Mackay Syllabus Workshop

Transcription

1 Mackay Syllabus Workshop Sample marine science / map units Mangroves Navigation and radio Snorkelling Boating Radio Aquaculture Written by Bob Moffatt Copyright free NOTE: Teachers and boat licences (latest information) Marine Information Bulletin: Issued 5 February 2010; last reviewed December 2013 Exemption from commercial licensing requirements for trainers and trainees in schools and sporting associations

2 Mangroves in focus 2nd edition syllabus match ISBN Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Pages KU IA EC MB1.1, 1.2, 1.3, 1.4, 1.5 Biodiversity and the variety and abundance of life in a magrove ecosystem, is an indication of the health of a marine environments. Mangroves are classified according to a range of characteristics which provides a framework for the naming and identification of species. Mangroves are classified according to levels (e.g. kingdom, phylum, class, order, family, genus and species) and the different phyla of Kingdom Plantae contain distinct anatomical and physiological structures, which are observed through dissection. Describe the distribution and abundance of Australian mangroves to determine the health of a local marine environment. Use keys to identify biodiversity of mangroves in a local area. Use field equipment to identify bacteria, plankton, crabs, fish and other local species found in mangroves. Identify cells, tissues and organs in a local magrove species as a result of leaf and root crossectional microcopic analysis. Draw mangrove leaf and pneumatophote cross sections, identify cell types and estimate cell size. Describe methods used to make and observe and identify transverse sections and cell types and distinguish between species. Evaluate methods used suggesting improvements to laboratory techniques MB1.6 Field guides and identification keys use scientific and common names to classify organisms according to distinct and observable features. MB2.1, 2.2, 2.4 The interactions of marine organisms with biotic and abiotic factors of habitats impact on adaptations. Adaptations are classified as anatomical (structural), physiological (functional) or behavioural. Use a variety of keys to identify local mangroves. Design a key to identify mangroves in a local area. Evaluate the composition of potting mix and the success growth rate in mangroves. List variables associated with experiment and evaluate control methods. Examine mangrove leaf and epidermal sections, salt secretion, seedling germination rates, salt leaf levels, leaf width and length ratios, leaf angles in relation to sun azimuths to determine and descrive anatomical, physiological and behavioural adaptations MB3.1, 3.2, 3.3, 3.4, 3.5 Mangrove ecology is the study of abiotic and biotic factors observed through field study techniques and organisms live in a variety of habitats, which may be classified according to these factors. Organisms in food webs interact via relationships and consumer levels as energy cycles through food webs. Marine organisms interact and populate habitats in various ways throughout the stages of their life cycle. Mangrove ecosystems interact through estuaries, with species adapting to environmental conditions MS 1.2, 1.6, 2.1, 2.6 Collect primary and secondary data relating to water quality, population density and distribution along transects and record data found in quadrats. Use sampling devices to gather evidence of the distribution and abundance of various organisms. Investigate mangrove environments using field techniques to record the abiotic and biotic features of marine environments. CS3.2 Use methods and devices to collect data relating to water quality and population density and distribution. Determine mud salinity and organic component of the mud. Investigate ecological succession by transect and field methods and record biotic and abiotic factors influencing mangrove distribution. Describe interactions in mangrove ecosystems. Students undertake projects to investigate attaching organisms, mangrove decomposition, mud saturation, snail populations to determine possible food webs, pneumatophore distribution as it relates to abiotic factors, stages of life cycle development through planktonic analysis, mangrove zonation and biomass, determine mangrove productivity, water quality, growing mangroves, insect repellent , 68-74, CS2.1, 2.4, 2.5, 2.6 Sustainable management practices, economic and ecological, are shaped by the environmental philosophies of stakeholders. Increases in population density of coastal areas impact on the health of coastal water and should be carefully managed for sustainable outcomes Land management practices contribute to the health of marine ecosystems Education of stakeholders is essential to encouraging sustainable management practices CS3.6 Decision making involves the consideration of a range of stakeholders views and a range of alternative pathways for action. Describe economic value of mangroves, threats to mangroves and management issues. Students undertake projects to investigate mangrove water quality, marine development, effects of canals on mangrove environments, a conservation role play and or conduct a attitudes and feeling poll on mangrove education being essential to essential to encouraging sustainable management practices

3 Laboratory exercises and projects Notes: Assessment is based on the verbs used in the questions. It is up to the school to set the emphasis on assessment. Lab exercise Title Verbs used in questions Project Title Verbs used in questions Chapter 1: Classification and biodiversity 1.1 Mangrove microbes Sketch, identify, summarise, discuss, 1.1 Fish and mangroves Describe, compare, identify, summarise, suggest, draw explain 1.2 Scat analysis Describe, identify, summarise, suggest 1.2 Organisms that live in the mud Identify, draw, explain, summarise, describe, evaluate, illustrate 1.3 Mangroves and plankton Identify, refer, expound, justify, quote, find 1.4 Mangrove identification Identify, use a key 1.5 Crab ID Identify, estimate, verify, describe, determine, summarise 1.6 Design a key Prove, present, evaluate Chapter 2: Anatomy, physiology and adaptation 2.1 Mangrove leaf sections Identify, sketch, estimate, explain, evaluate 2.1 Seedlings and salinity Compare, identify, explain 2.2 Mangrove leaf epidermis Identify, sketch, estimate, compare. 2.2 Fruit germinating and salinity Draw, describe, explain, suggest 2.3 Salt secretion Identify, describe, determine 2.3 Leaf angles Compare, evaluate, hypothesise 2.4 Pneumatophore morphology Sketch, describe, explain, justify, summarise 2.4 Width and length ratios Compare, describe, propose, hypothesise. justify 2.5 Salt levels in leaves Indicate, compare, describe, evaluate 2.6 Salt excretion rates Determine, compare expound Chapter 3: Ecology and succession 3.1 Mud salinity Describe, draw, compare 3.1 Mangrove productivity Record, calculate, write, report 3.2 Organic component of the mud Draw, compare 3.2 Ecological succession Draw, refer, explain 3.3 Investigating attaching organisms Identify, compare, evaluate 3.4 Mangrove leaf decomposition Complete, draw, explain, calculate 3.5 Mud saturation Determine, compare, contrast, hypothesise 3.6 Pneumatophore distribution Calculate, compare, justify, account for 3.7 Leaf fall and biomass Calculate, describe, indicate, investigate 3.8 Mangrove snail & crab populations Calculate, discuss, explain, tabulate Chapter 4: Conservation and sustainability 4.1 Mangrove water quality From aquaculture book 4.1 Marina development Describe, account for, identify, determine, suggest 4.2 Growing mangroves Evaluate, list, describe 4.2 Effects of canals Summarise, evaluate 4.3 Make your own insect repellent Evaluate, discuss 4.3 Organise a conservation role play Evaluate, compare, discuss 4.4 Maine paints and organisms Compare, discuss, determine, calculate 4.5 Attitudes and feelings poll Compare, tabulate, discuss

4 Navigation and radio flipbook syllabus match ISBN Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Page KU IA EC MS3.1 Marine navigation and communication devices and procedures are used for coordination and safety. MS3.2 Chart datum is interpreted when operating vessels in marine environments. Navigation devices and their use: Define a marine navigation and communication device and explain why its wide ranging implications. Describe how the integration of devices and procedures are used for safe navigation. Give example of how navigation devices can show incorrect readings. Describe non-electronic devices are used for coordination and safety. Identify rescue devices that are used in emergencies that assist in search and rescue. Explain the use of a steering compass. Define terms variation and error and describe how it affects every compass. Distinguish between a pleorus, hand held, fluxgate and steering compass. Explain the use of a depth sounder, radar, GPS, waypoints, chart plotter and doppler log and account for differences caused in navigation. Justify the use of a combination of navigation and communication devices in safely entering a port Chart datum: Explain why correct chart datum must be used when operating a GPS. Complete Worksheets 1 and 2 Navigation and communication devices. 20 MS3.5 Radio transmission communication should be clear and concise and fitting to local regulatory requirements. MS3.6 Organisations play vital roles in search and rescue MS3.2 Chart datum and the IALA-A buoyage system are interpreted when operating vessels in marine environments MS3.3 Navigational aids, including compass, GPS, radar and charts are used to plot courses and record locations (e.g. latitude/longitude, position-fixing methods) as navigational precision is required for establishing and revisiting research sites. MS3.4 A safe passage is planned and implemented using a variety of calculations and modifications (e.g. speed, distance, time). Marine radio devices and procedures: Describe the procedure involved in obtaining a radio check and log in from a base station on a vhf radio before setting out for a days research aboard a vessel. Describe three types of emergency call given on a marine radio and describe when they are used. Explain how a DSC distress button is used in emergency coordination and what follows immediately after its use. Interpret DSC messages on a radio screens and make predictions as to what could happen next. Describe how organisations play a vital role in search and rescue. Analyse a COMSAR Circular and justify the flow chart in terms of search and rescue following a ship's receipt of a DSC alert. The analysis should identify the parties involved, their roles in the response, the devices used and provide a justification for each step in the process. Complete Worksheet 3: Communication procedures IALA Buoyage A: Define the term pilotage and state its use: List five types of IALA markers and describe their possible shapes. State the rules using these markers, for entering and leaving port. Explain how a skipper knows the location of a main shipping port on a chart. Identify IALA markers on a local chart. Explain why the correct chart datum and chart software is used with a GPS when operating vessels in marine environments. Research sites: List some of the features that need to be considered when selecting a offshore research site. Locate research site latitude and longitude on a practice A3 navigation chart (Download A3 Chart from www,wetpaper.com.au - Resources section). Calculate distance speed and time for navigation data for a research boat. Define the term chart tidal datum. Calculate departure times for a vessel using tidal information. Distinguish between variation, deviation to calculate a ships head given a variety of bearings. Explain the meaning of the term ships heading and make calculations based on variation and deviation errors. Plot a safe course to a research site. Determine safe waypoints for a ocean voyage on a practice chart making all necessary calculations. Position fixing: Convert compass bearings to true and to find the latitude and longitude of a variety of research positions on a practice chart. Account for variations in position due to sea conditions or navigation errors. Calculate set and drift to determine the effects on reaching a research site. Estimate tide heights at hourly intervals from tide table data. Use a mobile phone app to locate and return to a research site Notes: Assessment is based on the words used over in assessment worksheets. Its up to the school to set the emphais on assessment.

5 Navigation and marine communications worksheet verbs ISBN Worksheet Title Verbs used in questions 1 Navigation devices Define, describe, identify, list, distinguish, explain 2 Communication devices Distinguish, list, complete, explain, describe, define, interpret, analyse 3 Communication procedures Describe, interpret, analyse 4 IALA* Buoyage A Define, list, state, explain, complete 5 Locating a research site List, locate, calculate, define, interpret 6 Calculating a ship s heading Explain, calculate 7 Plot a set of waypoints Plot, calculate, interpret, discuss 8 Research site position fixing Convert, explain, discuss, calculate 9 Set and drift Calculate, discuss, explain 10 Use a mobile phone Draw, describe, locate

6 Snorkelling Workbook 6 th Edition syllabus match Snorkelling Workbook 6 th Edition ISBN Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Page KU IA EC MS1.1 Regulatory requirements and procedures are essential for dealing with hazards, accidents and emergencies. MS1.2 Risk assessments are carried out before conducting investigations in the laboratory and the field. Identify statutory requirements from Qld Government Open Water Snorkelling CARA and Code of Practice. Complete medical forms, emergency drills and evaluate and communicate safety procedures verbally prior to snorkelling with buddy and snorkelling guide and supervisor. Distinguish between hazards, risks and control measures giving examples of each. Evaluate various types of snorkelling plans and communicate a risk assessment in research summary MS1.3 Water safety skills and first aid procedures are important when undertaking marine activities. Describe the DRSABDC first aid sequence with snorkelling as an example. Identify rescue methods. Describe common first aid procedures relating to snorkelling, eg, cramps, cuts, burns, heat exhaustion, salt water aspiration MS1.4 Dangerous marine organisms are identified and administration of first aid treatment is conveyed. MS1.5 Weather forecasts and synoptic charts are interpreted prior to and during investigations with decisions being made according to changing weather conditions. Identify potentially dangerous marine creatures. Describe and evaluate first aid treatments for shock, bites, cuts, stings, burns, hypothermia and envenomation. Communicate verbally Danger and Response instructions in DRSABCD Describe various control measures for hazards caused by changing weather conditions. Describe procedures used in a school emergency plan MS1.6 Safety equipment relevant to marine activities is used and maintained. Identify safety equipment and describe procedures used in maintenance for safe use, including oxygen MS 2.4 Snorkelling equipment and practices are used to observe or survey underwater ecosystems, including conducting transect studies. MS 2.5 Underwater physics and physiology influence underwater activities and are an important consideration when snorkelling. Identify and describe effective storage and safe use of various types of masks, snorkels, fins, protective suits, weight belts, gloves, knives, emergency communications and specialised science equipment for transects and photography. Describe methods used in underwater data collection and analysis by observation and transect. Define and describe the effects of snorkelling on the eye, ear, sinuses and skin as well as the effects on the respiratory, muscular and circulation systems including shallow water blackout, skin cancers and ear infections. Make predictions on physiology based on scientific principles and laws (eg Pressure, Buoyancy, Gas Laws, Sound in water). Communicate by completion of worksheet presentaion

7 Notes: Assessment is based on the words used over in assessment worksheets. Its up to the school to set the emphais on assessment. Snorkelling worksheet verbs Snorkelling Workbook 6 th Edition ISBN Worksheet Title Verbs used in questions 1 Snorkelling and the eye Explain, describe, compare 2 Respiration and snorkelling Complete, distinguish, explain, research 3 The sinuses Describe, explain, list, suggest, discuss, compare 4 Circulation and temperature control Describe, explain, suggest discuss, compare 5 Effects of pressure Calculate, recall, explain, describe, predict 6 Boyle's law Describe, explain, derive, calculate 7 Snorkelling and the ear Explain, list, argue, evaluate 8 Pressure and sound Describe, explain, list, identify 9 Buoyancy and snorkelling Recall, explain, calculate, decide, estimate 10 Skin cancer Research, identify, distinguish, decide 11 Equipment use Compare, evaluate, analyse, list, critically evaluate, suggest 12 Equipment care Design, complete 13 Aquatic materials and the sea Experiment, analyse 14 Entry and exit List, describe, discuss, suggest 15 Finning Describe, explain, suggest, predict, draw 16 Duck diving Describe explain, argue the case for 17 Clearing your mask and snorkel Explain, describe, list 18 Water safety skills (DRSABCD) Recall, explain, complete 19 What if? Write the steps, decide, research, recall 20 Dangerous creature ID Identify, describe 21 Snorkelling first aid List, explain, describe 22 Reducing snorkelling risks Describe, identify, justify 23 Safety considerations Evaluate, justify, describe 24 Emergency planning Draw, design, draw a flow chart 25 Research project risk assessment Identify, justify 26 Pool science activities Describe, devise

8 National Powerboating Workbook 8 th Edition syllabus match ISBN Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Page KU IA EC MS1.1 Regulatory requirements and procedures are essential for dealing with hazards, accidents and emergencies. Explain the general safety obligations (GSO) of operating a recreational ship in Queensland. Determine if the vessel is fitted in accordance with the provisions of the International Regulations for Preventing Collisions at Sea. Identify suitable PFD s and their location aboard. Evaluate and communicate emergency plans for a day s scientific research. 7, 41-46, MS1.2 Risk assessments are carried out before conducting investigations in the the field. Explain hazards, risks and control measures for all water safety skills. Estimate risks for launch a boat. Inspect the ships battery for hazards. Identify correct loading of a vessel to maintain stability. Determine risks at the boat ramp and while operating the vessel. Determine risks when towing plankton net, operating current drogue, collecting water samples from depths, using probes in the boat. Moving around a boat while operating science equipment. Evaluate and communicate risk levels to crew. 2-4, MS1.3 Water safety skills and first aid procedures are important when undertaking marine activities. Conduct a passenger briefing to satisfy GSO compliance. Tie a bowline in a length of rope to secure scientific equipment to a vessel. Review basic boating skills: Mount an outboard motor and safety depart and return to a beach. Safely engage and disengage forward and reverse gears. Manoeuvre the vessel at slow speed to determine its steering characteristics at low speed. Anchor the vessel ensuring the correct amount of anchor rope is deployed. Verification of anchor set is made with reference to landmarks ashore. Create a towing bridle and tow a plankton net Review emergency procedures: Perform an emergency stop and review procedures for loss or snagging of science equipment. Approach a man overboard (MOB) with regard to wind and tide to retrieve. Perform basic first aid resuscitation skills. MS1.5 Weather forecasts and synoptic charts are interpreted prior to and during investigations with decisions being made according to changing weather conditions. MS1.6 Safety equipment is used and maintained. MS2.2 Operating a vessel safely in different conditions and maintaining and servicing boat parts and accessories is a component of marine research. MS2.3 Boat design, including hulls, materials and methods of propulsion, should suit the area and purpose of operation. Locate up to date weather charts and forecasts from a variety of sources. Interpret the information on a chart and compare to the published forecast. Predict the likely local conditions based on the forecast and local geography. Discuss effects on passage planning. Evaluate and communicate a passage plan. Explain the importance of maintenance to vessel safety. List the safety equipment required for area of operation. Determine the serviceability of safety equipment. Manoeuvre the vessel at slow speed to approach and reverse away from a mooring, pontoon or jetty. Use reverse gear to slowly move away from the mooring. Smoothly apply power to get the vessel to plane. Perform turns at speed to port and starboard. Use motor trim to maximise engine performance especially when towing science equipment. Calculate the fuel required for a science field trip. Inspect vessel for seaworthiness. List the tools, spares and equipment required for the vessel for its intended operation. Inspect the ships battery for useability. Complete pre-departure checks. Explain boat maintenance and service schedules. Identify the main parts of a recreational vessel and its equipment. Interpret a Capacity Plate or Australian Builders Plate. Recognise the key components of a steering system. Identify different hull shapes and their handling characteristics. Review advantages and disadvantages of different engine and drive types OC2.5 Tidal movement is driven by the gravitational pull of both the moon and sun, influencing current strength and wave action. Distinguish between a tide and a tidal stream. Interpret a set of tide tables for a standard port to determine the high and low tides. Estimate the tide height and strength of flow at different times between high and low tide using the law of 12 th s. Explain how tidal flow affects handling of small boats and anchoring requirements. Determine the time of high and low tide at a secondary port

9 Key concepts / elaboration Learning experiences Page KU IA EC MS3.1 Marine navigation and communication devices and procedures are used for coordination and safety. Calculate a course allowing for variation. Evaluate effects of tidal heights and streams (where applicable) Discuss high speed navigation techniques Use a GPS or Chart Plotter as an aid to navigation and be aware of the limitations when using electronic charts Recognise distress signals and obligations. Discuss types of on-board emergencies and actions. Operate a marine radio in distress situations (simulate) MS3.2 Chart datum and the IALA-A (International Association of Lighthouse Authorities region A) buoyage system are interpreted when operating vessels in marine environments. MS3.3 Navigational aids, including compass, GPS, and charts are used to plot courses Describe the following buoys, marks and beacons and how this is applied to safe navigation. Lateral and cardinal marks; Isolated danger marks; Special marks; Safe water marks; Middle channel marks; Leads; Speed signs; Cable crossings. Recognition of lights used for navigation at night and how these are identified on a chart. Problems associated with lights at night in a metropolitan area. Describe how the GPS system works. Operate a chart plotter and determine position. Describe the limitations of a GPS installation MS3.4 A safe passage is planned and implemented using a variety of calculations and modifications (e.g. speed, distance, time). Plan a passage with consideration of weather, crew and vessel capabilities. Can undertake a short passage by day or night incorporating navigation and rules of the road 68-69, 73 MS3.5 Radio transmission communication should be clear and concise and fitting to local regulatory requirements Describe log on and log off procedures, radio checks with local VMT Coast Guard. Recognise silence periods and local radio protocols. Communicate radio logo/log off, radio checks. Simulate a Securité call. Simulate a Pan Pan call. Simulate a Mayday call MS3.6 Organisations play vital roles in search and rescue Recall the radio frequency to use Notes: Assessment is based on the words used over in assessment worksheets. Its up to the school to set the emphasis on assessment. Worksheet Title Verbs used in questions Worksheet Title Verbs used in questions 1 At the boat ramp Explain, identify, describe, list, suggest 16 Calculate a compass course Circle, identify, explain, calculate 2 Boat parts and hull compliance Indicate, explain, account for, compare, identify, interpret 17 Tides and passage planning Identify, estimate, explain, describe 3 Engines and fuel Identify, explain, indicate, describe 18 Tides in secondary locations Calculate, identify 4 Berthing and steering Describe, suggest, indicate, complete 19 The skippers boating safety obligation Describe, explain 5 Routine maintenance Describe, explain, determine 20 Complying with state regulations Account for, identify 6 Pre-trip checklist Indicate, describe 21 Your boat's compliance Summarise 7 Check stability, stowage, fuel Draw, explain, determine 22 Anchoring Describe, explain, identify 8 Safety brief, launch and retrieve Explain, identify, calculate 23 Fire fighting Describe, explain, identify 9 Boating safety Describe, justify 24 Deal with engine failure Identify, explain, propose 10 Safety equipment Describe 25 Use a radio Identify, quote, describe, explain 11 The boating rules Describe, identify 26 Activate signalling devices Explain, describe, identify, explain 12 Navigation marks and signals Identify, explain, account for 27 Capsized, flooded or grounded boat Describe, list, identify 13 Lights, flags and rules Describe, summarise, account for 28 Emergency planning Complete, outline, describe 14 Passage planning Identify 29 First aid and rescue Describe 15 Meteorology Identify, describe, circle 30 Handle adverse conditions Describe

10 Marine Radio 2 nd Edition flipbook syllabus match ISBN Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Worksheets KU IA EC MS3.1 Marine navigation and communication devices (e.g. GPS [global positioning system], radio, mobile phone) and procedures are used for coordination and safety (e.g. EPIRB). Identify the principles of radio transmission Describe the significance of an EPIRB Identify radio transceiver controls 1 Principles of transmission 2 Epirb 3 Transceiver controls Discuss types of marine radio calls 4 Types of calls Justify the use of digital selective calling 5 Digital selective calling Discuss uses of marine radios 6 Marine radio MS3.5 Radio transmission communication should be clear and concise (e.g. vessel identification, logging vessel movement, etiquette) and fitting to local regulatory requirements Describe how to tune a marine transceiver Describe how to send a message Identify common phrases and meanings Recall the phonetic alphabet 7 Tuning a marine transceiver 8 Sending a message 9 Phrases and meanings 10 Phonetic alphabet Describe how to connect up a 27mhz transceiver in a boat 18 Connecting a 27mhz transceiver Identify installation and faults 19 Installation and faults Describe marine battery workings 20 The battery Make a marine radio reference card 21 Make a reference card Describe logging of messages 22 Logging of messages MS3.6 Organisations play vital roles in search and rescue operations (e.g. Australian Maritime Safety Authority Identify statutory requirements from ACMA VHF legislation Discuss marine radiotelephony alarm signals Recall procedures used in distress signals 11 Radio telephony alarm signals 11 Radio telephony alarm signals 12 Distress signals Write answers to mayday research questions Identify mayday procedures, pan pan and securite procedures Complete a find-a-word puzzle Compete review, theory and revision questions 13, 14, 15 Mayday, PAN PAN, securite research questions 17 Find-A-Word puzzle 22, 23, 24

11 Aquaculture projects flipbook (IN PROGRESS need to see the MAP syllabus) Subject matter and suggested learning experiences Key concepts / elaboration Learning experiences Page/Project KU IA EC MS2.1 Instruments and techniques are used to observe and record the abiotic and biotic features of marine environments. MS2.6 Abiotic and biotic factors are examined in the field and the laboratory using specialised equipment (e.g. secchi disc, dissolved oxygen meter, dissection kits). Making project equipment: Interpret instructions to construct/supervise construction of glass or plastic tub aquarium, crayfish tank, artemia hatchery, larger grow out tank, biofilter, sponge filter, algal filter and or algal scrubber. Construct a working aquarium involving the filtrtion of solids, removal of wastes, control of algae, maintenance of a dissolved oxygen supply and balanced marine organisms Maintainign water quality: Construct a secchi disc and perform turbidity test. Collect water samples from variety of sites to determine temperature, ph, dissolved solids, ammonia, total phosphorus/nitrates/nitrites MB1.5 Different phyla contain distinct anatomical and physiological structures, which are observed through dissection. MB1.6 Field guides and identification keys use scientific and common names to classify organisms according to distinct and observable features. MB2.1, 2.2 The interactions of marine organisms with biotic and abiotic factors of habitats impact on adaptations MB2.4 Adaptations are classified as anatomical (structural), physiological (functional) or behavioural. MB3.2 Marine organisms live in a variety of habitats, which may be classified according to biotic and abiotic factors MB3.4 Marine organisms interact and populate habitats in various ways throughout the stages of their life cycle. MB3.5 Marine and freshwater ecosystems interact through estuaries, with species adapting to environmental conditions (e.g. mangroves).

12 Notes: Assessment is based on the words used over in assessment worksheets. Its up to the school to set the emphasis on assessment. Project Title Verbs used in questions Worksheet Title Verbs used in questions 1.1 Using poly pipe and fittings Design Making an air filter for algal cultures Explain, discuss Making an algal growth container Expalin, discuss, list Making a light cupboard List, discuss Making a small glass aquarium Explain Making a plastic tub aquarium Making a crayfish tank Making a flow through crayfish tank Making an artemia hatchery Making a larger grow out tank

13

14