Env & Ecology BIOL 124 Grading Criteria

Lab 01

Introduction

Skill review worksheet- (complete in class)

Lab 02 Rapa Nui Mystery

Rapa Nui Mystery handout (complete in class)

  • Clue: Why weren’t the same kind of bones found in each of the layers?

What do the different layers of bones indicate?

  • Clue: Dolphins are plentiful around the island and they may have been a source of food for the islanders.*

What could have caused the people to stop harvesting dolphins?

  • Clue: Why did the people change from using obsidian material for tools, to using it for weapons? What does this tell us?
  • Clues What were the results of the pollen analysis? What does this information suggest happened to the forest in this part of the island? Why?

Why were forests growing prior to A.D.750, but nearly gone after A.D.1400 in Rano Kau? What might have happened?

  • Clues How would you describe the physical appearance of the moai kavakava? Do you think this provides any clue to what was happening to the people of Rapa Nui? Why?

• What do you think happened to the toppled over moai and to the white coral eyes of the moai? Why did it happen? What do you think was so significant about the eyes?

• What does the legend about the old woman tell you about the people during this

period?

• How could the people have moved the huge stone statues from the stone quarry to the coast? Could the transportation of the moai have anything to do with the depletion of their forest? How?

  • Clues Why were the islanders who greeted Dutch Admiral Jacob Roggeveen in 1722 having to bail out their canoes?

What do most of the ships' logs tell us about finding foods or other resources on Rapa Nui?

What does Cook’s description of the islanders tell you was happening to the population?

Lab 03 Biodiversity

Lab 04 Biomes

Lab 05 Plants/Geocashing

Lab 06 Population growth

  • Age Pyramid.doc
  • Individual Family Data" in the table 1
  • Analysis Questions:

1. What is the percentage of people under 20? Over 60? Is the population a young, growing one; an older, declining one; or a stable one?

2. Is there evidence in the diagram of the baby boom that followed World War II (1946-1964)? If so, is there evidence of the effect of this baby boom in more recent years?

3. From the class data, determine the average number of children per couple for each generation and compare the averages to the replacement level of 2.1 children per couple. Describe any changes that have occurred in family size over the generations.

4. How does the pyramid for the class compare to that for the United States? If the United States is now at, or slightly below, the replacement level, why is the population of the country still growing?

  • Population Age.pdf
  • Activity Sheet Age Structure
  • Draw age structure diagram
  • Take a look at the shape of the diagram you have constructed. Would you say the diagram reveals a rapidly growing population, a numerically stable population, or a population facing negative growth? Explain how you made your decision.
  • Using the three age structure diagram examples from Mexico, Japan, and Iceland that you observed in the lecture portion of this activity, which one of these 3 countries is most comparable to the age structure diagram you constructed for the American Indian and Alaska Native?
  • World Population.pdf

Part I. Population Demographics – Ambassador reads statistics A, B, and C

1. Use the data on the following sheets to construct an age-structure diagram for the country in your assigned region.

Worksheet for Expert Groups

2. What can you predict about the future population of this country based on the above diagram?

Human Population Dynamics Acton-Boxborough Regional High School

3. Use the information given on the ambassador card to calculate the growth rate for your region. Show all calculations in the space below.

4. Use the information given on the ambassador card to calculate the doubling time for your region. Show all calculations in the space below.

Part II. Quality of Life – Ambassador reads statistics D, E, F, G

5. What percentage of boys and girls (ages 12-17) are enrolled in school in your region. Do you consider this to be high or low?

6. What is the infant mortality rate in your region? Do you consider this to be high or low?

7. Are women in your region reproducing below, at or above the replacement rate?

8. What is the life expectancy in your region? Do you consider this to be high or low?

Part III. Land Use Patterns – Ambassador reads statistics H and I

9. What percentage of your people are living in urban areas? Do you think that this number will increase or decrease in the future? Explain.

10. How many acres of arable land are available per person in your region?

Worksheet for Base Groups

1. What is the current situation with world population? Why has the population increased so dramatically over the last century?

2. Rank the regions (countries) in order from highest population growth rate to lowest.

3. Based on the age-structure diagrams that you have created, which region do you expect to have the most rapid population growth? Explain.

4. Describe the population growth problems that China has had and how they have dealt with them.

5. Describe the population growth problems that India has had and how they have dealt with them.

6. Describe the population growth problems that Kenya has had and how they have dealt with them.

7. Describe the population growth problems that the United States has had and how they have dealt with them.

8. What is the connection between education, fertility rates, and infant mortality rates?

9. What is the connection between infant mortality rates and fertility rates?

10. What are some of the societal or cultural influences on population growth?

  • Mark Recapture.doc
  1. What is Kaneohe Bay’s volume in m3? (Volume is calculated by length x width x depth; don’t forget to convert to meters; 1 km = 1000m)

How many gallons is this? (1 cubic meter = 264.1 gallons)

2. A biologist collected 1 gallon of pond water and counted 50 paramecium. Based on the sampling technique, how many paramecium could be found in the pond if the pond were 1,000 gallons?
3. What are some problems with this technique? What could affect its accuracy?

Technique 2 - Mark and Recapture DATA TABLE

4. Calculations = Find your Population Estimate

Estimated Size ______
5. Use the code-name on your bag to check with the instructor about how many “animals” are really in your population.
Analysis
6. Compare the actual size to the estimated size. Did you overestimate or underestimate?

7.Continue the experiment by filling out the data table.
Recalculate your estimate using the formula. (Show below)

a. Is the second estimate closer than the first one? ______
b. To get the most accurate results, you would generally do [ more / less ] trials . (circle)

8. CALCULATE:

  • Given the following data, what would be the estimated size of a tiger shark population in Pearl & Hermes Atoll?
  • A biologist originally marked 10 sharks in coastal waters adjacent to Pearl & Hermes atoll. Over a month long period, biologists caught 25 sharks. Of those 25, 6 were found to have tags. Based on this information, what is the estimated population size of the sharks in Pearl & Hermes?SHOW WORK.

ANSWER:

In order to protect the monk seal populations, scientists have begun a shark culling operation. Do you think this will help to reduce predation on the monk seal? Please elaborate. What other factors affect monk seal populations? Review articles on my website for further information. (type and turn in next lab)

Lab 07 Invasive species

  • Invasive Species Background information.doc

oActivity

  • Students are to prepare a written case study on a Hawaiian invasive species. The report should include the native location of the species, how it was introduced to an ecosystem, where it became invasive, what impacts are associated with the invasive species, and what control measures are possible. Also, insert a picture of the species. Each pair of students should select a different invasive species to investigate.
  • Invasive Species Concept Map Activity.doc
  • Make a concept map of the species selected in class for the invasive species background information.doc. Please include native terrestrial or marine species and the impacts posed by the invasive species.
  • Zebra Mussel Graphing Exercise.doc

Answer the following Questions:

  1. How did the scientists collect the zebra mussel data? How long have they been collecting this data?
  2. How do the scientists collect phytoplankton and water chemistry data?
  3. Why do you think long-term monitoring of ecosystems is important?
  4. What are the variables in this research project?
  5. In order to have an idea of how many zebra mussels exist in the Hudson River, what would be better: to collect 10 rocks at 7 sites, 70 rocks at one site, or 2 rocks at 35 sites? Why? Why do you think the scientists involved in this study decided to collect 10 rocks at 7 sites?

Create three graphs to show the relationship between zebra mussels and the plankton in the river.

Graph A: Zebra mussels and phytoplankton (measured as chlorophyll a)

Graph B: Zebra mussel and rotifers

Graph C: Zebra mussels and cladocerans

Once you have completed your graphs, answer the following questions:

  1. Why was the zebra mussel population at zero for the first part of the graph? When did the zebra mussel population increase? Describe the changes within the zebra mussel population since their arrival.
  2. What happened to the native mussel population after the zebra mussels arrived?
  3. Why do you think the zebra mussel population goes up and down over time?
  4. Do you think there is a trend in the unionid population, or is it just by chance that the native population is decreasing? You can use statistics to prove this trend actually exists, and isn’t just something you think you observe. Scientists use statistics all the time. Add a trendline to the unionid data of your graph, and ask Excel to display the r2 value. To do this, click somewhere on the line of the unionid data, and right click for the option “Add trendline”. In the add trendline box that pops up, you can decide whether to display the r-squared value on the chart. If the r2 value is 1, it means that the model is explaining all the points. However, if the r2 value is zero, it means that there is no linear relationship. If it is somewhere in between, it gives you a good idea of how valid the relationship is. Describe the trendline on the graph. What is the r2 value of the unionid population?
  5. Create a trendline for the zebra mussel population, along with an r2 value. Explain what you see in the trendline, and give the r2 value. Why do you think this r2 is not as high as the unionid r2?
  6. Based on Graph A, what can you say about the phytoplankton population based on the data you see? Is there a trend? What consequences might these changes have on other parts of the Hudson River food web?
  7. Based on Graph B, what can you say about the rotifer population? What consequences might these changes have on other parts of the Hudson River food web?
  8. Based on Graph C, what can you say about the cladoceran population? What consequences might these changes have on other parts of the Hudson River food web?
  9. What principle of population ecology is demonstrated in the following graph, which shows the population levels of hare and lynx? Explain the relationship in the graph.

Do the zebra mussels have the same effect on the plankton populations? Why or why not?

  1. Do you think all of these changes are a direct result of the invasion of the zebra mussel? Is there anything else could have caused some of these changes? If so, what?
  2. Scientists have used statistics to eliminate the possibility of other factors causing the large changes in phytoplankton and microzooplankton (rotifers and immature copepods). We cannot replicate their statistical analyses, however, because they use special computer programs that are not available in the classroom. Based on scientists’ understanding of the situation, they are confident that the changes that have taken place are a result of the zebra mussel invasion. Summarize the changes that have taken place in the Hudson since the arrival of the zebra mussel. Hypothesize how these observed changes might affect other parts of the food web.
Chemistry Changes
  1. Based on your graph of water transparency and zebra mussel population, what can you conclude about the effects of the invasion?
  2. What factors regulate the transparency of the water? What factors do the zebra mussels control? What else would you need to know before deciding if the invasion of the zebra mussels affected the transparency of the water?
  3. If water transparency changes, how might that affect the other organisms in the Hudson River?
  4. Using the second graph you created, explain how the chemistry of the Hudson River changed over time. Do you see a relationship between the changes in the chemistry and the zebra mussel population? Why or why not? What other factors might influence the change in water chemistry?

Lab 08 Plankton

  • Lesson 1 Prelab questions (8 questions)

oLesson 1: Phytoplankton Microscopy Lab

  • Draw plankton

TABLE 1.1

  • Lesson 3: Zooplankton Microscopy Lab
  • Draw plankton

TABLE 3.1

  • Lesson 3 part 2
  • Draw meroplankton

TABLE 3.2

  • Lesson 4 Prelab questions (5 questions)
  • Lesson 4a: Introduction to Phyto Files

3. First search by attribute. Below the Quick Search box, you will find five different attributes: Shape, Class, Morphotype, Harmful, and Protrusions. Once you have selected an attribute, the choices associated with that feature are listed to the left. For example, if you select “Shape”, the choices are circular, feather‐shaped, and other.

a) View two circular species and list their scientific names.

b) View two feather‐shaped species and list their scientific names.

c) Select “other” and see what pops up. Describe or sketch one of these species.

d) Click “Clear Search” (above Shape). Next, go to “Class.” How many diatom species are on this CD?

How many dinoflagellate species are on this CD?

e) What are the options under Morphotype? View examples of each morphotype.

f) Click “Clear Search.” How many harmful species are included on this CD?

How many species on this CD are not harmful?

g) Click “Clear Search.” List the types of “Protrusions”? Describe how they look and their possible functions.

4. The image options are Blue, Green, UV, SEM (scanning electron microscope) view, 3D view, and In action. Answer the three questions below by clicking on the ? near epifluorescence.

a) What can you see with the blue light? Which cellular features are highlighted?

b) What can you see with the green light? Which cellular features are highlighted?

c) What can you see with the UV light? Which cellular features are highlighted?

5. For each statement below, write the scientific name of the species. Choose a different species for each view.

a) Find a species that offers a 3D view.

b) Find a species that offers a SEM view.

c) Find a species that offers a blue view.

d) Find a species that offers a green view.

e) Find a species that offers a UV view.

f) Which view do you like best? Why?

6. Choose three organisms and read about them. List the species that you examined. If you need assistance with some of the vocabulary, refer to the glossary.

a) Describe three similarities among these phytoplankton species.

b) Describe three differences among these phytoplankton species.

  • Lesson 4b: Phytoplankton in the Water Column

1. Environmental Factors that Affect Phytoplankton Growth and Distribution

a. Sunlight

b. Wind‐driven ______(noun) which can impact:

i. Temperature

ii. ______(noun)

2. Phytoplankton Survival Requirements

a. Carbon – Choose one: abundant OR can be limited

b. ______– Choose one: abundant OR can be limited

c. ______– Choose one: abundant OR can be limited

3. Sunlight

a. Define “photic zone”

b. Depth of photic zone is determined by

______and __

c. Tropical oceans appear very blue because there aren’t a lot of ______(noun) in the water and the photic zone is ______(adjective).

d. More productive waters have more ______(noun) which scatter and absorb the sunlight, making the photic zone ______(adjective).