Honors Biology Lab Manual
Unit 7: Population & Community Ecology
Name: _______________________________________________
Teacher: _________________________
Period: ________
1 | Page
Unit 7: Population and Community Ecology Activities for Portfolio
**As you complete your portfolio, please highlight labs you are choosing for reflection/grading**
Grading Rubric (p 3-4)
Learning Targets (p 5)
Estimating Population Sizes: African Elephants Case Study (p 6-8)
Estimating Population Sizes Lab (p 9-13)
Quadrat Sampling: Population Density and Dispersion (p 14-18)
Simpson’s Biodiversity Index: Parking Lot Lab (p 19-24)
Gorongosa: Measuring Biodiversity (p 25-30)
Limiting Factors (p 31-36)
Forest Carrying Capacity Lab (p 37-41)
Succession Webquest (p 42-44)
Ecological Relationships Activity (p 45-49
Isle Royale Wolves and Moose (p 50-53)
Predator-Prey pHet Simulation (p 54-55)
Competitive Exclusion Virtual Lab (p 56-58)
Monarch Butterfly Migration (p 59-64)
Unit Reflection (p 65-69)
Article (p 70-71)
Personal Choice (p 72-73)
2 | Page
Unit 7 Portfolio: Grading Rubric (100 points)
Category
Weight
Total
Points
> 5 data,
calculations,
or pre/post
lab questions
are
incomplete
or incorrect.
3.75
/15
5 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
> 5 data,
calculations,
or pre/post
lab questions
are
incomplete
or incorrect.
3.75
/15
3-4 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
5 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
> 5 data,
calculations,
or pre/post
lab questions
are
incomplete
or incorrect.
3.75
/15
Labs are connected
back to specific,
restated learning
targets
Labs are listed or
stated with little
to no explanation
of connections
Not included
Reflection
A
Labs are
thoroughly
connected back to
specific, restated
learning targets
1.0
/3
Learning from labs
is explained with
some general
content included
Learning from
labs is stated with
little to no
content included
Not included
Reflection
B
Learning from labs
is thoroughly
explained with
specific content
included
1.0
/3
Labs are compared
and contrasted
using a graphic
organizer (Venn, TChart…)
Labs are
compared and
contrasted
Not included
Reflection
C
Labs are
thoroughly
compared and
contrasted using a
graphic organizer
(Venn, T-Chart…)
1.0
/3
Specific example of
issues with any labs
or content stated
and how issues
were
corrected/learned
from
Specific example
of issues with any
labs or content
stated, but
doesn’t include
what was learned
Not included
Reflection
D
Specific example
of issues with any
labs or content
thoroughly
explained and
how issues were
corrected/learned
from
1.0
/3
Lab 1*
Lab 2*
Lab 3*
4
3
2
1
0
All data,
calculations, and
pre/post lab
questions are
complete and
accurate.
1-2 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
3-4 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
5 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
All data,
calculations, and
pre/post lab
questions are
complete and
accurate.
1-2 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
3-4 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
All data,
calculations, and
pre/post lab
questions are
complete and
accurate.
1-2 data,
calculations, or
pre/post lab
questions are
incomplete or
incorrect.
Score
3 | Page
Any labs or whole
unit are
thoroughly
connected to the
real world with
specific examples.
Any labs or whole
unit are connected
to the real world
with specific
examples.
Any labs or whole
unit are stated to
the real world
with some
examples.
Not included
Article chosen
relates to the
unit, is
summarized, a
copy is included
in the portfolio,
and 3 or more
strong
connections to
the unit are
made.
Article chosen
relates to the
unit, is
summarized, a
copy is included in
the portfolio, 2
strong
connections to the
unit are made
Article chosen
relates to the unit,
is summarized, a
copy is included in
the portfolio, 1
strong connection
to the unit is made
Article chosen
relates to the
unit, is
summarized, and
a copy is included
in the portfolio.
No connection or
very weak
connections to
the unit are made
No article is
included,
summarized,
and
connected
back to unit.
Item is original
and complete
with a rationale
that connects 3
or more
concepts to the
unit. A thorough
and accurate
explanation of
the concepts is
included.
Item is original
and complete with
a rationale that
connects 2
concepts to the
unit. An accurate
explanation of the
concepts is
included.
Item is original and
complete with a
rationale that
connects 1 concept.
An accurate
explanation of the
concept is included.
Item is original
and sloppy or
incomplete. No
rationale of the
concepts is
included or
item/explanation
of concepts is
inaccurate.
No personal
choice
included or
item is not
original
(copied from
Google, labs,
handouts,
etc).
All labs from the
unit are
complete.
1 lab from the unit
is incomplete.
2 labs from the unit
are incomplete.
3 labs from the
unit are
incomplete.
More than 4
labs from the
unit are
incomplete.
1 or fewer errors
in complete
sentences,
spelling,
grammar, &
punctuation.
2 errors in
complete
sentences,
spelling, grammar,
& punctuation.
4 errors in
complete
sentences,
spelling,
grammar, &
punctuation.
5 or more
errors in
complete
sentences,
spelling,
grammar, &
punctuation.
Reflection
E
Article ^
Personal
Choice
Lab
Completio
n
(not **
labs)
Grammar
& Spelling
3 errors in complete
sentences, spelling,
grammar, &
punctuation.
1.0
/3
3.75
/15
3.75
/15
1.5
/6
1.0
/4
Total Score
/100
* If you do not mark (*) the 3 labs you wish to be graded and/or highlight them in your table of contents, the first 3
labs in your binder will be graded!*
^If you do not include a copy of your article, your score will be dropped by 1 point in the rubric (ex: you meet the
criteria for a “3” but have no copy of the article so you will earn a “2”)^
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Unit 7 Learning Targets: Population & Community Ecology
I can:
1. Use mathematical representations to calculate estimated population sizes:
a. Changes in population sizes (immigration, emigration, birth, death rates)
b. Population density and dispersion patterns
c. Quadrat method
d. Random sampling
e. Mark and recapture
2. Use mathematical representations to calculate biodiversity:
a. Simpson’s index
b. Shannon diversity index
3. Evaluate calculations of biodiversity and explain how they impact an ecosystem.
4. Explain how limiting factors affect carrying capacity of ecosystems.
5. Calculate carrying capacity using mathematical data and/or models.
6. Explain how changing conditions may result in a new ecosystem.
a. Primary succession
b. Secondary succession
7. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively
consistent numbers and types of organisms in stable conditions:
a. predator-prey
b. competition (competitive exclusion)
c. mutualism
d. parasitism
8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
reproduce.
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HHMI Click and Learn: African Elephants Case Study
The story of African elephants is a powerful case study of how science can inform conservation. It is important
to track how many elephants are left and where they live to help protect them. In this interactive, you will
explore the methods scientists use to survey elephants and learn about the current state of the elephant
population in Africa.
Go to: http://www.hhmi.org/biointeractive/survey-methods
PROCEDURE As you proceed through the interactive, follow the instructions and answer the questions in the
spaces provided USING COMPLETE SENTENCES.
1. Read the “Why Study Elephants” page and answer the following questions:
a. Elephants are considered to be a keystone species. What does that mean?
b. Name three elephant activities or functions that justify the term “keystone species” and describe how the
activity changes African ecosystems.
Elephant Activity
Change in Ecosystem
c. Why have elephant populations been declining for the past several decades?
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2. Biologists weigh the advantages and disadvantages of survey methods before choosing the appropriate
approach. Read through each of the survey methods within the “Where are They” and “How Many” sections
and use the table below to organize your thoughts.
Survey Type
Information
Gathered
Methods Used
Type of Count
(total or
sample/direct
or indirect)
Species Range
N/A
Individual
Range
N/A
Advantages
Disadvantages
Aerial Survey
Individual
Registration
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Survey Type
Information
Gathered
Methods Used
Type of Count
(total or
sample/direct
or indirect)
Advantages
Disadvantages
Acoustic
Surveys
Dung Transects
3. Read the “Population Change” section, watch the video and explore the map, then answer the following
questions:
a. Turn on the 1979 and 2007 range layers on the map. Describe the change in the range. Where did the
elephant range decrease, increase, or stay about the same?
b. In 1979, the estimated elephant population was 1.3 million and in 2007 it was 640,000. By approximately
what percentage did the elephant population decline over this time period? (Show your work.) How does this
compare to the change in range over this same time period?
c. Turn off the 1979 and 2007 range layers and turn on the 2016 trends layers. Based on the area surveyed,
where are the major hotspots of elephant decline? Where are elephant populations stable or increasing?
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Estimating Population Sizes
Introduction:
Scientists cannot possibly count every organism in a population. One way to estimate the size of a population is to
collect data by taking random samples. In this activity, you will look at how data obtained from random sampling
compares with data obtained by an actual count.
Objective:
● You will be expected to estimate the size of a sample population using the random sampling and mark-recapture
techniques.
● Be able to apply the technique to new population problems and compare the random sampling and markrecapture technique to other methods of population estimating.
Technique 1 – Random Sampling
A technique called random sampling is sometimes used to estimate population size. In this procedure, the organisms in
a few small areas are counted and projected to the entire area. For instance, if a biologist counts 10 squirrels living in a
200 square foot area, she could predict that there are 100 squirrels living in a 2000 square foot area.
Procedure:
The grid shown on the back of the page represents a meadow measuring 10 m on each side. Each grid segment is 1m x
1m. Each black circle represents one sunflower plant.
1.
2.
3.
4.
Tear a sheet of paper into 20 slips, each approximately 4cm x 4 cm.
Number 10 of the slips from 1 to 10 and put them in a small container.
Label the remaining 10 slips from A through J and put them in a second container.
Randomly remove one slip from each container. Write down the number-letter combination and find the grid
segment that matches the combination. Count the number of sunflower plants in that grid segment. Record this
number on the data table. Return each slip to its appropriate container.
5. Repeat step 4 until you have data for 10 different grid segments (and the table is filled out). These 10 grid
segments represent a sample. Gathering data from a randomly selected sample of a larger area is called
sampling.
6. Find the total number of sunflower plants for the 10 segment sample. This is an estimation based on a formula.
Add all the grid segment sunflowers together and divide by ten to get an AVERAGE number of sunflower plants
per grid segment. Record this number in the table. Multiple the average number of sunflower plants by 100 (this
is the total number of grid segments) to find the total number of plants in the meadow based on your sample.
Record this number in your data table.
7. Now count all the sunflower plants actually shown in the meadow. Record this number in the data table. Divide
this figure by 100 to calculate the average number of sunflower plants per each grid.
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Random Sampling Data
Grid Segment
(number - letter)
Actual Data
Number of Sunflowers
Total number of Sunflowers ______
(count by hand)
Average number of Sunflowers
(divide total by 100) Per grid _____
Total Number of Sunflowers
Average (divide total by 10)
Total number of plants in meadow
(multiply average by 100)
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Technique 2 – Mark and Recapture (the Lincoln-Peterson Index)
In this procedure, biologists use traps to capture the animals alive and mark them in some way. The animals are
returned unharmed to their environment. Over a long time period, the animals from the population are continued to be
trapped and data is taken on how many are captured with tags. A mathematical formula is then used to estimate
population size.
For example, suppose we caught and marked 100 animals in our first sample. In our second capture we caught 85 total
animals, and 15 had a mark on them. Then our estimation would read as followed:
N (population estimate) = (185) X (100)
(15)
N (population estimate) = 1233 animals
Technique 3 – Mark and Recapture (Schnabel Index)
The Lincoln-Peterson Index is great, but sometimes has a tendency to overestimate population size when recapture
rates are small and therefore a slight improvement to this technique is to use multiple marks and recaptures to estimate
population size. The Schnabel Index is described in the formula at the right:
where Mi = the total number of previously marked animals at time i, Ci = the number
caught at time i, and Ri = the number of marked animals caught at time i.
Don’t be scared, it’s not too complicated!
For example, suppose we caught and marked 100 animals in our first sample, captured
85 animals (15 marked and 70 unmarked) in a second sample, and then captured 105
animals (25 marked and 80 unmarked) in a third sample. We could then create the
following data table:
Table 3.1 Example of Schnabel Index Calculation
i
Ci
1
100
2
85
3
105
Ri
0
15
25
New marked
100
70
-
Mi
0
100
170
Note that Mi at time 1 is zero; this happens because we start this sampling with no marked animals. For each
subsequent time period, Mi is simply the sum of all previous values in the “New marked” column. From the above, we
can estimate population size as:
Note that had we sampled only two times, our population size estimate would be 567, so this value is dependent on the
number of samples taken.
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Lab Procedure Lincoln-Peterson Index
1. You will receive a bag that represents your population (beans, pennies, chips, or beads).
2. Capture 10 “animals” by removing them randomly from the bag.
3. Place a mark on them using tape or string.
4. Return the 10 marked “animals” to the container.
5. With your eyes closed, grab a small handful of the population. This is the recapture step. Record the number of “animals”
recaptured in total and the number that have a mark on them on the data table.
6. Return the “animals” to the bag and repeat. Do 4 recaptures.
7. When the 4 recaptures are completed, enter the totals on the data tab.
Mark-Recapture Data
Trial Number
Number Captured
Number Recaptured with mark
1
2
3
4
Total:
Estimation of population using the Lincoln-Peterson Index (Show Math):
Lab Procedure Schnabel Index
1. You will receive a bag that represents your population (beans, pennies, chips, or beads).
2. Capture 10 “animals” by removing them randomly from the bag.
3. Place a mark on them using tape or string.
4. Return the 10 marked “animals” to the container.
5. With your eyes closed, grab a small handful of the population. This is the recapture step. Record the number of “animals”
recaptured in total and the number that have a mark on them on the data table.
6. Before returning the “animals” to the bag, mark all unmarked “animals” and repeat. Do 4 recaptures.
7. When the 4 recaptures are completed, enter the totals on the data tab.
Estimation of population using the Schnabel Index (Show Math):
Count the actual number of beans in your bag: _________
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Analysis
1. Compare the total number you got for sunflowers from the RANDOM SAMPLING to the ACTUAL count. How
close are they? Did you overestimate or underestimate?
2. Compare the total number you got for “animals” from the MARK-RECAPTURE (Lincoln-Peterson) to the ACTUAL
count. How close are they? Did you overestimate or underestimate?
3. Compare the total number you got for “animals” from the MARK-RECAPTURE (Schnabel) to the ACTUAL count.
How close are they? Did you overestimate or underestimate?
4. Population sampling is usually more effective when the population has an even dispersion pattern. Clumped
dispersion patterns are the least effective. Explain why this would be the case.
5. In a forest that measures 5 miles by 5 miles, a sample was taken to count the number of silver maple trees in the
forest. The number of trees counted in the grid is shown below. The grids where the survey was taken were
chosen randomly. Determine how many silver maple trees are in this forest using the random sampling
technique. SHOW WORK to get credit.
7
3
5
11
9
6. Given the following data, what would be the estimated size of a butterfly population in Wilson Park?
A biologist originally marked 40 butterflies in Wilson Park. Over a month long period butterfly traps caught 200
butterflies. Of those 200, 80 were found to have tags. Based on this information, what is the estimated
population size of the butterflies in Wilson Park? SHOW WORK to get credit. Use the Lincoln-Peterson Index.
13 | Page
Determining Population Density and Dispersion
Background:
The task of taking an inventory of the different kinds of organisms and their population sizes in an environmental site
can be very difficult, especially if the area is teeming with life. Since it would be impractical, if not impossible, to count
each individual organism in a large area, ecologists randomly choose small portions of the whole area and classify and
count the organisms in each small portion. They can then estimate the size of each population in the larger community.
This process is called the quadrat method.
The goal of the quadrat method is to estimate the population density of each species in a given community. Population
density is the number of individuals of each species per unit area. Small square areas, called quadrats, are randomly
selected to avoid choosing unrepresentative samples. Once the population densities for all quadrats are determined, the
population size within the larger area can be estimated using the following formula:
N = (A/a) * n
Where,
N = the estimated total population size
A = the total study area
a = the area of the quadrat
n = the number of organisms per quadrat
Procedure Part 1:
1) Select, at random, an area within the site to be your first 1 m2 quadrat as directed by your instructor.
2) Identify 1 species of plant within your quadrat. Record the population size of this plant species in the data table.
Data Table:
Species
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Average (n)
Using the data above, calculate the estimated total population size (N) of the organism below:
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To determine the dispersion of a population, specific locations must be identified within the quadrat. In the three
examples below, various organisms were marked on a sub-quadrat and tallied. The resulting graphs identify patterns
found in the three types of dispersion.
Random dispersion: a standard curve is shown in the percentage of individuals per sub-quadrat
Uniform dispersion: a specific number is found in ~100% of the sub-quadrats
Clumped dispersion: large numbers are found in some of the sub-quadrats but a large % of sub-quadrats will be empty
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Using the sub-quadrat provided below; fill in the data table, construct a graph, and identify the population dispersion.
Procedure Part 2:
1) Select, at random, an area within the site to be your first 1 m2 quadrat as directed by your instructor.
2) Identify 1 species within your quadrat.
3) Record the population size and sub-quadrat locations of this species.
4) Move the quadrat to another location and repeat step 3.
Species
Quadrat 1
Quadrat 2
Quadrat 3
Quadrat 4
Quadrat 5
Quadrat 6
Average (n)
Using the data above, calculate the estimated total population size (N) of the organism below:
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Using the data from the previous 6 quadrats; construct a data table, graph, and identify the population dispersion.
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Analysis Questions:
1. Draw an aerial (birds eye view) diagram of the site location showing the dimensions used to estimate the total
area:
2. Which pattern of distribution most accurately estimates population sizes and why?
3. Why do scientists use estimation techniques to determine population sizes?
4. What are some of the limitations to estimation techniques?
5. How does the dispersion of a population limit the size of the population?
6. Identify a natural phenomenon which would result in random dispersion.
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Measuring Species Diversity (Simpson Index)
Richness vs. Evenness
There are two basic ways to measure species diversity. The first, species richness, is simply the number of
species per sample. Species richness as a measure on its own takes no account of the number of individuals of
each species present. It gives as much weight to those species which have very few individuals as to those
which have many individuals. Thus, one daisy has as much influence on the richness of an area as 1000
buttercups.
Evenness is a measure of the relative abundance of the different species making up the richness of an area.
To give an example, imagine two different fields for wildflowers. The sample from the first field consists of 300
daisies, 335 dandelions and 365 buttercups. The sample from the second field comprises 20 daisies, 49
dandelions and 931 buttercups (see the table below). Both samples have the same richness (3 species) and the
same total number of individuals (1000). However, the first sample has more evenness than the second. This is
because the total number of individuals in the sample is quite evenly distributed among the three species. In
the second sample, most of the individuals are buttercups, with only a few daisies and dandelions present.
Sample 2 is therefore considered to be less diverse than sample 1.
Numbers of individuals
Flower
Species
Sample 1
Sample 2
Daisy
300
20
Dandelion
335
49
Buttercup
365
931
Total
1000
1000
Simpson's Diversity Index
Simpson's Diversity Index is a measure of species diversity, often used to quantify the biodiversity of a habitat.
It takes into account the richness (number of species present), as well as the evenness (relative abundance) of
each species.
*The value of D ranges between 0 & 1; 1 represents infinite diversity and 0, no diversity; in other words, the
larger the value of D, the more diverse the ecosystem.
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Part I: Practice Calculating Simpson’s Index of Diversity
The following table shows the numbers of each species of organism that were caught in a stream in Sweden in
1992 and in 2001. A new factory was built beside the stream in 1994. Calculate the Simpson index for each
year and determine whether the factory affected the diversity of the stream.
Species
1992
numbers (n)
Mayfly
8
16
Dragonfly
5
0
Caddis fly
4
0
Stonefly
4
0
Pond skater
3
13
Water louse
2
8
Water mite
1
0
Flatworm
4
0
Roundworm
3
0
Leech
1
0
Annelid
2
0
Snail
4
2
Mussel
1
0
Water beetle
0
3
Stickleback
0
8
Water boatman
0
7
Damsel fly
0
6
N=
1992
n(n-1)
Σ n(n – 1) =
2001
numbers (n)
N=
2001
n(n-1)
Σ n(n – 1) =
Totals
20 | Page
What is the Simpson’s Index of Diversity for the stream in 1992? (Show work!)
What is the Simpson’s Index of Diversity for the stream in 2001? (Show work!)
Part II: Collect Data and Calculate Simpson’s Index of Diversity
We will use the Simpson’s Index of Diversity to compare the species diversity (different manufacturers of cars) of two
ecosystems (student vs. faculty parking spaces).
Before you do the survey:
Predict which parking lot (faculty or student) you expect to be most diverse and explain why.
Procedure:
1. Organize your team so that you collect your data as quickly as possible. Count at least 40 cars in each lot and record
your data in the data table on the next page.
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Data Table – Faculty & Student Lots
Automobile Manufacturer
Faculty Number (n)
Faculty
n(n-1)
Student Number (n)
Student
n(n-1)
Σ n(n – 1) =
N=
Σ n(n – 1) =
Acura
Audi
BMW
Buick
Cadillac
Chevy
Chrysler
Dodge
Ford
GMC
Honda
Hummer
Hyundai
Jeep
Lexus
Lincoln
Mazda
Mercedes
Mercury
Mitsubishi
Oldsmobile
Plymouth
Saturn
Toyota
Volvo
Volkswagen
N=
Totals
22 | Page
2. Calculate the Simpson Diversity Index for both the faculty lot and the student lot. Show your calculations here:
Faculty Lot
Simpson’s Index of Diversity:
Student Lot
Simpson’s Index of Diversity:
Questions:
1.
Identify the parking lot that was the most diverse. Based on your observations during the lab, explain why your
prediction was supported or not supported.
2.
Identify the single most abundant species in each set of data. Why might this species be the most abundant?
3.
If you conducted this survey at a mall parking lot, would the Simpson’s Index of Diversity be higher or lower
compared to the school lots? Why?
23 | Page
4.
Create a bar graph showing the diversity of the 2 parking lots. Be sure to include a title and label both axes!
Title: __________________________________________________________________________________
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Gorongosa: Measuring Biodiversity (Shannon Index)
INTRODUCTION
Gorongosa National Park is a 1,570-square-mile protected area in Mozambique. Decades of war, ending in the
1990s, decimated the populations of many of Gorongosa’s large animals, but thanks to a large-scale
restoration effort some are now rebounding. Gorongosa’s researchers are working to discover and catalog
animal species in Gorongosa in order to track their recovery using remote trail cameras. To fulfill the
restoration goals of Gorongosa, it is important for biologists to collect data on the current status of
biodiversity in the park. Biodiversity can be defined simply as the variety of life, but biodiversity can be studied
at many levels, including genetic diversity, species diversity, and ecosystem diversity. High biodiversity is an
indicator of ecological resilience, or the ability of an ecosystem to resist change or recover from disturbances.
E.O. Wilson has championed the importance of assessing biodiversity and supports the work of conservation
scientists like those working in Gorongosa National Park. The high biodiversity of organisms found in
Gorongosa is due, in part, to the different vegetation types, which characterize habitats, including grassland,
limestone gorges, and savanna/woodland. Because biodiversity cannot easily be captured in a single number,
there are various indices, or measurements, that when examined together provide a more comprehensive
picture of biodiversity. In this activity you will calculate and analyze richness, Shannon diversity index, and
evenness to compare the biodiversity of different habitats in Gorongosa using real data captured by trail
cameras.
PROCEDURES AND QUESTIONS
Part 1: Introduction to Diversity Indices
Before measuring biodiversity using a large data set, like the trail camera data, you will be introduced to
calculating richness, evenness, and the Shannon diversity index by hand using a small sample data set.
Richness (S) is the total number of species in an ecosystem. Richness does not take into account the number
of individuals, proportion, or distribution of each species within the ecosystem.
1. Based on the species list below, what is the richness of this ecosystem? Species: Wildebeest, Warthog,
Elephant, Zebra, Hippo, Impala, Lion, Baboon, Warbler, Crane
S = _______________________________________
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Richness alone misses an important component of species diversity: the abundance (number of individuals) of
some species may be rare while others may be common. The Shannon diversity index (H) accounts for species
abundance by calculating the proportion of individuals of each species compared to the total number of
individuals in the community (Pi).
H = -SUM (Pi * ln(Pi))
Where:
Pi = species abundance/total abundance in the community
ln = natural log
For most ecosystems, the value for H ranges from 1.5 to 3.5, with the higher score being the most diverse.
2. Using the table below, calculate the total abundance in the community and the Pi value for each species.
Next, calculate the natural log of Pi for each species (ln(Pi)) and then multiply the two columns to calculate Pi *
ln(Pi). Limit your numbers to 3 decimal places.
3. Calculate H by adding each of the values in the Pi * ln(Pi) column of the table above and taking the negative
of that value.
H = ___________________________________________
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Evenness (E) is a measurement to compare the abundances of each species in the community. Communities where the
abundance of each species are more evenly represented are considered more diverse than communities where a few
species are very common and other species are very rare. Low values indicate that one or a few species dominate, and
high values indicate that all of the species in a community have similar abundances. Evenness values range from 0 to 1,
with 0 signifying low evenness and 1, complete evenness.
E = H/HMAX
Where:
H = Shannon Diversity Index
HMAX = the highest possible diversity value for the community (calculated by ln(richness))
4. Use the richness value you calculated in question 1 to calculate HMAX.
HMAX = ln(richness)) = ___________________________________________
5. Use the Shannon diversity index value you calculated in question 3 and the HMAX value you calculated in question 4
to calculate E.
E = H/HMAX = __________________________________________________
Part 2: Vegetation Types
Open the Gorongosa Interactive Map (http://www.hhmi.org/biointeractive/gorongosa-national-park-interactive-map)
and turn on the vegetation layer and the limestone gorge layer. Read about each of the different vegetation types within
the park.
6. Predict which vegetation type will have the greatest biodiversity. What information did you use to make your
prediction?
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Part 3: Measuring Biodiversity in Gorongosa
Your instructor will demonstrate how to access and download data from the WildCam Lab (lab.wildcamgorongosa.org).
Open the spreadsheet that you downloaded and also open the spreadsheet tutorial that was provided. Copy all of the
columns from your data spreadsheet and paste them into the “Data” tab of the spreadsheet tutorial. Open the “Species
Richness” tab in the tutorial and read the instructions for making a pivot table, which will produce a list of species within
each vegetation type as well as their abundance.
7. Complete Parts 1 and 2 of the “Species Richness” tab. What are the two variables that you are using to group the
data?
8. Complete part 3 of the “Species Richness” tab to calculate richness for each vegetation type. Record the values below.
9. Which vegetation type in Gorongosa has the greatest species richness? Propose a possible explanation for differences
in species richness from one vegetation type to another.
10. Calculate the Shannon diversity index for the three vegetation types by completing parts 1 through 4 on the
“Shannon Diversity Index” tab. Record the values in the table below.
11. Is there a relationship between the Shannon diversity index and the richness for each vegetation type? Explain your
reasoning.
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12. Calculate the evenness for the three vegetation types by completing parts 1 and 2 on the “Evenness” tab. Record the
values in the table below.
13. Is there a relationship between the evenness and richness for each vegetation type? Explain your reasoning.
Part 4: Interpreting Diversity Indices
14. Based on the calculations you performed, which vegetation type has the overall greatest diversity? Use evidence
from the data to support your claim.
15. What additional information would be valuable for analyzing the diversity of the different vegetation types that can’t
be captured in trail camera photos?
16. In ecology, resilience is defined as the ability of an ecosystem to resist change or recover from a disturbance quickly.
Which vegetation type do you predict would have the greatest resilience? What evidence supports this claim?
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17. An ecological niche is the function of an organism in its environment, which includes the conditions under which it
can live, what resources it uses, and how it reproduces. Use the concept of ecological niche to explain the difference in
richness from the grassland to the savanna/woodland vegetation type.
18. Use the interactive map to see how much human activity exists in each vegetation type. How might human activities
influence the amount of biodiversity in different vegetation types in Gorongosa?
19. How might biologists in Gorongosa use the diversity indices you calculated to inform their restoration efforts?
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Limiting Factors
Why haven’t certain populations of organisms taken over the world? Something must prevent them from being too
successful in their environment. This is better known as limiting factors; the following activity will allow you to become
versed in limiting factors and their impacts on population sizes.
Part I: Webquest http://www.nhptv.org/natureworks/nwep12a.htm
Use the link above to access a website exploring limiting factors. Then answer the following six questions based on the
reading.
1. What is a limiting factor?
2. List 4 examples of limiting factors described in the reading and label each if it would be considered an abiotic or
biotic limiting factor.
3. Do limiting factors always decrease a population? Explain using the term competition in your answer (make sure to
underline it).
4. Can humans be a limiting factor? Explain using a specific example from the reading.
5. Use the term limiting factor in your answer (make sure to underline it), explain why there are so many white-tailed
deer.
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6. What is carrying capacity? What is competition? Define them, and then interpret the graph to describe the
relationship between competition, limiting factors and carrying capacity.
Part II: Case Study
Read pages 34-36 about limiting factors and the Yellow Perch in Lake Winnipeg. After you read it, answer the questions
below.
1. Explain the difference between density independent and density dependent limiting factors.
2. From the article “Yellow Perch in Lake Winnipeg,” identify and describe 5 of each type of limiting factor in the table
below.
Density Independent Limiting Factors
Density Dependent Limiting Factors
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
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3. Each of the statements below involves a situation that will affect the growth of a population. Classify the
statements as density dependent or density independent AND give a reason for your choice.
a. Rainbow smelt and yellow perch attempt to occupy the same area. The more aggressive smelt survive; the perch do
not.
b. A severe flood brings a lot of sediment and silt into Lake Winnipeg. The turbidity of the lake increases greatly.
c. A drought decreases the water level in Lake Winnipeg. The carrying capacity of the lake decreases.
d. Due to the introduction of rainbow smelt, Lake Winnipeg becomes crowded and some fish species do not survive.
e. Since northern pike prey on yellow perch, an increase in the perch population causes an increase in the pike
population.
f.
Many fish die due to an increase in water temperature.
g. Due to over-fishing, the number of walleye in Lake Winnipeg decreases.
h. A population is growing quickly when parasites cause disease to spread quickly.
i.
Since lake sturgeon migrate long distances to spawn, many do not survive the trip.
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LIMITING FACTORS CASE STUDY
KEY TERMS:
- natural disasters: disasters caused by nature
- density: organisms per unit area
- toxic: poisonous
- tailraces: area of water located behind a dam
- aquatic: taking place in or on the water
- penetrate: to enter or force a way into
- depletion: the use or consumption of a resource
- turbid: degree of cloudiness of water
- tributaries: a stream that flows into a larger stream or other body of water
- invasive: moves in without right or permission, intrusive
LIMITING FACTORS
All living things need food, water, shelter and space to survive. As long as organisms have all of these things available to
them their population will continue to grow. However, populations cannot grow forever. Some form of environmental
resistance will stop the population’s growth. The form of environmental resistance is called a limiting factor since it
limits the population. However, limiting factors may also increase a population. We will look at many different limiting
factors and classify them into density independent factors and density dependent factors.
DENSITY INDEPENDENT FACTORS
Density independent factors can affect a population no matter what it’s density is. For example: natural disasters,
temperature, sunlight, human activities, physical characteristics and behaviors of organisms affect any and all
populations regardless of their densities.
●
●
●
●
●
●
Natural disasters such as droughts, floods, hurricanes and fires can be devastating to aquatic life. For example, a severe
drought could lower the water levels of Lake Winnipeg and decrease its carrying capacity. Thus, the fish population
would decrease.
Temperature influences the activity and growth of organisms. Temperature also determines which type of organisms
can live in a lake. Usually, the higher the water temperature, the greater the activity in a lake. However, all aquatic
species have a preferred temperature range. If temperatures vary too much out of this range the species will either die
or move to a different location. Temperature also influences the chemical properties of water. The rate of chemical
reactions in the water increases as temperature increases. For example, warm water holds less oxygen than cool water,
so even though there is more activity in warm water there may not be enough oxygen for the activity to continue for
long periods of time.
Sunlight can only penetrate to a depth of 30 meters in water. Thus most photosynthesis in aquatic environments occurs
near the surface. This means that most plants cannot grow if they are at the bottom of a deep lake.
Human activities can also affect population dynamics. For instance, lake sturgeon spawn in fast water and sometimes
use the “tailraces” of hydroelectric dams. However, the water level in this location often drops suddenly and the eggs die
because they become exposed.
Physical characteristics of organisms can affect their population. Many organisms have adapted and evolved in order to
increase their chance of survival. For example, some species of fish have colored markings to warn predators that they
may be toxic. Or, some species use camouflage colors to help them hide and avoid being eaten.
Behaviors of organisms can also affect their population. For example, some species migrate to find new food sources or
to mate. Some organisms create societies or feeding territories. For instance, white bass live in schools and work
together to drive emerald shiners to the surface for feeding. Some species may have mating or courtship behaviors that
affect their population.
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DENSITY DEPENDENT FACTORS
Density dependent factors can only affect a population when it reaches a certain density. For example, competition,
predation, disease, parasitism, crowding, and stress are all factors that only affect populations with high densities.
●
●
●
●
●
●
Competition can occur between many organisms that live in the same habitat. Resources are limited in a habitat so
organisms must compete for food, water, space, and shelter. For example, both northern pike and walleye prey on yellow
perch and so they compete for the same food source. However, this competition is only apparent when the populations of
northern pike and walleye have high densities OR the population of yellow perch has a low density.
Predation occurs when the population density of predators is high. The predators will consume their prey and increase
their own population. However, the population of the prey will decrease. On the other hand, the lack of predation (when
the population density of predators is low) will cause problems for the prey’s population. When there are few predators,
the prey population increases very quickly and this can lead to the depletion of resources and increase disease.
Disease in a population increases with the density of that population. High densities make it easier for parasites to find
hosts and spread the disease.
Parasitism is a relationship in which one species benefits at the expense of the other. A parasite is an organism that lives
in or on another organism (called a host) to get nourishment. While the parasite benefits from this relationship the host is
harmed or killed.
Crowding only occurs at high densities. Overcrowding can cause depletion of resources, disease and stress.
Stress usually has a negative effect on populations. Stress can make organisms weak and more prone to disease.
See next page to read about Yellow Perch in Lake Winnipeg →→
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YELLOW PERCH IN LAKE WINNIPEG
Located 217 m above sea level, Lake Winnipeg is a shallow lake composed of two basins: a wide north basin and a
narrow south basin. On average, Lake Winnipeg is only 12 meters deep and receives 517 mm of precipitation annually.
Lake Winnipeg provides a habitat for over 50 different species of fish including yellow perch, chestnut lampreys and
rainbow smelt.
Yellow perch prefer water that has little current. They can tolerate moderate tubidity. Also, they prefer a
temperature range of 18 to 20 degrees Celsius. If the temperature of the water varies too much above this range,
yellow perch will either move to a new location or die.
Yellow perch spawn in May or early June when water temperatures are above 6 degrees Celsius. First, they
migrate to tributaries and then several males attend a female while she releases her eggs.
Yellow perch can grow to 302 mm in length. Their lifespan is approximately 9 years. If there is a lack of resources or
too many of them (over-population), yellow perch adapt by stunting. This means that instead of starving, they simply do
not grow as large as normal. Thus, they are able to live off less food.
Yellow perch feed in mid-water or on the bottom of Lake Winnipeg. They eat a wide variety of invertebrates, and fish
such as emerald shiners. The eyes of yellow perch allow them to see almost 360 degrees around them. Thus, they are
better able to spot their prey and evade predators.
In Lake Winnipeg, yellow perch are eaten by northern pike and walleye. They are also caught for food by
commercial fishers and anglers.
Chestnut lampreys are also found in Lake Winnipeg. Lampreys are parasitic fish that attach to other species of fish
(such as yellow perch) to feed on their blood and tissues.
Recently, rainbow smelt have been introduced into Lake Winnipeg. Rainbow smelt are a very invasive and competitive
species. They have been thought to have caused a decrease in the emerald shiner population.
Lake Winnipeg provides a home for many species of fish. However, a severe drought could disrupt this ecosystem
greatly. Lake Winnipeg’s water level would drop, the temperature could change and it could become more turbid.
Thus, the carrying capacity of the lake would change. But, in its current condition, Lake Winnipeg is an excellent habitat
for many species of fish.
36 | Page
Forest Carrying Capacity Lab
Objective: To develop an understanding of the concept of carrying capacity in relation to a particular ecosystem.
Background:
An ecosystem can be as small as a drop of water or as large as the entire Earth.
The productivity of an ecosystem limits its carrying capacity, that is, the mass of
living organisms that the ecosystem can support. The carrying capacity of the
Earth usually refers to its ability to support human life, because it is the human
population that is currently undergoing explosive exponential growth. But the
carrying capacity can be applied to any life form and to any part of the biosphere,
such as the number of deer that can be supported by an oak forest. As any
population increases in size, the same resources must be shared by a greater and
greater number of individuals. The decreasing supply of resources may lower the population’s birth rate, increase its
death rate, or both – until birth and deaths are in balance. At that point of balance, and as long as the resource supply
remains constant, the population should stabilize at some equilibrium size. Ecologists call this balance point of a
population’s equilibrium the carrying capacity of the environmental system inhabited by that particular species.
Ecologists use the term carrying capacity to define the maximum population of a particular species that a given area of
habitat can support over a given period of time. The ecological principles that govern a habitat’s carrying capacity are
the same for all species. A sustainable supply of resources – including nutrients, energy, and living space – defines the
carrying capacity for a particular population in a particular environmental system.
Acorns, produced by oak trees, are a favorite food for deer, as well as for squirrels, jays, quail, crows, woodpeckers,
raccoons, rabbits, and foxes. In areas with mild winters, acorns may be available for 8 months of the year and constitute
about 75% of the diet of deer. Acorns are higher in fat and easily-digested
carbohydrates than other food sources, such as leaves, twigs, small green plants, and
fungi. In areas with hard winters, reproductive success of deer decreases with greater
snow cover, when acorns may be harder to find. Deer have reduced birth weights and
lower survival of fawns when acorns are less available. In areas with mild winters, such
as the southeastern United States, deer appear to be better able to survive years of
low acorn production by shifting to other foods.
In this activity, you will create a model of an oak forest and estimate the number of
deer that can be supported by the forest. This is modeled after a forest in Virginia
which covers 19,535 acres (metric equivalent = 7906 hectares).
Procedure:
1. Use the data in the table, "Acorn Yield Per Year" to make a graph of acorn yield in kilograms (Y-axis) versus
diameter at shoulder height (centimeters) for the five species of oak.
2. Using the information in Table 1: "Oak Species in Virginia" and Table 2: "Acorn Yield Per Year," answer the
discussion questions, showing all work.
37 | Page
Data:
Table 1: Oak Species in Virginia
Common Name
Scientific Name
Habitat
White Oak
Post Oak
Blackjack
Spanish Oak
Water Oak
Quercus alba
Quercus stellata
Quercus marilandica
Quercus falcata
Quercus nigra
dry or moist woods
dry soil
dry, barren soils
woods
coastal plain
Table 2: Acorn Yield Per Year (kilograms)
Oak Species
Diameter (cm)
10
15
20
25
30
35
40
45
50
55
60
65
White Oak
--------0.2
1.2
2.2
3.2
4.2
5.2
6.2
7.2
8.2
9.2
Post Oak
0.3
0.6
1.0
1.3
1.6
1.9
2.3
2.6
3.0
3.3
3.6
4.0
Blackjack
------------0.8
1.5
2.2
3.0
3.7
4.6
5.2
5.9
6.7
Spanish Oak
--------0.5
1.4
2.3
3.2
4.1
5.0
5.9
6.7
7.6
8.5
Water Oak
--------0.7
1.8
3.1
4.2
5.4
6.6
7.8
9.0
10.1
11.3
Please note: Blank cells in the table mean no data available.
Results:
Graph the data from table 2. Include the following: use a different color pencil for each line and label what each line
represents; label the x and y-axis; include proper units for each axis; give the graph a title.
Title: ______________________________________________________________________________________________
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Questions: (Answer in complete sentences)
1. What type of forest (species and diameter) of oak tree will yield a maximum supply of acorns?
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6. What is the relationship between diameter of oaks height and acorn production? If information were available
for trees greater than 65 centimeters in diameter, what would you predict for their acorn production? Why?
7. Based on the information about the oak species in TABLE 1, make a hypothesis about why some species produce
greater acorn yields than others? In other words, what is necessary to produce a high acorn yield?
40 | Page
8. Is it realistic to assume that the forest will be made up of only one species of oak? Why or why not? If the forest
was made up of a variety of the oak species in TABLE 1, how would this affect the carrying capacity?
9. How would the presence of other animals that eat acorns from the ground affect the number of deer the forest
can support?
10. Squirrels are more dependent upon acorns as a food source than are deer; that is, they have fewer alternative
food supplies. How might a high density of deer in an area affect the population of squirrels?
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ECOLOGICAL SUCCESSION INTERNET ACTIVITY
Start the activity by going to: http://www.mrphome.net/mrp/succession.swf
Procedure: SUCCESSION
1. Using the first tab labeled “Succession”, define what succession is below:
Procedure: PRIMARY SUCCESSION
1. Now choose the tab labeled “Primary Succession”
2. Using the “Temperature and Rainfall” slider control, select “LOW” temperature and then watch the animation.
3. What creates the island at the very beginning (re-run the animation if necessary)?
4. What happens with TOPSOIL and NUTRIENTS as time passes?
5. IN ORDER OF SUCCESSION, describe the sequence of ecological changes that take place on island:
1.
2.
3.
4.
5.
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6. How much TIME does this PRIMARY SUCCESSION take when temperature and rainfall are LOW?
7. Fill in the blanks: After succession, ____________ account for most of the vegetation on the island, leaving some
____________, _____________, ______________ and other plant life near the shore.
8. Now set the “Temperature and Rainfall” slider to MEDIUM and then watch the animation.
9. How much TIME does this PRIMARY SUCCESSION take when temperature and rainfall are MEDIUM?
10. Now set the “Temperature and Rainfall” slider to HIGH and then watch the animation.
11. How much TIME does this PRIMARY SUCCESSION take when temperature and rainfall are HIGH?
12. The volcanic island is solid rock. Where does “brown soil” come from? Hint: think HUMUS (google this if you need to)
13. After Primary Succession is complete, how are the organisms ARRANGED on the island? In other words, where
would you find them as you came ashore from the water and climbed to the peak of the island?
Peak
Ocean
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Procedure: SECONDARY SUCCESSION
1. Choose the tab labeled “Secondary Succession”
2. Click the arrow to start the fire in the forest. This will trigger SECONDARY succession.
3. How are the TOPSOIL and NUTRIENTS changing during this secondary succession? What explanation can you give for
why there is a difference from primary succession?
4. IN ORDER OF SUCCESSION, describe the sequence of ecological changes that take place after the fire:
1.
2.
3.
4.
5.
5. Explain how PRIMARY and SECONDARY succession compare when it comes to the amount of TIME it takes and the
development of TOPSOIL and NUTRIENTS in the ecosystem? Give reasons why they are different.
6. Now choose the “Quiz” tab and take the first quiz on Primary Succession – (only 2 errors allowed). Use #12 to help
you!
7. Now take the second quiz on Secondary Succession and RECORD the correct results below.
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Ecological Interactions Activity
Background
A niche is the way of life of a species, or its role in an ecological community (what it eats, where it lives, how it interacts
with other species, etc). For example, the niche of a honey bee is the time of day it is active, the type of flowers it gets
nectar from, the temperature range it can survive, where it builds its hive, which other species it interacts with, and how
it interacts with those other species (mutualism, parasitism, commensalism, etc). Another way of thinking about a niche
is that it is the sum of the biotic (living) and abiotic (non living) resources that a species uses.
Species do not live by themselves—they live in ecological communities and are constantly interacting with other species.
Something that affects one species will impact all the other species it interacts with. For example, if a frog species goes
extinct in a community, then the snakes that usually eat it will have to find another food source or they will go extinct as
well. And since there are no more frogs left to eat the moths, the moth population might increase so dramatically that it
becomes out of control and eats all of the plants in the community, leaving no food for other plant eaters.
Species can have many different types of interactions with each other, some interactions help both species, some help
just one of the species, and some can be negative for one or both of the species. All of these interactions are needed to
maintain balance in an ecosystem. Symbiosis means “to live together,” and happens when two species have a close
relationship with each other. Interactions that fall under the category of symbiosis are mutualism, parasitism, predation,
competition and commensalism.
Mutualism is a type of interaction where both species benefit each other. For example, bees and flowers have a
mutualistic relationship. The flowers need to bees to pollinate them so their seeds can be fertilized. Bees need flowers
to make honey for their hives.
Parasitism is an interaction that harms one species and benefits the other species. A parasite lives on or in a host
organism. For example, tarantula wasps lay eggs in tarantulas. This benefits the wasps because the larvae eat the
tarantula’s tissues, killing the tarantula.
Other types of interactions that harm one species and benefit the other are predation (where a predator eats its prey)
and herbivory (where the consumer eats a plant species).
Competition is an interaction that harms both species. Two species are competing for a limited resource. This reduces
the fitness of one or both of the species. For example, hyenas chase away vultures that are trying to eat the remains of
the same zebra.
Commensalism is an interaction that benefits one species and does not affect the other species at all. For example,
while cattle graze in fields they unintentionally stir up insects that were resting in the grass. Cattle egrets follow the
cows’ paths and eat these insects. The egrets benefit because cows help them find food. The cows are not benefited or
harmed by the egrets.
Some species are generalists, meaning they can eat many different types of foods. Raccoons are generalists, since they
can eat many different foods such as eggs, bugs, nuts, birds, and berries. Other species are specialists, meaning they eat
only a certain type of food. Koalas are specialists, since almost their entire diet is eucalyptus leaves.
45 | Page
Pre-Lab Questions
1. A niche is: ____________________________________________________________________
2. Symbiosis means _________________________________ and happens when two species have
_____________________________________________________.
3. Complete the table below:
4. A generalist is a species that can eat many different types of foods. For example, raccoons eat many things,
including human garbage! List another example:
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5. A specialist is a species that eats only a certain type of food. For example, koalas
only eat eucalyptus plants. List another example:
Activity Instructions
Each person in your group represents a different species (Species A, Species B, and Species C), so each person gets a
different stack of cards. Don’t let anyone else see the instructions on your card, or they’ll have a better chance of
beating you!
1. Put the bowl of M&Ms in the center of your group, and give each group member a spoon.
2. Use the spoon to collect M&Ms—only one at a time.
3. Leave your cup on the table, not in your hand. No cup guarding!
4. At the end of the round, count how many M&Ms you collected, fill out the table, and answer the related
questions.
5. Then, put all of your M&Ms back into the community bowl for the next round and repeat for rounds 2, 3, and 4.
1. Which two species occupied the same niche in this community? How do you know?
2. Which ecological relationship does…
a) …Species A and Species B have? (mutualism / parasitism / competition / commensalism / none)
b) …Species A and Species C have? (mutualism / parasitism / competition / commensalism / none)
c) …Species B and Species C have? (mutualism / parasitism / competition / commensalism / none)
3. Why will two species not be able to occupy the same niche in a community for very long?
4. Was your species a generalist or a specialist? Why?
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5. Which ecological relationship does…
a) …Species A and Species B have? (mutualism / parasitism / competition / commensalism / none)
b) …Species A and Species C have? (mutualism / parasitism / competition / commensalism / none)
c) …Species B and Species C have? (mutualism / parasitism / competition / commensalism / none)
6. Was your species a generalist or a specialist? Why?
7. Which ecological relationship does…
a) …Species A and Species B have? (mutualism / parasitism / competition / commensalism / none)
b) …Species A and Species C have? (mutualism / parasitism / competition / commensalism / none)
c) …Species B and Species C have? (mutualism / parasitism / competition / commensalism / none)
48 | Page
8. Which ecological relationship does…
a) …Species A and Species B have? (mutualism / parasitism / competition / commensalism / none)
b) …Species A and Species C have? (mutualism / parasitism / competition / commensalism / none)
c) …Species B and Species C have? (mutualism / parasitism / competition / commensalism / none)
Analysis Questions
9. If the environment changed suddenly, for example because of climate change, do you think generalist or specialist
species would be better able to adapt and avoid going extinct? Why?
10.What would happen if a new invasive species came into your ecosystem that ate blue, red, and orange M&Ms and
was better at collecting food than all three of your species?
11.Using what you have learned about ecological interactions, think an example of each interaction in which humans are
involved:
a. Competition: ________________________________________
b. Parasitism: __________________________________________________
c. Mutualism: ______________________________________________________
d. Commensalism: __________________________________
12.“All populations living together within a community interact with one another and with their environment in order to
survive and maintain a balanced ecosystem.” Do you agree with this statement? Why or why not?
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Community Interactions: The Wolves & Moose of Isle Royale
Isle Royale National Park is located 24 km off the coast of Minnesota in Lake Superior. This 535 km 2 island became
habitable ~10,000 years ago when the last glacier of North America retreated into the arctic. However, due to the
isolated nature of this island, immigration of mammals was minimal. It wasn’t until the early 1900’s that a few moose
swam to the island.
For ~50 years the moose population thrived in this predator free, boreal forest ecosystem. However, in the harsh winter
of 1949, a pair of wolves wandered across an ice bridge that connected the island to the mainland. The wolves became
the primary predator of the moose, and the moose the primary prey of the wolves. The following spring, the ice bridge
melted isolating the wolves and moose together. Since that time, populations of both species have fluctuated through
a unique predator-prey relationship.
Scientists began collecting ecological data in 1958 and continue researching to this day. Below is a sample of their actual
data. Graph the data on the following page (2 lines, use both y-axes for populations, x-axis for year).
Table 1: Wolf & Moose Population Sizes on Isle Royale
year
# of moose
# of wolves
year
# of moose
# of wolves
1968
1000
22
1991
1313
12
1969
1150
17
1992
1590
12
1970
966
18
1993
1879
13
1971
674
20
1994
1770
17
1972
836
23
1995
2422
17
1973
802
24
1996
1163
22
1974
815
30
1997
500
24
1975
778
41
1998
699
14
1976
641
43
1999
750
25
1977
507
33
2000
850
29
1978
543
40
2001
900
19
1979
675
42
2005
540
30
1980
577
50
2008
700
23
1981
570
30
2009
510
24
1982
590
13
2012
750
9
1983
811
23
2013
975
8
1985
968
22
2015
1250
9
1990
1216
15
2016
1300
2
50 | Page
Title: _______________________________________________________________________________
Key:
▯
▯
1. Describe the changes in population sizes of the moose between 1968 and 2016.
2. Describe the changes in population sizes of the wolves between 1968 and 2016.
3. In which year, did the wolves reach the highest population size?
4. Which type of growth did the wolves experience from 1969-1980 (exponential or logistic)?
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5. What is the probable cause of the population decline of moose from 1969 to 1971?
6. What is the rate of change of the wolf population from 1971 – 1976? Show Math.
7. What might have happened to the moose population on the island had wolves NOT been introduced?
8. Identify and describe how different abiotic factors could affect the wolf or moose populations.
9. Biology textbooks have described predator and prey populations as existing in a necessary and “right” balance.
Others contend that the “balance of nature” relationship is unnecessary. They pose the following questions:
a. Why is death by predators more natural or “right” than death by starvation? Is it more right at all?
b. How does one determine when an ecosystem is “in balance?”
c. Do predators really only kill the old and sick prey? What evidence is there for this statement?
d. What is your opinion of the balance of nature hypothesis? Would the moose on the island be better off,
worse off, or about the same without the wolves? Defend your position.
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10. Recently the wolf population has contracted a canine virus and the population is critically declining. Ecologists
are worried that the wolves might be extirpated from the island within the next few years. Some ecologists are
arguing that more wolves be brought on to the island to continue this experiment, while other scientists suggest
that the ecosystem be left alone. Which side would you argue for and why?
11. A problem facing the current wolf population is one of low genetic diversity. Explain why this is a challenge to
the remaining wolves and the future of their population on Isle Royale.
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Population Ecology Simulation
Google search: “shodor predator prey simulation” or go to:
http://www.shodor.org/interactivate/activities/RabbitsAndWolves/
Click on “view simulation key” beneath the green grid. Analyze the various components of this simulation.
1. In general, what does the green grid represent?
2. What are the two species of animals in this simulation?
Click on “start simulation”. Observe for a few moments.
3. Describe what happens to the vegetation.
4. In general, describe what happens to the two species of animals.
Click “reset simulation”
Click the “learner” tab on the top right on the webpage. Read through the parameters.
5. In general, what information did the computer programmer attempt to control in this simulation?
6. What environmental conditions are not controlled in this simulation?
7. Describe the types of population limitations present in this simulation.
Click back to the “activity” tab on the top right on the webpage. Slide the “speed” button to the right (faster).
Then “start simulation”
Click on “view population graph”
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8. Describe what happens to the population of each of the three organisms.
9. Describe the community interactions present in this experiment.
Click on “view cumulative stats”
10. How many rabbits were alive at the start of the experiment?
11. How many wolves were alive at the start of the experiment?
Click on “view/modify parameters”
12. In general, what type of information can you control in your simulation?
13. Create a hypothesis that describes the necessary conditions for stable populations in this simulation.
Run your experiment (don’t forget the size of the environment is adjustable as well).
14. Based upon the initial simulation conditions (question #8) was your hypothesis supported or rejected? Why?
Continue modifying the parameters and running experiments until you have stable populations.
15. What parameters were the most important for your stable populations?
16. What is the carrying capacity of the animal species?
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Virtual Lab: Competitive Exclusion
How to get there: Google search glencoe competitive exclusion virtual lab (click on first link) (http://glencoe.mcgrawhill.com/sites/dl/free/0078757134/383928/BL_04.html)
Read the introductory information on the left side of the page.
1. What are the objectives for this experiment? (you can summarize)
2. Make a hypothesis about how you think the two species of paramecium will grow alone and how they
will grow when they are grown together.
Data Table: Population Densities of Paramecium species
***Note that the well in each microscope slide holds 0.5mL so you need to multiply the number of cells you counted by 2 in order
to obtain the concentration per mL.***
P. aurelia grown alone,
cells/mL
P. caudatum grown
alone, cells/mL
P. aurelia grown in mixed
culture, cells/ mL
P caudatum grown in mixed
culture, cells/mL
Day 0
Day 2
Day 4
Day 6
Day 8
Day 10
Day 12
Day 14
Day 16
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Analysis Questions
1. Explain how you tested your hypothesis.
2. Graph your data.
Title: __________________________________________________________________________
Key:
▯
▯
3. On what day did the Paramecium caudatum population reach the carrying capacity of the environment
when it was grown alone? How do you know?
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4. On what day did the Paramecium aurelia population reach the carrying capacity of the environment?
How do you know?
5. Explain the differences in the population growth patterns of the two Paramecium species. What does
this tell you about how Paramecium aurelia uses available resources?
6. Describe what happened when the Paramecium populations were mixed in the same test tube. Do the
results support the principle of competitive exclusion? (you may need to briefly explain what
competitive exclusion is)
7. Explain how this experiment demonstrates that no two species can occupy the same niche.
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Animal Behavior: Monarch Butterfly Migration
Objective: Students will use the North American monarch butterfly migration as evidence of successful social
interactions that help maintain species survival.
Pre-Video Activity:
1. In the space below, draw the life cycle of the monarch butterfly:
2. Complete the Frayer model below to define “migration.”
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View the video: “The Incredible Journey of Butterflies” and answer the questions in COMPLETE SENTENCES as you
watch.
Chapter 1, A Butterfly is Born (0:00-8:30)
1. How many molts do caterpillars undergo during their instar phases?
2. What changes occur to the caterpillar between molts?
3. What happens at the fifth molt?
4. How does the pupa differ from a caterpillar?
5. How long must a newly emerged butterfly wait before their wings are dry?
6. What "remnants" of the caterpillar are seen in the adult butterfly?
Chapter 2, The Most Special Generation (8:31-14:30)
1. Trace the migration route of the first, second, and third
generations of monarch butterflies (using the map to the
right).
2. How long does each of these generations live as adults?
3. Trace the migration route of the fourth generation of
monarch butterflies (using the map to the right).
4. How long do these generations live as adults?
5. What are some of the needs of monarchs during their
migration?
6.
What are some of the dangers/deterrents these monarchs face?
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Chapter 3, The Journey South (14:31-21:30)
1. How many miles a day must a monarch travel in order to reach Mexico by winter?
2. Considering this is a 2,000-mile journey, how many days will it take them to reach Mexico?
2. How do butterflies use soaring to conserve energy?
3. What types of geographic hurdles must the monarchs overcome on their trip to Mexico?
Chapter 4, Living in Mexico (21:31-27:30)
1. When was it first discovered the full extent of the monarch butterfly migration?
2. To how many specific sites do the butterflies return?
3. Describe the microclimatic conditions that help the butterflies survive the winter.
4. Since monarchs are found throughout the world, why do only North American monarchs migrate?
5. What are some theories that explain how the North American monarchs migrate?
Chapter 5, Monarch Watch (27:31-28:50)
1. What is the purpose of Monarch Watch?
2. What was the purpose of Dr. Davis' experiment in which Kansas monarchs were released in Washington, DC?
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3. What was the outcome of the experiment?
Chapter 6, Problems with Monarchs (28:51-35:03)
1. What are some potential problems that are affecting the monarchs' ecosystem?
2. What measures are being taken to prevent the destruction of the monarchs' ecosystem?
Chapter 7, The Journey through Texas (35:04-41:20)
1. To how small has the width of the migratory path been reduced?
2. How long have the butterflies been traveling from Canada by the time they reach Texas?
3. What other geographic obstacle do they face when they reach Mexico?
Chapter 8, Arrival in Mexico (41:21-49:14)
1. What implications do butterflies have for the local economy in Mexico?
2. What would happen if the butterflies stopped their annual migration?
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3. Where do butterflies overwinter?
4. What types of social adaptations do they use to keep from freezing?
5. When spring arrives, to where do the monarchs go?
6. How many fertilized eggs will each female lay?
7. Where will the new second and third generations go? What will they do along the way?
8. Where is the special fourth generation of monarchs be born?
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Putting it all together: how do butterflies work together as group?
Think of instances in the film where being in a large group was beneficial for the butterflies. Discuss with your
tablemates and complete the chart below.
Survival Strategy
Importance for the species
Post-Video Activity
With your table group, write a 5-6 sentence summary of the importance of group behaviors/social interactions that
butterflies employ to survive and successfully reproduce.
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Unit 7 Reflection
A.
How does each of the 3 labs/activities you (*) exemplify the learning targets for the unit? Don’t discuss what
you learned in this part, but instead, be specific and thoroughly connect how each learning target that was met.
Use the do’s and don’ts suggestions and previous feedback to help you.
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B. What were you able to learn by completing the 3 labs/activities you (*)? Again, be specific and thorough about
each learning target and what you were able to learn about that learning target from the lab/activity. Use the
do’s and don’ts suggestions and previous feedback to help you.
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C. How did the 3 labs/activities you (*) compare and contrast to each other? Use a graphic organizer (Venn
diagram, t-chart, etc.) to demonstrate your thorough understanding of how the labs compare/contrast. Again,
be specific, thorough and use the do’s and don’ts suggestions.
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D. During which labs in the unit did you experience trouble? This includes ANY lab in the unit, not just the 3 you
(*). Discuss what you learned as a result of your struggles. Again, be specific, thorough and use the do’s and
don’ts suggestions.
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E. How does this unit of work relate to real life situations? Be specific and thorough - use the do’s and don’ts and
previous feedback.
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Article Summary & Rationale
Article Title: _______________________________________________________________________________________
Author(s): _________________________________________________________________________________________
Source: ___________________________________________________________________________________________
Summary: Summarize the main points of the article in 4-6 sentences.
Rationale for inclusion in this unit: How does the material in the article relate to what was learned/studied in this unit?
Include a detailed description of at least 3 different, specific examples.
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(Copy of Article )
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Personal Choice
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Personal Choice Rationale for Inclusion
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