• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16

How does the Variety of plant species change between grassland and woodland?

Extracts from this document...


How does the Variety of plant species change between grassland and woodland? Variation in plant species was investigated in grassland and woodland at Barrow house Derwentwater. It was predicted that there would be a higher variety of plants in the woodland. Random quadrats were taken in grassland area and in a woodland area. A significant difference was found in the variety of plants. It was found that there was a larger variety in the woodland than in the Grassland. 10/21/2010 How does the Variety of plant species change between grassland and Woodland? This investigation will focus on the variety of plant species. The purpose of this investigation will be to investigate the link between distribution of organisms and biotic/abiotic factors. There are approximately 1,500 species of native wild plants (excluding mosses, lichens and algae) in the British Isles and Ireland. This includes shrubs, grasses, sedges, rushes, ferns, horsetails and flowers. A native species is one which: * naturally grows in the wild and has not been planted or deliberately introduced by people * Has not been selectively bred or cultivated. Non-native (introduced) species are also found in the countryside but I expect that most of the species I find will be native. I expect that there will be different species of plants growing in the different areas, these might include; P. lanceolata is a frost tolerant, winter-green, rosette forming herb capable of flowering in its first year�, Tussocks are a tuft of grass looking like a grass heap. Rushes: grasses which have hollow stems that look like pipes, with a white inner coating and Ferns plants that grow in either shaded or unshaded land. Numerous factors exist that influence the distribution and abundance of plant populations in an ecosystem. Factors may be either abiotic, (physical characteristics of a habitat), or biotic, (caused by living organisms). Differences in the environment allow species to survive over others in a habitat. The species best adapted are more likely to survive by out-competing others for vital resources. ...read more.


Start the statistical analysis on the results The 'T'-Test is used to test for a significant difference between the two means of my quantitive data set from the sheltered and exposed shore. I will make use of the student 'T'-test because it is the best method to deduce whether my results are sufficient to be able to reject the Null Hypothesis or whether it must be accepted. Preliminary Tests I carried out my method as a trial before starting my official investigation, I did this to check how the method would work out and whether I would get viable results that I could base strong conclusions on. Instead of carrying out 15 tests at each site I chose to carry out 5 samples at each site, although I did not use the random sampling technique I had prepared for the final investigation because I did not think that the sampling technique needed to be tested in the preliminary tests. I have included the tables of results that I got for the preliminary tests, once I saw that they followed my hypothesis and there were no anomalous results, so I then moved onto taking my final results and not changing the method because it worked well in the preliminary investigation. Managed Grassland Species 1 2 3 4 5 Grass % 98 95 97 92 90 Moss % 1 2 1 1 5 bramble 0 0 0 0 0 Ash seedling8 0 0 0 0 0 rhododendron 0 0 0 0 1 Ferns 0 0 0 1 0 Aphanes avensis 0 0 0 0 0 Rumex acetosa 1 0 0 1 0 Prunella vugains 0 1 1 0 0 Crisium arvense 0 1 0 0 2 Nettle 0 3 0 1 0 Total no of species 3 4 3 5 4 Unmanaged Woodland Species 1 2 3 4 5 Grass % 30 60 67 55 43 Moss % 11 20 10 15 40 bramble 2 3 1 3 5 Ash seedling8 0 1 0 1 1 ...read more.


Even the small difference in height could have affected the results. The limitations that I faced in my investigations were; Equipment limitations- The equipment I used to collect my data was not of high technology, the quadrat I used was a bit bent out of shape leaving me to guess the percentage covers. Human error- To identify the species of plants I took pictures and identified them when I got back but I may have been mistaken about some of the species. Also I took I5 samples in each area but as shown with the anomaly at site 7 in the grassland, maybe 15 wasn't enough if I had taken maybe 25 then I would have been able to discard the anomaly but I felt that 14 was too little a number despite this there seems to be a definite pattern about which area had the most biodiversity. On the whole the variables were kept fairly constant and errors from them severely reduced. However, there are many improvements that could be made if the investigation was to be repeated. Firstly, more results should be taken, as although this investigation provided adequate results, there was not much room for error. A larger sample size would provide more accurate and reliable results and encourage my hypothesis. There are many possible ways to extend the investigation. I could take further measurements such as pH levels, wind speed, light levels and humidity. I could carry out my experiment to see if the results are the same in different areas such as near the sea or in towns and cities where there will be more pollution to see if any of these factors contribute to the variations in my results. Also the grassland was managed by sheep eating it, in other areas where it is not sheep feeding on the grass, the results may be different because the sheep may prefer eating some of the different plant species and that why there was little or none of them in the centre and why I found them at the edge near the woodland where the sheep may not feed. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Energy, Respiration & the Environment section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Here's what a teacher thought of this essay

4 star(s)

This is a well structured and well written report.
1. There needs to be a method in place to indicate where each of the sources has influenced this report.
2. The conclusion needs to explain the patterns that have been found.
3. The evaluation is well written.

Marked by teacher Luke Smithen 13/08/2013

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Energy, Respiration & the Environment essays

  1. Marked by a teacher

    An investigation into the effect of different sugars on respiration in yeast.

    5 star(s)

    area."vi Therefore, a higher concentration of yeast than sugar should result in a faster rate of respiration. More reactions should occur and more carbon dioxide should be produced. If I increase the concentration of sugar too much, the rate of respiration could decrease as the sugar particles could get in the way of each other.

  2. Marked by a teacher

    Experiment examining the effect of mineral deficiencies on plant growth.

    4 star(s)

    4 (0-5 = Safe experiment, 5-10 = Take Care, 10-15 = Teacher controlled, 15+ = Not safe) Results Here are the observations I made observations: 07/02/11 -Monday 11/02/11 -Friday 14/02/11 -Monday 18/02/11 -Friday All nutrients 7mm roots 8mm body 4 leaves Green 2mm roots 8mm body 4 leaves Purple dots

  1. Marked by a teacher

    Biology coursework investigation: Comparing the length of ivy leaves (Hedera helix) in areas of ...

    4 star(s)

    It is a part of the family Araliaceae (Ginseng) and is a woody, evergreen climber with perennial stems. Hedera helix grows well in adverse soil conditions, both basic and acidic soils, and is adaptable to different levels of light (Reichard, 2000). It is an evergreen climbing vine that attaches to the bark of trees, brickwork, and other surfaces by

  2. Marked by a teacher

    Human Impact at Hastings Point Hastings Point is a small settlement on the ...

    3 star(s)

    Mangroves are able to tolerate a certain amount of salt, but the sand dredging adds new salt to the water and the mangroves aren't able to cope and so they die.

  1. Marked by a teacher

    The Role of the Respiratory and Circulatory Systems in the Provision of Oxygen and ...

    3 star(s)

    Carbon dioxide is transported in the blood in three ways: physically dissolved, bound up in haemoglobin and as bicarbonate (Sherwood, 1993). As mentioned earlier, once the blood has flowed throughout the body, it returns back to the heart via the vena cavae.

  2. Cycles in Biology.

    Above the ocean and rain forests, water vapour gathers into clouds. Winds move the clouds of vapour. The clouds release their water in liquid precipitation (rain) or crystal precipitation (snow). The water runs off, or soaks into the ground, and eventually, some of it flows into the ocean, where the cycle is repeated.

  1. Daphnia Investigation

    The temperature of the slide shall try to be controlled by not Method 1. Set up apparatus. (see "Setting up a Microscope") 2. Select and extract a Daphnia organism using a dropping pipette. For each experiment, take care to ensure that no Daphnia organisms are used twice, as this may cause unnecessary stress for the invertebrate 3.

  2. An investigation into the effects of temperature on the rate of anaerobic respiration of ...

    0.7mm/per min, thus showing that the reaction has slowed down for each solution of yeast in the different temperature water baths. This also indicates that at 50 minutes, while anaerobic respiration was taking place producing ethanol, the concentration of this toxic substance grew too high and began to kill the yeast cells, thus level of respiration and production decreased.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work