Group 4 Bio and Ess Reduced

Biology and Environmental, Systems and Societies 1
Project: Investigating the effects of salinity on the distribution and

abundance of plant species at Schinias beach.
A. The impact of abiotic factors in the abundance and distribution of species
Any abiotic factor, such as temperature, light intensity, or salinity may have a positive or a
negative effect on a given plant or animal species. Thus, as the levels of a given factor increase,
the abundance of an animal or plant species may increase or decrease.
Zone A
Zone B
Zone C
Figure 1: Sampling area at Sxoinias beach (author’s photo)
Look at the photo above. This is a photo taken from Schinias two years ago. As you may see
there are three distinct zones, A, B and C. In zone A, there is no vegetation in zone B there is
sparse vegetation while in Zone C the different plant species start to recover and appear in
dense numbers. The major abiotic factor here is salinity. As we move closer to the sea salinity
increases while as we move away from the sea salinity decreases. We may then assume that in
Zone A, salinity is much higher than in Zone C. Thus, we may conclude that salinity has a
negative effect on plant growth since as salinity increases the abundance and diversity of plants
decrease.
B. Line and belt transects.
In order to study changes in abundance and diversity along an environmental gradient the
transect technique is employed. Transect are horizontal lines that run along the environmental
gradient and are sampled at regular intervals. Transects may be represented by just a line (belt
transects) or a well-defined belt between two line transects (belt transects).
Figure 2: Belt and line transects (red arrows) at Schinias beach (author’s photo)
To sample transects we use quadrats, rectangles of a given surface area which aid in counting
the number of individuals of animals or plant species.
Figure 3: A quadrat sampler
As you may see in Figure 3 the quadrat may be subdivided using a wire frame in order to:
(a) Facilitate counting of solitary individuals.
(b) Assess the percentage coverage of animal or plant species which are difficult to
measure as solitary individuals.
Experimental Procedures
1. Area of study
Figure 4. Map of the area of Schinias
Schinias national park at Marathonas, is one of the most important coastal ecosystems of Attica.
It is located approximately 40 km NE of Athens. It is known for its high habitat diversity
(coastal wetlands, freshwater springs, coastal sand dunes and Mediterranean maquis). Due to
its high habitat diversity and its cultural significance, due to the presence of archaeological
monuments, it has been established as a protected area under the Greek law while it is also
protected under the European legislation (member of the Natura network of protected sites)
For more information on the park please visit the Management board’s site:
http://www.npschiniasmarathon.gr/index.php/gr
Focus on Env. Sys. And Soc.: Anthropogenic impacts

There are different anthropogenic factors affecting the ecosystem such as, noise and toxic
pollution, waste disposal as well as uncontrolled hunting, fishing, grazing, motocross, car
parking, camping and housing. For a complete review of the anthropogenic influences please
read the published article by Hatzibiros (2010) http://users.itia.ntua.gr/kimon/Schinias.pdf
Figure 5. A closer view of the study area
2. Aims
1. To investigate changes in plant abundance and diversity along environmental

gradients.
2. To practice the use of quadrats in assessing abundance and diversity.
3. To design line and belt transects.
4. To practice stratified sampling within the transects.
5. To record the different anthropogenic inputs and impacts.
6. To assess the impact of man-made activities on the ecosystem.
7. To propose measures in order to mitigate the human effects.
3. Preparation, safety and ethical considerations
Sampling in the field is a very enjoyable process since you are carrying out research and at
the same time enjoying the ecosystem services. However, there are certain risks that you
should consider:
1. Study the weather forecast on the night before. In any case, since weather forecasting
may lack local accuracy, bring a raincoat with you. It may start raining at any time.
2. Wear jeans, t-shirts socks and athletic shoes.
3. Have a second t-shirt and a second pair of socks in case you get wet.
4. Bring a hat and sun glasses.
5. If you are allergic to mosquitos or plants bring your anti-allergic cream or any other
supplement you want.
6. Bring water and food in case you get hungry.
Working in the field

7. Follow your teacher’s instructions when it comes to safety and precautions.
8. Avoid destructive sampling. Collect only the minimum amount of plants necessary.
9. Do not pollute the beach yourselves.
10. Avoid shouting and yelling to each other. Schinias is an important bird habitat.
4. Arriving at the sampling area

1. Make notes on the sampling area. Write an overview of the area’s profile, slope,
distance from the sea and any other useful information.
2. Take as many photos as necessary.
3. Record the different anthropogenic influences, take photos for evidence.
4. Arrange your sampling gear in a certain place and prepare the weighing station (that
is where you are going to be weighing your samples)
4. Designing a belt transect

1. Move up the hill having a long measuring tape and some colorful string. Set the
starting point based on your teacher’s instructions.
2. Move down the hill releasing the string so as to create a line transect. Be careful
because the string gets easily tangled up in the plants.
3. Use metallic stands to tie the strings in the two ends and possibly once in the middle.
4. In 7 m distance from initial line transect, repeat steps 1 to 3.
5. Study carefully, the belt developed between the two lines. How many different
forms/strata/ kinds of vegetation you may see? Decide on the final number of strata.
Ask your teachers for further help on defining strata.
6. Perform a stratified sampling, meaning sample each stratum separately.
7. Throw a 1x1 m2 quadrat randomly in the strata and record abundance of solitary
individuals and percentage coverage of abundant species. Record your values in the
quadrat sheets found in the appendix.
Example:
For the species on the left

record percentage coverage,
that is how many squares it
covers in relation to the overall
number 100.
For the species at the bottom

record number of individuals
per quadrat.
8. Repeat step 7 5 times in each stratum.

9. For ONE quadrat in each stratum, remove vegetation, take photos of the species and
measure their weigh per species.
5. Sampling the line transect
1. Move to the beginning of the line

2. Record the species found
3. Take photos of the species for identification
4. If there is nothing just add a dash.
5. Decide on the sample distance interval. The ideal interval will be chosen by
combining information the complexity of the individual habitat with the purpose of
the survey and the time available to carry it out. Consult your teachers if you have any
questions.
6. Move up the transect at the next distance interval and repeat steps 1 and 4 until you
reach the end of the transect.
REFERENCES
Damon, Alan, Randy McGonegal, Patricia Tosto, and William Ward. Higher Level Biology (2nd
Edition). N.p.: Pearson Education Limited, 2014. Print.
Davis, Andrew, and Garrett Nagle. Environmental Systems and Societies. London: Pearson
Education, 2015. Print.
Glossary
Abiotic factor: non-living chemical or physical factors in any system

Abundance: Number of individuals or percentage cover per surface area unit.
Diversity: The variety of forms of life in a given area.
Sampling date: __________________, Sampling Area: ____________________, Stratum: ______________________, Quadrat number: _______

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Biology and Environmental, Systems and Societies 1

Project: Investigating the effects of salinity on the distribution and

A. The impact of abiotic factors in the abundance and distribution of species

Figure 1: Sampling area at Sxoinias beach (author’s photo)

B. Line and belt transects.

Figure 3: A quadrat sampler

Figure 4. Map of the area of Schinias

Focus on Env. Sys. And Soc.: Anthropogenic impacts

Figure 5. A closer view of the study area

1. To investigate changes in plant abundance and diversity along environmental

3. Preparation, safety and ethical considerations

6. Bring water and food in case you get hungry.

Working in the field

4. Arriving at the sampling area

4. Designing a belt transect

For the species on the left

For the species at the bottom

8. Repeat step 7 5 times in each stratum.

5. Sampling the line transect

1. Move to the beginning of the line

Abiotic factor: non-living chemical or physical factors in any system

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