AICE Marine Science AS Chapter 4 Classification and Biodiversity Day 8

Chapter 4 Classification and Biodiversity Day#8. Lesson plan

4.4 Populations and sampling techniques –This topic is also covered in Practical Skills section – yes, I cover this twice 🙂
- understand the mark-release-recapture method
- apply the Lincoln index and identify the limitations of this method
- describe random and systematic sampling and understand their advantages and disadvantages
- use Simpson’s index of diversity (D) to calculate the species diversity of a habitat and interpret different values of D
- use Spearman’s rank correlation (rs) to analyze the relationships between the distribution and abundance of species and abiotic or biotic factors.

Richness: the number of species in a community
Evenness: a measure of the relative abundance of the populations of different species in an area
Simpson’s index of diversity (D): a biodiversity measure that accounts for both species richness and evenness
Null hypothesis (H.): there is no correlation between the two sets of variables
Hypothesis: an explanation of an observation that can be tested through experimentation
Spearman’s rank correlation: a mathematical tool used to find out if there is a correlation between two sets of variables, when they are not normally distributed
Critical values of r: indicate when the calculated Spearman’s rank is sufficient to suggest a correlation between the two sets of variables

Bellringer#8
Alternative: Describe a method of collecting data about species distribution and abundance on a rocky shore.

Begin your lesson with a captivating scenario: “Imagine you’re a marine biologist tasked with estimating the population of fish in a large lake. You capture and mark 100 fish, release them back into the lake, and then recapture another sample after a week. How can you estimate the total population?” This real-world hook will pique students’ interest and set the stage for learning about the mark-release-recapture method and related concepts.

Lecture/Notes
- Explain the mark-release-recapture method and its application in estimating population sizes.
- Use a hands-on activity where students simulate the capture, marking, release, and recapture of a species using objects like beans or small toys to represent animals.
- Discuss the assumptions and limitations of the method, such as the need for marked individuals to mix thoroughly with the population and the potential for marks to be lost or overlooked.
- Describe random and systematic sampling methods and understand their advantages and disadvantages.
- Use diagrams to illustrate random and systematic sampling techniques. Show how random sampling can avoid bias but might miss rare species, while systematic sampling provides better coverage but may introduce patterns.
- Conduct outdoor or classroom simulations where students practice random and systematic sampling using quadrats or transects. Compare the results and discuss which method might be more appropriate in different scenarios.

Use Simpson’s index of diversity (D) to calculate the species diversity of a habitat and interpret different values of D.
Discuss what different values of D indicate about the diversity of a habitat, emphasizing the importance of high diversity for ecosystem stability and resilience.
Use Spearman’s rank correlation (rs) to analyze relationships between the distribution and abundance of species and abiotic or biotic factors.
Discuss how to interpret the value of rs, with values close to +1 or -1 indicating strong correlations and values near 0 indicating no correlation. Highlight the importance of understanding these relationships in marine ecosystems.

Small group activity
- Review/Practice questions (4.3 and 4.4) – with Answer Key
- One of the challenges students face during exams is managing their time effectively. Practicing with AICE style questions allows students to develop and refine their time management skills. They learn to allocate their time appropriately across different sections and questions, ensuring they can complete the exam within the allotted time.
- Practicing AICE style questions helps students become familiar with the structure and format of the exam. This includes understanding the types of questions they will encounter, the wording used, and the expected responses. Familiarity reduces anxiety and increases confidence, allowing students to focus on demonstrating their knowledge during the actual exam.

Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
  - Share out practice questions answers.

Review: 4.1 The classification of marine organism, 4.2 Key groups of marine organisms, 4.3 Biodiversity, 4.4 Populations and sampling techniques