Tuesday, May 31, 2011

DYO #2: Fruit Fly Population Investigation

Welcome back to science! Today, you will publish the final draft of your fruit fly DYO on your blog.

Title your post: DYO #2: Fruit Fly Population Investigation

Use the DYO Worksheet and Analysis and Conclusion Worksheet to help you.

Your DYO should include the following parts:
  1. Problem (Question):
  2. Hypothesis:
  3. Background Research:
  4. Procedure:
  5. Data Table and Graph (click here for photos of your graphs - C2, C3, C4, C5):
  6. Analysis:
  7. Conclusion:


David, Alyssa and Melissa's DYO #2: Fruit Fly Population Investigation

Problem (Question): How does the ratio of males to females affect the fruit fly population in a controlled environment?

Hypothesis: If (IV) I put 1 male and 2 females in a vial with a food source for 3 weeks, then (DV) I expect to see 326 adults at the end of three weeks. I think this because every day the female lays 20 eggs. After 14 days, the first 20 eggs that were laid become adults until day 21, when 8 sets of 40 eggs have become adults. This makes 320 adults plus the original 6 fruit flies (2 males and 4 females).

Background Research: The fruit fly is an insect that has four different stages of life; egg, larva, pupa, adult . The egg looks like a tiny grain of rice. The larva looks like a little white worm. The pupa looks like a cocoon. The adult looks like a miniature fly. The egg and larva stage is 8 days long. The pupa stage is 6 days long. Adult fruit flies come out of the pupa after a total of 14 days. 2 days after hatching, an adult fruit fly is able to lay her own eggs (handout from teacher). Adult female fruit flies can lay about 20 eggs per day (Wikipedia). You can tell the difference between a male and female fruit fly by looking at their abdomen. Male fruit flies have a dark tip. Females have a lighter colored tip (handout from teacher).

Procedure:
  • Step 1: I set up three different vials with a food source and 2 males and 4 females in each one. This made a ratio of 2 to 1 (2F:1M). 
  • Step 2: Place vials together in bin at room temperature.
  • Step 3: Check vials each week and record observations (i.e., number of adults, number of pupae, existence of eggs and larva, any strange or unusual activity)
  • Step 4: At the end of 3 weeks (on day 21), use FlyNap to put flies to sleep. Empty out sleeping flies on an index card, record the number of adults on your data table and put the flies back in the vials.
Data Table and Graph: The effect of (IV) the ratio of males to females on (DV) the number of adults after 3 weeks.



Analysis: I looked at 3 vials that each had 1 male and 2 females. Each vial had a different number adults at the end of 3 weeks. Vial 1 had 52 adults. Vial 2 had 127 adults. Vial 3 had 12 adults.

In the beginning of my experiment, I hypothesized that if I put 1 male and 2 females in a vial with a food source for 3 weeks, then I expect to see 326 adults at the end of three weeks. I thought this because every day the females lay 20 eggs each. After 14 days, a batch of 20 eggs becomes adults. Therefore, starting at day 14, the first set of eggs (40) will become adults. Each day after that, another set of 40 eggs becomes adults. This continues up until day 21, when there should be 320 new adults plus the original 6 for a total of 326 adults.

My data does not support my hypothesis because the average number of adults in my three vials was 63.6. This is nowhere near what I predicted. It is way lower.

Two possible reasons for the difference between my results and my hypothesis are carrying capacity and human error. Carrying capacity is the amount of organisms that can be supported by an ecosystem. The vials I used might have been too small to allow fruit flies to breed up to their potential like out in nature. The amount of food I used might have not been enough. Further, the temperature might not have been ideal. Secondly, I noticed a bunch of dead adult fruit flies that had drowned or got caught in the foam top when I went to count my fruit flies. These dead fruit flies were difficult to count and could have changed my results.

Conclusion: In my experiment, I tried to find out if the number of fruit flies I predicted there to be after three weeks could be replicated in a real-world situation. After figuring out the number that I thought there would be, I set up my experiment and monitored it for results. During my experiment the fruit flies reproduced, but not quite as much as I thought they would. At the end of the experiment, my data did not match my hypothesis. This could be because the carrying capacity of the vial was lower than the carrying capacity of an ecosystem where the flies could reproduce naturally. The data could have been lower because of human error as well. There were flies that got caught in the food at the bottom of the vial. If I repeated this experiment I would want to give the flies more space and food to live. I would also make sure that the vials were stored correctly (ex: the right temperature, standing up). Something I'd like to investigate further is whether or not the temperature of the room they are stored in affects how much they reproduce.

      Friday, May 27, 2011

      Post 12: This Week in Science (Daphnia and Introduced Species)

      Welcome back to science! Today, you will be blogging* about what you DID and LEARNED this week in science.

      This picture shows Daphnia with eggs. I chose this picture because I found it amazing that Daphnia reproduce all by themselves and without the opposite sex!
      • Title: Post 12: This Week in Science (Daphnia and Introduced Species)
      • Paragraph 1: What did you DO this week in science?
      • Paragraph 2: What did you LEARN this week in science
      • Picture: Insert a picture of Daphnia or some introduced species.
      • Caption: "This picture shows... I chose this picture because..."
      DUE SUNDAY MAY 29th at 5:00 pm

      Tuesday, May 24, 2011

      Lesson 4 - Introduced Species

      Welcome back to science! In today's lesson, you will work in two different groups to study introduced species.

      Vocab Term - Introduced Species: any non-native species which has arrived by human activity, either deliberate or accidental.

      • Round 1 Expert groups: Each group will study a different introduced species. Use the links below to help you fill in the graphic organizer in your notebook. (20 minutes)
      • Round 2 Jigsaw Groups: In your new group, each person will take __ minutes to share the introduced species they studied. (__ minutes)

      Expert Group Readings


      Group 2: Starling

      Group 3: Kudzu

      Group 4: Zebra Mussels



      Expert Group Videos

      Video #1 Australian Rabbits

       


      Video #2 Starlings




      Video #3  Kudzu





      Video #4 Zebra Mussels




      So...what did you think? Post a comment below.

      Monday, May 23, 2011

      Lesson 3 - HIPPO


      Dear Ones,

      In today's lesson you'll learn about HIPPO. HIPPO is an acronym, or a word where each letter stands for something. For example, LOL stands for Laughing Out Loud. HIPPO stands for...
      • Habitat loss
      • Introduced species
      • Pollution
      • Population growth
      • Overpopulation
      Here's a primer on HIPPO. Make a graphic organizer in your notebook that has 5 boxes. Take notes on each letter of HIPPO!

      Friday, May 20, 2011

      Post 11: This Week in Science (No Impact Man)

      Welcome back to science! Today, you will be blogging* about No Impact Man, the documentary we watched in class this week.


      *The format for your post will be DIFFERENT than previous posts
      • Title: Post 11: This Week in Science (No Impact Man)
      • Paragraph 1: Describe No Impact Man's year long project.
      • Paragraph 2: How does No Impact Man's behavior lower his negative impact on the environment?
      • Paragraph 3: What were your reactions and feelings while watching this film?
      DUE SUNDAY MAY 22nd at 5:00 pm (Assuming the world is still here...)

      Friday, May 13, 2011

      Post 10: This Week in Science (Fruit Fly DYO Part 1)

      Welcome back to science! Today, we will be blogging. Please include the 4 parts listed below.

      Title your post: Post 10: This Week in Science (Fruit Fly DYO Part 1)

      1. Paragraph 1: What did you DO this week in science? 
      2. Paragraph 2: What did you LEARN this week in science?  
      3. A Picture: that represents Scientific Investigation

      Monday, May 9, 2011

      Post 9: This Week in Science (Fruit Flies Part 2)

      Welcome back to science! Today, we will be blogging. Please include the 4 parts listed below.

      Title your post: Post 9: This Week in Science (Fruit Flies Part 2)

      1. Paragraph 1: What did you DO this week in science? 
      2. Paragraph 2: What did you LEARN this week in science?  
      3. HypothesisIf... (independent variable), then... (dependent variable), because...
      4. Picture of your Fruit Fly Problem Work (click to see pictures)

      Thursday, April 28, 2011

      Post 8: This Week in Science (Fruit Flies)

      Welcome back to science! Today, we will be blogging about what we DID and what we LEARNED this week.

      Title your post: Post 8: This Week in Science (Fruit Flies Part 1)


      • Paragraph 1: What did you DO this week in science?
      • Paragraph 2: What did you LEARN this week in science? 
      • Picture:  Use Google Image Search to find a picture that goes along with your post.


      Friday, April 15, 2011

      Post 7: This Week in Science (Ecosystems)

      Welcome back to science! Today, we will be blogging about what we DID and what we LEARNED this week. Your post will have 3 paragraphs and 2 pictures with captions.

      Title your post: Post 7: This Week in Science (Ecosystems)

      • Paragraph 1: What did you DO these last 2 weeks in science? (6 points)
      • Paragraph 2: What did you LEARN these last 2 weeks in science? (6 points)
      • Paragraph 3: What are you still UNSURE of or CURIOUS about? (6 points)
      • Picture 1: A picture from the field trip! (3 points)
        HAVE FUN!

      Tuesday, April 12, 2011

      Lesson 21: Research Day!

      Welcome back to science!

      Today, we will use the catalogs we recorded to conduct research. Look at your notes. Think about the observations and questions you came up with.

      This chart will help you classify your biotic factors if you didn't finish your catalog:














      Use these links to research your organisms today:

      http://www.insects.org/

      http://kids.nationalgeographic.com/kids/

      http://dsc.discovery.com/


      In your notebook, write down the following for each organism you research:
      • Common name
      • Scientific name
      • Illustration
      • What kind of environment do they live in?
      • What do they eat?
      • Where do they get their energy from?
      • Where do they belong in a food chain? What is their trophic level?
      • What eats them?

      Monday, April 4, 2011

      Habitat Design Specs

      Your Habitat Design Poster should include...
      • a beautiful detailed illustration of your habitat
      • a top view and side view
      • label all parts
      • one food chain
      • at least one predator/ prey relationship
      • biotic and abiotic factors
      • limiting factors
      • a list of all supplies needed
      • all group member’s names

      Friday, April 1, 2011

      Post 6: This Week in Science (Spider Habitat Design)

      Welcome back to science! Today, we will be blogging about what we DID and what we LEARNED this week.

      Title your post: Post 6: This Week in Science (Spider Habitat Design)

      • Paragraph 1: What did you DO this week in science?
      • Paragraph 2: What did you LEARN this week in science? (include ideas about the carbon-oxygen cycle)
      • Picture: Add the picture of your group's design
      Spider Habitat Photos

      EXTRA CREDIT: Add a third paragraph to your post for extra credit. One point for each term used correctly. Explain your habitat design using this vocab…
      • Food chains
      • Energy pyramids
      • Producers, consumers
      • Heterotroph/autotroph
      • Feeding relationships (symbiotic and predator/prey)
      • biotic and abiotic factors
      • limiting factors
      • Carrying capacity

      Wednesday, March 30, 2011

      Lesson 17: The Carbon-Oxygen Cycle

      Welcome back to science! Today we will be playing a game that will help us understand the Carbon-Oxygen Cycle.

      Sunday, March 27, 2011

      Lesson 15: Spider Habitat Introduction

      Welcome back to science! This blog post will introduce you to your new project. Over the next couple of weeks you will be designing a habitat that allows a spider to survive for multiple generations. We will be using a design process to guide us.

      Your Challenge: Your challenge is to create a habitat that will allow a spider to survive for multiple generations. In other words, many generations of spiders should be able to live in your container after it is completely sealed.

      Do you get how awesome this is? I mean awesome in every sense of the word. You and your team (on your own today) will need to figure out exactly what your spider's needs are and you'll somehow have to replicate that in your aquarium.

      According to the design process, today is about identifying the problem and brainstorming.

      Later this week, I'll put you in groups and you'll share your brainstorms and make some decisions about your habitat. Next week we are going on a trip to a local community garden where you'll begin the process of building your habitat.

      Once your spider is in your habitat is sealed you'll make daily observations (test and evaluate). Over the course of this project you will have exactly two opportunities to redesign your habitat. That means that you'll open up your habitat and make adjustments based on the ideas you learn about ecosystems and the things you notice going on in your habitats.

      The spider you will use is in the family Pholcidae. It is commonly referred to as the Common Cellar Spider. 
      Your Task (in Notebook): Today you are going to do some research and brainstorm about your habitat. The most important thing is to include as much detail as possible. Don't leave anything out. In your notebook, we should see...
      • A labeled illustration of your habitat
      • A list of abiotic factors
      • A list of biotic factors
      • Questions you have

      Good luck!


      Thursday, March 24, 2011

      Lesson 14 - Post 5: This Week in Science (Carrying Capacity and Relationships)

      Welcome back to science! Today, we will be blogging about what we DID and what we LEARNED this week.

      Title your post: This Week in Science (Carrying Capacity and Relationships)
      • Paragraph 1: What did you DO this week in science?
      • Paragraph 2: What did you LEARN this week in science?
      • Picture: Add the picture of your group's special card game relationships activity
      COHORT 2
      COHORT 3

      COHORT 4
      COHORT 5

      Thursday, March 10, 2011

      Lesson 7: This Week in Science (Energy)

      Today we will be blogging about what we did in science this week!

      • Title: "This Week in Science: Energy Transfer"
      • Paragraph 1: Write one paragraph (at least 5 sentences) about what you DID this week in science
      • Paragraph 2: Write another paragraph (at least 5 sentences) about what you LEARNED this week in science. Be sure to include the VOCABULARY (producer, primary consumer, secondary consumer, tertiary consumer, omnivore, herbivore, carnivore)!
      • Picture: Last but not least, UPLOAD YOUR PICTURE of your Food Chain/Energy Pyramid to your blog post
      PICTURES
      Cohort 2
      Cohort 3
      Cohort 4
      Cohort 5

      Tuesday, March 8, 2011

      Lesson 5: Food Chains

      Hello students!  

      Today we will be making food chains using our central animal and the biome it lives in.  You will also be learning the following vocabulary that comes along with it:

      • Consumer: any organism that eats another organism.
      • Producer: any organism that makes its own food.
      • Primary Consumer: an organism that gets its energy from producers.
      • Secondary Consumer: an organism that gets its energy from primary consumers.
      • Tertiary Consumer: an organism that gets its energy from secondary consumers.
        
      Now make a food chain using the organisms from your biome!



      Friday, March 4, 2011

      Lesson 4: This Week in Science (Biomes)

       Today we will be blogging about what we did in science this week!

      • Title your blog post "My Fantasy Habitat"
      • Write one paragraph (at least 5 sentences) about what you DID this week in science
      • Write another paragraph (at least 5 sentences) about what you LEARNED this week in science
      • Last but not least, upload the picture of your fantasy habitat to your blog post

      To get onto your blog be sure to log into your New Design e-mail first!!

      PICTURES

      Cohort 2

      Cohort 3

      Cohort 4

      Cohort 5

      Thanks for a great week.
      - Melissa and Alyssa

      Wednesday, March 2, 2011

      Lesson 3: Illustrate a Fantasy Habitat

      Today you will draw your fantasy habitat based on the research you did yesterday.  Your illustration should include:
      • Central Animal
      • At least 5 abiotic factors
      • At least 5 biotic factors
      • A legend or key that lists the central animal, biotic factors and abiotic factors somewhere on the page (See Melissa and Alyssa's example)

      When you are done, hand in your fantasy habitat to be scanned!!!!
      *Please do not forget to put your NAME on your drawing. Thank you!


      Tundra

      Tuesday, March 1, 2011

      Lesson 2: Biome Research

      Welcome back to science! Today we will be researching the biomes in which our animals live.



      Important Vocabulary:

      * Biome- A large area with distinct features (ex/ plants and animals)
      * Biotic- Living things
      * Abiotic- Non-living things

      Activity 1


      Set up your notebook using the graphic organizer on the board.

      * Write 2-3 bullet points per box


      Use these links to research your biome:

      * http://www.teachersfirst.com/lessons/biomes/biomes.html
      * http://library.thinkquest.org/11353/ecosystems.htm
      * http://ths.sps.lane.edu/biomes/index1.html

      Monday, February 28, 2011

      Lesson 1: Fantasy Habitat Introduction

      Welcome back to science! Today we are beginning a new unit on Ecosystems.




      Together, we will look at a model of a fantasy habitat which includes:

      • A central animal
      • Other living things
      • Non-living things
      • Food
      • Container/Enclosure
      Now, choose an animal from this list, for which you will design your own fantasy habitat over the next few days.



      Wednesday, February 16, 2011

      Unit 5 Conclusion


      Welcome back to Science!
      • There is no notebook work for today
      • You will be taking a quiz about Fr'bloggin'
      After the Quiz:
      • Write down the checklist of assignments in your notebook (put a little check box next to each assignment)
      • The checklist of assignments can be found in the Fr'bloggin' Assignments Tab, and is also written on the board
      • Check off each assignment as you complete it during class today. ALL WORK IS DUE TODAY.
      Good Luck!

      Melissa and Alyssa

      Monday, February 14, 2011

      Lesson 6: This Week in Science - Day 2 of 2

      Welcome back to science! In today's lesson you will be writing the second half of your Annotated Photo Journal Entry. If you didn't get to finish yesterday, it's also important for you to go back to Lesson 5 and complete that work (send us your URL and upload at least 5 pics).

      (Note: don't forget that you must log on to New Design Mail first, then log on to Blogger.com)

      Today's Task: 2 Paragraph Essay for Your "This Week in Science" Post - Today's task is to write the story of your dissection. 
      • Step 1 - Read the Model
      • Step 2 - (In Notebook) Write a Title for Each Paragraph that Captures the Main Idea
      • Step 3 - Edit your "This Week in Science" Post and add your own two paragraphs

      Sunday, February 13, 2011

      Lesson 5: This Week in Science - Day 1 of 2

      Welcome back to science! In today's lesson you will be completing the first half of your Annotated Photo Journal Entry. You'll also be sending us the URL (web address) of your blog by filling out the form below.

      (Note: don't forget that you must log on to New Design Mail first, then log on to Blogger.com)

      Part 1: Annotated Photo Journal Entry, "This Week in Science" - The dissection is over! Whew. You survived (your frog didn't)... Today's task is to create a new post, select at least 5 pictures that tell the story of your dissection, then annotated the pictures.

      • Step 1: Create a New Post for your Frog Dissection Photo Journal and title it "This Week in Science"
      • Step 2: Select and upload a minimum of five pictures to tell the story of your dissection (click here to access your group's pictures)
      • Step 3: Annotated each picture in the following way...
        • Describe the picture ("This picture shows...")
        • Explain why you chose it ("I chose this picture because..."
      Example...
      This picture shows the open body cavity of our frog, "Bob." I chose this picture because it is a good example of how you have to use two hands when holding the frog open.


      Part 2: Submit Your URL - Fill out the form below so that we can view your blog.



        Thursday, February 10, 2011

        Lesson 4: Dissection Part 2

        Welcome back to science! You will complete your dissections today. We want you to focus on three things during this lesson:

        1. Frogtography - It's critical for the success of your fr'blog photo journal entry that your group has excellent pictures.
        2. Identifying Organs - You'll be carefully removing and identifying each of your frog's organs.
        3. Your Notebook - Make sure your notebook has all the work from yesterday in it as well as the prompts from today.
        Click here for Dissection Instructions Part 2.

        Enjoy!

        The 9th Grade Instructional Team



        Wednesday, February 9, 2011

        Lesson 3: Dissection Day!


        Welcome back to science. In today's class we will be examining the external (outside) and internal (inside) portions of your frogs. Please follow these step by step instructions.

        Part 1: Familiarize Yourself with the Product (Online Photo Journal)


        Part 2: Choose Roles
        • Surgeon- Handles the frog and all of the surgical instruments
        • Physician's Assistant (PA)- Helps the surgeon with whatever need arises
        • Navigator- Uses the online web tutorial to direct the surgeon and PA
        • Frogtographer- Uses a digital camera to tell the story of this team's dissection
        Part 3: Dissection and Notebook Work! 

        Click Here To Begin!

        Monday, February 7, 2011

        Lesson 2: Love Your Blog (and your Frog)

        Welcome back to Fr'Bloggin'! In today's lesson you will do two separate activities:


        1. Customize Your Blog
        2. Notebook Work: Conduct Research About Frogs
        Enjoy.

        Saturday, February 5, 2011

        Lesson 1: Welcome to Fr'Bloggin'!

        Dear Wonderful 9th Graders,

        Welcome to the beginning of the second half of the year! And welcome to your new unit of study entitled, "Fr'Bloggin'." That's right, fr'bloggin'. Say it out loud. It's fun.

        In this two week long unit we will be studying frogs and blogging. The purpose of studying frogs is severalfold:
        • Many students mentioned that they wanted to dissect frogs
        • Many students mentioned that they wanted more technology in class
        • Frogs give us an awesome entry point into ecosystems and human impact on the environment
        • Blogs give us an awesome way to publish your writing and share it with the world
        In today's lesson you will set up your blog and write your first entry. Please follow these instructions to get started.

        Enjoy!

        David and the 9th Grade Instructional Team