ib diploma environmental systems and societies practical ... · pdf fileib diploma...

IB Diploma Environmental Systems and Societies

Practical Skills and Internal Assessment: Ecosystems, 5days

FSC courses have clearly stated outcomes and link to IB Syllabus requirements.

Please visit http://www.field-studies-council.org/ib

for alternative IB Diploma courses covering IB Diploma Environmental Systems and Societies

The Field Studies Council’s International Baccalaureate: Practical Skills and Internal Assessment Ecosystems course is all about giving students the skills, techniques and confidence to apply their theoretical knowledge to real life situations. During the course, there is the opportunity for students to plan and carry out an individual investigation based in fieldwork. Experienced tutors with in depth subject knowledge inspire students to question the natural world, whilst also covering key specification content from Topics 2, 3, 4 and 5, and aspects of Theory of Knowledge. Through visiting some of the stunning and varied locations the FSC has to offer, students will gain practical experience of environmental systems and real life examples of science in action. A range of practical studies enables students to gradually take more responsibility for their own learning; culminating in either one and a half days of individual investigation, or case study, both of which would cover aspects of the Internal Assessment. This is an excellent opportunity for students to develop within the IB learner profile; acquiring necessary skills to become effective scientific inquirers and communicators through first-hand experience.

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FSC Head office, Preston Montford, Montford Bridge, Shrewsbury, Shropshire, SY4 1HW

Tel: 01743 852100 Fax: 01743 852101 Email: [email protected] Website: www.field-studies-council.org

Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW


Practical Skills and Internal Assessment: Ecosystems, 5days prices

centres

COURSE LENGTH 5 days, 4 nights (12 teaching sessions)

Monday Tuesday Wednesday Thursday Friday

Arrive with lunch. Afternoon and evening session

Morning, afternoon and

evening session


evening session


evening session

Morning session. Depart with lunch

Protecting fieldwork opportunities for everybody Growing pressures on outdoor learning has led the FSC to take on an important role; championing the rights and opportunities for people of all ages to experience the environment at first hand. The FSC has lead in campaigns to reverse the continuing decline in fieldwork within secondary schools and to build opportunities for out-of-classroom learning. As a registered charity, the FSC receives no statutory funding. It relies solely on fees charged for courses and membership. Therefore, by visiting an FSC Centre not only are you receiving a high quality educational experience for your students, you are also you are helping to protect fieldwork opportunities for everybody.

High Quality teaching It is the same inside the classroom as it is outside the classroom; the teacher delivering the content plays a vital role in ensuring successful learning outcomes are achieved.

This is why every FSC Centre has taken great care in developing a team of gifted field teachers with a real passion for the subject being taught.

Not only are they experts, they are gifted teachers with a real passion for the subject being taught. FSC field teachers are the reason why many schools return year after year.

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centres

COURSE TIMETABLE DAY MORNING AFTERNOON EVENING 1 Arrival Sampling populations (½ day)

Students will be introduced to key concepts and fieldwork skills that will be practiced and developed throughout the course. This may include key terminology, sampling strategies, dichotomous keys, estimating population sizes and how to structure an investigation. They will gain practical experience of fieldwork techniques used by professional ecologists, which will enable them to reflect on the process of scientific enquiry.

2/3

Choose TWO days from: Air Pollution (½ day) and Soils and Ecosystems (½ day) Students will investigate air quality on a local scale which will contribute towards a national survey. The session will include a number of pre-determined techniques and will involve submitting findings and examining results, leading to a discussion of the spatial trends of UK air pollution and long term monitoring. Using sampling techniques developed from other studies, students will carry out an investigation in one or more ecosystems. They will collect data on the climate, soil types and vegetation in order to identify how these factors interact and influence each other. Data collection techniques may include random sampling of vegetation and analysis of soil profile samples to examine properties, such as moisture, organic and mineral content. Succession in a Habitat (1 day) Students will explore the topic of primary succession through practical, hands-on investigation of either a xerosere or hydrosere. During this they will be guided through the investigation process for internal assessment. They will utilise their environmental terminology and data collection techniques developed during the previous day(s). They will develop new skills in order to collect and process raw data, using a range of equipment (e.g. quadrats, anemometers and hygrometers) and techniques (e.g. Simpson’s Diversity). Students may have the opportunity to observe how human activity can result in an altered climax community. Zonation of species (1 day) The focus for this day is zonation, examining spatial distribution patterns along a changing environmental gradient. This will involve carrying out fieldwork at either a rocky shore or a saltmarsh, where the students will collect data to determine the abundance and distribution of organisms. New techniques (in the form of sampling strategies and equipment) will be applied, in order to cover syllabus content and prepare students for their individual investigation (if applicable). Further data processing and presentation will enable the students to clearly see patterns and compare them to the predictions that they made at the start of the day. Energy in Communities (1 day) During this day, students will apply and develop their fieldwork skills in a marine or freshwater ecosystem. They will be supported through planning the investigative process: defining the problem, developing data collection techniques, and controlling variables. They will be able to investigate how abiotic factors drive species distribution. Through collecting real life data, students will explore topics such as energy cycling, efficiency of transfer and the roles of different groups of organisms in an ecological community. Pollution in Freshwater Ecosystems (1 day) During this day, students will investigate the effects of organic pollution on the structure of the invertebrate community in a freshwater habitat. They will use a variety of biotic and abiotic techniques, e.g. Biotic index and chemical analysis. Students will be able to apply theoretical knowledge to interpret their data as well as offering an opportunity to follow the investigative process.

4 Individual Investigations Students will have the chance to put their fieldwork and investigation skills into practice as they plan and carry out their own individual investigation. They will have the opportunity to use the wide range of fieldwork sites, equipment and facilities that our centres have to offer. This work may be submitted for Internal Assessment.

5 Individual Investigations Depart








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LEARNING OUTCOMES/OBJECTIVES Sampling Populations (½ day) During this session, students will have the opportunity to revise key terms and processes. Students will examine different sampling strategies and techniques for using quadrats to quantify organisms. They will carry out a simple investigation to compare the plant communities of two habitats, such as woodland and grassland. They will also have the opportunity to use dichotomous keys to identify organisms. Students will use this practical experience to design a dichotomous key of their own. Students will also have an opportunity to investigate populations, using a capture-mark-release-recapture study on a natural population to calculate population size (Lincoln Index). Example learning objectives Potential learning outcomes • Define key terms • Know how to carry out

random and systematic sampling

• Use quadrats to investigate distribution of organisms

• Understand how keys can be used to identify organisms

• Know how to estimate the size of a population

All students will: • Use random sampling and transects to investigate ecological patterns • Apply several quadrat techniques • Use a dichotomous key to correctly identify an organism • Use the Lincoln Index to calculate an estimated population size Most students will: • Evaluate the advantages and disadvantages of different quadrat methods • Apply and design a key for a group of organisms • Give at least three limitations of the Lincoln Index Some students will: • Correctly use key terms throughout

Links Topic 2.1.1 Biotic and Abiotic components Topic 2.1.6 Ecological terminology Topic 2.2.1-2 Abiotic components Topic 2.3.1 Dichotomous Keys Topic 2.3.2 Abundance of organisms

External Recognition of Quality All our centres have been awarded the Quality Badge by The Council for Learning Outside the Classroom. The badge is awarded to organisations that have demonstrated that they consistently deliver high quality teaching and learning experiences and manage risk effectively. This means that you will have to complete less paperwork when visiting our centres








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Air pollution (½ day) Students will use a variety of biotic indicators to establish air pollution at a given location. These may include tar spots on sycamores, lichens on tree trunks or on twigs, all of which are techniques which could be used to monitor air pollution. Students can enter their results onto a database to allow them to examine patterns at both a local and a national scale, promoting discussion of spatial trends in air pollution throughout the UK. Example learning objectives Potential learning outcomes • Know how to estimate

levels of air pollution at a local level

• Understand how the data collected may be used to monitor air pollution levels

• Know how data collected fits with national patterns for air pollution

• Evaluate the validity of data collected

All students will: • Use a monitoring program to record biological indicators on trees and twigs • Use a monitoring program to record number of tar spots on sycamore leaves • Enter data collected into a national survey Most students will: • Evaluate the advantages and disadvantages of techniques • Comment on the validity of results, suggesting further improvements of techniques Some students will: • Use results from the national survey to draw conclusions about spatial trends of air pollution

Links Topic 2.1.6 Ecological terminology Topic 5.1.1-3 Nature of pollution Topic 5.2.1 Monitoring pollution Topic 5.2.3 Biotic index and indicator species








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Soils and Ecosystems (½ day) Students will investigate several soil types and identify links between the soil, lithosphere, atmosphere and living organisms. In one or more locations, students will carry out sampling to obtain data on vegetation communities. At each location they will also collect samples from soil profiles to examine soil properties, e.g. moisture, organic and mineral content. They will use a systems approach (inputs, outputs, transfers and transformations) to consider how these biotic and edaphic variables are linked and how that affects the primary productivity of an ecosystem. Example learning objectives Potential learning outcomes

• Understand how soil systems integrate with aspects of living systems

• Identify biotic and abiotic factors in a habitat

• Describe methods for measuring abiotic factors within a named ecosystem

• Use quadrats to investigate distribution of organisms

• Know how to carry out random or systematic sampling

• Define key terms • Know how to structure an

investigation

All students will:

• Sketch a soil profile and label inputs, outputs, translocations and transformations • Name one habitat and give an example of how this influences the properties of the soil • Apply an appropriate quadrat technique • Use random sampling or transects to investigate ecological patterns • Suggest at least two improvements

Most students will:

• State two soil types and explain the differences in soil moisture, texture, organic content and colour(s)

• Explain one technique that can be used to classify soil textures • Evaluate the advantages and disadvantages of sampling methods • Follow instructions for data collection accurately and safely • Interpret biotic and abiotic data to state a justified conclusion • Evaluate three methods for measuring abiotic factors, suggesting at least two weaknesses

and comment on their significance

Some students will:

• Correctly use key terms throughout • State a justification for the choice of equipment and sampling technique for at least three

abiotic and one biotic factors Links Topic 2.1.1 Biotic and abiotic components Topic 2.2.1-2 Abiotic components Topic 2.3.2 Abundance of organisms Topic 3.4.1-2 Soil system








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Succession in a habitat (one day) Students will carry out a practical investigation to examine changes in plant communities and environment during primary succession (xerosere or hydrosere). Students will be led through the formulation of a research question, controlling variables, and developing a methodology for collection of data. In the field, students will use a range of specialist equipment to record raw data on a variety of biotic, abiotic and edaphic factors. On return to the centre, the biotic and abiotic data will be processed (including Simpson’s Diversity Index) and presented as tables and graphs e.g. kite diagrams. Using the processed data, students will identify trends and make comparisons. This will allow them to explain the effects of living organisms on the abiotic environment during primary succession. Students will evaluate the process, equipment and use of time in order to comment on the validity of their conclusions and use this to suggest improvements. Students will have the opportunity to observe how management can alter the course of succession. Example learning objectives Potential learning outcomes • Understand the processes

of primary succession • Define key terms • Explain the changes in

productivity and diversity in different stages of succession

• Be able to describe how climatic and edaphic factors affect the nature of climax communities

• Identify biotic and abiotic factors in a habitat

• Describe methods for measuring biotic and abiotic factors within a named ecosystem

• Calculate Simpson’s Diversity Index

• Understand the application of Simpson’s Diversity Index

• Know how to structure an investigation

All students will: • Explain the process of primary succession in a named habitat • State two climatic and two edaphic factors that determine a climax community in a named

sere • Give an example of the impact of human activity on the climax community of a named sere,

with reference to a named field site • Apply an appropriate quadrat technique • Use random sampling or transects to investigate ecological patterns • Calculate SDI for two sites and use this to contrast them • Use a research question to formulate a hypothesis • Identify the independent and dependent variables • Suggest at least two improvements Most students will: • Name examples of organisms from the seral stages, including a pioneer community, and a

climax community • Annotate a profile or map to indicate where productivity and diversity would be low/ high • Interpret biotic and abiotic data collected in different seral stages e.g. changes in soil

properties • Evaluate the advantages and disadvantages of sampling methods • Explain why SDI is used and suggest advantages and disadvantages • Identify controlling variables and state how/ why these are controlled • Follow instructions for data collection accurately and safely • Evaluate three methods for measuring abiotic factors, suggesting at least two weaknesses

and comment on their significance

Some students will: • Explain, with reference to raw and processed data, changes in diversity and productivity

levels at different stages of succession • Correctly apply key terms throughout

Links Topic 2.2.1-2 Abiotic components Topic 2.3.2 Abundance of organisms Topic 2.3.4-5 Diversity and Simpson’s Index Topic 2.6.5-7 Succession Topic 3.4.1 Soil systems








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Zonation of species (one day) This day’s focus is on zonation in an ecosystem e.g. rocky shore. At the start of the day, students will make predictions about relevant abiotic factors and how they may result in distribution patterns and abundance of organisms. Students will apply key terms to a new concept, using new techniques such as abundance scales and interrupted belt transects. Through their fieldwork, students will examine spatial patterns in species distribution along an environmental gradient. Data collected will be processed and presented which will allow the students to compare their findings with their earlier predictions. Example learning objectives Potential learning outcomes • Understand the concept

of zonation • Use quadrats to

investigate distribution and abundance of organisms

• Know how to carry out systematic sampling

• Define key terms • Know how to use

abundance scales • Identify rocky shore (or

salt marsh) species • Understand adaptations

of organisms • Know how to structure an

investigation

All students will: • Explain the concept of Zonation • Annotate a graph / diagram with the key zones • Use systematic sampling and transects to investigate zonation patterns • Identify the independent and dependent variables • Use field work data to plot an appropriate graph • Suggest at least two improvements Most students will: • Explain what the factors are that may lead to zonation in a named example • Evaluate the advantages and disadvantages of abundance scales • State at least three named examples of organisms and where they are found in the zonation

pattern • Identify controlling variables and state how/ why these are controlled • Follow instructions for data collection accurately and safely • Interpret data to state a justified conclusion • Suggest at least two weaknesses and comment on their significance Some students will: • Correctly use key terms throughout • State at least three named examples of organisms and their adaptations to allow them to

occur in a named zone

Links Topic 2.1.1 Biotic and Abiotic components Topic 2.1.6 Ecological terminology Topic 2.2.1-2 Abiotic components Topic 2.3.2 Abundance of organisms Topic 2.6.5 Zonation Topic 2.7.1 Changes in an ecosystem








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Energy in communities (one day) Students will undertake a fieldwork investigation of a freshwater or marine community, allowing them to apply key environmental concepts. They will use sampling techniques (random or transects) to collect data, in order to explain how named factors affect the distribution of organisms. They will be able to use the raw data to construct food chains and webs, pyramids of number, biomass and productivity, and calculate efficiency. Using this information, students will be able to explain the roles of different consumers within the ecosystem studied. Students will be able to apply their knowledge of energy transfer through an ecosystem to interpret and conclude the investigation. Example learning objectives Potential learning outcomes • Describe the different

trophic roles within the structure of a named ecosystem

• Explain how pyramids can be used to represent the structure of an ecosystem

• Understand how energy is transferred through an ecosystem


• Use quadrats to investigate distribution of organisms (if appropriate)

• Define key terms • Understand how abiotic

and biotic factors can determine the distribution of organisms


All students will: • Name examples of different organisms in trophic roles • Draw and label pyramids from data collected • Use data collected in a named ecosystem to construct a food web • Correct use of a quadrat technique (if appropriate) • Use random sampling or transects to investigate ecological patterns • Use a research question to formulate a hypothesis • Identify the independent and dependent variables • Use field work data to plot an appropriate graph • Suggest at least two improvements Most students will: • Identify the similarities/ differences of pyramids from fieldwork data to theoretical models • Calculate efficiency of energy transfer using fieldwork data • Evaluate the advantages and disadvantages of sampling methods • Explain how a named abiotic and a biotic factor could determine the distribution of a

named organism • Identify controlling variables and state how/ why these are controlled • Collect data accurately and safely • Identify patterns in the data • Suggest at least two weaknesses and comment on their significance Some students will: • Correctly use key terms throughout • State a justified conclusion based on the data

Links Topic 2.1.1 Biotic and Abiotic components Topic 2.1.2 Trophic levels Topic 2.1.3 Food chains and webs Topic 2.1.4 Pyramids Topic 2.1.6 Ecological terminology Topic 2.2.1-2 Abiotic components Topic 2.3.1 Dichotomous keys Topic 2.3.2 Abundance of organisms Topic 2.3.3 Estimating biomass Topic 2.5.1 Roles within an ecosystem Topic 2.5.5-7 Productivity








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Pollution in freshwater ecosystems (one day) Students will compare the physical environment of sites with varying levels of organic pollution to determine the effects on the invertebrate community. Concepts during this day may include: definition of pollution, sources of pollution, eutrophication, biological oxygen demand and management. During the fieldwork investigation, students will collect physical, chemical and biological information about the sites, using a range of techniques and specialist equipment. Data collected will later be processed to calculate a biotic index and species diversity, and to identify patterns. Example learning objectives Potential learning outcomes • Understand that

organisms can be used to indicate the quality of their environment

• Describe the effects of organic pollution in a freshwater ecosystem


• Use quadrats to investigate distribution of organisms (if appropriate)

• Define key terms • Calculate Simpson’s

Diversity Index • Understand the

application of Simpson’s Diversity Index


All students will: • Correct use of a quadrat technique (if appropriate) • Use random sampling or transects to investigate ecological patterns • Calculate SDI for two sites • Use a research question to formulate a hypothesis • Identify the independent and dependent variables • Use field work data to plot an appropriate graph • Identify patterns in the data • Suggest at least two improvements Most students will: • Evaluate the advantages and disadvantages of sampling methods • Explain how various levels of organic pollution could determine the distribution of a named

organism • Explain why SDI is used and suggest advantages and disadvantages • Identify controlling variables and state how/ why these are controlled • Collect data accurately and safely • Suggest at least two weaknesses and comment on their significance Some students will: • Correctly use key terms throughout • State a justified conclusion based on the data

Links Topic 2.1.1 Biotic and abiotic components Topic 2.1.6 Ecological terminology Topic 2.2.1-2 Abiotic components Topic 2.3.1 Dichotomous keys Topic 2.3.2 Abundance of organisms Topic 2.3.4-5 Diversity Topic 5.1.1-3 Nature of pollution Topic 5.2.1 Monitoring pollution Topic 5.2.2 Biological Oxygen Demand Topic 5.2.3 Biotic index and indicator species Topic 5.4.1-3 Eutrophication








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Individual investigations (1½ days) Using their extensive knowledge gained from their fieldwork experience, students will have the opportunity to plan and implement their own, individual investigation. They will apply their data collection skills either in habitats already experienced or in new ones. Students will analyse their data, identify trends and consider them in the context of other scientific theory. Students will reflect on the investigation, evaluating limitations of their research and suggesting improvements. By doing so, they will be able to make clear conclusions, based on primary and secondary evidence. Overall this will allow them to satisfy the four assessment criteria for their Internal Assessment. Example learning objectives Potential learning outcomes • Plan an individual

investigation • Know how to develop a

data collection method • Know how to process data

collected during fieldwork • Understand how to use

processed data to form a scientific conclusion

• Be able to critically evaluate fieldwork

• Work safely and ethically

All students will: • Formulates a problem or research question • Identify the dependent and independent variables of a study • Identifies weakness and limitations

Most students will:

• Name variables to be controlled and state how they are controlled • Describe a method that allows collection of sufficient relevant data • Record appropriate quantitative and/or qualitative data including units where relevant • Process primary and/or secondary data correctly • Present processed data appropriately and effectively to assist analysis • Suggest realistic improvements in respect to weaknesses and limitations • Work competently, methodically in the use of techniques and equipment • Safely conduct a fieldwork investigation, showing due regard for the environmental

consequences of their actions Some students will:

• Discussion is clear and well reasoned • States a conclusion, with a correct explanation, based on data • Show a broad understanding of context and implications of results

Possible links, depending on choice of fieldwork Topic 2, 3, 4 and 5 and practical work for Internal Assessment








centres

FSC CENTRES

Please visit www.field-studies-council.org/ib for alternative IB Diploma courses covering IB Environmental Systems and Societies fieldwork

Choose two topics

Air P

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/ So

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Ecos

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Succ

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on

Zona

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of sp

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Ener

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Com

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Pollu

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in F

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wat

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Ecos

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BL Blencathra Tel: 01768 779 601

CH Castle Head Tel: 0845 330 7364

DF Dale Fort Tel: 0845 330 7365

DG Derrygonnelly Tel: 028 686 41673

FM Flatford Mill Tel: 0845 330 7368

JH Juniper Hall Tel: 0845 458 3507

KD Kindrogan Tel: 01250 870 150

MT Malham Tarn Tel: 01729 830 331

MA Margam Tel: 01639 895636

NC Nettlecombe Tel: 01984 640 320

OR Orielton Tel: 0845 330 7372

PM Preston Montford Tel: 0845 330 7378

RC Rhyd-y-creuau Tel: 01690 710 494

SL Slapton Ley Tel: 01548 580 466

TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/centres of interest 3. Check availability online or contact head office using the details at the bottom of the page or

contact the centre of your choice

*Please note to book this course the minimum size of your group must be 12 students and 1 member of staff






http://www.field-studies-council.org/outdoorclassroom/checkavailability.aspx?Subject=ESS&Level=AS%20and%20A2&ExamBoard=n/a&Programme=IB%20Diploma%20Environmental%20Systems%20and%20Societies%20Practical%20Skills%20and%20Internal%20Assessment&Days=5�






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COURSE PRICES The cost of this course is shown below. The fee varies depending on time of year, arrival and departure days/times and course content. The FSC prides itself on being flexible; the course content can be tailored to meet your needs. Alternatively, we can work with you to create a fully bespoke course to meet your exact requirements. 5 day timetable, 2014, prices from: Band A: £169 Band B: £200 Band C: £243 Band D: £276 Band E: £289

Expert tuition by fully trained staff Included within the course price:

Rigorous and proven health and safety procedures including 24 hour emergency cover Access to risk assessments Full board (residential visits) Specialist equipment and exclusive access to specially developed resources Free places for visiting staff in a ratio of 1 to 12 students E-mail support before and after the course (on request) Personal and travel insurance

Please remember travel to the field centre and to fieldwork sites is not included in the course fee. FSC offers a number of IB Diploma courses covering IB Geography, IB Biology, IB Environmental Systems and Societies, IB CAS and IB teacher training. Please visit our website for further information.

Week Beginning Band Week Beginning Band

06 January 2014 A 07 July 2014 E 13 January 2014 A 14 July 2014 C 20 January 2014 B 21 July 2014 B 27 January 2014 C 28 July 2014 A 03 February 2014 C 04 August 2014 A 10 February 2014 C 11 August 2014 A 17 February 2014 C 18 August 2014 B 24 February 2014 D 25 August 2014 B 03 March 2014 D 01 September 2014 C 10 March 2014 D 08 September 2014 D 17 March 2014 D 15 September 2014 D 24 March 2014 D 22 September 2014 D 31 March 2014 D 29 September 2014 D 07 April 2014 B 06 October 2014 D 14 April 2014 B 13 October 2014 D 21 April 2014 C 20 October 2014 C 28 April 2014 C 27 October 2014 B 05 May 2014 C 03 November 2014 D 12 May 2014 C 10 November 2014 D 19 May 2014 C 17 November 2014 C 26 May 2014 B 24 November 2014 C 02 June 2014 D 01 December 2014 A 09 June 2014 E 08 December 2014 A 16 June 2014 E 15 December 2014 A 23 June 2014 E 22 December 2014 A 30 June 2014 E 29 December 2014 A



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