Higher Environmental Science @ Gairloch High School
Name:
Lesson 1 - Measuring abiotic factors in a terrestrial ecosystem
Lesson 2 - Measuring abiotic factors in an aquatic ecosystem
Lesson 3 - Identifying and monitoring pollution incidents
Lesson 4 - Environmental assessment
Sustainable Development Goals
Page 2
Environmental monitoring describes the processes and activities that need to take place in order to characterise and monitor the quality of an environment over time. In this topic you will learn about how to monitor the environment using different tools and methods:
The purpose of environmental monitoring is to recognise any impacts on the environment, respond to them and provide data for future legislation and guidance.
Abiotic factors are those that relate to a �non-living feature of an ecosystem. In �this lesson, we will learn how abiotic �factors are measured in a terrestrial �ecosystem. A terrestrial ecosystem is �one based on land.
Measuring temperature
Temperature is measured using a �thermometer. The units are usually oC
Measuring light intensity
This is measured using a light meter. It is measured in lux. It’s important to be consistent in how you use a light meter, for example always holding it at the soil’s surface and making sure the position of your body isn’t impacting the result. Light intensity can impact on the growth of different plants, which can in turn impact a whole food chain.
Measuring soil moisture
This can be done in two ways, depending on the location:
Measuring soil pH and nitrate/nutrient levels
Both of these properties are studied using soil testing kits. Collect a sample of soil and �follow the instructions on the testing kit to prepare the sample. Colour is used to �compare the pH or nitrate content of the soil to a standardised chart. Nitrate is an �important nutrient for plant growth. Although some plants can tolerate nitrate-poor �soils, many will need nitrogen to grow.
Soil pH and nitrate can vary widely in a small area, due to the influence of vegetation �or other soil characteristics. Several samples should be taken and an average calculated.
Date: Lesson 1 - Measuring abiotic factors in a terrestrial ecosystem
Higher Environmental Science @ Gairloch High School
% soil moisture =
Wet weight (g) - dry weight (g)
Wet weight (g)
Page 3
Lesson 1 - Measuring abiotic factors in a terrestrial ecosystem
Measuring wind velocity and direction
Wind velocity is measured using an anemometer and the speed is recorded in knots or metres �per second. Wind direction is measured using a wind vane. The narrow end of the wind vane �points in the direction the wind is coming from. Wind velocity can impact the spread of seeds and the height of plants which can grow.
Measuring precipitation
Precipitation is moisture that falls from the air to the ground. It includes rain, sleet, snow, �hail, drizzle, fog and mist. Precipitation is usually measured with a rain gauge. These can be �both traditional (read by a human) or electronic (storing and sending data digitally). They �should be placed and used in an area which is not under a canopy of vegetation - unless �that is what you are trying to study!
Measuring slope
Measuring the angle of a slope is done using a clinometer. This displays�the angle between two equivalent points, usually using a ranging pole.�The diagram shows how this is completed.
Most slopes vary, with some sections being steeper than others. If this�is the case, multiple measurements are taken and a slope profile is �constructed.
A typical slope profile of a psammosere is shown on page 12 of your Biodiversity booklet.
Task 1 - Investigation
You will work in groups to investigate the relationship between a biotic factor and abiotic factor in a sand dune system.
e.g. how does wind speed affect species richness through a psammosere
To do this you should use a series of three transects and random systematic sampling.
You will present the results of your investigation as a written report. The template for this will be given to you.
Deadline for completion:
Higher Environmental Science @ Gairloch High School
Page 4
Lesson 1 - Measuring abiotic factors in a terrestrial ecosystem
Task 2
Complete the table which summarises abiotic factors in a terrestrial ecosystem.
Higher Environmental Science @ Gairloch High School
Abiotic factor | Equipment used | Units of measurement | How to measure… [give some detail] |
Temperature - air | | | |
Temperature - soil | | | |
Temperature - surface | | | |
Light intensity | | | |
Soil moisture | | | |
Soil pH & nutrients (e.g. nitrates) | | | |
Wind direction | | | |
Wind speed | | | |
Precipitation | | | |
Slope | | | |
Page 5
Date: Lesson 2 - Measuring abiotic factors in an aquatic ecosystem
Higher Environmental Science @ Gairloch High School
Abiotic factors are those that relate to a non-living feature of an �ecosystem. In this lesson, we will learn how abiotic factors are measured in �an aquatic ecosystem. Aquatic ecosystems include oceans, lakes, rivers, streams, �estuaries and wetlands.
Measuring temperature
Temperature is measured using a thermometer. The units are usually oC. The �temperature of water can vary with depth, so it should be measured at the surface �or a consistent depth. It should also be measured in a shaded or unshaded location. �Sea temperatures are measured by data loggers positioned at moorings or buoys �(e.g. in Loch Ewe).
How have humans been changing water temperature?
Measuring water flow rate
This is generally used when studying rivers and streams and is sometimes called the �river flow or discharge. There are mobile options which have an impeller on the end �of a stick and in some places these are permanently installed (e.g. River Ewe and �River Kerry).
The flow of the water turns the impeller. The meter then calculates the water �flow rate (usually in m3/s) .
Deforestation
Water abstraction
Anthropogenic climate change
Urban
Industrial cooling
Agriculture
Dams
River change & diversion
Sewage
Page 6
Measuring dissolved oxygen content
Dissolved oxygen concentration is a measure of the amount of free oxygen dissolved in water, which can be used to determine the quality of water and assess its ability to support life.
Water bodies produce and consume oxygen. They gain oxygen from the atmosphere and from plants, as a result of photosynthesis. Running water, because it is turbulent, dissolves more oxygen than still water. Respiration by aquatic animals, decomposition and chemical reactions all consume oxygen.
Dissolved oxygen levels change based on the seasons and even the time of day. This is because photosynthesis, which produces oxygen, cannot happen in the absence of light (e.g. at night). They are also affected by temperature and altitude (height above or below sea level). Cold water holds more oxygen than warm water and at high altitude, water holds less oxygen.
Samples of water tested for dissolved oxygen must be collected carefully, as leaving an air gap in the bottle would cause more atmospheric oxygen to get into the sample. A bottle with a small neck is used and held at 45o under the water until it’s full. The lid is then put on under the water, before the sample is �lifted.
Then, the sample is tested using reagents. These react with the oxygen and �give a colour change. The level of dissolved oxygen can then be interpreted. �Alternatively, a dissolved oxygen sensor and a data logger can be used if �available.
Measuring biological oxygen demand
Biological Oxygen Demand (BOD) is a measure of the amount of dissolved oxygen used by aerobic microorganisms when decomposing organic matter in water. It is measured in mg/l (milligrams per litre) of oxygen consumed over a 5 day period at 20oC. The level of dissolved oxygen in the sample is compare before and after the sampling period. In a high BOD sample, the amount of dissolved oxygen will be much less after 5 days.
This can have an impact on aquatic life, as the high demand for oxygen will then result in there not being enough oxygen available to support a wide range of species. High BOD environments can cause mass deaths of aquatic life.
Measuring pH
The pH of water can be tested using litmus paper or universal indicator. In general, pH in Scottish rivers is lower than pH 6, although at times it will approach neutral. Underlying chalk or limestone rocks can give a more alkaline result but these are very rare in Scotland.
Measuring salinity
A hydrometer is used as a simple measure of salinity. It measures the �specific gravity, or density, of liquids. It consists of a glass tube with a bulb �weighted at one end, and calibrated markings along the length of the tube.�It floats at different levels based on the density of the liquid. Salinity is�measured in parts per thousand (ppt) or %.
Lesson 2 - Measuring abiotic factors in an aquatic ecosystem
Higher Environmental Science @ Gairloch High School
Page 7
Task 1
Use the Fisheries Management Scotland webpage to answer the following questions:
Task 2
Complete the table summarising how to measure abiotic factors in an aquatic ecosystem.
Lesson 2 - Measuring abiotic factors in an aquatic ecosystem
Higher Environmental Science @ Gairloch High School
Abiotic factor | Equipment used | Units of measurement | How to measure… [give some detail] |
Temperature - water | | | |
Water flow rate | | | |
Dissolved oxygen content | | | |
Biological oxygen demand (BOD) | | | |
pH | | | |
Salinity | | | |
Page 8
Task 3
Using the equipment provided in class, create a hydrometer and work out the relative salinities of the different samples of water. Relative means in relation to each other.
Task 4
������
Task 5
Create a scientific poster outlining how abiotic factors affect the frequency and distribution of organisms. A template will be provided and you should include three factors from terrestrial ecosystems and three factors from aquatic ecosystems.
Lesson 2 - Measuring abiotic factors in an aquatic ecosystem
Higher Environmental Science @ Gairloch High School
Sample location | Water temperature (oC) | Altitude (m above sea level) | Dissolved oxygen content (mg/l) |
A | 14.0 | 6.5 | |
B | 17.8 | 16 | 7.5 |
C | 22.5 | 28 | |
Page 9
Sources of pollution
Point source pollution is discharged from a single location, usually from a pipe, chimney, or other outlet. If the point source can be found, the problem can be tackled relatively easily.
Most point source discharges of pollution are small and aren’t a large problem. However, they can combine to form diffuse pollution which can have a significant environmental impact.
Diffuse pollution arises from land activities spread across large areas that have no specific point of discharge. This includes runoff from farmland, forestry activities, urban areas, roads and industrial premises.
Monitoring freshwater pollution
Pollution of a river or loch can be identified by:
Pollution of rivers can be studied in a �laboratory, where the presence of different �chemicals and pollutants in water can be �found and measured.
It can also be studied in the field, using �aquatic invertebrates in the river to tell us �about how clean or polluted the waterway is.
How can we study the biota of a river?
Some aquatic invertebrates are only able to survive �in high quality, unpolluted water. By counting the number �of these species in different locations or at different times �we can study how polluted, or unpolluted, a river is.
Kick sampling is a method used to obtain a sample�of aquatic invertebrates. Begin by agitating the stream �bed with a boot (or use a stick or tool) upstream
from a flat edged net held against the stream bottom. �Using a quadrat to mark an area, ‘kick’ for two minutes, covering the whole area evenly. This will dislodge �organisms and wash them into the flow of the stream and into the net.
Place the catch in a shallow white tray with 2 cm depth of fresh water from the stream or river. Then, use an identification key to identify groups of species.
Date: Lesson 3 - Identifying and monitoring pollution incidents
Higher Environmental Science @ Gairloch High School
Polmadie Burn, Glasgow polluted by Chromium from a disused chemical works.
Types of pollution
Water pollution
Litter
Noise pollution
Plastic pollution
Soil contamination
Radioactive contamination
Thermal pollution
Light pollution
Visual pollution
Noise pollution
Page 10
Date: Lesson 3 - Identifying and monitoring pollution incidents
A biotic index is a scale showing the quality of an environment based on the types of organisms which inhabit it. So far we have learned about two biotic indices:
We can also use biotic indices to study the impact of humans on ecosystems.
The Trent biotic index uses the presence or absence of different species to study the pollution of freshwater and efforts to improve water quality. It was developed by the Trent river authority to detect water pollution.
A score of 0 represents highly polluted water and >10 represents clean water. Scores are determined by the presence of different indicator species. Many of these “clean water” indicator species need a high amount of dissolved oxygen in the waterbody.
Many freshwater invertebrates look similar and have subtle differences in their morphology (shape) and size which can make identifying them tricky. A paired statement key can be used for this.��Paired statement keys rely on visible differences between �species to identify them. This means that if species have been�crossbred or hybritised (e.g. some varieties of vegetable, to�improve yield) they become difficult to identify using this �technique.
Higher Environmental Science @ Gairloch High School
Worms, including flatworms, leeches and midge larvae are indicator species for polluted water.
Mayfly and stonefly nymphs are examples of indicator species for clean, unpolluted water.
In practice, there are many types of biotic index used to study freshwater environments such as rivers and ponds. The Trent biotic index is a complicated one and, although you need to know it’s name and the basics of how it works, we will use a simpler one when studying freshwater pollution in the field.
Page 11
Lesson 3 - Identifying and monitoring pollution incidents
Task 1
Complete this table to describe the different types of pollution.
Task 2
Explain why each of these instructions is important when undertaking kick sampling:
Higher Environmental Science @ Gairloch High School
| Type of pollution | Point or diffuse pollution? |
Tourists choosing to leave rubbish beside a full waste bin at Red Point beach car park. | | |
A sewer at Thurso High School has become blocked and has overflowed into the adjacent River Thurso. | | |
The Polmadie Burn has turned yellow. SEPA have identified an old chemical works as the source of the pollution. | | |
Slurry, applied to a field during a period of high rainfall, has run into an adjacent soft fruit field. | | |
Environmental monitoring of Melvich beach has uncovered a radioactive particle. | | |
Acoustic fencing is installed along the edge of a new housing development which backs onto the A9. | | |
Page 12
Lesson 3 - Identifying and monitoring pollution incidents
Task 3
Task 4
Capture-mark-recapture and kick sampling are both methods of sampling and studying a population. These are both invasive techniques.
Non-invasive techniques include studying footprints, droppings and using trail cameras. What are three advantages of using non-invasive methods to study populations?�
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Higher Environmental Science @ Gairloch High School
Species recorded:
Page 13
Lesson 3 - Identifying and monitoring pollution incidents
Higher Environmental Science @ Gairloch High School
Key Environmental Agency: Scottish Environmental Protection Agency (SEPA)
SEPA is one of Scotland’s key environmental agencies. It’s role�is to protect Scotland’s air, land and water, specifically:
SEPA has around 1,300 staff and its headquarters are in Stirling. It has offices and laboratories across the country including in Dingwall. They also have a number of roles which are suitable for working from home.
Along with the other key environmental agencies, SEPA enforces legislation related to Scotland’s environment, advises Scottish ministers, local authority planners, land owners, land managers, land users and voluntary organisations. They also help shape national policies (a plan of action that focuses on a specific target), educate the public and conduct research and monitoring. They do a lot of partnership working with other agencies, organisations and charities (e.g. Scottish Water).
Task 5
Role | Job title | What does this job do? | What do you need to do this job? |
Environmental Monitoring | Assistant Scientist | | |
Environmental Protection | Environmental Protection Officer | | |
Supporting Roles | Health & Safety | | |
Page 14
Lesson 3 - Identifying and monitoring pollution incidents
Higher Environmental Science @ Gairloch High School
Task 6
The following is from the October 2023 Wester Ross Fisheries Trust (WRFT) newsletter.
Page 15
Lesson 3 - Identifying and monitoring pollution incidents
Higher Environmental Science @ Gairloch High School
Use the newsletter article to answer the following questions:
Page 16
People make decisions on a daily basis in order to match their priorities. We’ve �seen so far that humans have been making decisions, over many years, which prioritise �economic and social development over protecting our environment, biodiversity �and climate.
Increasingly, people are choosing or being required to take the environment�into account when making decisions. In this lesson we’ll learn about some of the�formal ways to do this.
Environmental assessment is the process of estimating and evaluating �significant short-term and long-term effects of a programme or project on �the quality of the location’s environment.
There are three formal types of environmental assessment which must be made in Scotland:
Environmental Impact Assessment (EIA)
An EIA aims to protect the environment by ensuring that a local planning authority (e.g. Highland Council) has full knowledge of possible significant environmental effects of a proposed development, and mitigation of these, which are taken into account in the decision-making process.
The assessment:
Not every project needs an EIA - only those which will have a major impact on the environment. A process called screening is used to decide whether an EIA is needed. Then, the EIA process begins with scoping in which the project developer considers what aspects of the environment might be affected by the proposal. During this stage they will engage with organisations who might be impacted by the project, or who could provide advice. They are known as consultees. The report is then considered by planners when deciding whether the development should be given planning permission.
The redevelopment of Uig Harbour in Skye was a project which would have a major impact on the environment. An EIA was carried out by AECOM on behalf of the Highland Council.
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
The different environmental effects considered. For each, �they outlined the existing environment (e.g. the water quality was measured), how the development could �affect this and what mitigation measures �could reduce the impact.
A long list of stakeholders were identified during the EIA process
Page 17
Strategic Environmental Assessment (SEA)
SEA aims to provide a high level of protection of the environment from development. It is mandatory for plans and/or programmes that relate to large-scale changes in land use. It differs from EIA as it focuses on plans, rather than developments. SEA is primarily undertaken by public bodies and utility companies.
For example, in 2024 the Scottish Government were coming up with plans for changes to how and when wild deer can be culled. They had to undertake an SEA to ensure that they have considered the environmental effects of any new legislation.
Government policy
A policy is a plan of action that focuses on a specific target. The methods and principles needed to achieve the policy are set out in a strategy.
Legislation (laws) and initiatives (actions) are then implemented in order to achieve the aims of the strategy and policy.
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
A scoring system can give a clear overview of effects on the environment
Page 18
Task 1
The information on the following pages comes from the 2023 Environmental Science Question Paper 1.
Paper 1 tests your knowledge of environmental science by asking you to apply it to a real life (case study) situation - in this case oil field decommissioning. You might not know much at all about oil field decommissioning, but you know enough about environmental science to use the resources provided to answer the questions.
The case study is introduced
Resources are given to support your answers
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 19
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 20
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 21
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 22
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 23
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 24
Lesson 4 - Environmental Assessment
Higher Environmental Science @ Gairloch High School
Page 25
Guided Revision
Higher Environmental Science @ Gairloch High School
Page 26
Guided Revision
Higher Environmental Science @ Gairloch High School
Page 27
Guided Revision
Higher Environmental Science @ Gairloch High School
Page 28
Guided Revision
Higher Environmental Science @ Gairloch High School