91茄子

Both investigations were based on recent topics covered which were classification and biodiversity. The practical included a varied amount of sampling techniques, which are critical skills for a biologist to demonstrate. The first task was to identify the different use of quadrats and classifications of various vegetation growing in a small area of Epping Forest. Using the specific keys, we were able to identify different species of plants and the density which they covered in each specific quadrat.

After understanding the different use of quadrats, we ventured further into the forest for our first investigation between the two sites. The key question we wanted to test was, 鈥渋s there a different in species diversity between an area of lighter woodland than darker woodland?鈥�. The boys worked hard to identify the independent variable (light intensity) whilst attempting to control all other limiting factors. Due to us establishing the species diversity of the two different sites, we were able to use a Simpson鈥檚 Index of Diversity. This helped us understand the species' evenness and richness in that specific area of the forest. Many of us had to jump into the bramble bushes, trampling the ground in order to wade through the pricky thorns to gather our data of percentage cover. The things we do for Biology!

Once all groups had collected their data from the 3-metre-high bramble bush, we went back to the classroom to write up our results and have a break for lunch before setting off to the Pillowbanks for the second investigation of the day. This time, all boys used a transect to focus on the question of whether there a statistical correlation between the soil compaction and plant abundance. The transect stretched down the hill which showed vast change in the landscape where the ground has been eroded. After gathering data in the sun, another statistical test (Spearman鈥檚 Rank) was used to calculate the correlation between the two variables.