Assessment (Detailed)

Task:

Students will independently design and analyze a conceptual "mini-ecosystem" (e.g., a specific type of pond, a small patch of forest, a desert oasis, or even a self-sustaining terrarium).

Deliverable:

A detailed report or multimedia presentation that includes:

I. Ecosystem Description:

Name and briefly describe the chosen ecosystem, including its geographical setting and dominant climate.

II. Biotic Components (A.2, A.3):

• List and describe at least 10-15 specific organisms (plants, animals, decomposers) that belong to this ecosystem.
• Categorize each organism by its trophic level (producer, primary consumer, secondary consumer, decomposer).
• Construct a detailed food web for the ecosystem, showing at least 8-10 feeding relationships with correct arrows.

III. Abiotic Components (A.2):

• List and describe at least 5 key abiotic factors (e.g., sunlight, temperature, water availability, soil type, pH) relevant to the chosen ecosystem.
• Explain how these abiotic factors directly influence the types of biotic components found there and their adaptations.

IV. Energy Flow & Nutrient Cycling (A.4, A.5):

• Explain how energy flows through the ecosystem, specifically referencing the 10% rule and trophic levels.
• Describe how either the carbon cycle or the nitrogen cycle operates within their specific ecosystem, identifying the key biotic and abiotic roles in that cycle.

V. Population Dynamics & Interactions (A.6):

• Choose one specific population from their ecosystem and discuss potential limiting factors affecting its growth and its estimated carrying capacity.
• Describe at least two distinct ecological relationships (e.g., predation, competition, mutualism, parasitism) between specific species within their ecosystem, explaining how each interaction benefits/harms the species involved.

VI. Human Impact and Sustainability (D.1, D.2):

• Identify and describe one potential human impact (e.g., pollution, deforestation, climate change, resource extraction) that could affect their specific ecosystem.
• Propose one sustainable practice or conservation effort that could mitigate this human impact and help maintain the balance and long-term sustainability of their ecosystem.

Task:

Students will be provided with a detailed, multi-page case study describing a specific, real-world instance of environmental degradation (e.g., the ecological impact of a major oil spill, the effects of widespread deforestation in the Amazon, the challenges of plastic pollution in oceans, the impact of a dam construction on a river ecosystem). The case study will present complex data and scenarios.

Deliverable:

A formal analytical report (approx. 600-900 words) that addresses the following:

I. Problem Identification:

Clearly define the environmental problem and its location/scale.

II. Ecological Impacts (C.4):

• Analyze how the degradation has affected specific biotic and abiotic components of the ecosystem.
• Trace the consequences through food chains/webs and nutrient cycles.
• Discuss the impact on biodiversity and overall ecosystem balance.

III. Human Causes and Contributing Factors (D.2):

• Identify the primary human activities or "human systems" that led to the degradation.
• Discuss any underlying social, economic, or political factors that contributed to the problem.

IV. Social and Economic Consequences (D.2):

• Analyze the impacts of the environmental degradation on local human populations (e.g., livelihoods, health, displacement, cultural impacts).
• Discuss any broader economic consequences.

V. Ethical Considerations (D.2):

• Discuss the ethical dilemmas or value conflicts inherent in the case study (e.g., economic development vs. environmental protection, rights of indigenous communities vs. resource extraction).
• Present different perspectives on the issue.

VI. Sustainable Solutions and Future Directions (D.1, D.2):

• Propose and evaluate at least two different potential solutions or mitigation strategies.
• Discuss the challenges and opportunities for achieving sustainability in this context.
• Reflect on the role of science in understanding and addressing such problems.

Task:

Students will be given a novel dataset (different from classroom activities) pertaining to the population dynamics of one or two interacting species within an ecosystem (e.g., deer population over decades with hunting data, a specific fish population in a lake with changing pollution levels, or simulated predator-prey data).

Deliverable:

A structured data analysis report that includes:

I. Introduction:

Briefly state the purpose of the data analysis and the species/ecosystem involved.

II. Data Processing and Presentation (C.1):

• Present the raw data in a well-organized table.
• Calculate any necessary processed data (e.g., percentage change, growth rate).
• Construct one or more appropriate graphs (e.g., line graph, dual y-axis graph for predator-prey) to visualize the data, ensuring correct labels, units, title, and scale.

III. Analysis and Interpretation (C.2):

• Describe the patterns and trends observed in the data and graphs.
• Explain these patterns using concepts from population ecology (e.g., identifying exponential vs. logistic growth, carrying capacity, periods of population decline/recovery).
• If applicable, explain the observed interactions between species (e.g., predator-prey cycles, competition effects).
• Identify and explain any potential limiting factors implied by the data.

IV. Conclusion (C.2):

• Summarize the key findings and draw a concise conclusion that answers the implicit or explicit research question of the dataset.

V. Evaluation (C.3):

• Identify at least two limitations or potential sources of error in the data collection or the underlying ecological model that generated the data.
• Suggest specific improvements for future data collection or research design related to the scenario.