Higher Environmental Science
Unit 1 Living Environment
1. Investigating ecosystems and biodiversity
 Understand the ecological terms, habitat, community, biotic,
abiotic, biomass, biodiversity, species, niche, population,
adaptation and competition
 Be able to describe and explain biodiversity in the context of one
aquatic ecosystem of international importance – Great Barrier
Reef (for example, what plants and animals are found here, why
are they found here, what relationships are there, what threats
are there, why it is of international importance….)
 Describe different sampling techniques for plants and animals
using qualitative and quantitative techniques – transects, quadrat,
nets, traps, Tullgren and Baemann funnels (and be able to state
the limitations of each)
 State which instruments are used and how they are used to
measure abiotic factors (and by interpreting graphs and tables,
describe their effects on the frequency and distribution of
organisms (abiotic factors to include temperature, light intensity,
soil moisture, soil pH, water flow rate, oxygen concentration,
water pH, salinity and tidal effects, humidity, wind velocity, wind
direction, precipitation and slope))
 State how results from an instrument or sampling technique can
be made more reliable
 Be able to identify flora and fauna using keys, paired statement
and branching (and be able to describe differences and
similarities)
2. Interdependence
 Be able to describe and explain population dynamics in food webs
using the terms, stability in population, carrying capacity,
mutualism, parasitism, density dependent and independent
factors (and understand what they mean)
 Explain energy conversion, transfer and loss in food chains and
webs by describing
o Photosynthesis and respiration (word equations)
o Biomass as a measure of net and gross productivity
o Efficiency of energy transfer in food chains and food webs
(carry out calculations)
 Describe and explain the effects of biotic factors (to include
predator-prey cycles, grazing, inter-specific and intra-specific
competition)
 Define and give example of endotherms and ectotherms
 Succession. Describe the sequence of seral succession from
primary colonisers to climax community, including changes in their
climatic and soil related characteristics (edaphic factors)
 Explain how humans can impact the process of succession
(plagioclimax community, for example heather moorlands and
chalk grasslands)
3. Human Influence on biodiversity
 Describe the changes that have happened due to the
development of intensive agriculture – larger fields, fertilisers,
pesticides, drainage of wetland ecosystems.
 Explain the effects on the environment and biodiversity due to
intensive agriculture (Effects to include eutrophication and
bioaccumulation (Emphasis should be on the loss of biodiversity
and the need for more food for a growing population, be able to
give reasons why is the population growing)
 Describe the responses to eutrophication and bioaccumulation (to
include reduce use of fertilisers and pesticides, organic farming,
specialised schemes (NVZs) and education to promote the
protection of ecosystems)
 Describe how urbanisation has impacted biodiversity (should
include the difference between greenfield and brownfield sites)
Urbanisation should include changes in land use, recreational land
use of water and land, and include the building of transport
routes, for example dualling the A9
 Explain the formation of acid rain and state the impacts of acid
rain on biodiversity (for example, the impact on lichens, plants
and animals)
 Describe the impact of sewage on a freshwater ecosystem (for
example the biodiversity and the oxygen content)
 Define the term indicator species and give examples (to include
invertebrates and lichens)
 Describe and explain the impact global warming is having on
biodiversity and species distribution (for example, the number of
arctic hares and where they are found, the distribution of alpine
flowers in Scotland, the breeding range of some birds expanding
into the UK so less need to migrate south)
 Describe and explain the impact non-native species (grey squirrel,
ruddy duck, sika deer, rhododendron ponticum) have on native
biodiversity and the methods used to minimise these impacts.
(Impacts should include loss of native species through competition
and hybridisation with native species)
 Describe the advantages and disadvantages of the reintroduction
to Scotland of nationally extinct species (for example the sea eagle
and wolf)
 State why there is a need for legislation and policies to protect
conserve and enhance our environment. (For example Agenda 21,
National Parks, NNRs, SSSIs, ESAs, NSAs, LBAPs, as well as Town
and Country Planning Act, Countryside (Scotland) Act, Landfill tax)
Unit 2 Earth’s Resources
1. Overview of Earth Systems and their interactions
 State that the geosphere a, hydrosphere, biosphere and
atmosphere all interact and make up the Earth’s systems
 Define and classify of physical, biological, renewable and nonrenewable resources (note, coal and petroleum, though of
biological origin are classified as physical resources. Soil is of
mixed biological and physical origin)
2. Geosphere
 Describe and explain plate movements around the world and how
it effects resource distribution (for example, copper deposits in
Cyprus and in the Andes, and petroleum in the North Sea)
 State the difference between ore minerals and ores, giving an
example of each
 Describe and explain the formation, discovery, extraction and
processing of aluminium ore and the uses of aluminium
 Describe and explain the formation, discovery, extraction and uses
of barite and clay
 Describe how glass is made and what it is used for
 Describe how nuclear power is generated (including fission) and
state the advantages and disadvantages of nuclear power
compared to fossil fuels and renewable sources
 Describe how geothermal power is generated (including fission)
and state the advantages and disadvantages of geothermal power
compared to fossil fuels
3. Hydrosphere
 Describe the hydrological cycle (stating different sources of water,
for example groundwater and surface water)
 Describe ocean currents and the impact they have (mention the
effect of the Coriolis force and how the UK seas are ice-free while
ice forms at similar latitudes, Hudson Bay)
 Describe how sea-level changes relative to land levels
 State that water is unequally distributed around the world with
areas of surplus and deficit and the problems that may arise
because of this (conflicts that may arise if rivers flow through
more than one country, for example the Rhine, Danube and Rio
Grande and any solutions that have arisen)
 Describe water transfer schemes, especially the movement of
water from surplus to deficit areas (for example, the Colorado
River and the impact of the Hoover Dam (1935) and the Glen
Canyon Dam (1963))
 State the different uses of water, for example paper making,
brewing, whisky distilling and irrigation
 Describe how hydrogen can be made by electrolysis of water (the
production and potential for use of the hydrogen economy)
4. Biosphere
 Describe and explain the structure and composition of podzols
and brown earths (to include soil profiles)
 Explain how podzols and brown earth soils can be used
commercially (for example, forestry and agriculture)
 State the resources that can be obtained from seaweed, including
alginates
 Describe the different uses of seaweed, for example food
processing, fertilisers and in cosmetics
 Describe the different uses of barley, for example whisky distilling,
brewing and food processing
 State that processed biofuels include biodiesel, bio –crude oil and
bio-ethanol. Give the advantages and disadvantages of using
processed biofuels
5. Atmosphere
 Describe and explain the global heat budget (transfer or heat
from the tropics to the colder polar areas)
 Describe how neon and argon are manufactured and state what
they are used for (neon is used in the lighting of signs, argon is
used in light bulbs, inert gas welding, fire extinguishers and as an
asphyxiant in the poultry industry)
 Describe how wave power is generated and state the advantages
and disadvantages of wave power
Unit 3 Sustainability
1. Introduction to sustainability
 Definition of sustainability and an understanding to the
increased awareness of sustainable development
(Development which ‘meets the needs of the present without
compromising the ability of future generations to meet their
own needs)
2. Food
 Describe the global strategies used to increase food production
o Land-based food production systems to include
mechanisation, agrochemicals, irrigation, land
management (crop rotation, hedgerow removal,
diversification, conservation practices, and cultivation of
marginal lands) genetic engineering, GM crops, high
yield varieties, selective breeding and hydroponics.
o You should be able to refer to a case study which has
gone through change with the focus on maximising
yields (either Extensive Commercial farming on the Great
Plains in North America or intensive peasant farming in
SE Asia)
o Aquatic food production systems (aquaculture to include
high density cages, pesticides, selective breeding GM
and hormone use and marine fishing)
o You should be able to refer to a case study which has
gone through change with the focus on maximising
yields, salmon farming off the Scottish West coast
 Describe the social, economic and environmental impacts of
these strategies
 Describe the EU role in farming (CAP) and fishing (CFP)legislation
and the advisory role of the UN, going into detail
3. Water
 State that there is an increasing demand for global water supplies
due to increasing population pressure and the demands from
development (differences between more and less developed
countries)
 Describe how water can be stored (reservoirs and underground
storage)
 Describe water conservation methods in domestic, industrial and
agricultural use (for example, water meters, low flush toilets,
water free urinals, recycling ‘grey water’ such as laundry and
bathing, washing dishes, rainwater harvesting, efficient
appliances, drip irrigation in agriculture)
 Understand how desalination, irrigation and drought resistant
crops can help areas of water deficit
 Describe and explain methods used to improve quality of water
supply, including filtration (micro-membranes and ultra-filtration),
purification and disinfection (ultrasound, ultraviolet light and
water monitoring systems) to prevent the spread of water-borne
diseases
 Compare the different strategies used to treat sewage in more
developed countries (piped removal, sewage farms (with filter
beds and anaerobic digestion) and use of biotechnology) to less
developed countries (septic tanks, pit latrines and composting
toilets)
 Describe how the EU regulates and advises on water quality as
well as the advisory role of the UN
4. Energy
 State that there is an increase in global energy demand due to
population increase and consumerism
 Describe and explain the enhanced greenhouse effect, making
specific reference to anthropogenic greenhouse gases
 Describe the social, environmental and economic impacts of
climate change (to include sea-level rise, desertification, crop
failures and famine, changing weather patterns and global
dimming
 Describe the strategies implemented to try and reduce
greenhouse gas emissions (including energy conservation, energy
taxation, hybrid cars, energy efficient appliances and engines,
Scottish renewables Obligation) and state whether these
strategies are working or not
 Be aware of the Rio Earth Summit and the impact it had on the
sustainability as well as Kyoto and Paris 201 5 and the impact they
had on climate change. (for example the introduction of
legislation such as Zero Waste Scotland Campaign, Climate Change
(Scotland) Act 2009, UK Carbon Plan
5. Waste Management
 State that there is an increase in global waste production due to
an increase in population and consumer demands (for example
more packaging used and more of a ‘throw away’, disposal world)
 Explain the waste hierarchy, in detail (to include minimisation –
improved quality control and process monitoring, food use by
dates and the impact on food waste, reuse and preparation for
reuse, recycling, the advantages and disadvantages, the
advantages and disadvantages of landfill and incineration)
 Define life cycle analysis and be able to describe the process using
a household product as an example
 State the national and international policies as well as legislation
in relation to waste (for example Zero waste Scotland Plan, SEPA
role and EU landfill directive)