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Allie's Living Environment Labs 12-13

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Alexandra Catalano

on 22 April 2013

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Transcript of Allie's Living Environment Labs 12-13

Allie's Living Environment Labs 12-13 Lab 1 Modeling Levels of Organization in the Living Environment Organism- form of life considered an entity. Population- A group of organisms that are part of the same species. Community- Different species interacting together. Ecosystem-Community and physical environment.(Abiotic and Biotic things) 1.Purpose: To show the levels of organization in the environment form small to big. 2.Materials:different size paper cubes,scissors ,crayons,tape. 3.Procedures:each cube was decorated to represent different levels of organization.The cubes were placed inside each other to show the levels of organization. 4.Observations 5.Conclusion:the purpose of this lab was to use the levels of organization within the living environment.cubes were made to show how the levels are organized.the smallest cube(population)was placed within the next largest cube (community), which was placed within the next largest cube (ecosystem), then the next largest cube (biome), and then the largest cube (biosphere). Lab 2 Food Chains and Webs
1.Purpose: To show which populations interact together in a community and to use arrows to show energy flow
2.Materials and Procedures: Materials:populations cards,
a)students have to locate other students that have a population that would live in the same community as therm.
b)use arrows to show energy flow within that community.
c)students made inferences about the how the removal of one population would effect the others.
Kelp Sea Urchins Otters

Autotroph Heterotroph
The purpose of this lab was to show how populations interact in a community and to show the energy flow using arrows. Populations were orgainized into a food chain using arrows then labeled based on their nutritional role(Autortoph or Heterotorph). This lab showed that all food chains start with a producer and that the arrows point away from the produce. Also, when one population is removed,all the populations in the community are affected in someway. Lab 3 Using Dichotomus Keys to Identify Deciduous Trees
1.Purpose -to explore the diversity of deciduous trees.
2.Materials-Leaf samples,
Dichotomus key
A) Collect four diffrent leaf samples from trees around school.
B) Use the dichotomus key to identify each tree species.
C) Research what type of populations use that tree.
D) Construct a food chain using that tree as the producer.
A)Betula Birch
B)Aesculus Buckeye
C)Carya Pecon
D)Sweet Gum
G)Locus Redbud Butterfly Conclusion: In this lab we had to collect 4 diffrent leaf samples from different trees around the school and use the dichotomus key to identify the species. We then made a food chain using the tree as the producer. For my food chains I used the Redbud and Magnolia trees and it help me to see the direction of energy flow with these orgasnisms.I realized that after doing this lab tree diversity is all over the school. Lab 4:Bottleneck Genes
1.Purpose:To simulate survival of the fittest within the surviving population of black footed ferrets .
-Bottles with beads
-Genetic Charactristics "key"
-Environmental Scenario Cut Outs
1)Shake Bottle and role out 9 beads
2)Answer questions 1-3 Blue Sheet
3)Select 5 Environmental cards
4)Answer question #4 on blue sheet 4.Observations: Bead Color Genetic Trait Red Strong White Good Hearing Blue Good Sight Green Fast Orange Black Yellow Good Smell Smart Bigger Then the Others 5.Conclusion: My Black Footed Ferret survived better because it had the traits of good hearing,good sight, the abitiy to be fast, the abitity to be strong , the ability to smell good , and to be bigger then the other ferrets. With thos traits it survived better then the other ferrets because the other ferrets weren't as adapted . Magnolia Hoplia Bettle Mouse Owl lab 5: Natural Selecton in Tigers
1.Purpose: To simulate nataural selection within a population of tigers.
2. Materials: Beads,Bottles,Trait Key, Environmental Scenario Cards.
1)Shake the Bottle
2)Pour out 6 to 7 beads to reprensent the trsits that your new population posseses.
3)Pull three different environmental scenario cards and determine if your population is adapted to survive these environmental changes.
4.Observations: Color Traits Orange Red Blue Green Strong Fast Smart Good Sight Lab 6. Beaks of Finches:
1.Purpose:The purpose of this lab was to show natural selction in Darwin's Ficnches.
-large seeds
-small seeds
-tables to represent Galapagos Islands
-tools to represent diffrent size and shape beak.
1.Students were given their "tool" to represent which type of beak they had .
2.Students completed several rounds of feeding on different islands with different size seeds.
3.Students recorded how many seeds they had ate after each round.
4.Observations: Partner 1 Partner 2 23 20 18 15 5.Coclusions:
1.The characteristics of my beak helped me to pick up small and large seeds becasue the shape of my beak was perfect for doing both.
2.Some traits other than beak characteristics that could contribute to the abitity of a finch to compete sucessfuly are the bird's hearing,sight,and the amount of birds it has to compete with.
3.Three beak variations that could randomly appear and further improve species are speed,a small beak, and good eyesight.
4.Some beak types survived on the new island because the seeds might have been easier to pickup.
6.The people who survived sucessfuly did not survive as well in round 2 because their was an increase in competition and that took away food.
7.There were fewer survivors at the end of round 3 because their were more birds and less seeds. 8.Yes, the birds that were succesful on the new island were the same as the birds on the original island because they had to migrate somewhere else in search of food.
9.Variation-There is variation of beaks, seeds,and birds on the island. Competition-There is competition between the birds in search of food but not all survive. Adaption-Birds that died out didn't adapt and the ones that did remained alive. Environment-Size of the seeds that their were this is the same for the selecting agent.
10.The species of Finch with the larger beaks will survive better because all the seeds are larger and will be easier to pick up with a large beak. 11.A)Two types of food I wouldexpect to be available on this island are plants and animal food.
B)No,I wouldn't expect two species to compete for food on this island because they are filling different niches in different niches in different habitats.
C)The native Finch population would be affected because if Sharp-Billed Ground Finches migrated to the island due to competition.
12.A)An island could support a large population if there was a large amount of seeds.
B)I could use the materials in this lab to test my explanation if I had both large and small seeds available and have both large and small beak birds. Lab 7.Oh Deer:
1.Purpose:To simulate how "limiting factors" limit, the size of a population. Also to explore how every environment has a carrying capacity in order to maintain dynamic equilibruim .
-Students represent resources,wolf,and deer.
3.Observations: 4.Procedures:
-In the first round a few students were choosen to be deer and some were choosen to be Resources
-The deer had to get the resources and if they dint they died
-In the 4th round 1 wolf was added and the deer that the wolf got became part of the pack
5.Conclusions: The dynamic equilibrium of the Deer flucuated throughout the entire lab. I specifically saw that the Deer population decreased immediately when the first Wolf was added because there was now a predator that could keep the limiting factors in check this was espically shown when less Deer then Wolves. The carrying capacity for the area (this is circled in the observations) was 11-13 Deer . I knew this because after 12 Deer were left the area's Deer popualation started to decrease which shows that the area couldn't support as much life. Year # Of Deer # Of Wolves 1 12 0 0 0 2 15 3 13 11 12 5 3 4 1 6 6 8 7 2 6 8 0 4 Lab 9:Energy Pipeline
1 Purpose:To explore how energy is transfered through a food chain,lost to heat at each level.
2 Procedures:
1)Students were grouped into species.
2)Calories were given to plankton some were burned off(placed in heat).
3)Each lvel transfered the cup calories to the next level.
3 Materials:
-Heat cup
-Sun Person
-4 groups to represent species
4 Observations: Shark Trout Krill Plankton 5 Conclusion: The purpose of this lab was to explore how energy is transfered through a food chain ,lost to heat at each level.Engy decreased through the food chain. This occured because as each species got the calories or chips they were burnd off and lost to heat . This shows that the higher you are in the food chain the less calories you obtain. Lab 8 Ecological Succesion Flip Book:
1 Purpose: To model the stages of ecological succession by making a flip book
2 Materials:
Flip book generator
3 Procedures:
1)Access the flip book generator website (Bettonplay.com) 2) Construct a flip book to show the stages of succession that consists of at least 20 slides.
4)Observations: 5 Conclusion:
The purpose of this lab was to model stages of ecological succsesion by making a flip book. Through the flipbook I was able to show how first a pioneer organism comes first and then how each stage after is more biodiverse. I learned that the last stage is the most stable stage because it is the most biodiverse and has the most chance of survival. Lab 10 Hazardous Links:
1 Purpose: To simulate how pollutants get transfered through a food chain .
2 Materials:
-Red chips (pesticide)
-4Trophic level
3 Procedures:
The chips were passed through each species and the number of red ones were counted at each level.
4 Observations: Population # Of Chips # Of Red Chips % Of Red Phyto Zoo Minnow Osprey 90 72 58 48 37 37 37 37 41 51 64 77 % % % % 5 Conclusion:
The purpose of this lab was to simulate how pollutants are passed through a food chain. The osprey had the most chips because the food they eat has pollutants add up and harm them Lab 11 Energy Relay:
1 Purpose:- To simulate the interdepence
between plants and animals as shown in photosynthesis and respiration.
2 Materials:
-Sun Mat
3 Procedures:
a) Students lined up at the Sun mat
b) First students carried CO and H O to chlorplast and picked up Glucose and O
c)Glucose and O was then carried to the mitochondria; where ATP,water,and C0 was picked up.
d)ATP was placed in the heat bin, and CO and water were recycled.
4 Observations: 2 2 2 2 2 Photosynthesis CO and H O 2 2 Cellular Respiration Glucose and O 2 Heat Bucket h 0,CO ,ATP 2 2 5 Conclusion:
The Purpose of this lab was to simulate the interdepence between plants and animals as shown in respiration. When the lab was completed it was shown that plants and animals have to work together to achieve respiration and photosynthesis. One example of this is when the Sun and mitochondrion rely on each other. Lab 12 Vitamin Focus Water Lab:
1)Purpose- Does Vitamin Focus Water help students focus ?
-Crystal Light
-Focus Vitamin Water
-Focus Test
A group of students drank Crystal Light (Control Group) and another group drank the Vitamin Focus Water(Experimental Group).

The purpose of this lab was to see if Vitamin Focus Water affected how student's ability to focus. The results show that it did not make any difference if you drink the Focus Vitamin Water or not. And that you can probably focus better by yourself then with the water. Lab 13 The Effect of Light on the Rate of Photosynthesis: 1)Purpose:
Does Red Light Affect the Rate of Photosynthesis?
Plastic cups, 2 sprigs of Elodea, straw, red and clear wrap, and bromothymol blue.
1)Pour BTB in 2 cups.
2)Put straw into cups and blow into cups for the same amount of time.
3)Put same size palnt into the BTB.
4)Wrap one cup with clear wrap and one cup with red wrap.
5)Put cups into a light source next to each other.

The purpose of this lab was to see if colored light affected the rate of photosynthesis. Students put colored and non-color plastic wrap over plastic cups with the plant inside. Both plants had the same amount of soil,water,sunlight and BTB. The results of the expirement showed that the cups with the clear had less photosynthesis then the cups with the clear wrap. 0 1 2 yellow dark blue darker blue yellow blue dark blue Cups with colored plastic wrap Cups with regular clear wrap Number Lab 14 The Affect
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