PopulationDynamics_NABT worksheet_2019B-4765
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Ecology
NABT Sample
www.BioInteractive.org
Page 1 of 5
Click & Learn
NABT Example Worksheet
Population Dynamics
OVERVIEW
This worksheet complements the
Population Dynamics
Click & Learn and provides a sample of procedures
students could perform using this tool. The published versions of the student worksheet and educator materials
are available on the
Population Dynamics
Click & Learn page.
This worksheet also includes a preview of activities from a forthcoming Click & Learn that uses the lionfish
invasion in the Caribbean to teach students about logistic population growth and mechanisms regulating
populations (available in 2020).
KEY CONCEPTS
•
Scientists construct mathematical models to predict the growth of populations and understand factors that
can affect the rate at which a population changes over time.
•
In the exponential growth model, the rate of population growth depends on the per capita growth rate and
population size.
•
In the logistic growth model, population growth slows down as the population size approaches a maximum
number called the carrying capacity (
k
). A variety of density-dependent factors contribute to
k
.
EXAMPLE STUDENT LEARNING TARGETS
•
Explain how changing the variables of time, per capita growth rate, and the initial population size affect
population growth.
•
Explain the differences between an exponential growth model and logistic growth model.
•
Describe assumptions of the population growth models and how those assumptions align with biological
populations.
PART 1: Exploring Exponential Growth
Proceed to the exponential model simulator. Click on the “How to Use” button and notice the explanations
provided to students regarding the components of the tool. Click on the gear icon to change the scale of the
graph and the range of values you can select for each parameter.
The worksheet questions are designed to get students exploring the slider tools and recording the outcomes of
changing the parameters for exponential growth. After gaining familiarity with the tool, students should be able
to change the parameters to generate particular scenarios. Identify the parameter levels (e.g., large or small
growth rate, large or small initial population size) that generate the following graphs:
1.
A long period of almost no growth—the curve looks nearly flat.
2.
A long period of slow but clearly accelerating growth—the curve starts to become steeper at the end.
3.
Extremely rapid growth from the very beginning.
Population Dynamics
Ecology
NABT Sample
www.BioInteractive.org
Page 2 of 5
Click & Learn
NABT Example Worksheet
PART 2: Applying Parameters from a Natural Population
Students can use the
Population Dynamics
Click & Learn to explore hypothetical scenarios for any organism or
situation. The first example in the currently available student worksheet asks students to consider waterbuck
populations in Gorongosa National Park in Mozambique that are recovering after a devastating civil war (using
b
= 0.67,
d
= 0.06,
N
0
= 140 as the starting values, where students use the equation:
r = b – d
to determine that the
waterbuck population would exponentially grow at a rate of
r = 0.61
).
Today, we will explore the simulation using lionfish data! Below are some sample questions from the
Population
Dynamics
Click & Learn (C&L) Student Worksheet adjusted for lionfish. You can adjust the questions to any
organism or system, or consider this a preview for the Lionfish C&L coming soon!
4.
In a study by Côté and Smith (2018), lionfish were surveyed in the Bahamas in 2004, when 2 individuals were
first sighted. Fill in the chart below using the exponential model simulator to predict how the population is
expected to grow under the early years of the invasion. Use
r = 0.95
as the estimate of lionfish population
growth rate in a novel habitat.
Time
1 (2005)
2 (2006)
3 (2007)
4 (2008)
5 (2009)
Population size (
N
t
)
Slope (
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
)
5.
How do your model estimates compare to the field data collected by Côté and Smith (2018) in the Bahamas?
Note: The data above is reported as number of sightings of lionfish per dive. This measure can be used to
estimate density based on the amount of area surveyed. As reported here, this measure can only be used as an
index to represent lionfish density and not as a direct measure of population size (N).
Population Dynamics
Ecology
NABT Sample
www.BioInteractive.org
Page 3 of 5
Click & Learn
NABT Example Worksheet
PART 3: Logistic Growth Models
A. Exploring Carrying Capacity
The logistic model adds the concept of
carrying capacity,
k
when modeling changes in population size over time.
This is the maximum number of individuals that the community can support without exhausting resources.
6.
Given the data in the previous figure, what would be an appropriate carrying capacity to include in a logistic
model for lionfish?
Note: You may need to use the settings to adjust the range of the input variables.
B. Extensions in Lionfish Click & Learn: Exploring Changes in Instantaneous Growth Rate
7. How does slope (
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
) change in relation to
N
? Refer to the graphs and practice questions:
Your preview ends here
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Biology Unit 4 Assessment 20
A group of ponies lives in Chincoteague National Wildlife Reserve in Virginia. What could cause the development of longer legs to be selected over time?
O A cause might be the decrease of rate of reproduction of the long-legged ponies
O A cause might be that it made the long-legged ponies run more slowly
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Instructions:
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2. Provide examples.
3. Mention the importance of obtaining data from each source.
OF SCHOOLS OF
PASMETH
IVIETH-PASMETH-PASMEm
VIETH-PASMETH-PASMETH PASMETH PASME
PASMETH-PASMETH PASMETH PASMETH-PASMETH•PA
SMETH PASMETH PASMETH-PASMETH-PASMETH PASMETH PASM
TH-PASMETH-PASMETH PASMETH PASMETH PASMETH-PASMETH-PASM
ASMETH-PASMETH PASMETH-PASMETH-PASMETH PASMETH PASMETH-PASM
TH-PAS DIFFERENT DATA SOURCES FOR HEALTH METH-PASM
1970
H-P
H-PASME
H-PASMETH-PASMETHFASMETH-PASMETH-PASMETH-PASMETH PASMETAPASMETHF
H-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASM
H-PASM
H-PASA
H-PASM
H-PASM
H-PASI
H-PASA
H-PASA
H-PASM
H-PASM
H-PASM
H-PASM
H-PASM
H-PASM
H-PASA
H-PASM
H-PASM
H-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASMETH-PASM
ASMETH-PASME
oMETH PASMETH-PASMETH-PASMEINFORMATION SYSTEM ASMETH-PASMETH-PASM
TH-PASMETHPASMETH PASMETH PASM
+•PASM
t-PASM
+•PASM…
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A
Dr. Anderson is a part-time physician employed in a large group practice. She signed a contract that stated her job
description and monthly salary. For the first quarter of the year, she referred a large number of patients to one
pharmaceutical company for their lifestyle program. But she did not receive any compensation for her referrals. Is she in
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OA. Yes, because of the large number of referrals to the pharmaceutical company.
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Public health 2 year
Population aging. Analysis of life expectancy and demographic load.
Exercise 10
Describe the demographic data shown in the table that relate to the average life expectancy of the world population
and its regions. Draw a conclusion.
WHO region
Global
Europe
Eastern Mediterranean
Western Pacific
Year
2016
2015
2010
2005
2000
2016
2015
2010
2005
2000
2016
2015
2010
2005
2000
2016
2015
2010
2005
2000
Life expectancy at birth (years)/
Male
Both sexes
72.0
71.7
70.1
68.2
66.5
77.5
77.2
75.7
73.5
72.5
69.1
68.8
68.1
66.2
65.5
76.9
76.7
75.8
74.7
72.8
69.8
69.5
68.0
66.1
64.4
74.2
73.8
72.0
69.5
68.4
67.7
67.4
66.7
64.8
64.2
75.0
74.8
73.8
72.7
70.8
Female
74.2
73.9
72.3
70.3
68.7
80.8
80.5
79.3
77.6
76.7
70.7
70.4
69.5
67.8
66.9
78.9
78.8
77.9
76.8
75.0
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o Enter ONLY numerical values. If there is a decimal, put the number as a decimal. If the number does not have a decimal, do not put a decimal. For example, these
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A Science. Week of 10-12-2020.
Lesson 2.Density
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1) A student measures the mass of an 8 cm3 block of brown sugar to be
1 point
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12.9 g.
Your answer
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