Purpose
Measure the abiotic factors in two contrasting plots on school grounds, and use the data to explain the differences in what grows there.
Safety
Stay within the marked area. Do not handle wildlife, mushrooms, or anything you cannot identify. Wash your hands before eating afterwards.
Materials
- Thermometer or temperature probe
- Light meter (a phone light-meter app is fine)
- Soil moisture probe, or sample bags and a balance
- pH test strips
- 1 m × 1 m quadrat (string and four pegs)
Procedure
- Choose two plots that look different — mowed lawn and woodlot edge work well.
- Place the quadrat and photograph it.
- Take three readings of each factor at different points inside it, and record every reading, not just the average.
- Count the number of distinct plant types. You do not need names — sketch them and label them “type A”, “type B”.
- Repeat in the second plot at the same time of day.
Why three readings?
One reading tells you nothing about how variable a plot is. Three lets you notice when a reading is an outlier, and that judgement is part of the skill.
Data
| Factor | Plot A (1) | Plot A (2) | Plot A (3) | Plot A mean | Plot B (1) | Plot B (2) | Plot B (3) | Plot B mean |
|---|---|---|---|---|---|---|---|---|
| Air temperature (°C) | ||||||||
| Light (lux) | ||||||||
| Soil moisture (%) | ||||||||
| Soil pH | ||||||||
| Plant types counted |
Analysis
- Which factor differed most between the plots? Quantify it — a number, not “a lot”.
- Choose one plant type found in only one plot. Which factor best explains that, and why?
- Identify one thing that would have changed your readings if you had measured at 7 a.m. instead.
Hand in
- Complete data table, all raw readings shown
- A graph comparing your two plots, built in a spreadsheet
- Answers to the three analysis questions
- One sentence stating what you would measure next, and why
Curriculum connection
A1.2
apply a scientific experimentation process and associated skills to conduct investigations, making connections between their observations and findings and the scientific concepts they are learning
Link to original
B2.1
investigate interactions between the biosphere, hydrosphere, lithosphere, and atmosphere, and explain why these interactions are important for ecosystem sustainability
Link to original
B2.4
investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability
Link to original