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QQI Level 5 Ecological Field Methods 5N1439 Assignment Example Ireland

In this assignment example, we shall discuss 5N1439 Ecological Field Methods QQI Level 5. We shall discuss in elaboration all the major learning outcomes and the assessment techniques which can be used for an assessment evaluation of the learners.

The purpose of the minor award is to make the learners efficient and competent to work independently and under strict supervision in an ecological field environment and to undertake a range of ecological field methods.

5N1439 Ecological Field Methods QQI Level 5 Assignment

The QQI component of the course module has 15 credit values in the (NFQ) National Frameworks of Qualifications.

Course Title – Ecological Field Methods
Award Type – Minor
Code – 5N1439
Level – 5
Credit Value – 15

Learning Outcomes of the 5N1439 Ecological Field Methods QQI Level 5 Course 

The learning outcomes in this assignment sample shall cover all the major learning outcomes like the history of ecology as a science, disciplines of ecology, functions of the ecosystem, characteristics and differences between the national parks, nature reserves, special protection areas, natural heritage areas. The various terms used in the ecology and three categories of the organisms etc.

These are the following learning outcomes of the 5N1439 Ecological Field Methods QQI Level 5 assignment activity:-

Exploring the History of Ecology as Science 

The terminology ecology was first introduced by a German zoologist called Ernst Haeckel in the year 1869. Ecology as the science has originated from the science of geology and biology and other sciences. Modern ecology has derived its principles from the theory of Darwinian evolution.

Ecology is the study of all living beings and biological interaction among themselves and the physical environment which makes it a complex science. Learners must understand that how a change in one element can change the whole system.

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In the late 1700s, oxygen and carbon were discovered which is very vital for the sustenance of living beings. In 1900 Henry Chandler Coreless studied ecological succession. In the year 1935, Arthur Tinsley defined the ecosystems. By the 1950s people became aware of the harmful effects of pollution on the ecological system. In 1972 the effects of acid rain were observed in lakes and water bodies.

In 1978 Conservation Biology as a discipline was established for the first time. In the 1980s the scientists discovered a hole in the ozone in the Antarctica and effects of water and air pollution.

Learners shall learn the history and evolution of ecology and trace back its origin with exploration and demonstration of research skills and questions can be asked in the theory-based examination by the assessor.

Examining the Functions of the Ecosystem 

The learners shall examine the various functions of ecosystems and questions can be asked in relation to this in the examination for an assessment evaluation. An ecosystem is a place where living beings interact with each other and their surroundings. It is a chain of such interactions.

There are two types of ecosystems and they are – terrestrial and aquatic ecosystems. Under the terrestrial ecosystem, there are forest,  grassland, tundra, and desert ecosystems. While the aquatic ecosystem can either be freshwater or marine ecosystems.

The ecosystem helps in the essential ecological processes and life systems regulation and provides them with stability. It helps in the cycling of the nutrients between biotic and abiotic components.

The ecosystem maintains an ecological balance between the different trophic levels. It ensures the combination of not just biological processes but also of the physical interactions in the environment.

Investigating the Differences and Characteristics of Wide Range of Various Ecological Conservation Areas

The learners must know the various characteristics and the differences between the nature reserves, national parks, special protection areas, and natural heritage areas through the skills demonstration. If an investigation of such conservation areas makes a new discovery then such new learning must be recorded in the learner record.

National Parks are meant for the preservation of the various natural elements in the environment by the government of a country which is meant for public recreation and enjoyment. The conservation of wildlife and animals is a symbol of national pride.

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A Natural Reserve is meant for the protection of the wildlife, wildlife sanctuary, biosphere reserve, or conservation of protected areas for the flora and fauna and geological interests. A person is allowed to study and research for purpose of conservation.

The special protection area is the designation given by the European Union for safeguarding migratory birds and other threatened species of birds. While the natural heritage areas include all the elements of biodiversity that include the flora, fauna, geological structures, and ecosystems that are a part of our natural resources.

Students need to investigate the characteristics of these various ecological conservation areas and ecological field methods and need to answer the questions asked in the theory examination correctly.

Examining Three Categories of Organisms

An examination of the food chains which has the three categories of organisms must be done by the learners of this course.

The food chain is the order in which one organism consumes the other in the community and transfers the energy. It starts from producers called plants which produce their own food through the photosynthesis process. They are autotrophs and are the first level of the food chain.

While the consumers can either be primary or secondary. Where the primary eat the producers (plants) and are called herbivores such as (rabbits, deer, birds).

Whereas the secondary consumer is at the third trophic level where they eat both plants and animals and are called omnivores. They eat usually animals which are bigger in size than them.

Tertiary consumers are animals that eat the other carnivores such as leopard seal eats the other seals, squids, and penguins, and sharks eating other whales.

The decomposers are not part of the food chain but they help in breaking down the dead organic materials and wastes. Such as fungi and bacteria. Several food chains create a food web which in turn creates a bio community.

Learners shall examine the three categories of organisms and must answer the questions asked in the examination.

Assessment Techniques for the 5N1439 Ecological Field Methods QQI Level 5 Course 

To display the skills, competence, efficiency, and knowledge of the learners and analyze whether they have achieved their learning outcomes.

The learning assessments need to be undertaken by the learners.

All learning outcomes must be assessed and achieved with the help of the minimum intended module learning outcomes set out in the validated program.

The assessor devises the various assessment instruments which need to be inconsistent with QQI’s assessment requirements.

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Assessment Evaluation
Examination Theory – 40%
Skills Demonstration – 40%
Learner Record -20%

  • Examination Theory shows the ability of a learner to recall his knowledge and skills within a set period of time and application of specific theory and knowledge.
  • Skills Demonstration requires a learner to complete a range of tasks or activities demonstrating a series of skills of learners. It is a practical-based learning outcome that includes practical skills and knowledge.
  • Learner Record is a self-reflection or self-report of a learner record which helps him to assess his own performance by describing personal experiences, responsibilities, skills, activities of the learner, etc.

Grading System
Pass -50%-64%
Merit -65%-79%
Distinction -80%-100%

Get solved writing answers of Ecological Field Methods QQI Level 5 Assignment

The above-written assignment sample is based on the 5N1439 Ecological Field Methods QQI Level 5 course unit.

Ecology and Environment QQI Level 6, Environmental Studies QQI Level 5, Applied Ecology QQI Level 5, Renewable Energy Systems QQI Level 5, Sustainable Development QQI Level 5 Irish students can learn from this assignment and gain knowledge in writing such assignments on the environmental topics.

We have Skills Demonstration Examples, QQI assignment brief templates, Waste Management in Ireland, Fetac Level 5 Materials Science 5N1637 Assignment example, Fetac Level 5 Bioprocessing 5N4546 Assignment, Environmental Resources Assignment on our official Irish website which can be referred to by the students.

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