters, minks, frogs,
leaves, nematodes, lizards, snakes and
protozoans, rotifers, birds.
bacteria, fungi and
the decomposing
remains of other
animals.
Ant Ants feed on the milk Insects such as

of aphids and other beetles, caterpillars,
small Hemiptera, flies, spiders and
insects and small snails. As well as
living or dead snakes, fish, lizards,
invertebrates, the sap ants, bears, coyotes
of plants and various and anteaters.
fruits and insect
eggs.
Spider Spiders often eat Some animals that

insects and other feed on spiders
small arthropods include birds, snakes,
such as ants, flies, lizards, frogs,
beetles and moths. centipedes,
However they do also scorpions, other
sometimes eat nectar species of spiders,
and fruits. monkeys, fish and
toads.
Snail Snails have a large Sme animals that

variety of diets and feed on snails include
often eat almost shrews, mice,
anything. However squirrels, possums,
they mostly eat fresh salamanders, toads,
leaves, stems, bark, turtles, birds and wild
mushrooms, berries, turkey.
lettuce and other
fresh produce.
Your ecosystem food web below: 1
Results
1 mark
Table 9
Human impact on the ecosystem at the site.
Tick off the human impacts that you have observed in your local ecosystem.
Human impact present absent Human impact present absent
Land clearing ✓ Fire ✓

Grazing ✓ Air pollution ✓
Pasture improvement ✓ Water pollution ✓
Monoculture ✓ Land pollution ✓
Irrigation ✓ Siltation ✓
Introduced species ✓ Smog ✓
Fertilisation ✓ Heavy metals ✓
Pest control ✓ Mining ✓
Machinery ✓ Erosion ✓
Urbanisation ✓ Weed infestation ✓
Transport ✓ Die back ✓
Industry ✓ Salination ✓
Fishing ✓ Sand mining ✓
Population expansion ✓ Landfill ✓
Choose some of the impacts you ticked above, to predict how this may impact future biodiversity
in the area. 2 marks
Air, water, and land pollution can have significant impacts on future biodiversity. Air
Pollution can cause reduced air quality: Pollutants such as particulate matter, nitrogen
oxides, sulphur dioxide, and ozone can harm plants, animals, and microorganisms. It
can also cause habitat degradation: Air pollution can deposit pollutants on vegetation,
leading to the degradation of habitats. This can impact the availability of food and
shelter for various species, affecting their survival and reproduction. Water pollution can
cause contaminated water bodies. Pollution from industrial waste, agricultural runoff,
sewage, and chemicals can contaminate water bodies. This can harm aquatic
organisms directly or indirectly through the disruption of food chains and ecosystems.
Finally, land pollution can cause things such as habitat destruction, soil degradation and
disruption of ecological processes. Pollution from activities like deforestation, mining,
and urbanisation can destroy natural habitats, displacing and endangering many
species. Loss of habitat is one of the primary drivers of biodiversity loss. Pollution from
chemicals, pesticides, and improper waste disposal can degrade soil quality. This
affects the health of plants, reduces their ability to support diverse ecosystems, and can
lead to declines in soil-dwelling organisms. Land pollution can disrupt ecological
processes such as nutrient cycling, pollination, and seed dispersal. This can have
cascading effects on biodiversity, impacting the survival and reproduction of various
species.Overall, air, water, and land pollution can degrade habitats, harm organisms
directly, disrupt ecological processes, and contribute to the decline of biodiversity. It is
crucial to address and mitigate pollution to protect and preserve future biodiversity.
Results
Table 10 Adaptations
4 marks
Drawing or photograph List of adaptations observed
- Large antennae on their heads to
detect scent and orientation.
- Hard shells made of calcium
carbonate to protect their soft, fragile
bodies and help home them.
- The ability to fill the opening of their
shell with a mucous sheet that
hardens and protects them from
drying out.
- Antenna to find food and detect
motion.
- Large hind legs modified to help
promote further/larger jumps.
- Two sets of wings, one that is stiff and
leathery that is used for
communication by causing chirping
sounds, and the other set of long,
membranous hind legs promote flying.
Discussion 4 marks
Discuss your findings and relate the distribution of the animals and the plants that you have
estimated to the abiotic factors that you have measured and human impacts. Also describe any
difficulties you had. Address whether the method was thorough or if there was anything you
would change to improve the quality of the data.
The distribution of plants and animals in an area can be influenced by various factors, including air
and water temperatures as well as human impacts. Different plant and animal species have specific
temperature requirements for survival and reproduction. Some species thrive in warmer
temperatures, while others prefer cooler environments. The distribution of species can be influenced
by the availability of suitable temperature ranges in an area. Extreme temperatures, whether hot or
cold, can limit the distribution of certain species. If temperatures exceed the thermal tolerance of a
species, it may not be able to survive or reproduce in that area. However, some human impacts that
influence the distribution of plants and animals include: Habitat destruction: Human activities such as
deforestation, urbanisation, and land conversion can destroy natural habitats, fragment ecosystems,
and disrupt the distribution of plants and animals. Species that rely on specific habitats may be
displaced or face population declines. Pollution: As mentioned earlier, pollution can have detrimental
effects on biodiversity. Air and water pollution can directly harm species or degrade their habitats,
leading to changes in distribution patterns. Climate change: Human-induced climate change is
altering global temperature patterns. Rising temperatures can shift the suitable habitats for many
species, causing changes in their distribution. Some species may struggle to adapt or migrate to
new areas, leading to population declines or local extinctions. The use of a thermometer to measure
air and water temperatures is common and effective and provides efficient data that is trustworthy
and reliable.
4 marks
Conclusions and recommendations 2
A short statement that relates directly to the aim and any recommendations or
suggestions for further research.
Through this field study, I have deeply observed and recorded the effect that one species can
have on the other species in a community. To continue with further research, I would repeat this
experiment in another area, such as the botanical gardens or a national rainforest, which would
contain many more insects, animals and plants. This could help with more thorough answers
about the relationships between different species and how they interact and affect each other.
References 2
Any material you used for reference such as textbooks or internet pages to review techniques
and to identify plants and/or animals and their interaction.
List the references using the appropriate format.
Vendetti, J. (n.d.). A Microscopic Look at Snail Jaws | Natural History Museum. [online] nhm.org. Available
at:
https://nhm.org/stories/microscopic-look-snail-jaws#:~:text=Snails%20and%20slugs%20have%20evolved
.
Space for life. (n.d.). Diet of ants. [online] Available at:
https://espacepourlavie.ca/en/diet-ants#:~:text=Ants%20are%20omnivorous%20%E2%80%93%20they%
20eat.
Home and Garden IPM from Cooperative Extension. (n.d.). Crickets - Home and Garden IPM from
Cooperative Extension - University of Maine Cooperative Extension. [online] Available at:
https://extension.umaine.edu/home-and-garden-ipm/fact-sheets/common-name-listing/crickets/#:~:text=C
rickets%20are%20scavengers%20and%20are [Accessed 23 Oct. 2023].
Embry, P. (n.d.). Surprise: Bees Need Meat. [online] Scientific American. Available at:
https://www.scientificamerican.com/article/surprise-bees-need-meat/#:~:text=Bees%20are%20actually%2
0omnivores%2C%20and.
Sciencing. (2011). What Animals Eat Worms? [online] Available at:
https://sciencing.com/what-animals-eat-worms-12503652.html.
www.combatbugs.com. (n.d.). What Eats Ants? [online] Available at:
https://www.combatbugs.com/pest-identification/bug-files/what-eats-ants.html.
www.zunexpestcontrol.com. (n.d.). What Do Spiders Eat in My Home? - The Common House Spider’s
Diet - Zunex Pest Control. [online] Available at:
https://www.zunexpestcontrol.com/post/what-do-spiders-eat-in-my-home#:~:text=Spiders%20are%20carn
ivores%20and%20typically [Accessed 23 Oct. 2023].
News, O.H. 10AM-5PMFree G.E.C.D.A. 1 W.S.N. 2010 A.P. +61 2 9320 6000 www australian museum C.
© 2021 T.A.M.A. 85 407 224 698 V.M. (n.d.). Spider survival. [online] The Australian Museum. Available
at:
https://australian.museum/learn/animals/spiders/spider-survival/#:~:text=Animals%20which%20feed%20d
irectly%20on.
www.carnegiemnh.org. (n.d.). Mollusks : Carnegie Museum of Natural History. [online] Available at:
https://www.carnegiemnh.org/science/mollusks/predators.html#:~:text=Vertebrate%20predators%20of%2
0snails%20and.
Checklist
I have:
- written my name on the top of the assessment.

- hand written all answers in my own words.
- used appropriate formatting of resources.

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6492BL: Assignment 5

Module 4 – Ecosystem dynamics

Field Study (57 marks)

Student Name: Abby Mead

What you have to do

Planning a field trip

Use the information below to plan your field trip.

Field study for ‘A local ecosystem’

Aims and objectives of the study

Location Map –sketch 1

A risk can have many different causes. Risks can be:

Risk type Details of risk Safety procedures to

Physical Standing on sticks, rocks or Wear enclosed shoes when

Biological Being bitten by spiders or Maintain the use of safety

Abiotic factors Tick if Biotic factors equipment: Tick if

Thermometer ✓ Strings, pegs and a hammer ✓

30 metre tape measure ✓ 30 metre tape measure or piece of ✓

Shovel ✓ Magnification glass

Soil testing or pool pH kit or pH ✓

Clipboard and pencil ✓

Assessment 5, LA023185, 6492BL, Edition 1

Technique 1 - sampling using line transects.

1. Choose a space within the area chosen to sample.

Measuring two Abiotic Factors along a transect.

Technique 2 - Sampling using Quadrats

Technique 3: Observations of Interactions

Hint: See graphics 1-3 in the results section.

Bee Worm Ant Spider Snail Cricket Beetle

Results - Abiotic Factors measured

Table 3 – Abiotic Factor 1: air temperature 2

Graph 1– Plot the abiotic factors of temperature. (4 marks)

Biotic Factors measured

Results - Biotic Factors measured

Plant and animal observations-distribution.

Table 5- Plant observations (4 marks)

Quadrat Plant 1 Plant 2 Plant 3

Average of species 0.25 0.25 0.25

Results -Biotic Factors measured

Table 6 Animal observations (4 marks)

Quadrat Animal 1 Animal 2 Animal 3

Average number of 13.75 0.25 0.75

Fill in the table

Interactions Examples from this local

Omnivores Snails, bees, worms, ants and crickets.

Carnivores Spiders and beetles.

Decomposers - list any decomposers that you N/A

Assessment 5, LA023185, 6492BL, Edition 1

Name of Eats Eaten by

Ant Ants feed on the milk Insects such as

Spider Spiders often eat Some animals that

Snail Snails have a large Sme animals that

Human impact present absent Human impact present absent

Land clearing ✓ Fire ✓

- written my name on the top of the assessment.

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