EXPLORING THE MARINE ECOSYSTEM

Everyone has been to the beach at one time or another in his/her life. A day spent by the sea
always meant getting the lovely tan or getting that ticklish feeling while walking barefoot on the sand or
simply washing away all the troubles of the past in the cool, salty sea. Merely staring at the sea seems to
lighten the spirits of the day.
But this time, things are going to be different. The activities prepared for you will give you a
chance to look at the sea in a totally new different way. The piece of ordinary rock, which you used to
know to make a splash in water, will transform into a community that abounds with plant and animal life.
The ray of sunlight, which you used to bask under, will transform into a source of energy for all forms of
life in the sea. The very water which you simply dipped in will now abound with invisible life. Indeed,
the sea is the cradle of life worth exploring.
ACTIVITY NO: 5.1
SUBSTRATUM CLASSIFICATION
The substratum of the sea refers to the floor of the sea or the bottom of the sea. It starts from the
shore and proceeds to the deepest part of the sea. As one goes from the shore to the middle of the sea, the
substratum varies. The substratum is an important physical component of the marine ecosystem. It
influences the diversity of organisms in the ecosystem.
I. Objectives:

At the end of the activity, you should be able to:

1. Identify and classify the substratum of the sea.
2. Measure the extent of each type of substratum.
3. Identify the organisms living in each type of substratum.
4. Compare the type of substratum with the type of organisms.
II. Materials:
Meter stick
Goggles
String (about 100 meters or more)
Shovel
Magnifying lens
Bamboo stick

III. Procedure:

1. Divide the class into two groups. Each group is assigned to areas about 5 meters away from each
other.
2. Locate the shoreline. The shoreline is the area which the water reaches along shore. From the
shoreline, measure 2 meters to the shore (away from the water). This is where you begin with
your substratum classification. Refer to the diagram below.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \ - - - - - - - 2 meters - - - - - [ ] bamboo stick
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~\
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ \ shoreline
3. Place the bamboo stick at the point where you will begin your substratum classification.
4. Tie one end of the calibrated string around the bamboo stick such that the number 0 falls within
the bamboo stick.
5. Ask one member of the group to hold and extend the rope onward to the sea.
6. Carefully examine and feel the substratum from the starting point onward the sea to about 100
meters or more. Measure the extent of each type of substratum using a meter stick. The calibrated
string should guide you in your measurement and in having a straight line. Record your data in
Table 1.
7. Use the following guide for the classification of substratum:

Sandy—covered by sand particles as a result of the weathering of rocks, corals, shells and
calcareous skeletons.
Rocky—covered by rocks, boulders, and dead corals.
Rocky-Sandy – a combination of rocks and sand usually characterized by the presence of loose
stones and small boulders mixed in matrix of sand.
Muddy – made up of mud or clay that makes the water unclear when disturbed.
Sandy-muddy – a combination of sand and mud.
Rocky-muddy – a combination of rocks, boulders, dead corals, and mud.
Coralline – made up of the skeletons of hard corals interspersed with living corals.

8. Observe and identify the organisms present in each type of substratum. Record your data in
Table 2.
9. Carefully examine the kind of organisms in each type of substratum. Determine the most
abundant and least abundant organisms in each type of substratum. Record your data in Table 3.

IV. Data
A. Table 1. Type and Extent of Substratum

Type of Substratum Extent of Substratum

B. Table 2. Type of Substratum and Kind of Organisms

Organisms Present

Types of Substratum
Plants Animals
 C. Table 3. Type of Substratum and Abundance of Organisms

Type of Substratum Most Abundant Organisms Least Abundant Organisms

V. Interpretation and Analysis of Data:

1. Which type of Substratum was the longest? __________________________________
shortest? __________________________________

2. Correlate the type of substratum with the kind of organisms.

_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________

3. In what type of substratum do plants grow? WHY?

_____________________________________________________________________________________
_____________________________________________________________

4. Which type of substratum has the most varied forms of organisms?

_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________

VI. Questions
1. How does the substratum affect the organisms in the sea?
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________

2. Do the organisms affect the substratum of the sea? If so, how?

_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
3. In which type of substratum do plants abound?
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________

4. What is the effect of the type of substratum on the clearness of water?

_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________

VII. Conclusion.
_____________________________________________________________________________________
_____________________________________________________________

VIII. Documentation.
_____________________________________________________________________________________
_____________________________________________________________

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTIVITY NO: 5.2
EXPLORING A ROCK ECOSYSTEM

A piece of rock can be an ecosystem, by itself. A rock can serve as a habitat to many forms of
marine life. Some marine plants can attach themselves to the surface of the rocks. Other marine animals
dig holes into rocks for their shelter.

I. Objectives:
At the end of the activity, you should be able to:
1. Identify the organisms living in a rock.
2. Characterize the organisms living in a rock.
3. Describe the behavior of organisms living in a rock.

II. Materials:
Forceps
Magnifying glass
Stick
Bottle
Marine rock

III. Procedure:
1. Go to the sea and get a piece of rock of considered able size. The bigger the rock, the better it is for the
study. Choose a rock that abounds with plants and animals.
2. Examine the surface of the rock, its texture, and other characteristics (size, shape, material of which it
is made, color and other features that you observe). Record your data in Table 1.
3. With the use of the magnifying glass, observe the organisms on the surface of the rock. Try to identify
these organisms and characterize them. Note also their abundance and behavior using the key in this
manual. Record your data in Table 2.
4. Look for holes or tubes on the rock. Use the magnifying glass to see if there are organisms living inside
the holes or tube. With the use of stick, slowly disturb the organism inside the holes to make them come
out.
5. Using forceps, pick up the organisms that have come out of the holes. Place these organisms on a clean
sheet of paper and observe their characteristics, abundance, and behavior. Identify these organisms. Use
the key provided in this manual for describing abundance and behavior. Record your data in Table 3.

Key for describing abundance and behavior

Abundance Behavior
Abundant Burrowers
Frequent Sessile or attached
Occasional Tube dwellers
Rare Skippers
Very rare Flyers
absent

VI. Data

A. Table 1. Rock Surface and its Characteristics

Characteristics Description
Texture
Size
Shape
Color
Material component
Other textures
B. Table 2. Rock Surface Organisms and Their Characteristics
Name of Organisms Characteristics Abundance Behavior

C. Table 3. Tube Dwellers Organisms and Their Characteristics

Name of Organisms Characteristics Abundance Behavior

D. Table 3. Other Organisms inside the Rock

Name of Organisms Characteristics Abundance Behavior

V. Interpretation and Analysis of Data:

1. What kind of organisms live on the surface of the rock?

_____________________________________________________________________________________
_____________________________________________________________

2. What kind of organisms live inside the rock?

_____________________________________________________________________________________
_____________________________________________________________

3. How are the organisms on the surface of the rock able to protect themselves from the strong pressure
water?
_____________________________________________________________________________________
_____________________________________________________________

4. How are the organisms inside the rock able to obtain food for their survival?
_____________________________________________________________________________________
_____________________________________________________________

VI. Questions:

1. Why rock considered an Ecosystem?

_____________________________________________________________________________________
_____________________________________________________________

2. How are the organisms able to survive in the rock?

_____________________________________________________________________________________
_____________________________________________________________

3. Cite some adaptations of organisms observed on the surface and inside the rock.
_____________________________________________________________________________________
_____________________________________________________________

VII. Conclusion:
_____________________________________________________________________________________
_____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________

VIII. Documentation:

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTIVITY NO: 5.3
MEASURING THE TEMPERATURE OF SEA WATER

Temperature is an abiotic factor that greatly affects the survival of organisms in the sea. Extreme
changes in the temperature of the sea water may be lethal to the organisms. However, marine organisms
have developed adaptations that enable them to adapt to these changes in temperature. For as long as the
level of tolerance of organisms is not exceeded, the organisms will be able to perform its function and
survive.

I. Objectives:
At the end of the activity, you should be able to:
1. Measure the temperature of the sea at different depths.
2. Compare the temperature of the sea at different depths.
3. Identify and explain factors that affect the differences in temperature at different depths.
4. Describe some adaptations of organisms in relation to temperature.

II. Materials:
3 Thermometers
2 strings (calibrated from 0 to 10 meters)
1 string (about half a meter, not calibrated)
Meter stick
Masking tape
Pentel pen

III. Procedure:
1. Calibrate two strings from 0-10 meters. Using a pentel pen; leave a short allowance before the mark 0
for tying the thermometer.
2. Use masking tape to mark the calibrations in the strings (i.e. 0,1,2,3 meters etc.). Label the masking
tape from 0-10 meters with the use of pentel pen.
3. Tie one thermometer with one calibrated string.
4. Tie the other thermometer with the remaining calibrated string.
5. Tie the third thermometer with a string measuring about half a meter. The string does not have to be
calibrated.
6. Measure the temperature of the surface of the sea using the thermometer tied to a half-meter string.
Hold the thermometer such that only the tip of the bulb touches the surface of the water. Measure the
initial temperature after 5 minutes. Measure the temperature for 5 times after an interval of 20 minutes.
Compute the average temperature. Record your data in Table 1. Always note the time in taking the
temperature.
7. Measure the temperature of the sea water at depth of about 50 cm from the surface. To determine the
depth, measure the length of the thermometer and subtract this from 50 cm. The difference gives you the
value of the extent to which you will submerge the calibrated string. For example, the length of your
thermometer is about 25 cm. therefore, 50-25=25cm. Your calibrated strings with the thermometer should
be submerged in the water up to 25cm. Measure the temperature at this depth for 3 times at an interval of
20 minutes. Compute for the average temperature. Record your data in Table 1. Always note the time in
taking the temperature.
8. Measure the temperature of the sea water at a depth of about 95cm from the surface. To determine the
depth, use the procedure in number 7. Measure the temperature at this depth for 3 times at an interval of
20 minutes. Compute for the average temperature. Record your data in Table 1. Always note the time in
taking the temperature.
9. Present all your data in a graph. You may use a bar graph or a line graph. Interpret your graph.
10. Graph the average temperature on the surface and at different depth.

Note: The temperature at the surface and varying depths of the sea should be taken all at the time
 IV. Data:
A. Table 1. Temperature at different Depths

Trials Time Temperature readings °C

Initial Surface 50 cm (depth) 95 cm (depth)
Reading

Average temperature :

B. Graph for temperature at different depths at various times.

C. Graph for average temperature at varying depths.

V. Interpretation and Analysis of Data:

1. Are there fluctuations in the temperature of the sea water at varying depths? Why?
_____________________________________________________________________________________
_____________________________________________________________
2. At what time of the day was the temperature highest and lowest at different depths?
_____________________________________________________________________________________
_____________________________________________________________
3. At what depth was the average temperature lowest? Highest?
_____________________________________________________________________________________
_____________________________________________________________
4. Write at least 2 interpretations for your graph on temperature at different depths at various times.
_____________________________________________________________________________________
_____________________________________________________________
5. Write at least 2 interpretations for your graph on average temperatures at varying depths.
_____________________________________________________________________________________
_____________________________________________________________
VI. Questions:
1. What factors affect differences in temperature in the sea water? Explain how these factors affect
temperature.
_____________________________________________________________________________________
_____________________________________________________________
2. How are organisms in the sea affected by temperature?
_____________________________________________________________________________________
_____________________________________________________________
3. What are some adaptations of marine organisms that enable them to adjust to the changes in
temperature?
_____________________________________________________________________________________
_____________________________________________________________
4. What do you mean by level of level of tolerance of organisms?
_____________________________________________________________________________________
_____________________________________________________________
5. What are eurythermal or organisms? Sternothermal organisms?
_____________________________________________________________________________________
_____________________________________________________________

VII. Conclusion:

VIII. Documentation:

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTIVITY NO: 5.4
Determining the pH of Sea Water

Sea water is salty water. Its pH therefore is acidic. Is the acidity of sea
water constant at different locations and depths? Would you like to know the
answer to this question? Try performing this activity.

I. Objective:
At the end of the activity, you should be able to:

1. Measure the pH of the sea water at different locations and depths.

pH Meter
II. Materials:
pH Meter
pentel pen
3 beakers (300ML bottles cut in half)
Masking tape

III. Procedure:
1. Label each of the four beakers using pentel pen and masking tape as follows:
a. No. 1 shoreline water
b. No. 2 surface water
c. No. 3 substratum water
2. Collect samples of sea water from the corresponding areas using the marked/labelled beakers.
A. pH Meter
1. Prepare the digital pH meter and place firmly on a plain surface.
2. Standardize the unit to neutrality (pH 7) and when necessary calibrate
to pH 10 and pH 4 lower the probe using the appropriate buffer
solutions.
3. Flush probe with distilled water before and after use.
4. Pour 25 ml of well-mixed water sample into a 50-ml beaker and
carefully lower the probe to about an inch below the water surface.
5. Read and record the pH of the water sample.

B. pH Paper
1. Dip a pH paper in each beaker for about 3 minutes.
2. Remove the pH paper from each beaker and note the changes in color.
Match the changes in color with the colors in the pH chart.
3. The pH chart to which the colors in the pH paper resemble most,
determine the value of the pH of the sea water.
4. Record all data.

IV. Data:
A. pH Meter - Document the beakers with sea water and their corresponding pH value (attach the photo).

B. pH Paper - Drawing of beakers with sea water and their corresponding pH value

B. pH paper - used for measuring pH of sea water (attach the paper)

V. Interpretation and Analysis of Data

1. Is there a difference in the pH of water from different locations? If there is a difference, at which
location is there the highest pH value? If there was no difference, explain why.
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________
2. What factors affect the pH of sea water? Explain your answers.
_____________________________________________________________________________________
_____________________________________________________________

VI. Questions:
1. How are organisms affected by the pH of sea water?
_____________________________________________________________________________________
_____________________________________________________________

2. How do people alter the pH of sea water?

_____________________________________________________________________________________
_____________________________________________________________

3. How does pollution affect the pH of sea?

_____________________________________________________________________________________
_____________________________________________________________

4. What factors bring about pollution of the sea?

_____________________________________________________________________________________
_____________________________________________________________

5. How can you prevent pollution of the sea?

_____________________________________________________________________________________
_____________________________________________________________

VII. Conclusion:

VIII. Documentation:

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTVITY NO. 5.5
CHEMICAL ANALYSIS OF SALT WATER IN MARILIMA BEACH

I. INTRODUCTION
Water is a very essential ingredient for life. Practically every single organism requires
water in order to thrive. The terrestrial organisms are limited by moisture availability. Aquatic life
forms, albeit submerged in water medium, are likewise affected by the quality and capacity of
water to support life. To ensure optimum growth conditions for biotic organisms, water must be
readily available and of good quality. The status of water quality in a given area is reflective of
the extent of utilization as well as the degree of pollution of the aquatic habitat. Studying a given
body of water requires an examination of its chemical parameters. The data on the existing water
characteristics could provide significant information about the condition faced by the biotic
inhabitants as well as the over-all ecological status of the habitat.

II. OBJECTIVES
At the end of the activity, you should be able to:
1. Measure the different water parameters using the available marine laboratory equipment;
2. Know and appreciate some of the standard procedures and instrumentation used to
investigate the chemical parameters of water samples; and
3. Learn and understand how water quality characteristics vary in two water bodies.

III. MATERIALS
Light meter
Salinity meter/ Salinometer 1.5L Tap water
Dissolve Oxygen meter Distilled Water
Slingshot psychrometer
Digital anemometer

IV. PROCEDURE
Collect fresh water samples from Talisoy beach and make at least three replicates for
each set of procedures.

A. Water Sampling
1. Ideal time: 8-10 am and 2-4 pm.
2. Sampling points:
a. No. 1 shoreline water
b. No. 2 surface water
c. No. 3 substratum water
3. Wear latex or rubber gloves.
4. Wash each sample bottle or piece of glassware with a brush and phosphate- free detergent.
5. Rinse three times with cold tap water.
6. Sample in the main current.
7. Avoid disturbing bottom sediments.
a. SALINITY
1. Prepare the Salinity meter and place securely on a level surface. Be sure to calibrate the
unit before using it.
2. Pour 25 ml of well-mixed water sample into a clean 50-ml beaker and carefully lower the
probe to about an inch below the water surface.
3. Manipulate the appropriate knobs (as directed) and record the salinity and conductivity of
water samples being analyzed.
4. Wait until it reaches a stable salinity.
5. Record the salinity on your laboratory notebook using the scale (ppt/ppm)

b. DISSOLVED OXYGEN (DO)

1. Calibrate the meter. Manually adjust the meter to read zero by turning
the screw in the middle of the meter.
2. Next, connect the probe and turn the meter on for fifteen minutes for
optimum performance.
3. Adjust the red line with the control knob to align with the 31 °C
(87.8 °F) line and set the central line to 0.
4. All meters are calibrated differently. See the manufacturer’s
instructions for variations that are specific to your meter.
5. Meters are calibrated in Celsius not Fahrenheit.
6. Measure a sample of water. Place the probe into a sample of water
that you wish to measure.
7. Allow the meter to stabilize. Write down your reading.
8. Check the sample a few times to make sure the meter is calibrated
9. Analyze the measurement. Understand that running water will have a
higher dissolved oxygen content than still water.

NOTE: Higher altitudes mean less dissolved oxygen. Consider these things when you look at
your measurement to be sure that the measurement makes sense given the sample you are
taking.

c. LIGHT INTENSITY
1. Hold a light meter at arm length in front of you.
2. Position the unit in a way where the light sensing plate is directed towards the
direction of the sun.
3. Take about five readings in in the five random points on the study site.
4. Report all values in foot candles.

d. RELATIVE HUMIDITY
1. Get a slingshot psychrometer. Moisten with clean water the cloth wrapped around the end
of the wet bulb thermometer.
2. Let the slingshot psychrometer rotate in the air for 2 minutes, then get the wet and dry
bulb reading.
3. Report the values in degrees Celsius.
4. Repeat the procedure to get a total of five readings in the five random points along the
study area.
5. Refer to the transformation table to estimate the percent relative humidity values.
e. WIND SPEED
1.Secure a wind meter and hold it at arm length in front of you.
2. Position the wind meter at eye level and in a manner in which the wind scale faces you. The air
vents at the back of the unit should remain unobstructed.
3. Record the values in meter per second (m/s).
4. Repeat the procedure to get a total of five readings in the five random points along the study
area.

V. Data sheet
Chemical Analysis of water quality in Marilima beach.

DISSOLVED
Replicates Time SALINITY Time OXYGEN (DO)

AVERAGE

Light Relative
Replicates Time intensity Time Humidity Time Wind speed (m/s)
(°C) (°C)

AVERAGE

VI. INTERPRETATION AND ANALYSIS OF DATA

1. Is there a difference in the chemical parameters of water from other groups?

2. If there is a difference, at which location is there the highest salinity, DO, Light Intensity and
Relative Humidity? If there was no difference, explain why.

3. What factors affect the chemical parameters of water? Explain your answers.

VII. GUIDE QUESTIONS

1. How is the amount of dissolved oxygen affected by turbulence?
2. How does percent oxygen saturation change with temperature?
3. How are organisms affected by the different chemical parameters of water?
4. How do people alter the different chemical parameters of water?
5. How does pollution affect the different chemical parameters of water?
6. What factors bring about pollution of the water?
7. How can you prevent pollution of the water?

VIII. Conclusion:
 IX. Documentation:

Reference:
Arnold, V. et.al. 2001. General Ecology: Concepts and Selected Laboratory Exercises
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor
Ecology. Rex Book Store
Ruff, B. 2020. How to Measure the Dissolved Oxygen Level of Water.
https://www.wikihow.com/Measure-the-Dissolved-Oxygen-Level-of-Water
 STUDYING A FRESHWATER ECOSYSTEM
A lake, a river, a pond, or a lagoon are considered as freshwater ecosystem (absence of salt).
There are two types of freshwater ecosystems: namely, the lotic freshwater ecosystem and the lethic
freshwater ecosystem.
Just like any other ecosystem the freshwater ecosystem consists of the biotic and abiotic
components. You will study both these components.

ACTIVITY 6.1
PLANT AND ANIMAL STUDY
This activity is a simple study of the occurrence of plants and animals in any freshwater
ecosystem. The plants and animals are characterized by their modes of growth.

I. Objectives:
At the end of the activity, you should be able to:
1. Identify the plants and animals in the freshwater ecosystem.
2. Characterized the plants and animals in the freshwater ecosystem.

II. Materials:
Magnifying glass
Forceps

III. Procedure:
1. Look for plants living in different areas of the ecosystem.
2. Identify the plants and classify them into: a) marginal species; b) free floating; c) completely
submerged; and d) plants with aerial parts exposed. Marginal species inhabit the banks or shore. Record
your data in Table 1.
3. Describe the population of the plants using the following key: rare or abundant. Record your data in
Table 1.
4. Identify the animals and classify them as attached, free moving, and transient. Transient animals are
those associated with water but not in it at all times. Record your data in Table 1.
5. Describe the population of animals using the same key for describing population of plants in a
terrestrial ecosystem. Record your data in Table 1.
6. Examine adaptations of these plants and animals.

IV. Data:
A. Table 1. Plants and Their Classification and Population
Kinds of Plants Classification Population

B. Table 2. Animals and their Classification and Population

Kinds of Plants Classification Population

V. Interpretations and Analysis of Data

1. What types of plants has/have the highest population? Least population?

_____________________________________________________________________________________
_____________________________________________________________

2. What types of plants has/have the highest population? Least population?

_____________________________________________________________________________________
_____________________________________________________________

3. Give some adaptations of plants and animals in their habitats.

_____________________________________________________________________________________
_____________________________________________________________

4. How do these adaptations enable the plants and animals to survive in their habitat?
_____________________________________________________________________________________
_____________________________________________________________

VI. Questions;
1. What factors affect the survival of plants and animals in a freshwater ecosystem?
_____________________________________________________________________________________
_____________________________________________________________

2. How does each of these factors affect the survival of plants and animals?
_____________________________________________________________________________________
_____________________________________________________________

3. What will happen to the organisms in a freshwater ecosystem if the pH of water is changed?
_____________________________________________________________________________________
_____________________________________________________________

4. What factors can affect the pH of freshwater?

_____________________________________________________________________________________
_____________________________________________________________
VII. Conclusion:

VIII. Documentation:

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTIVITY 6.2
MEASURING THE TEMPERATURE OF FRESHWATER

Temperature is a vital factor that affects the functioning of freshwater organisms hence, their
survival. It also affects the physical condition of freshwater ecosystem.\

I. Objectives
At the end of the activity, you should be able to:
1. Determine the temperature of the freshwater ecosystem.
2. Explain how temperature affects the organisms in a freshwater ecosystem.
3. Discuss how temperature affects the physical condition of a freshwater ecosystem.

II. Materials:
2 thermometers
Pentel pen
String
2 wooden sticks (1/2 meter in length for each group)

III. Procedure
1. Assign the different groups in different areas of the ecosystem (lake, river, lagoon, etc.)
2. Tie one end of the thermometer with a piece of string. Tie the thermometer on a piece of wooden stick.
3. Calibrate a piece of string from 0 to 25 cm using a pentel pen and masking tape.
4. Tie another thermometer with the calibrated string. Tie the thermometer on a piece of wooden stick.
5. Measure the temperature of water at the surface for 5 times at an interval of 20 minutes. Note the time
when the temperature is taken. Record your data in Table 1.
6. Measure the temperature of water at a depth of 20 cm for 5 times at an interval of 20 minutes. Note the
time when the temperature is taken. Record your data in Table 1.

NOTE: The temperature of water at the surface and at 20 cm depth should be taken at the same time.

7. Get the average temperature for surface water and average temperature for water at 20cm depth.
8. Graph the readings of the temperature at the surface and 20cm depth.

IV. Data

A. Table 1. Temperature of Freshwater

Initial Time Surface Temperature Temperature at 20cm depth
Reading
1
2
3
4
5
Average temperature

B. Graph for surface temperature at 20cm depth.

V. Interpretation and Analysis of Data
1. Describe the temperature of freshwater at different times and at different depths.
_____________________________________________________________________________________
_____________________________________________________________

2. Compare the average temperature of the surface water with that of the average temperature of water at
20 cm depth.
_____________________________________________________________________________________
_____________________________________________________________

3. Compare your results with the results of the other group.

_____________________________________________________________________________________
_____________________________________________________________

4. Give at least 2 interpretations of temperature in your graph.

a.________________________________________________________________________
_________________________________________________________________________
b.________________________________________________________________________
_________________________________________________________________________

VI. Questions
1. How are organisms in freshwater affected by temperature?
_____________________________________________________________________________________
_____________________________________________________________

2. What factors influence the temperature of freshwater?

_____________________________________________________________________________________
_____________________________________________________________

3. How are freshwater organisms able to adapt to changes in temperature?

_____________________________________________________________________________________
_____________________________________________________________

VII. Conclusion

VIII. Documentation

Reference:
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor Ecology.
Rex Book Store
 ACTVITY NO.6.3
CHEMICAL ANALYSIS OF FRESHWATER IN
PAJO RIVER
I. INTRODUCTION
Water is a very essential ingredient for life. Practically every single organism requires
water in order to thrive. The terrestrial organisms are limited by moisture availability. Aquatic life
forms, albeit submerged in water medium, are likewise affected by the quality and capacity of
water to support life. To ensure optimum growth conditions for biotic organisms, water must be
readily available and of good quality. The status of water quality in a given area is reflective of
the extent of utilization as well as the degree of pollution of the aquatic habitat. Studying a given
body of water requires an examination of its chemical parameters. The data on the existing water
characteristics could provide significant information about the condition faced by the biotic
inhabitants as well as the over-all ecological status of the habitat.

II. OBJECTIVES
At the end of the activity, you should be able to:
1. Measure the different water parameters using the available marine laboratory equipment;
2. Know and appreciate some of the standard procedures and instrumentation used to
investigate the chemical parameters of water samples; and
3. Learn and understand how water quality characteristics vary in two water bodies.

III. MATERIALS
pH meter Light meter
Salinity meter/ Salinometer 1.5L Tap water
Dissolve Oxygen meter Distilled Water
Slingshot psychrometer
Digital anemometer

IV. PROCEDURE
Collect fresh water samples from Pajo River and make at least three replicates for each
set of procedures.

B. Water Sampling
1. Ideal time: 8-10 am and 2-4 pm.
2. Sampling points: Upstream, midstream, and downstream.
3. Wear latex or rubber gloves.
4. Wash each sample bottle or piece of glassware with a brush and phosphate- free detergent.
5. Rinse three times with cold tap water.
6. Send samples to the lab within 6 hours (if needed).
7. Sample in the main current.
8. Avoid disturbing bottom sediments.
9. Collect the sample facing your upstream.
10. Use good labels (permanent markers).
A. WATER pH
1. Prepare the digital pH meter and place firmly on a plain surface. Standardize the unit to
neutrality (pH 7).
2. Flush probe with distilled water before and after use.
3. Pour 25 ml of well-mixed water sample into a 50-ml beaker and carefully lower the
probe to about an inch below the water surface.
4. Read and record the pH of the water sample in table 1.

B. SALINITY
1. Prepare the Salinity meter and place securely on a level surface. Be sure to calibrate the
unit before using it.
2. Pour 25 ml of well-mixed water sample into a clean 50-ml beaker and carefully lower
the probe to about an inch below the water surface.
3. Immerse the salinometer in the water sample.
4. Manipulate the appropriate knobs (as directed) and record the salinity and conductivity
of water samples being analyzed.
5. Wait until it reaches a stable salinity.
6. Record the salinity on your laboratory notebook using the scale (ppt/ppm)

C. DISSOLVED OXYGEN (DO)

1. Calibrate the meter. Manually adjust the meter to read zero by turning
the screw in the middle of the meter.
2. Next, connect the probe and turn the meter on for fifteen minutes for
optimum performance.
3. Adjust the red line with the control knob to align with the 31 °C
(87.8 °F) line and set the central line to 0.
4. All meters are calibrated differently. See the manufacturer’s
instructions for variations that are specific to your meter.
5. Meters are calibrated in Celsius not Fahrenheit.
6. Measure a sample of water. Place the probe into a sample of water
that you wish to measure.
7. Allow the meter to stabilize. Write down your reading.
8. Check the sample a few times to make sure the meter is calibrated
9. Analyze the measurement. Understand that running water will have a
higher dissolved oxygen content than still water.

D. LIGHT INTENSITY
1. Hold a light meter at arm length in front of you.
2. Position the unit in a way where the light sensing plate is directed towards the direction
of the sun.
3. Take about five readings in in the five random points on the study site.
4. Report all values in foot candles.

E. RELATIVE HUMIDITY
1. Get a slingshot psychrometer. Moisten with clean water the cloth wrapped around the end
of the wet bulb thermometer.
2. Let the slingshot psychrometer rotate in the air for 2 minutes, then get the wet and dry bulb
reading.
3. Report the values in degrees Celsius.
4. Repeat the procedure to get a total of five readings in the five random points along the
study area.
5. Refer to the transformation table to estimate the percent relative humidity values.

F. WIND SPEED
1.Secure a wind meter and hold it at arm length in front of you.
 2. Position the wind meter at eye level and in a manner in which the wind scale faces you.
The air vents at the back of the unit should remain unobstructed.
3. Record the values in meter per second (m/s).
4. Repeat the procedure to get a total of five readings in the five random points along the
study area.

V. Data sheet
Physicochemical Analysis of water quality in Sto. Domingo River.

DISSOLVED
Replicates Time WATER pH Time SALINITY Time OXYGEN
(DO)

AVERAGE

Light Relative
Replicates Time intensity Time Humidity Time Wind speed (m/s)
(°C) (°C)

AVERAGE

VI. INTERPRETATION AND ANALYSIS OF DATA

1. Is there a difference in the chemical parameters of water from other groups? (graph the result of
different parameters)

2. If there is a difference, at which location is there the highest pH value, salinity, DO, Light
Intensity and Relative Humidity? If there was no difference, explain why.

3. What factors affect the chemical parameters of freshwater? Explain your answers.

VII. GUIDE QUESTIONS

1. How is dissolved oxygen added to stream water?
2. How is the amount of dissolved oxygen affected by turbulence?
 3. How does percent oxygen saturation change with temperature?
4. How are organisms affected by the different chemical parameters of water?
5. How do people alter the different chemical parameters of water?
6. How does pollution affect the different chemical parameters of water?
7. What factors bring about pollution of the freshwater?
8. How can you prevent pollution of the freshwater?

VIII. Conclusion:

IX. Documentation:

Reference:
Arnold, V. et.al. 2001. General Ecology: Concepts and Selected Laboratory Exercises
Lamorena, M.B. et.al.2000. Instructional Strategies in Ecology: A Manual for Indoor-Outdoor
Ecology. Rex Book Store
Ruff, B. 2020. How to Measure the Dissolved Oxygen Level of Water.
https://www.wikihow.com/Measure-the-Dissolved-Oxygen-Level-of-Water