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Niedzlek-Feaver, M., M. Ferzli, B. J. Grubb and B. L. Black. 2008. Using student generated
species descriptions and relationships to test and refine understanding of community
structure. Pages , in Tested Studies for Laboratory Teaching, Volume 29 (K.L. Clase,
Editor). Proceedings of the 29th Workshop/Conference of the Association for Biology
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Using Student Generated Species Descriptions and Relationships to Test
and Refine Understanding of Community Structure
Marianne Niedzlek-Feaver1&2, Miriam Ferzli2 , Brenda J. Grubb 3, Betty L. Black3
Zoology1, Biological Sciences Interdepartmental Program2, Zoology3
ACTIVITY
Students in an introductory biology course used
pictures of imaginary creatures to construct species
descriptions, and then use these imaginary species to
build a viable community. Instructors may implement
this exercise as an extension of the laboratory
experience, as a bridge between lecture and
laboratory, or in either the discussion or website
component of a hybrid course. The activity was
implemented in the latter format.
Students worked in groups to construct a species
description that included typical growth and
survivorship curves, life history characteristics such as
fecundity, and any other characteristics that could help
peers determine whether a species should be
classified as a K or r selected species
Only enough "facts” accompanied the diagrams
supplied to students to ensure that students would
eventually be able to construct a viable community. For
example, one species was described as
photosynthetic,
another
as microscopic.
In
class (about 30
students),
each group had to defend
their descriptions to other groups who critiqued and
questioned facets of the description presented for each
species. In the species 1 example (see example of
student work), students used an unusual survivorship
curve which they justified by proposing that the species
was more bird-like, and birds often have a type two
survivorship curve. Note this activity forces students to
reflect on relationships between concepts such as the
relationship between population growth, controlling
agents, and K/r species characterization.
Example of a species description constructed by students
ASSIGNMENTS
Assignments were graded: 150 points of the 900
points that counted toward their grade was
earned through classroom exercises and
activities such as this one.
Example 1
You must come up with a species description that is compatible with
distributed images and an accompanying list of facts.
Your description must include a survivorship curve and a typical
population growth curve. You will need to include an estimate of r
while growing or at least some estimate of fecundity, and K if
appropriate.
•What is the proposed age distribution and how will this affect
population growth?
•Is this species basically an r or K selected species?
•What possible factors, such as disease, predation, etc., could
be controlling population numbers.
•Consider the species' niche or role in the community. What
does it eat? Where does it live? Does it have any unique
adaptation such as mimicry?
Example 2
Construct a food chain centered around your two species. Add
plants or other organisms as needed, but also try to use two or
three other snouter species. As you construct the food chain,
identify any interspecific competitors. Do they exhibit character
displacement? What adaptations can you identify for predation
or predator avoidance? What symbiotic relationships are there?
What species would you add to your community to make it more
realistic?
Example of a food chain constructed by students
Tyrannonasus imperator
(carnivore, long life span, 2-3
offspring/75 years, “k” selected,
no predators, unique immune
system, nocturnal, live
underground during the day)
a.
Species 1: Eledonopsis suavis This species
is a detritus feeder, more like a scavenger
and it mostly feeds on fungi and pant
material. It could grow up to 40 inches and
may weigh up to 35-40 pounds, a size of a
small dog. It usually stays in remote area
forests in burrows and small caves or
underneath rocks. It would usually breed
about once every 18 months and reproduces
about two to three offspring. It has long trunk
like appendages in front of its mouth that it
uses to catch food and also to fight off
predators. This species will live up to 12 to 15
years before it dies of old age. The adults
feed and take care of their young for a few
years after they are born. The young usually
mature at the age of five and tend to leave
their parents at this age to survive and live on
their own. This species would be considered
a k-selected species and the survivorship
curve would be similar to a type II curve. The
population size would fluctuate close to the
carrying capacity most of the time and the
growth would be steady, since only a few
individuals die at any age. Its most common
predators are small carnivores such as
hyenas, wolves, and coyotes. The species
would have a logistic growth curve, “Sshaped”, because it's growth is controlled by
density dependent factors or pressures such
as predation that increase as population size
increases.
c.
Foxes,
Archirrhinos haeckelli (“K”
selected species, parental
care is by father, has 2-7
offspring, lives in rainforest,
and is the size of a platypus)
b.
weasels
The class as a whole then had to build a community using
these species descriptions. Each group built a food chain
utilizing at least three class species other than those they
produced. Groups in turn added their chains to those
already drawn on the board, modifying characteristics, and
adding other species of plants, and fungal and bacterial
species, as needed, to produce a viable community. Any
modifications and additions had to be justified to the class.
Otopteryx volitans
( resembles a fly, found in
meadows, have many
children at a time,
children do not need
parental care, population
is mostly young)
Small Insects
Dulcicauda griseaurella
(eats small insects,
reproduces asexually, nonmobile, “r” selected species,
can produce up to 1000
reproductive seeds)
Snouters taken from The Snouters by H. Stumpke. 1967.
Doubleday. a. microscopic b. photosynthetic c.very large
Evaluation
Students responded to
open-ended surveys relating
to the learning value and
effectiveness of various
activities, including the
“snouters.” Qualitative
analyses are in progress.
Future evaluation of this
project will use student
survey responses and
guided focus groups in a
comparison study.