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Describe what happens to the population size over time. Remind them to read all instructions carefully. The instructor first explains the variables used in the linear growth model: population size (N) and time (t), and introduces the technique of changing the values of the variables in the equation to see how the growth rate changes. In our class, 99% of students answered correctly during the individual vote and the instructor skipped peer discussion. The growth level results from several factors, particularly the dramatic medical and technological advances made during the 20th Century, which led to significantly increased life expectancy and decreased rates of premature death due to many diseases and environmental factors. Students were assessed using formative and summative questions aligned with the learning outcomes: quantifying population size, plotting and predicting population growth, calculating growth rate, and incorporating carrying capacity in logistic growth curves. Exponential growth, which produces a J-shaped curve, is rare in nature and always temporary.
Remember to use the proper scaling (based on the data) and label both axes. Unchecked human population growth could have dire long-term effects on our environment. This lab has helped my students practice constructing the different types of graphs that are typically seen on the Earth Science Regents and Living Environment Regents. University of Maine, University of Calgary. Overcoming Density-Dependent Regulation. Included in this lesson is a 20 slide powerpoint, a writing prompt, student notes page, and exit ticket. What are some humane methods to mitigate the negative consequences of human population growth? Emphasis on the following experimental features is important for this lesson: 1) the author measured the density of the population (y-axis); 2) the study was conducted over two months (x-axis); and 3) cages were used to prevent predation during the experiment (20).
Some students had difficulty calculating density, distinguishing between density and abundance, and identifying the correct units for density and abundance (Figure 2, PPTQ1 and PPTQ2). Students were required to complete the pre-test in the 24-hours preceding the lesson. Big History Project. Ask some leading questions. ) When did the most dramatic rise in human population begin and how does this population rise compare to earlier ones? Mortality, likelihood that the yeast cell dies. The instructor (author KP) who taught this lesson was observed using the Classroom Observation Protocol for Undergraduate STEM (COPUS) (21). NC Next Generation Science Standard HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. By altering these factors one at a time, and observing the results, students are able to clearly see the effect of each one. Worksheets and AttachmentsVisit [] to print or download. Students also evaluate factors that could lead to observed changes in population growth and the assumptions made for predicting population variation. Click to view other curriculum aligned to this Performance Expectation|.
Report this resourceto let us know if it violates our terms and conditions. The instructor explains that the simplest way to interpret r in the context of exponential growth is that if r=2/day, for every barnacle present, two additional barnacles will be added per day. If r=2 per day and K=80 barnacles per cm2, how does increasing the population size (N) affect the population growth rate (dN/dt) in the logistic growth model? A summary slide of factors that students mentioned in the lesson is provided (Supporting File S1: Lesson Presentation Slides with Instructor Notes, slide 5). Currently, the three countries with the largest populations are China, India, and the United States, though this is expected to change by the end of the century, when India is expected to overtake China and Nigeria is expected to overtake the United States. As they come into contact with each other, they mix the liquids in their vials. This was itself removed in 2021 and currently there are no longer any official child limits in China. Have all your study materials in one place. Next, the instructor shows students the growth rates calculated for the Connell, 1961 data (20) (Supporting File S1: Lesson Presentation Slides with Instructor Notes, slide 29). Devise a way to stabilize a hypothetical fish population by varying r, K, and N0 and propose a set of management strategies using these concepts. To transition to the next section of the lecture, the instructor focuses students' attention to the variable of interest on the summary slide - the number of barnacles. The activity is based on demographic data published by the United Nations that is updated every 2-3 years.
Each group needs: - computer with Avida-ED program installed (download the freeware from). Stage 4 represents a population that is decreasing. Attention: This activity requires use of the Avida-ED program; this freeware is available at: Copyright© 2013 by Regents of the University of Colorado; original © 2011 Michigan State University. Listen to a few student answers while drawing a simple Population vs. Time graph on the classroom board with a few data points representing students' guesses. Density and abundance. Recommended population ecology resources are also provided in Supporting File S2: Instructor Population Ecology Resources. How does population size respond to changes in this parameter? The instructor can emphasize that ecologists may be interested in determining how the growth rate changes, or might change, over time. Relate population growth and age structure to the level of economic development in different countries. Table 1: Human population data (including future projections).
On the NSTA website, you can download this lab for free, however you must purchase the book in order to get the teacher pages and answer key. Human Population Growth Lab - Spread of an Infectious Disease Free Student Handout. Since having a clear understanding of these two measurements is important, the instructor next gives students the opportunity to compare and calculate density and abundance. If you have access to duckweed, this lab is easy and fun- no microscopes or fancy equipment needed. In this lab, students will construct line graphs, bar graphs, and pie graphs to analyze the relationship between human population growth, greenhouse gas emissions, and global warming.
In the ASN, standards are hierarchically structured: first by source; e. g., science or mathematics; within type by subtype, then by grade, etc. If students are having difficulty, the instructor can provide an example calculation using a population size (N) of 40 (Supporting File S1: Lesson Presentation Slides with Instructor Notes, slide 27). While the growth rate has dropped from around 2. What will the birth rate be like in a small population and in a huge population? Then ask if the environment were bigger or smaller, what affect that would have on their predictions. Integrating density-dependent growth. By altering these factors one at a time, and observing the results, the effects of each one can be determined.
Activity Embedded Assessment. In the lesson, student reasoning for selecting choice A included: "It looks like the growth rate is increasing in all three graphs, because the population size is getting larger over time. " To calculate the normalized gain for overall scores on the pre/post-test, we used the following formula (31): (% of students who scored correct on the post-test -% of students who scored correct on the pre-test) / (100% -% of students who scored correct on the pre-test). Let's hear from some of you with answers as to how many people you think are on our planet.