A Level Environmental Science – 5 Days

The following is an example of how a 5-day course might look. Our courses are as flexible as possible to meet your requirements, with other topics and skills able to be substituted into this timetable. There will be some variation between what is offered at specific centres due to habitat availability.

Day 1

Morning

Arrive Midday

• Students greeted by staff.
• Welcome talk and Centre tour.
• Pre-course meeting with staff and teachers.
• Allocation of wellies/waterproofs.

Afternoon and evening – Biodiversity

Students will consider the importance of conservation of biodiversity and how humans influence biodiversity, applying their knowledge to the specific context of a woodland, grassland or rocky shore ecosystem (centre dependent).

They will use random sampling to collect species density data in two areas of contrasting human influence and then calculate Simpson’s index of diversity. Abiotic variables will also be measured. Students will plan their methodologies considering how to ensure the data collected is representative and reliable.

A student’s t-test will be used in the follow up to aid analysis and inform conclusions.

Day 2

Morning

Freshwater Pollution Study

An investigation to establish the health of a freshwater ecosystem using invertebrate indicator species. Students will identify how identify human influence and physical landscape features contribute to pollution in local watercourses.

Data will be collected on freshwater invertebrate abundance and used to calculate biotic indices. Abiotic variables such as turbidity, light, temperature and oxygen will also be measured.

Afternoon and evening

Population Monitoring

Students will gain first-hand experience using different techniques to investigate populations of organisms in the field.

Having considered why it is important to monitor animal populations and the variety of methods that can be used, students will undertake two or three of the following investigations into populations of motile species in and around the centre.

1. Investigating the effect temporal change has on populations of flying organisms. This could involve sweep netting for butterflies, and/or using bat detectors to monitor bat populations and/or moth traps.
2. Using mark-release-recapture and the Lincoln Index to estimate the population size of a motile species such as woodlice or snails.
3.  Investigating invertebrate communities using pitfall traps.

In the follow up a chi-squared test may be used to analyse data and inform conclusions. Students will then evaluate the methods used and the strength of their study in representing larger scale applications.

Day 3

Morning and afternoon

Succession

An investigation into the process of ecological succession exploring how plant communities and associated environmental factors change over time. The habitat used will depend on the centre.

Students will use systematic sampling along a transect to collect data on species abundance and distribution, as well as various abiotic factors such as wind speed, light, soil depth and humidity

Evening

Data Analysis

Spearman’s rank correlation coefficient will be used in the analysis of data to inform conclusions.

The context specific maintenance of plagioclimax habitats through human activity will be considered.

Day 4

Morning

The Carbon Cycle

An investigation into the role of woodland in carbon storage and sequestration. Students will use a combination of fieldwork data and reference charts to calculate mean tree biomass and estimate carbon storage per hectare in a woodland.

Students will relate their own data to the wider carbon cycle and the ways in which it is being affected by human activities.  They will consider the role woodland can play in sustainable management of the carbon cycle and how photosynthesis and carbon sequestration by trees can play a vital role in counteracting human activities which upset its natural equilibrium.

Afternoon and evening – Soil Analysis

Students will use a variety of practical skills to investigate soil characteristics in contrasting areas and/or changing environments in the local landscape. This will include techniques such as using data on change during heating to estimate the percentage water and organic matter composition of soil, measuring infiltration rates, using soil triangles and sedimentation to compare textures of different soils and measuring other edaphic factors such as pH and compaction.

Students will evaluate the data collected and relate their findings to broader environmental context, in particular soil management strategies to increase sustainability.

Day 5

Morning

Conservation Visit

A visit to a local site of conservation interest to see first hand examples of conservation management. Students will gain case-study knowledge of different methods used to conserve biodiversity, the legislation and protocols behind these, how and why conservation priorities are set, and examples of habitat management.

Depart at Midday

• Review of the course.
• Signposting further actions and opportunities with the FSC and beyond.
• Final farewell from staff.

Subject Content:

• 3.1.2 Conservation of biodiversity
• 3.1.3 Life processes in the biosphere and conservation planning
• 3.2.4 Carbon cycle
• 3.2.5 Soils
• 3.4.3 Nutrient pollution
• 3.5.3 Forest resources

Methodologies:

• Me 1 Random sampling
• Me 2 Systematic sampling along a transect
• Me 3 Number of samples
• Me 4 Sample size
• Me 5 Sample timing
• Me 6 Statistical analysis

Sampling Techniques:

• ST 1 Measurement of abiotic factors
• ST 2 The use of quadrats to measure biotic factors
• ST 3 Measurement of edaphic factors
• ST 4 The use of methods to measure biotic factors related to animal taxa on the soil surface and in soil
• ST 5 The use of methods to measure biotic factors related to animal taxa on foliage and flying animals
• ST 6 The use of aquatic sampling methods to measure biotic factors

Develop skills

Communication | Resilience | Independent thinking | Leadership

Numeracy | Literacy | Investigative skills | Observation

Enhance Knowledge

• Ask questions
• Apply knowledge in the real world and make links
• Make sense of new places and understand our place and role within this

Enjoy

Have fun | Make friendships | Connect with nature