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This article reprinted from: 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 Laboratory Education (ABLE), 433 pages. Compilation copyright © 2008 by the Association for Biology Laboratory Education (ABLE) ISBN 1-890444-11-1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner. Use solely at one’s own institution with no intent for profit is excluded from the preceding copyright restriction, unless otherwise noted on the copyright notice of the individual chapter in this volume. Proper credit to this publication must be included in your laboratory outline for each use; a sample citation is given above. Upon obtaining permission or with the “sole use at one’s own institution” exclusion, ABLE strongly encourages individuals to use the exercises in this proceedings volume in their teaching program. Although the laboratory exercises in this proceedings volume have been tested and due consideration has been given to safety, individuals performing these exercises must assume all responsibilities for risk. The Association for Biology Laboratory Education (ABLE) disclaims any liability with regards to safety in connection with the use of the exercises in this volume. The focus of ABLE is to improve the undergraduate biology laboratory experience by promoting the development and dissemination of interesting, innovative, and reliable laboratory exercises. Visit ABLE on the Web at: http://www.ableweb.org 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.