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thesis entitled
USING A STUDY OF A LOCAL
RESOURCE TO INCREASE ENVIRONMENTAL
AWARENESS IN HIGH SCHOOL STUDENTS
presented by

LYNDA MITCHELL SMITH

has been accepted towards fulfillment
of the requirements for

 

14.3. degree in BIOLOGICAL SCIENCES

Major ofessor

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USING A STUDY OF A LOCAL RESOURCE TO
INCREASE ENVIRONMENTAL
AWARENESS IN HIGH SCHOOL STUDENTS
BY

Lynda Mitchell Smith

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
Master of Science

College of Natural Science

1995

ABSTRACT
Using a Study of a Local Natural Resource to
Increase Environmental Awareness in High School Students
BY

Lynda Mitchell Smith

Science curriculum often neglects environmental studies, lacks real world
examples and makes few connections to other disciplines. High school
students often view science as a list of terms written in a textbook to be learned

for a test.

The purposes of this teaching unit on the Grande Mere ecosystem are threefold;
1) to provide students opportunity to participate in scientific, collaborative, ”real
life" activities; 2) to provide knowledge and appreciation of a local resource;
and 3) and to provide a variety of learning activities to enhance student interest

and involvement.

Students took a pretest and post-test, and an attitudinal survey on
environmental topics including Grande Mere, additionally student interviews
concerning their attitudinal changes were conducted. The results of these
assessments indicated student gains in understanding environmental concepts,
an appreciation for Grande Mere as a natural resource. an awareness of

environmental issues and an understanding of the process of science.

To Fred, Rachael and Laura

ACKNOWLEDGMENTS

My thanks and appreciation to Howard Hagerman, Martin Hetherington, and
Merle Heidemann for their time, patience, constructive criticism and good
humor in constructing this thesis. Thank you to the Towsley Foundation, the
National Science Foundation, and Lakeshore Public Schools for their financial
support. Thank you to my students who were cooperative and interested in
trying something different. Especially thank you to my tamily for giving me the

time and encouragement to complete the Master’s program.

TABLE OF CONTENTS

Page

LIST OF TABLES viii
LIST OF FIGURES ix
INTRODUCTION 1-6
IMPLEMENTATION OF UNIT 7

Objectives and Student Activities in the Study 7

Outline of Unit 8

Audiovisual Aids 10

Analysis of Student Activities and Laboratory and

Field Exercises 11

Use of topographic maps and aerial photographs 11

The Grande Mere Project 12

Sand Dune Succession Field Exercise 13

Leaf Transpiration Laboratory Exercise 14
Nitrogen Fixing Bacteria Laboratory Exercise 15

Pit Traps 15
Position paper on Human Population Growth 15
Simulations 16
Population Ecology Computer Simulation 16
RESULTS AND DISCUSSION 18
Sand Dune Succession Lab Report 18
The Grande Mere Project 19

Page

Population Ecology Position Paper 20
Summary of the Ecology Pretest 21
Chapters 40, 41 Test 23

A Comparison of Chapters 40,41 objective pretest
and post test 24

A Comparison of Chapters 40,41 and Chapter 43 Test 25

Chapter 43 Test 26
Succession Quiz 27
Discussion of the Grande Mere Survey 29
CONCLUSIONS 33-35
APPENDIX
The Geology of Grande Mere State Park 36
The History of Grande Mere 37
Leaf Transpiration in Trees 39
Comparison of Plant Roots of Nitrogen Users and 44

Nitrogen Fixers

A Field Study of Sand Dune Succession at Grande Mere 47

Grande Mere Project 48
Grande Mere Project Assessment List 49
Ecology Unit Pretest 50
Results of the Ecology Pretest 53
Chapter 40 and 41 Test, Ecology 56

vi

page

Succession Quiz 63
Chapter 43 Test, Population Ecology 64
Student Test Scores 1995 70
Student Test Scores 1994 72
Survey of Grande Mere Ecology Study 74
Results of the Survey of Grande Mere Ecology Study 77

WORKS CITED 81

vii

Table 1

Table 2

Table 3

Table 4

LIST OF TABLES

Data table of test scores and statistical information
from the 1995 ecology unit.

Correlation of pretest and post test scores on the
objective part of Chapters 40,41 test.

Correlation of scores from chapters 40,41 test and
chapter 43 test.

Data table of test scores and statistical information
from the 1994 ecology unit.

viii

page
22

24

25

73

Figure 1.

Figure 2.

Figure 3.

Figure 4.

Figure 5.

Figure 6.
Figure 7.
Figure 8.
Figure 9.

Figure 10.

LIST OF FIGURES

A topographic map of Grande Mere.

A venn diagram showing the organization and focus
of the ecology unit.

A graph of percentile scores for Chapters 40,41 test.
The percentile scores are arranged showing
the position of the percentile scores compared
to the mean at +1 and -1 standard deviation.

A simple regression between pretest and post test of
the objective portion of the Chapters 40,41 test.

A simple regression between Chapters 40,41 test and
Chapter 43 test.

A histogram of Chapter 43 test scores.

A percentile plot of chapter 43 test scores.

A histogram of student scores on the succession quiz.

A percentile plot of succession quiz scores.

A map of Grande Mere State Park.

page

xi

23

24

25

26
27
28
28

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Figure 1. A topographic map of Grande Mere.- (Tague 1946)

 

Hn Overview of the
Ecology Unit

   
  
    
  

Group projects
Grande Mere

  
  
  
  

  
  

Community to Global
Issues

      
   
 

Research Position paper

   
 
  

 
     
 
 

 
  

History
I nterdisciplinarg
Interviews C°um°Is species diversity
Grande Mere
Human population growth

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Use at topographic maps and
aerial photos

  

  

Student Centered
Human Population Growth position
paper and debate

 
   
   
   
 

computer simulation
'population ecology'

   

History and Geology of
Grande Mere

 
 
   
 

 
 

Sand dune Succession
Field Study

   

Soil testing

  
 

Leaf Transpiration

   

Laboratory and Field
work
Nitrogen

Pit F'
traps ixers

 
       
   
 

Figure 2. A venn diagram of the
organization and focus of the ecology unit.

xi

INTRODUCTION

I attempted to address three areas of concern in constructing and teaching a
unit on the ecology of Grande Mere . One problem was that many students
entered Advanced Biology classes with little experience in conducting scientific
studies, believing that science is a set of terms to be learned for a test. The
second problem was that our high school science curriculum left no place for
teaching ecology and environmental issues. The third problem was that our
science curriculum made few attempts to provide connections to other

disciplines.

In developing the Grande Mere study my intent was to give the students an
immediate student centered, “real-life", hands-on, field study using a local
resource and to develop ideas related to other disciplines such as geology,
history and local politics. Berne (1986) states,

By examining their own surroundings in depth
and then comparing their area to another, both
teachers and students learn to understand
relationships, develop historical perspectives,
and begin to infer trends. They learn to use their
own communities as microcosms of principles that
are valid at a global level.

I wanted to provide students with a great variety of activities; field work,
laboratory work, videos, small group projects, reading of scientific literature and
computer simulations. Lisowski (1987) stated that using an “involvement-
oriented way of teaching will increase interest and motivation of the students".
Further, he concluded that teachers can increase interest by student
involvement in real-life situations and using real environmental issues facing

local communities.

Clearly, student knowledge and understanding of their community is important.
Yager and Tweed in the American Biology Teacher (1991) cite the use of a
“multi-faceted curriculum that includes local and community relevance and use
of natural environment and community resources" as part of an exemplary

science teaching curriculum.

When students collect and analyze data from field work done in their
community, it becomes a real and meaningful situation. Berne (1986) said
when investigating real life problems that “learning becomes meaningful,
because it is needed by the students” , students understand and remember
ecological concepts when they have real examples and when they have
analyzed data that they have collected themselves. For example, at Grande
Mere, students can quantitatively and qualitatively study sand dune succession,
lake succession and eutrophication. Cherif (1992) states that

Teachers should concentrate more on field work,
both observing and investigating an ecosystem is
important to develop an accurate understanding
and appreciation of the environment and the human
role in ecological processes and environmental
management.

Ecology is a subject that is often left to whatever time remains at the end of the
year, if the subject is discussed at all. But it is important for students to
understand basic ecological concepts because it gives them a framework to
understand local environmental disturbances such as sand dune mining, toxic
waste clean-up, or the effect of building roads through an area where an
endangered species lives. Knowledge of ecology also may help in
understanding global problems such as rain forest habitat destruction, loss of

stratospheric ozone, and the effects of continued human population growth on

3
our biosphere. Project 2061 (1989) strongly supports increased emphasis in
the study of ecology:

The most serious problems that humans now face
are global: unchecked population growth..., acid
rain, the shrinking rain forests..., the pollution of the
environment, disease, social strife, and the extreme
inequities of the distribution of the world's wealth.

At the high school level, students are shuffled from classroom to classroom,
from one subject to another, and during that time there may be no mention
made of the relevance or usefulness of the subject matter they are learning. As
James Beane (1995) states, “The separate subject approach offers little more
than a disconnected and incoherent assortment of facts and skills. There is no
unity, no real sense to it all." In using field work and group project work in our
community, I hope to encourage my students to develop their knowledge
beyond basic ecological concepts. Beane further states that when teachers
work to integrate curriculum two things happen:

First, young people are encouraged to integrate
learning experiences into their schemes of meaning

so as to broaden and deepen their understanding of
themselves and their world. Second, they are engaged
in seeking, acquiring, and using knowledge in an
organic-not an artificial-way. That is, knowledge is
called forth in the context of problems, interests, issues,
and concerns at hand.

Grande Mere provides community and ecological relevance. By making
connections between Grande Mere and ecology, geology, and local history
students can form a larger mental picture of Grande Mere, and place it in
context with their community. Previously, I have used water quality testing as a
main field component of the ecology study for my Advanced Biology classes. I
wanted a more interdisciplinary, community based ecology curriculum using a

field study to replace the water quality testing, so I chose Grande Mere as the

focal point for our ecological study.

Grande Mere is a unique natural environment that has many diverse habitats,
such as dunes, forest, beaches, swamps, and lakes, including Lake Michigan.
The geologic history of the area is evident with a long bluff running parallel to
Lake Michigan that is part of the lake-border moraine system, a lateral moraine
formed from glacial action. As the glaciers, specifically the Vlfisconsin Ice Sheet.
carved out the basin that is Lake Michigan and melted filling this basin, different
lake levels were left as the land rebounded from the heavy load of the glaciers.
As the land “bounced back" the drainage pattern of Lake Michigan changed
from draining south through the Chicago area into the Mississippi River
systemic north through the eastern great lakes through the St. Lawrence
Seaway into the Atlantic Ocean. The different water levels that occurred in Lake
Michigan allowed some of the ground up rock, sand, to be deposited by wind in
piles at the western side of Lake Michigan forming the sand dunes. Another
way that sand was deposited in this area is the result of out-wash plains where
glaciers melted and retreated, streams carried the particles to Lake Michigan
and dumped them as the stream moved into Lake Michigan. The wind then
blew the deposited sand on top of moraines forming “perched dunes” . (Dorr
and Eschman 1970)

Grande Mere was an embayment that eventually became enclosed by spits that
formed across the bay. Over time the bay filled in forming 5 lakes within it, of
which 2 have aged into wooded swamps. and 3 lakes remain in various stages
of eutrophication. (Occasional Papers on the Geology of Michigan for 1946)

Grand Mere was a Native American settlement before white settlers moved into

5
the area. It is believed that, in 1838-1840 when the Native Americans were
being moved west to reservations, some were able to hide in the Grande Mere
area for many years. Grande Mere had a sawmill in 1867, later there was a
resort for city visitors and some people tried to farm here. South Lake was a
commercial cranberry bog at the turn of the century and ice cutting took place
on North Lake at about the same time period. The area contained huge flocks
of passenger pigeons which were hunted to extinction by professional
pigeoneers who killed thousands a day. In 1963, the l-94 highway was
constructed through the middle of Grande Mere, separating the bluff area from
the lower lake area and destroying many of the Native American campsites.

(Grande Mere Association, 1973)

In 1965 developers approached the local township board to seek rezoning of
the Grande Mere area to planned development, both commercial and industrial.
Concerned people formed the Grande Mere Association and fought to save the
area from development, mobilizing the community through the local newspaper
into support for keeping Grande Mere a natural area. The Grande Mere
Association sponsored a petition to vote about the rezoning by referendum. In
1967 the community voted down a township referendum on rezoning and
development of Grande Mere. Grande Mere was purchased with state funds
and in 1984 became a State Park. The area around Grande Mere is now
almost fully developed. The Cook Nuclear Plant is less than three miles south
of Grande Mere and new, very expensive housing developments are all around
Grande Mere, makes it seem an even more treasured community and state

asset in 1995.

6
Although the primary focus of this unit is ecology, I wanted students to be aware
of the historic and geologic aspects of Grande Mere and to appreciate the fight
that went on to save this area from development. l wanted students to gain a
greater understanding of ecology and their community be studying the ecology

of Grande Mere.

IMPLEMENTATION OF UNIT

The ecology unit was designed to help alleviate these three problems in our
school science curriculum:

1. Lack of experience in laboratory and field work.
2. Lack of focus on ecology and environment.
3. Lack of connections between other disciplines,
real-life situations, and the local and global community.

Therefore the activities chosen and constructed for this unit were selected with
these three problems in mind. In addition to addressing the three problems
stated above, I also wanted this class to become more student driven, ie, for
students to become more actively involved and responsible for their own
learning. To test success of the unit it was necessary to develop and use a
variety of activities and assessments to show student achievement and

understanding.

It is hoped that the activities will translate not only into students increasing their
knowledge of ecology but also students having an increasingly positive and

active role in environmental issues.

Objectives and Student Activities in the Study
By studying Grande Mere students will:

1. Name biotic and abiotic factors of an ecosystem, using examples collected
from the Grande Mere sand dune succession study among others.

2. Use topographic maps and aerial photographs from 1950, 1960 and 1975 to
observe changes in Grande Mere and the community.

8

3. Gain experience in laboratory and field work and learn to write a lab report.
Students will collect, organize and analyze their data on the sand dune
succession field study, compare it to class data and draw conclusions.

4. Explain how energy and matter move through an ecosystem.
5. Use a food web or chain to show how organisms are interdependent.

6. Work in small groups on a project involving environment and community.
Students will give classroom presentations, and submit a written paper
detailing their search for information. An interview will be required as
well as library research.

In other activities associated with the ecology unit, students will:
7. Learn to use a computer spreadsheet to organize and graph data.

8. Through using a computer simulation, explain population growth of different
types of organisms and discuss factors that control growth.

9. Discuss in a position paper and in classroom debate, trends and problems
with present and future human population growth. Students will use two
scientific articles to support their position.

Outline of Unit
Week One

Ecology pretest and chapter 40 and 41 objective pretest.
Writing Lab Reports.

Use topographic maps and aerial photographs of the area.
What is ecology? What will we study at Grande Mere?

Week Two.

Leaf Transpiration Laboratory exercise.
Nitrogen fixing Laboratory exercise.
Nutrient cycling.

Geology and History of Grande Mere.
Discuss Project Topics and due date.
\fideo- “Grande Mere Through the Years".

Week Three

Set and collect Pit Traps. Count species diversity, look at soil ecosystem.
Collect soil and perform soil tests, discuss soil composition.

'9

9

Video- “Down on The Farm". Discuss sustainable agriculture, soil depletion.
Chapter 40, 41 Review.

Test chapter 40, 41. “Ecology"
Reading- “Restless Dunes” by Jon R. Luoma
Audubon (Nov/Dec 1994)

Week Four

Testing procedure for Sand Dune Succession.

Field Trip to Grande Mere.

Share field study data among classes, find averages.

Do soil tests from 4 sites of field study.

Work on Lab Report on Sand Dune Succession.

Work with computers, spreadsheet program, make graphs of field study data.
Discuss Field Study results and primary and secondary succession.

Week Five

Finish graphing field study data and complete Sand Dune Succession lab
report.

\fldeo— “The Garden of Eden".

Discuss Nature Conservancy and local natural areas.

Reading- “Can the Growing Human Population Feed Itself?" by John Bongaarts
Scientific American (March 1994)

Grande Mere Sand Dune Succession Lab Report due.

Week Six

Alternate groups between computer use and work on position paper.

Begin Computer Simulation- “Population Ecology”

Position Paper- do library research and find one other article on human
population growth. Write a 2-3 page position paper.

Discuss population growth curves, carrying capacity, r and K strategists.

Week Seven

Construct an Age/Sex structure diagram from class data.

Discuss historic and present trends in human population growth and effects on
the environment.

Position paper due. Class debate/discussion on optimistic/pessimistic views on
support of human population growth.

Chapter 43 Review

Chapter 43 Test “Population Ecology"

10

Audio-visual Aids

The first video used in class was “Grande Mere Through the Years" and is a 20
minute student produced video from 1994. This video describes geology and
lake succession of Grande Mere through outstanding video work including
aerial video and computer modeling. Besides using the video for the content, I
also wanted to provide students with an outstanding example of a project and
provide some ideas and motivation for getting started on their projects. The
video led to discussion about glacial action and evidence of it in our area, and

about aquatic succession in the Grande Mere lakes.

The second video shown was “Down on The Farm", a 57 minute NOVA
presentation produced in 1984 by WGBH in Boston. The synopsis of the video:

Managed carefully, soil and water can be renewable
resources. This program studies the dilemma of American
Agriculture and the conflict between short term need for
profit and the long term needs of the land itself.

I showed the first 30 minutes of this video as a springboard for discussing
sustainable agriculture and depletion of top soil. "Down on The Farm” provided
a “common ground" for discussion of the importance of good agricultural
practices, use of farm land in our area and ways to conserve top soil. There
was a related essay question on Chapter 40, 41 Test about soil and sustainable

agriculture.

The third video used is called “The Garden of Eden” and is a 28 minute video

produced by Lawrence R. Holt and Roger M. Sherman for the Nature

11
Conservancy in 1984. The Nature Conservancy reports:

In thirty years 15%-20% of all life forms will be extinct. This
loss of natural diversity undermines our long range economic
security. "The Garden of Eden" combines compelling
interviews, magnificent cinematography, and vintage
animations to show how rare species have been used

to develop new antibiotics, disease resistant corn,

and improved insect repellent. The film then focuses

on a beautiful region in Florida known as the Garden

of Eden, which supports the greatest species diversity

in the Continental United States. Cooperation among
conservationists, industry and government saved this
area from industrial development. The Garden of Eden
emphasizes that extinction is forever and that we owe

it to our descendants to preserve a rich and varied

natural world.

The preservation of the "Garden of Eden" paralleled our previous class
discussions of how Grande Mere was saved from development because of
unique plants, animals and geology. The discussion on species diversity led to
discussions on The Nature Conservancy and how they work, natural areas
around us that have been purchased and preserved by The Nature
Conservancy, and the importance of species diversity. There was an essay
question on the chapter 40, 41 Test that corresponded to information from this

video and our discussion of it.

Analysis of Student Activities and Laboratory and Field Exercises

Use of topographic maps and aerial photographs
One of the new activities that I planned for this unit was the study of topographic
maps and aerial photographs of the immediate area including the Grande Mere

area. The aerial photographs from 1950, 1960 and 1975 were borrowed from

1 2
the archives at Michigan State University and laser copied for student use.
During the first week of the unit I organized students into small groups and
passed out the topographic maps and aerial photographs. Students then had
to; 1) identify important features on the maps and photos, 2) find the Grande
Mere area and the three lakes, 3) compare the three different aerial photos from
1950, 1960, and 1975 and list ten changes that have occurred in the area
during this time, and 4) pick an area on the 1975 topographic maps to up-date.
The last assignment was called the “drive-by topo up-date", and students picked
different neighborhoods in the school district to map. Students then drove
around and mapped their neighborhoods, and brought their results back to

school and mapped them on the enlarged class topographic map.

Students showed a great deal of interest and amazement over the changes that
have taken place in the community over the last 45 years. The assignment
showed the extent of development in the community, and students began to
wonder about controls on development of agricultural land and sand dune or
lakeshore properties. Who determines restrictions of land use? What rights do
the land owners have? Does the Township have land development plans? Are
we (as a community) going to protect our farmland? Some students chose to

answer these questions as part of their project.

The Grande Mere Project
The Grande Mere Project was developed with the senior English teacher as an

interdisciplinary project that would be graded by both classes. The goal of the
project was for students, in groups of three or so, to research a “real-life"

community situation, whether it is about the history of Grande Mere, controls

13
on new housing developments, what companies in the area recycle, etc.
Students were required to use three sources of information, including one
interview. Students also gave a 10-15 minute presentation with some use of
media, and wrote a narrative paper that detailed their search for information and
what they found useful. Students were given one month to complete the

project.

Students enjoyed the project once they started working on it. Many students
did an outstanding job of contacting people and gathering research for their
topic. Some students procrastinated and found the project to be a “pain”.

The comment of a few was “I didn't think I would have to write or do research
papers". Translated this means that they did not appreciate the student
centered approach, including the project work, because they would rather sit
back and absorb the information as the teacher speaks. Other students found it
hard to work around each others’ schedules when working as a group; many
students have jobs after school, are involved in athletics, marching band, or

club activities.

l advised students to split up the responsibilities as equitably as they could and
to budget their time. In spite of student schedules, I feel it is important for
students to investigate their community, to conduct research, write and present
information. I developed an assessment tool for their project and gave it to them

as a guide in completing this work.

Sand Dune Succession Field Exercise

Students gathered data on biotic and abiotic factors at four sites in Grande

 

1 4
Mere, including the beach, fore dune, back dune and forest. They mapped a
quadrant at each site, and determined the type and amount of vegetation
present, temperature at ground level and at one meter, % humidity, soil
composition and nutrient level, amount of light. wind velocity, and % ground

litter.

Students shared and averaged data from three classes, and then worked on
analyzing the data. Use of a computer spreadsheet to aid in graphing was
taught. Data was discussed and students were assigned a lab report of the field
study.

In addition to the lab report, understanding of succession, especially sand dune

succession, was measured by an essay quiz.

Leaf Transpiration Laboratom Exercise
The leaf transpiration lab quantifies the amount of water a leaf transpires in a 24

hour period. Students chose a tree and attached a (numbered and pre-
weighed) baggie to a leaf on each side of the tree, they then estimated the total
number of leaves on the tree. The next day the students carefully gathered the
bags, determined the mass of the water that had collected and tried to estimate
how much water the tree had transpired in 24 hours. (average of water collected
from four leaves X estimated number of leaves = water transpired by tree in 24

hours.)

This exercise is used to review the hydrologic cycle and is a good lab on which

to write a first lab report.

15
Nitrogen Fixing Bacteria Lab
We looked at soy bean root nodules and compared the structure with corn roots.
Students cut a nodule from the soy bean roots, added a small amount of water
and squashed it using a mortar and pestle. They then made a wet mount slide
of the squashed nodule and looked for the nitrogen fixing bacteria, Rhizobium,

using the microscope. The nitrogen cycle was discussed.

Pit Traps
A pit trap captures organisms moving over the surface or the top layers of the

soil. Students dug into a forested area near the school and set in small
containers filled with ethyl alcohol. They collected the traps the next day and

used the dissecting microscopes to observe, classify and count the organisms.

We used this exercise to introduce a discussion about soil ecology and the

importance of soil and soil organisms.

Position paper on Human Population Growth
Students were given one article from Scientific American “Can the Growing

Human Population Feed Itself” by John Bongaarts (March 1994) that chronicles
both optimistic and pessimistic views of supporting human population now and
in the future. Students had to conduct library research to find one other article
related to this topic, and write a two to three page paper supporting their
position on population growth. Students also debated their position in class.
Each side, optimistic and pessimistic, met in small groups of 4 and listed the top
six reasons or facts that supported their viewpoint. Then the small groups

merged and each side posted and explained their top ten reasons. These were

1 6
open to rebuttal from the opposite side. Class discussion was interesting and
spirited, with students raising important issues from both view points. The
written position paper provided one form of assessment. There was also an
essay question on chapter 43 Test “Population Ecology" about human

population growth.

Simulations

Population Ecology Computer Simulation

The computer simulation allowed students to observe population growth curves,
carrying capacity, trophic levels, biotic potential, food webs, etc. It also allowed
students to change the biotic potential of one organism in the ecosystem and
observe the effects of this on other organisms and on the population growth
curves. Other parameters can also be changed; like the carrying capacity of the
habitat, or the food chain itself. Students can observe these changes in data
tables and graphs. Students were asked to hypothesize what they think will

happen and then to run the simulation to see if they were correct.

Students like to use the computer for simulation use, but not every day. l
alternated groups of three or four with use of the computer simulation with time
at the library researching for their position paper or writing it. This seemed to
work well, there’s a change in activity and time is given in class to work on the
assigned paper as well. Parts of the computer simulation take a long time to
run. It might take a growth curve simulation three or four minutes to reach a
carrying capacity and equilibrium, and students dislike waiting. Students
worked in groups which helped those who were not as comfortable using the

computer or the program. They also helped each other with different ways of

17

looking at a problem.

I think this program helped students to become familiar with growth curves, food
webs. biotic potential, carrying capacity, etc. These are all concepts that are
part of Chapter 43 on Population Ecology and what we also discussed in class.
Using the computer simulation is a good way to get the information in a different
light, which reinforces what is read and discussed. Concepts are tested in

Chapter 43 Test "Population Ecology“.

RESULTS AND DISCUSSION

The evaluation of the ecology unit was done in several ways: 1) the sand dune
succession lab report, 2) the Grande Mere project with a presentation and
narrative paper, 3) biology text chapter 40,41 test on basic ecology concepts,
4) biology text chapter 43 test on population ecology, 5) succession quiz,

6) position paper on population ecology and the 7) survey of the Grande Mere

ecology study. Anecdotal information is also included.

As a result of the changes made in the ecology unit I proposed to: 1) move
away from textbook science, 2) challenge students with student directed
activities and laboratory and field experiences, and 3) make school science
curriculum community based, 4)interdisciplinary and 5) relevant. In attempting
to meet these challenges, the main focus of discussing ecology and
environment is to increase student awareness of environmental issues and

student willingness to act on these issues.

Sand Dune Succession Lab Report

Student lab reports were graded as follows:

Title and purpose of lab 5 points
Results and observations

-data table of group and class averages 10 points
Explanation of results and graphs 20 points
Conclusion 5 mints

40 points possible

18

19

The raw score mean of the lab reports was 37 for a 92.5% average. The lab
report scores ranged from 34-40. High scores on the sand dune succession lab
reports were expected because of the time spent in class constructing the
graphs, which also allowed students time to ask questions about interpreting
and explaining their data. Students enjoyed the field study, many remarked
that it was great to actually test and observe first hand what was talked about in

their text book.

The Grande Mere Project

The Grande Mere project was an interdisciplinary project conducted with the
senior english teachers and gave students credit for the work in both classes.
The english teachers helped provide direction on the written paper and on

researching the topic areas.

The group presentations covered a wide variety of topics related to Grande
Mere and the community including the history and geology of Grande Mere,
unique species of Grande Mere, recycling, composting, landfills, state and local
regulations of developing sand dune property, sewers and water treatment, and

the split of the Department of Natural Resources.

For their presentations the students made videotapes, overhead
transparencies, posters, hand-outs of maps and charts and outlines. The
guidelines for the student project is found in appendix C. The raw mean score
of the presentations was 46.1 with 50 points possible for a 92% average.

The students worked very hard on these presentations, but enjoyed the effort

and the outcome of a job well done. At parent-teacher conferences parents

20
noted how hard their child had worked and what a good learning experience

the Grande Mere project was for them.

Population Ecology Position Paper

The position paper on population ecology was a two or three page written
paper on the student’s view of population growth and our ability to support this
growth now and in the near future (50 years). Students were provided with one
article detailing arguments on both sides of the issue. They had to find one

other article to use in support of their view point to write their position paper.

The guidelines for grading the msition pamr were:

Introduction and conclusion 5 points
lnforrnation (organized and specific) 15 points
Logic and use of correct grammar 10 mints

30 points possible

The raw mean score of all students was 25 for an average of 83%, including
four students who took a zero on the paper. Of the students who wrote the

position paper, the raw mean score was 26.3 for an average of 87%.

Students found the topic of human population growth interesting, but find it a
real chore to write. Doing the position paper made students focus their attention

on population ecology and (I think) helped them do well on the chapter 43 test.

21

Summary of the Ecology Pretest

The ecology pretest was designed to assess student knowledge about ecology

in general and Grande Mere in particular.

Most students (90%) had visited Grande Mere prior to the ecology unit; it is an
area to sled in the winter, duck hunt in the fall, and visit the beach in the
summer. Fifty one percent of the students did not really know why it was saved
as a state park; also 95% of students knew nothing about terrestrial succession,
and 91% knew nothing about aquatic succession. Only 2% of students were
able to list some biotic and abiotic factors in an ecosystem and how they are
interdependent. About half (51%) did not know about glacial action forming the

great lakes, and no students knew how the Grande Mere area was formed.

Thirty three percent of the students could correctly identify the study of ecology
as the interaction between organisms and the physical environment. Seventy
seven percent mistakenly thought that energy was recycled in an ecosystem,
and only 39% correctly stated that molecules and atoms are recycled in an

ecosystem.

Almost all students (97%) could correctly identify what it is to recycle, and 89%
said they recycled at home. However, only 52% indicated they (or their parents)

purchased recycled products, much of that paper.

Many of these items are evaluated in the chapter tests on ecology and pop-
ulation ecologii, and the succession quiz. A few of the items are evaluated in

the post test survey. The ecology pretest is found in the Appendix pages 50-55.

22

Table 1
Data table of test scores and statistical information from the 1995 ecology unit.
Standard Standard points percent

mean deviation error rapge Esible avemg
Objective Pretest
Chapters 40,41 14.0 4.2 .523 2-21 32 44%
Objective Post test
Chapters 40,41 22.4 4.0 .490 12-30 32 70%
Test
Chapters 40,41 43.4 8.5 1.06 20-56 62 70%
Test
Chapter 43 44.2 7.3 .912 21-56 54 8396

Succession Quiz 1 8.2 4.0 .497 5-24 22 83%

23

Chapters 40,41 Test

The chapter 40,41 test had an average score of 70%, or a mean of 43.4 points
(Table 1, page 22). Much of this chapter was assigned reading and class
discussion, but test results are disappointing. As seen below in Figure 3, there
are more extreme scores located below -1 standard deviation. This is indicative
of part of the student population that does not prepare for tests. Also, this was
the first test of the school year and students may have been unsure of the type
and level of difficulty of tests.

Connected Percentiles for column: X1 Test ch 40 and 41
60-

55-
50-
454

. H
40«

. 0 Test ch 40 and
35 - : -1sd

30-
25-
20-

1 5 . - . - . - . - T - .
O 20 40 60 80 1 00

Percentile

 

+1sd

 

Test ch 40 and 41

 

 

Figure 3. A graph of percentile scores for Chapters 40,41 Test. The percentile scores
are arranged showing the position of the percentile scores compared to the mean and at
+1 and -1 standard deviation.

24
A comparison of Chapters 40,41 objective pretest and post test

Table 2
Correlation of pretest and post test scores on the objective part of Chapter 40,41 test.

Count-65 Rs .418 R-squared=.175

. - Y ." .392." -+.‘§-§8?v IZ. ‘. 217.5-

 

-43-

o Obj. ch 40,41

A

Obj.ch40,4l
-' -‘ N N N
0.5.9.? L"

 

--I —I
IPA“-
O

p

;

 

 

_|
O

 

v ' v V v j v ' v ' v ' v ' v ' w ' r V v

0 2 4 6 810121416182022
Pretest ch 40 and 41

Figure 4. A simple regression between pretest and post test of the objective portion of
the Chapter 40,41 test.

The Objective part of the chapter 40,41 test was given as a pretest to determine

prior student knowledge of basic ecology terminology and concepts.

There is no correlation between the pretest objective test chapters 40,41 and
the post test chapters 40,41 test. Many students did much better on the post
test, while 2 students actually did worse! There are students who may have
taken educated guesses on both the pretest and the post test, without the
benefit of studying the material and so performed even worse on the post test.

25
Previous student knowledge about basic ecology terms and concepts is not

related to student performance on the post test.

A comparison of Chapters 40,41 and Chapter 43 Test

Table 3
Correlation of scores from chapters 40,41 test and chapter 43 test

Count - 63 R=.712 R-squared= .507

. x 115.01; *5 19.691, r?- =. £207.

k

 

0 Ch 43 Test

Ch 43 Test

 

 

 

20-.-.93-.--8fi-.-,-
15 20 25 30 35 4o 45 so 55 60

Test ch 40 and 41

 

Figure 5. A simple regression between Chapters 40,41 test and Chapter 43 test.

The correlation between chapters 40,41 test on basic ecology terminology and
concepts and chapter 43 test on population ecology is a positive one, with 51%
of the chapter 40,41 scores indicating like success on the chapter 43 test. Test
scores were much higher on the chapter 43 test, with a student test average of

83%, compared to the average of 70% on the chapters 40,41 test.

26
Chapter 43 Test

The chapter 43 test had an average of 83% with a raw score mean of 44.8 out of
54 possible points (Table 1, page 22). This test was on population ecology
which in addition to reading assignments and classroom discussion, also had

the benefit of an assigned position paper, and computer simulation.

Histogram of X1: Ch 43 Test
22.5: F—‘

20-

I

d

15‘

[I Ch 43 Test

Count

101

S.
1

f I’ v 1 ' V Ir ‘ fi'

20 25 30 35 4O 45 50 55 60
Ch43Test

 

 

 

 

 

 

 

 

Figure 6. A histogram of chapter 43 test scores.

These extra student centered activities made considerable difference in the
success on this test compared to the 70% average on the chapters 40,41 test.
There is a high kurtosis score (.77) indicative of the many high student scores

and altering the normal distribution curve as seen in Figure 6.

27

The negative skewness (-1.04) shows that the extreme scores are below the

mean (figure 7).

Percentiles Plot for column: X1 Ch 43 Test

60«

55‘

 

50‘

I
45

 

 

A
.9-

 

Ch 43 Test

w
01

A I

 

w
- 9

N
01

 

 

2'0'4'0'6'0' 50'160
Percentile

N
9-.
040 0

Figure 7. A percentile plot of chapter 43 test scores.

Succession Oulz

This quiz was based on the sand dune succession field study, classroom
discussion of the field study, and viewing and discussion of videotapes “Down
on the Farm” and “Garden of Eden”. The succession quiz shows similar results
compared to chapter 43 test, an 83% average test score with a raw mean score
of 18 out of 22 possible points. The distribution of test scores is again high in
the middle (see Figure 8), especially above the mean. The extreme scores
occurring below the mean (Figure 9) show a negative skewness of -1.214. This
is not a normal distribution of test scores, but I like and appreciate the high

scores.

28

Histogram of X1: Succession Quiz
22.5 .......................

20- '

 

15‘

D Succession Quiz

Count

10- t

' V

 

 

 

 

 

 

 

 

0 JV . I. . . ..... . e . r . .
4 6 8 1O 12 14 16 18 20 22 24 26
Succession Quiz

 

Figure 8. A histogram of student scores on the succession quiz.

Connected Percentiles for column:
26 L . 4 A 1 J 1 .

X1 Succession Quiz

1

 

       

I O-OUOA-.-..0..Qv.-.-.e.c.l.4-O~O-.~O“-C-O‘v.u.

 

 

 

» O Succession Quiz
....... ,-n-".-- ,-- - -- -lsd

Succession Quiz

 

 

 

V V I ' 1' '

v f v

o 20 4o 60 so 100
Percentile

Figure 9. A percentile plot of succession quiz scores.

29
Discuselon of the Grande Mere Survey

The results of the survey are divided into three areas; 1. Student centered
activities, laboratory and field work, 2. Grande Mere and the local community,
and 3. Environmental issue and attitudes. (The complete survey and results are

found in the appendix pages 74-80.)

1. Student centerfi activities, Iaboratopj and field work

The following questions from the Grande Mere survey correspond with the first
area of discussion:

Question 1. Doing field work at Grande Mere helped me understand ecological
concepts. 84% agreed.

Question 2. Activities that take me out of the classroom, such as the sand dune
succession field study, are a waste of time.

94% disagreed.
Question 3. I most enjoy learning new ideas by reading about them and having
classroom lectures. 24% agreed.

49% disagreed.

27% neither agreed or disagreed.

Question 11. “Hands on” science activities, such as field and laboratory work,
do not help me understand science ideas.

79% disagreed.

(61% strongly disagreed.)

Question 13. I learn more about how science actually works by doing lab and
field work instead of being told about science in a classroom lecture.

76% agreed

(48% strongly agreed)

Many students agree that hands on, student centered activities, such as
laboratory and field experiences help them learn science concepts. Of special
note is question three, while 49% of students disagree that they enjoy learning
new ideas through reading and classroom lecture, another 24% agree that they

do enjoy learning this way and another 27% are split between the two. This is a

30

sizable percentage of students and the point is well taken that some students do
appreciate reading and lecture forms of learning. Some reasons for this may be
that students find it easier and are more comfortable with the familiar mode of
sitting and listening. Also mentioned in conversation with students is that
student centered activities require a great deal of work from them, and some

were not really prepared or expecting to work so hard or to think so much.

2. Grande Mere and communpy’

The following questions from the Grande Mere survey correspond with the
second area of discussion:

Question 4. l have talked about things I have learned about Grande Mere with
others. 60% agreed.

Question 5. It is interesting to learn about more than just the ecology of Grande
Mere, but also about our local history and geology. 73% agreed.

Question 6. I have taken friends or family to visit Grande Mere since our field
study. 21% agreed.

Question 7. I would like to visit Grande Mere in the spring to see the wildflowers
and to see other changes in the habitats we studied.
81% agreed.

Question 12. I would be interested in visiting and learning about other protected
natural sites in our area, such as Mud Lake Bog, Warren Woods, or
Bakertown ten. 85% agreed.

Question 16. Grande Mere was a fun and interesting way to begin the school
year. 82% agreed.

Students enjoyed using Grande Mere as part of our ecology study and even
found the geology and history of Grande Mere interesting. Interest in other
natural areas is high and students would like to return to Grande Mere in the
spring. Students (60%) have talked about Grande Mere with others; parents,

friends, the teacher, but only 21% have taken others to visit. Comments from

31
students have been that although they had been to Grande Mere before our
ecology study, they liked being able to identify different types of plants found in
the different areas and being able to tell their parents about succession and

how Grande Mere was formed.

3. Environmental issues

The following questions from the Grande Mere survey correspond with the third
area of discussion:

Question 8. My family does not recycle recyclable materials.
73% disagreed.
8% to a lesser degree.
19% agreed.

Question 9. The ecology unit has made me more aware of conserving natural
resources. 76% agreed.

Question 10. Environmental issues, such as recycling, population growth and
protection of natural areas and endangered species, are unimportant to me.
76% disagreed
(61% strongly disagreed)

Question 14. Individual people cannot make a difference in environmental
matters. 87% disagreed.

Question 15. My family buys and uses recycled products.
68% agreed.

Question 8 and 15 are comparable to a pre-unit survey where students stated
that 89% of them recycled, and in the post unit survey only 81% of students
state that they recycle. Do fewer students recycle after the unit than before the
unit? It seems so, but perhaps the students have a better idea of what recycling
really is and judge themselves more critically. Also, only 52% of students in the
pre-unit survey stated that they or their parents purchased recycled products,
while in the post unit survey, 68% of students said that they or their parents

purchase recycled products.

32

It is encouraging that 76% of students stated that the ecology unit has made
them more aware of conserving natural resources, and 87% disagreed (66%
strongly disagreed) that individuals cannot make a difference in environmental
matters. Grande Mere is a one example where individuals made a difference.
The history of Grande Mere, especially the recent history of saving the area from
development , was chosen by several groups as their project topic. Students
learned about the fight to save Grande Mere through presentations by their
peers and, in some cases, through hearing directly from citizens that were
involved in the controversy. Therefore it is not surprising that students feel that

individuals can make a difference in environmental matters.

CONCLUSIONS

The ecology unit was successful in providing interdisciplinary, students
centered activities about local and global environmental issues. Student
surveys and informal discussions with parents and students showed approval of

this approach to learning.

Test scores also supported the student centered approach. The chapters 40,41
test on general ecological concepts had a class test average of 70% following
lecture, class discussion, laboratory exercises and homework. The succession
quiz and chapter 43 test on population ecology had a class test average of 84%
following a more student centered approach of the sand dune succession field
study, the population growth position paper and debate and the population
ecology computer simulation. There may be other factors that can account for
some of the disparity in the test scores, but I believe that the type of activities

was the major difference.

Student surveys also show an increased awareness of environmental issues.
The Grande Mere project class presentations provided students a view of many
environmental issues. Students learned from researching their own topic area

and learned from each other during the class presentations.

There are things I will do differently the next time I teach the ecology unit. I will
provide some different student activities to correspond to chapters 40,41 on
general ecological concepts and alter the test to make it a better assessment.

33

34

I will give students the Grande Mere project assignment the first week of the
unit. Even though they had six weeks to complete their work, perhaps more
time will mean less anxiety for them. I will also provide more intermediate

deadlines as a guide to minimize procrastination.

The ecology unit will be reduced to six weeks in future years. It took several
class periods for students to practice the different soil tests, when one class
period of student groups demonstrating to the class one type of test and what
the test means would be sufficient. with that kind of introduction, students will
be able to read the directions and perform any of the soil tests on their soil

samples collected during the sand dune succession field study.

We also spent three class periods using the computers to graph the results of
the sand dune succession field study. There are not enough computers or soil
test kits available for all groups to work on at once, so this time can be used

more efficiently by alternating use of the computers with use of the soil test kits.

Many students indicated that they believed individuals can make a difference in
environmental matters, and that environmental matters are important to them.
An interesting idea for further study would be to survey these students in future
years to determine if the ecology unit had any long term effects on attitude or
action. Will these students become involved in their community on
environmental or other important issues? As adults, will they recycle and buy
recycled goods? Will they take their children to visit Grande Mere and other
natural areas? Will any of them become environmental engineers or lawyers,

game wardens or biologists?

35
Even if the ecology unit cannot be measured by such lofty goals at this time, it is
still a good teaching unit for actively involving students in interdisciplinary

Ieaming about relevant community and global issues.

APPENDIX

36

The Geology of
Grand Mere State Park

Grand Mere State Park is a unique geologic natural area with an unusual
number of special habitats of streams, lakes, bogs, wooded uplands,
open beaches and dunes.

The geology of this area called the Grand Mere embayment was formed
by the last glacier of the Great Lakes' glacial period called the Wisconsin
Ice Sheet. Grand Mere is located on the Lake Border Moraine which was
formed from a glacial retreat about 13,500 years ago. We know of this
Lake Border Moraine as the high bluff that Red Arrow Highway runs
along. Most of the high sand dunes are Lake Border Moraine that is
covered with sand. The sand itself came from lake bottom sediment,
deposits made as the Wisconsin Ice Sheet was retreating and forming
Lake Michigan. This geologic area runs from Glenlord beach to
Lakeside, Michigan, it is about 16 miles long and a 1/2 mile wide.

Lake Michigan initially drained south by an outlet near Chicago, but as
the glacier melted the enormous weight of the glacier was now gone and
as a result the land "rebounded” and from that time on drains north (and
east). As the change in outlets occurred, Lake Michigan went through
different lake levels, each one with its own shore formations. The oldest
and highest level was the Glenwood stage of Lake Michigan with dunes
and beaches about 60 feet above current lake level. The Calumet state
followed about 35 feet above current level. When Lake Michigan started
draining through the Straits of Mackinac the stage known as Lake
Algonquin was formed and was still 20 feet above current lake level.
Finally, shore formations of Lake Nipissing at 15 feet and Lake Algoma at
10 feet above current lake level are found at Grand Mere.

During the Algonquin times, a bridge of sand called a ”spit” started to
form across the bay that is Grand Mere today. One spit formed northward
and became the base for the large Nipissing dunes. The other spit
formed southward and during post-Algoma times actually connected with
the northward spit and cut off the bay from the rest of the lake. The
embayment area gradually filled in to become a series of 5 lakes. Three
of the lakes remain, and the southern two lakes have filled in and have
become wooded swamps.

37

The History of Grand Mere
The "Olde" Days

Two tribes of Indians inhabited the Grand Mere area, first the Miami
tribe (leaving the area about 1681) and later the Pottawatomi tribe. Both
tribes camped along the shores of lake Michigan as well as along the St.
Joseph River in Niles and Berrien Springs. The St. Joseph River was an
important Indian waterway and so people passed through Grand Mere to
reach the river.

La Salle also came through this area with other white men travelling by
canoe through the lower part of Lake Michigan and Grand Mere to the
mouth of the St. Joseph River in November 1679.

There have been well defined areas in Grand Mere that were former
Indian campsites. Native American artifacts have been found including
pieces of pottery, fire-pits, stone projectiles (arrowheads) and axes. As
Native Americans were forced to go West in 1838-1840, it is thought that
some Native Americans living in Grand Mere were able to hide-out
there and avoid capture by soldiers.

In 1850, Darius Cook, who was an editor for an early county newspaper,
wrote of the early "Grand Marais" wilderness with the cedar swamp,
bogs, thickets of brush, with bear, deer, wolves, ravens and mosquitoes.
( or "Musketoes" as he called them...)

(Excerpts from the Berrien County Historical Comm. as reported in The
Journal Era, Berrien Springs, March 1973.)

1827-first white settler on a large tract of land in Lincoln Twsp.

1 842-1847 others follow, most notably, T. W. Dunham who owned most of

Grand Mere.

1867-Dunham develops large lumber business on Grand Mere Lakes.
Builds a pier into Lake Michigan so schooners can load lumber.

1884-Stevensville populationzl 17, Lincoln Township: 1,684

1900-passenger pigeon hunted to extinction-insects return.

l9lO-Dunham Resort-visitors stayed, many were from Chicago.

l900-l912-South Lake cranberry industry. (formerly a hog)

1900-1920's-lce cutting at North Lake, stored in Dunham's lcehouse.

1965-By this time about 1,000 acres in Grand Mere had been bought
by three out of state developers for sandmininglll

1973- Lincoln Township (incl. Stevensville) population 11,007.

Today-7????

38

 

 

GRAND MERE STATE

  

SPECIAL MES
biennium-usual..-

Own—"WI...
‘I-Mm

b WIN.“-
”I‘m“!

LAKE
MICHIGAN

”A7 m
For m m
um I IVA" FA.
In W ”‘7
“I,“ I. nil"
OIHH'.
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mi Il

 

Figure10. A map of Grande MerfState Park. (Michigan DNR)

 

39

leaf Transpiration In Trees
DHRODUCHON:

The hydrologic (water) cycle is one of the major cycles affecting
communities in an ecosystem. Simply put, water falls as precipitation
to Earth where it either evaporates back into the atmosphere, runs
along the surface until it comes to a major body of water, percolates
through the soil where it will become part of the groundwater, or is
drawn up by plants to be used in photosynthesis.

Transpiration is the process by which plants move water from the soil,
up through the plant, and out again through the small openings in
their leaves, called stomata. Transpiration of water by trees in a
deciduous forest can be impressive. On an average summer’ 5 day, a
typical maple tree can move 200 liters of water per hour from its roots
to the atmosphere. Transpiration rate can be affected by factors such as
temperature, relative humidity, and the physical condition of the tree.

I'IYPO'IHESES:

Write two or more hypotheses describing factors that may have an
effect on transpiration rate in a tree (i.e., tree type, shaded vs. unshaded,
size of tree or leaf, location). Choose the one you think is best.

MATERIALS: ( For each group of students )

4 plastic bags a small roll of transparent tape or 4 twist-tie
marking pen or wax pencil

metric balance or scales small pair of scissors (optional)

PROCEDURE - DAY 1:

1. Determine the mass of each of the four bags. Write the mass on the
bag with a permanent marking pen or a wax pencil.

2. Label each bag with the name or number of your group, your class
period, the type and the side of the tree (the compass direction it faces)
on which you will place the bag. Locate the tree your group has been
assigned.

3. Carefully place each bag over a representative leaf on the tree. Do
not choose a leaf that is severely damaged or significantly larger or
smaller than most of the leaves on the tree.

4. Tape or tie the bag around the petiole of the leaf to prevent anything
from getting into the bag from the outside and to prevent the loss of
anything that might collect on the inside.

40

5. To estimate the amount of water transpired you will need to
estimate the number of leaves on the tree. (Hint: count the number of
branches on the tree; count the number of twigs on a representative
branch, and count the number of leaves on a representative twig. Can
you make a fair estimate now?) Be sure to record this information in

your data table.
PROCEDURE - DAY 2:

1. Carefully retrieve each bag from the tree. If the leaf is wet or stuck to
the bag, clip off the leaf so that it is trapped in the bag. Make sure the
bag is well sealed before taking into the lab, as this will keep water from
leaking out.

2. In the lab, write the new mass of the bag and its contents on the bag,
noting that it is the mass of the bag plus its contents. Take the leaf out
carefully, pat the leaf dry with paper towels, and weigh the leaf
separately. Record this weight on your data table.

3. Calculate the amount of water transpired by the leaf in each bag by
completing the proper subtraction of values. Record this amount on
your data table.

4. You can now calculate the amount of water transpired by each tree
with your information in your data table. Express this rate in liters per
hour and liters per day.

5. Compare your results with the results of the rest of the class. If all of
the trees used in class were representative of those found in a small
forest of 10,000 trees, how much water would move through the forest
in an hour? a day? a year?

DATA:

Construct a data table to record the data for all 4 of your bags. Include
all of the data that you wrote on the bag and the calculations of
transpiration rates for the leaves and for the tree in liters per hour and
per day.

CONCLUSIONS:

Carefully analyze the data collected. Observe the differences and
similarities of transpiration rates. Look at variables such as the type of
tree, the direction the leaf was facing, etc. Look for any relationships
between the species of a tree, the location or the size. After reviewing
your data and the class’ data, accept or reject your hypotheses. Be sure
to explain your reasons for these conclusions.

41
Teacher’ 5 Guide to

Leaf Transpiration In Trees

Developed by : K.A. Janowiak, Lisa Blank 8: Frank Nastase
Tested by: Jill Evers, Ranae Ikerd, Susie MacArthur 8r Lynda Smith

OBJECTIVES:

To predict the rate of transpiration in a typical tree around our
schoolyard

To prove the process of transpiration in the hydrologic cycle (water
cycle)

SUGGESTED HYPOTHESES:

Students make judgments of the relative rates of tree’s transpiration
rates in relationship to different variables, (i.e., size, species, location).
Examples include: A leaf in the sun will transpire more than one in
the shade; or Oak trees will transpire more than poplars.

BACKGROUND INFORMATION:

The initial set up of the experiment on the first day should take about
20-30 minutes. Be sure to include extra travel time if trees are a distance
from the area. Be sure to have the students read through the lab
before beginning. This will enable them to determine important
categories to include when creating their own data tables. Be sure to
have the students create their data tables before retrieving their baggies
on the second day. Data collection and transformation on the second
day should take the students about 30 minutes.

Significant results can be obtained in as little as 2-3 hours in the
summer (through early September). By the time the students are
placing the 4th bag on the tree, they may see the water vapor
condensing inside the first bag. An experimental period of 24 hours is
a reasonable time and will usually produce enough liquid water

(several milliliters) to be weighed on a relatively course balance or
scale.

42

Any shrub or tree will provide data that is easy to interpret, but you
should try to assign trees with simple leaves that range from 10-20 cm
in length.

Any kind of plastic bag can be used and you may choose your bags based
on cost or availability. Inexpensive sandwich bags work well, but will
generally limit the students to leaves smaller than 15cm (Figure 1). A
small pebble can be added to the bag to weight the bag and aid in
collection of condensing water vapor. Freezer weight bags with the
”zip” closure work well and tend to eliminate the need to weight the
bag, because they will hang downward on their own. The zip closure is
easy to use in the field and is usually a sufficient seal, but when used
over thick-stemmed leaves, the closure may need to be reinforced and
sealed with a piece of transparent tape to prevent premature opening.
Freezer bags often provide students with a convenient location for
writing names and data (Figure 2)

Instruct your students to close the bags around the petioles with as tight
a seal as is practical, but they must be careful so that they do not damage
the tissue of the leaf stem if they are using twist-ties.

If the tree is a prodigious producer, you can expect the leaf to stick to
the inside of the bag due to the adhesive nature of the water. More
often than not, the student will need to remove the leaf and keep it in
the bag for weighing. In the lab, the students will need to weigh the bag
with the leaf and water inside, then remove the leaf and gently blot it
dry with a paper towel. The mass of the water that passes through the
leaf can then be determined by subtracting the mass of the bag and the
leaf from the total system.

43
QUESTIONS & CONCLUSIONS:

If the students are not accustomed to writing conclusions as the lab
directs, you may want to lead them to the proper method for this by
using the following questions.

Think about "HOW" you set up your experiment:

1. Why was it important to choose a leaf that was representative of
most of the leaves on the tree?

2. Why is it a good idea to place the bags around the tree in such a way
that the bag is essentially sealed?

3. Why were 4 bags placed on each tree each in a different orientation?
4. How does transpiration fit into the hydrologic cycle?
FURTHER INVESTIGATION:

If you have trees of several species available, design an experiment that
would test the difference in the rate of transpiration from species to

species.

Design an experiment to see if the biomass of the tree affects the rate of
transpiration. Reliability of such an experiment would be higher if you
have several trees of the same species in a given location.

Design an experiment that tests the rate of transpiration of an
evergreen compared to a deciduous hardwood tree.

A number of similar experiments can be performed using common
plants in the laboratory. Bean plants work well and are easy to
germinate and grow to usable size in less than 30 days. With indoor
experiments, students can explore variables that are difficult to control
in an outdoor setting (e.g. temperature, wind velocity, humidity, etc.,).

Compare the rates of transpiration during dry and wet weather
conditions.

REFERENCES:

Campbell, Neil A., 1990. Biology, 2nd Ed. Benjamin] Cummings Publishing Company,
Inc., Redwood City, California.

Miller, Kenneth R. & Levine, Joseph, 1993. Biology . Prentice Hall, Englewood Cliffs,
New Jersey.

44

Comparison of Plant Roots of Nitrogen Users
and Nitrogen Fixers

Introduction:

Roots perform important fu'ictions for plants such as anchoring plants to the soil and
absorbing nutrients and water. Plants also contain different roof structure types, like
having a tap root or having a fibrous root system. Another specialization of plants is that
some plants have a root system that contains small bumps, or nodules, that contain
bacteria which change nitrogen from a form that a plant can‘t use into a form of nitrogen
that a plant can use. Plants with such nodules on their roots are known as legumes.

Nitrogen is important to plants (and us) as a nutrient used in making proteins. It nitrogen is
not present in great enough amounts, a plant’s leaves may appear yellow and the plant will
not have maximal growth.

In this lab exercise you will examine the roots of wheat and soybeans and look for the
bumps or nodules where nitrogen is ”fixed” into a form of nitrogen plants can use. When
you find the nodules, you will make a wet smear slide of squashed nodule material and
examine it under a microscope.

Hypothesis:

Write two hypotheses about the presence of nodules and the plant’s ability to fix
nitrogen. Choose the one you think is best.

Materials:

Slides Oat, wheat, or com plant with roots intact (or any other non-legume)
Scalpel Soybean, affaffa, or dover with roots intact (or any other legume)
Microscope Lab apron

Medicine dropper Safety goggles

Coverslips Mortar and pestle

Methylene blue

P roced u re:

1. Make a comparison of the legume roots and non-legume roots. Which contains
nodules? Draw and label the roots of each on the student lab sheet.

2. Place a drop of methylene blue on a microscope slide and allow it to dry.

3. Take a portion of the roots that contained the nodules and cut off a nodule with a
scalpel. Use caution when using the scalpel pleasel

4. Using the mortar and pestle crush the nodule, add a few drops of water, and continue
crushing. This is what you will use for the wet smear slide.

5. Use the medicine dropper to get some of the squashed nodule material. Put one drop
of the material on the slide on top of the dried methylene blue and put on a cover slip.

6. Observe the slide under a microscope. As the methylene blue diffuses into the water,
tiny organisms that live within the nodule should become visible. What are these simple
organisms? Draw the organisms you observe.

7. latelpeat the procedure (steps #2-6) using a piece of root from a plant which lacks

no u es.

8. Clean up your lab area and wash your hands.

Conclusions:
After analyzing your data, accept or reject your original hypothesis as stated. Answer the
questions on the student lab sheet.

45

Comparison of Plant Roots of Nitrogen Users and Nltrogen
Fixers

Lab Sheet
Hypothesis:
Observations:
ELEM—"9.!
Corn Roots Soybean Roots
Nodule smear under microscope
x magnification

 

Questions: Please answer the following questions based on your lab observations.
You may also use your textbook for additional information.

1. How are the com roots different from the soybean roots?
2. What is contained within the nodules?
3. chribe the organism obwrved within the squashed nodule smear.

4. The roots of the plant provide a place for the organism to live. What do the bacteria
provide for the plant? Why is this important?

5. What kind of symbiotic relationship do the legume and bacteria have?

6. Whymightfarmersplantafieldofsoybeansforayearandthenmakethefield acorn
field the next year and then plant soybeans or alfalfathe following year?

7. If a farmer planted wheat in one field for five years in a row, what would you expect to
happen to his yield of wheat?

8. If farmers dd not rotate crops, and just planted corn year after yea, what would they
have to add to the soil to ensure a successful crop?

Conclusions:

46

Teacher’s Guide to Comparison of Plant Roots
of Nitrogen Users and Fixers

Developed by: Lynda M. Smith Lakeshore High School, Stevensville, Ml
Sarah J. Risk Lakeshore High School, Stevensville, Ml
Tested by: Jil M. Evers Kent City High School, Kent City, Michigan
Ranae lkerd Grosse Pointe South H.S., Grosse Pointe, MI
Susie MacArthur Van Buren Voc-Tech Center, Lawrence, Ml
Lynda M. Smith Lakeshore High School, Stevensville, Ml
For: Howard Hagerman and Martin Hetherington

MSU/NSF sponsored summer workshop
Objectives:

To compare the roots of corn and soybeans.

To discover that soybean roots have nodules, and nodules contain bacteria.

To understand the mutualistic association of legumes with the nodules of bacteria.
To understand the bacteria as “nitrogen fixers” in legumes.

Suggested Hypothesis:

The corn root system contains nodules, therefore it fixes nitrogen.
The soybean root system contains nodules, therefore it fixes nitrogen.

Background Information:

Unless you try this activity right away in the fall, it probably will be may to grow your
own plants, so give yourself plenty of time to grow the seeds. Be sure that the soil you
grow your soybeans in is not nitrogen rich, or the nodules may not form in the soybean
roots. Other legumes may be used instead of soybeans, ie. alfalfa, clover, beans, peas,
etc. Alternatively, freeze soybean and wheat roots in June for use later in the school year.
June is a good month for nodule development in soybeans and most grains (oats, wheat,
bartey) are near maturity with low levels of nitrogen.

Questions:

Questions are listed on the student lab sheet.

Further Investigations:

1. Use a videocamera mounted on a microscope to increase the magnification and to
show the bacteria to everyone at once.

2. When growing the legumes, grow in different amounts of nitrogen fertilizer in the soil.
Compare the nodule development in the different concentrations of nitrogen.

3. Use different types of crop or garden plants, thus allowing students to grow and
discover for themselves which are legumes.

References:

McLaren, James E., Rotunda, Lissa, and Gurley-Delga Ph.D., ‘Laine, 1991. Heath
Biology, D.C. Heath and Company, Lexington, Massachusetts.

47

a Field Study of Sand Dune Succession at
Grande Mere

In this field study, we will be collecting data on biotic and abiotic factors of four different areas of
Grande Mere. Please make sure you have all of your equipment before we move to a new area
and please tread gently over areas that have vegetation-we don‘t want to leave the area trampled

and damagedl!
Collect data at 4 sites:
Beach

Fore dune

Back dune

Forest (map trees in 10 in2 quadrant)

At each site you will:

Map a 1 m2 quadrant for the type and distribution of vegetation found.
Determine a % humidity. (sling psychrometer)

Take temperature in 'C at ground level and at 1 meter height.

Collect a soil sample from the top 2-3" of soil.

Estimate the amount of decaying ground debris or “leaf litter”.
Estimate the amount of sunlight available.

Estimate the velocity of wind.

Make any other observations...

@NP’S’IPP’N.‘

Eguipment needed:

meter sticks flags

plant identification books sling psychrometers
bags for soil sharpies (markers)
trowels thermometers

pencil and paper

When returning to the lab, please put equipment back and set out soil sample
on a paper towel to dry overnight. This week we will do soil testing and
compare and average class data before writing a lab report.

48

Grande Mere Project

Topics:
History of Grande Mere area from 1960-present time.

Township planning and land use.
Where is building occuring?
Where should we build?
Is there a township plan for where building new homes and

industry will be?
What are developers looking for in an area?

Land ownership and use
Why can't I do whatever I want with my land?
Why can't I build on sand dunes? Why can't I drain wetlands?

Housing built before "DNR" controls.
What are the effects of this?
Is there great habitat destruction?

Where in our township do sewer lines run? Why? Where does it go and what
happens when it gets there?

Where is our trash taken? Do we have community recycling? Do we have
curbside recycling? Why not? Do our area businesses recycle?

What is the rate of population growth in our area? What are the good/ bad
points associated with growth?

Scientific study of Grande Mere area

Available resources:

Vertical files-Lincoln Township Library

Interviews with appropriate gople: Township office, developers, DNR,
politicians, Grande Mere association, environmental engineers...
Newspaper file - DNR and regulations, problems associated with
developments, Saving Grande Mere.

Berrien Coung; Historical Society

Project specifics:

Due date: Wednesday October 25, l 995
Work in groups of 2-3 students.

Project reguires a written rep_ort and a class presentation

 

Paper: Use a minimum of 3 sources, one must be an interview.
Include a bibliography.
Presentation: 10 minute presentation

Provide an outline for class to follow.
Use media in your presentation; slides, video,
overheads, hand-outs, etc.

49

Grande Mere Project

Assessment List

Presentation Rgulrements:
1. Project is presented in an organized and logical way.
a. main ideas of topic are clear.

b. main ideas are supported with relevant supporting details.

c. An outline of the praentation is given to the student
audience.

2. Audiovisual material ls used in the presentation.
(slides, pictures, posters. video, overhead transparencies)

3. Topic and information is understandable, creative, and
interesting.

4. It is clear that the student presenters understand their
topic area.

Pro|ect Regulrements:

5.Aninterviewisusedaspartoftheproject.

6. Students use material from a variety of sources
(newspapers, magazines, interviews, news reports)

7. Students work together as a group, no one individual is
stuck with all or most of the work.

Paper Reguirements:

8. Students write a 3-5 page typed paper on their topic.
Thispapercanbehaformsuchasnarrative,
Quedion and Answer, research, or Lab Report.

Describe a. what the main idea is.

W015.

Possible Points Earned

Epin_t§ Assessment:
fl Teacher’s

1O

 

1O
20

1O

20

10

10

40

b. Where you looked for information, who was helpful?

0. What information was found.

d. What does it mean? What is your conclusion?

e. Other questions?

9. The work is neat, presentable, and mechanical errors
are at a minimum.

10. Information sources are property referenced.

50

Ecology Pretest

Please answer the following questions to the has of your ability. Although you will not be graded
onthis pretest, itisimportantthatyoudothebestyoucanbecausethispretem gives mean idea
of what you already know and think about ecology, and it gives you at idea of some of the things
thatyouwill beleaming aswestudyecology.

1. Have you ever been to Grande Mere State Park?

2. Why was Grande Mere established as a state park? Why wasn’t it developed
commercially or residentially?

3. What is the study of ecology?

Recycling:
4. (a)What does it mean to recycle?

(b) Cari energy be recycled in an ecosystem? Explain.

(c)Can atoms and molecules be recycled? Explain.

(d) Do you and your family recycle? If yes, what do you recycle? Do you
purchase recycled products? If so, what?

51

7. Do you think that the increasing human population is an ecological problem
now? If not, do you think it ever could be? Explain why or why not.

8. What ecological issues do you think are the most important ones at this time?
Name your top 5 ecological concerns.

9. How did the Ice Ages help form the Great Lakes? How was the Grande Mere
area formed?

10. How do lakes age? Describe the process of how a lake undergoes
succession.

52

11. Why do different natural areas have different types of vegetation on them?
Does the type of vegetation change over time? Explain.

12. What are abiotic and biotic factors of an ecosystem? How are these factors
interdependent? Discuss.

53

Results of the
Ecology Pretest

Please answer the following questions to the best of your ability. Although you will not be graded
onthis pretem, itisimportantthatyoudothebestyoucanbecausethispretestgives meanidea
of what you already know and think about ecology, and it gives you a: idea of some of the things
that you will be learn'ng as we study ecology.

1. Have you ever been to Grande Mere State Park?

55 of 61 students or 90% had been to Grande Mare.
6 of 61 or 10% had not been to Grande Mere.

2. Why was Grande Mere established as a state park? Why wasn’t it developed
commercially or residentially?

3 students or 5% knew why Grande Mere was saved from
development.
27 students or 44% had some idea.
31 students or 51% had no idea.
3. What is the study of ecology?

20 students or 33% knew what ecology is.

41 students or 77% did not know what ecology is.
Recycling: '
4. (a)What does it mean to recycle?

59 students or 97% knew what it means to recycle.
(b) Can energy be recycled in an ecosystem? Explain.

47 students or 77% said yes, energy can be recycled.

4 students or 7% said no, it can't be recycled.

10 students or 16% gave no answer.
(c)Can atoms and molecules be recycled? Explain.

24 students or 39% said molecules and atoms are recycled.

14 students or 23% said they are not recycled.
23 students or 38% gave no answer.

54

(d) Do you and your family recycle? If yes, what do you recycle? Do you
purchase recycled products? If so, what?

7 students or 12% said they did not recycle.

54 students or 89% said they did recycle to various degrees.

32 students or 52% indicated they purchased recycled produCts,
though much of it was paper products only.

7. Do you think that the increasing human population is an ecological problem
now? If not, do you think it ever could be? Explain why or why not.

40 students or 66% thought population growth is a problem or
could be.
21 students or 34% didnt think it is a problem.

8. What ecological issues do you think are the most important ones at this time?
Name your top 5 ecological concerns.

# of times cited by students issue

34 pollution

19 extinction of organisms
19 destruction of rai nforests
17 overpopulation

16 depletion of the ozone layer
13 loss, waste of resources
9 loss of habitat

8 erosion of top soil

7 trash

5 nuclear waste

4 global warming

3 people starving

3 oil spills

1 strip mining

7 no answer

9. How did the Ice Ages help form the Great Lakes? How was the Grande Mere
area formed?

30 students or 49% knew that glaciers were responsible for the
formation of the Great Lakes, but did not know how Grande
Mere was formed.

31 students or 51% had no idea or the wrong answer.

55

10. How do lakes age? Describe the process of how a lake undergoes
succession.

2 students or 3% had a good idea of lake succession.
4 students or 7% had some idea of lake succession.
55 students or 91 % had no idea.

11. Why do different natural areas have different types of vegetation on them?
Does the type of vegetation change over time? Explain.

30 students or 49% were able to list some different abiotic factors.
31 students or 51 % did not know.

3 students or 5% knew that vegetation did change over time.
58 students or 95% did not know about succession.

12. What are abiotic and biotic factors of an ecosystem? How are these factors
interdependent? Discuss.

1 student or 2% knew how biotic and abiotic factors could be
interdependent.
60 students or 98% did not know.

Chapters 40 and 41 Test

Advanced Biology

56

Advanced Biology
Essays-Ch. 40,41

Please answer the following essay questions as completely as possible. Use
diagrams as part of your explanation wherever appropriate

1. What is ecology? Discuss how biotic and abiotic factors are inter-
related and how they determine the ecosystem of an area.

a. provide an outline (15 points)

b. write the essay

2. Name the components of soil. What do the soil tests measure and
why are they important? (5 points)

3 . Compare and contrast the flow of matter and energy through an
ecosystem. (10 points)

30 points possible Your score——

1.

2.

6.

57

Test- Chapters 40,41
Advanced Biology

Fill in the Blank

A recently formed lake is said to be _.

_ forests have evergreen, cone bearing trees as the predominant
vegetation.

_ lakes are old, rich in nutrients, and support the largest populations of
organisms and greatest diversity of species.

__ is a reduction in rainfall on the leeward slopes of mountains.

Areas dominated by trees that drop their leaves during unfavorable seasons are called
_ forests.

Theshrublandthatdevelopsintropicalregonswithashort,wetseasoniscaled .

Multiple Choice

7.

Since the temperature raige and length of growing season are similar in grassland and
deciduous forest biomes, what is the major factor that determines which of these plant
communities will grow in a particular area?

__ A. amount of sunlight

_ 8. soil type

_ C. amount of available moisture

_ D. length of the dry season

_ E. the types of animals inhabiting the area

Tropical rain forests and temperate deciduous forests are very different biomes. What is the
most important factor determining which of these biomes will exist in an area?

_ A. the amount of sunlight

_ B. the amount of rainfall

_ C. temperature

_ D. diversity of plant spades

_ E. diversity of animal spades

Which is the major difference between coniferous forests of the Northern and Southern

Hemispheres?

_ A. The coniferous forems of the Northern Hemisphere contain bacterial decomposers,
while those of the Southern Hemisphere contain fungal decomposers.

_ B. The coniferous forests of the Northern Hemisphere are not limited to higher elevations,
while those of the Southern Hemisphere predominantly are.

_ C. The coniferous forests of the Southern Hemisphere are deciduous, while those of the
Northern Hemisphere are evergreen.

_ D. The coniferous forests of the Northern Hemisphere typically contain a layer of tall
towering plants and an understory of shrubs, while those of the Southern
Hemisphere typically contain a single layer of trees.

_E. The coniferous forems of the Northern Hemisphere contain fungal decomposers, while
those of the Southern Hemisphere contain bacterial decomposers.

58
10. Why is the rate of decomposition faster in the tropical rain forest than in other biomes?

_ A. because of the constant cool temperature all year

_ B. because of the abundance of water

_ C. because of the relatively constant day length

__ D. because there are more plants per square foot

_ E. because of the wide fluctuations in temperature over the course of a year

11. On what partofacontinentdoyoufindgrasslands?

_ A. along the eastern coast

_ 8. along the western coast

_ C. behind large mountain ranges
_ D. in the interior

_ E. at high elevation

12. Which biome contains more species of plants and animals than do all other biomes combined?

_ A. deciduous forests
_ B. coniferous forests
_C. savannas

_ D. tropical rain forests
_ E. shrublands

13. Since the temperature range and length of the growing season are similar in the grassland
and temperate savannas, what is the major factor that determines which of these plant
communities wil grow in an area?

_ A. amount of sunlight

_ B. soil type

_ C. amount of available moisture

_ D. length of the dry season

_ E the types of animals inhabiting the area

 

Fill in the Blank
14. A living organism is part of the environment.
15. Physical factors within an ecosystem are known as the environment.

16. Organisms that break down organic compounds in wastes and the dead remains of living
things are called .

 

17. The ecological niche an animal is potentially capable of occupying is called its niche.
18. The cycling of nutrients between biotic and abiotic environments forms cycles.

19. Collectively, bacteria that convert ammonia to nitrates and those that convert nitrites to nitrates
are called _ bacteria.

59
Multiple Choice

20. An ecosystem consists of

_ A. all of the plants, mimals, protistans, and monerans living together in an area that interact
with one another to a greater degree than they interact with biotic factors outside
of that area.

_ B. all of the plants and animds living together it at area that interact with one another to a
greater degree than they interact with biotic factors outside of that area.

_ C. all of the physical factors in a given area that interact with one another to a greater
degree than they interact with the factors outside of that area.

_ D. all of the abiotic and biotic factors in an area that interact with one another to a greater
degree than they interact with the factors outside of that area

_ E. all of the animals living together in an area that interact with one another to a greater
degree than they interact with animals outside of that area.

21. Which is an abiotic sub component of ecosystems?

_ A. sunlight
_ B. algae
_C. bacteria
_ D. fungi

_ E. viruses

22. According to your text, which typically are detritovores?

_A. algae

_ B. plants
_C. lobders
_ D. fungi

_ E. autotrophs

23. The Theory of Tolerance
__ applies only to individual organisms.
applies only to temperature.
says tolerance ranges differ for each abiotic factor.
says tolerance ranges remain the same as an organisms passes through different
phases of its life cycle.
_ . are identical from population to population within a spades.

m 9.0!”?

24. How are a fundamental and a realized niche similar?

_ A. They both represent the total potential habitats an organism can occupy.

_ B. They both represent the total abiotic resources an organism requires.

_ C. They both represent the total potential abiotic conditions an organism can tolerate.
_ D. They both may be represented by a multidimensional space called hypervolume.
_ E. The dimensions of each are determined by limiting factors.

60
25. Which limiting factor can reduce the fundarnantal niche to a realized niche?

A. a temperature below the tolerance range of the organism
B. a fire changing the physical conditions of the habitat

C. the occurrence of niche overlap between two spades

D. asuddan increasainthesalinityofanastuary

E. a temperature above the tolerance range of the organism

26. What does a pyramid of biomass represent?

_ A. rate at which the energy in food moves through each trophic level of an ecosystem
_ B. total number of kilocalories available to an ecosystem

_ C. total number of kilocalories available to an ecosystem at a particula' time

__ 0. total volune of organisms at each trophic level

_ E. totd dry weight of organisms of each trophic level at a particular time

Use the following information for Questions #27,28, and 29.

One of the shortest and most productive food chains in the biosphere occurs in the mtarctic.
Here, phytoplankton (primarily diatoms) are fed upon by small crustaceans cdled ewhausiids, that
in turn are fed upon be balean whales, and these in turn are fed upon by killer (toothed) whales.

27. Refer to the information above. In this food chain the balean whales represent

_ A. the prinary producers.

_ B. the primary consumers.

_ C. secondary consumers.

_ D. top carnivores.

_ E. a limiting factor for phytoplankton.

28. Refer to the information above. In this food chain, the euphausiids reprwent

_ A. the primary producers.
_ B. the primary consuner.
_ C. secondary consumer.
_ D. top carnivore.

_ E. an ecological equivalent.

29. Refer to the information above. In addition to euphausiids, many other zoo plankton feed
upon the diatoms. This describes

_ A. ecological succession.

_ B. an ecological pyramid.

_ C. a multichannel food chain.
_ D. gross primary productivity.
_ E. a sera.

61

30. In which way are a food web and a food chain different?

31.

32.

_ A. Food chains indicate the source of food and energy for a particular animal, and food
webs do not.

_ B. You can daterrnine the trophic level to which an organism belongs from a food chain,
but not from a food web.

_ C. Food chains show a single organism at each trophic level, but a food web may show
several.

_D. Thereisaproducaratthebaseof afoodchain, butthereisatopcamivoreatthebase
of a food web.

_ E. Food chains indicate the direction of nutrient movement through the biotic
environment, while a food web indicates the direction of energy movement.

Biological magnification presents the most danger to which animal?

_A. frog

_ B. moth

_ C. snake

_ D. hawk

_ E. bacterium

In what way are nitrogen fixation and denitrification similar?

_ A. Both make nitrates available to plants.
_ B. Bacteria are involved in both of these processes.

_ C. Atmospheric nitrogen is converted to ammonia in both of time processes.
_ D. Both convert nitrates to nitrites.

_ E. Fungi are involved in both of these processes.

62

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

23.

24.

25.

Answer Key

Chapters 40,41 Test
oligotrophic
Coniferous
Eutrophic 26. E
Rainshadow 27. C
deciduous 28. B
tropical thomwood 29. C
C 30. C
C 31. D
B 32. B
B
D
D
C
biotic
abiotic
decomposers or saprophytes
fundamental
biogeochemical
nitrifying

O U 0 O > U

63

Succession Quiz

1. Contrast primary and secondary succession. Give examples of where each
might occur and in general, the progression of different types of plants.

(8 points)

2. Explain how Grande Mere showed the process of succession. Please be
specific, use examples from your lab regarding biotic and abiotic factors.

(8 points)

3. What is sustainable agriculture? Why must we be concerned about the loss of
top soil? (3 points)

4. Why is species diversity so important? (3 points)

Advanced Biology

Chapter 43
Test

Population Ecology

64

Chapter 43 Essays
Advanced Biology

Please answer the following essay questions as completely as possible. Use
diagrams as part of your explanation wherever appropriate.

1. Explain growth and survivorship curves, factors which control growth and
characteristics of r and K strategists. (16 points)

2. Discuss 3 reasons we should be optimistic and 3 reasons we should be
pessimistic about supporting human population growth.
(6 points)

3. Has earth already reached the carrying capacity for humans? Explain.
(3 points)

25 points possible. Your points

65

Chapter 43 Test

Population Ecology

Matching: Write the letter of the phrase below that best matches the numbered term following.
Use each only once.

a another name for sigmoidal growth
b.

C.

d.

6.

as

j.

1.

N

9.

the birth of a population

refers to that part of logistic growth when factors that add new members to a population are

equaled by those that remove them

expressed as the number of individuds in the population, per unit of area

a life expectancy plot for members of a population

the maximum potential rate of population growth

an exponential growth curve

the population size of a species that can be indefinitely supported in a habitat

type of growth limiting factor that is influenced by the number of organisms in the population

when a population increases in a progression of the base number 2 raised to some power
(21, 22.23.24, etc.)

_ population density
natality

 

zero population growth

 

survivorship curve

 

biotic potential

exponential growth

 

__ J-shaped curve

__ carrying capadty
_ logistic growth

10. density dependent factor

66

Fill in the Blank

11.

12.

13.

14.

15.

A Type survivorship curve shows a marked increase in mortality when individuals

reach old age.

 

An organism that produces many offspring at one time is said to be _ selected.

decreases the size of a population as individuals move to neighboring areas and
take up permanent residence.

 

A Type survivorship curve shows that the chance of surw'val is constant throughout
an individual's lifetime.

 

According to your text. carrying capacity is represented by the letter _.

Multiple Choice

16.

17.

18.

Assume that a period of stable population size is followed by a period when natality
increases to 10 percent of population size and immigration increases to 20 percent of
population size. What effect will this have on the population density?

_ A. Population size will begin to decrease.

_ B. Population size will begin to increase.

_ C. Population size will be unchanged.

_ D. Population size will increase by 20 percent
_ E. Population size will increase by 40 percent.

Scattered randomly throughout deserts of the southwestem United States and Mexico are
fresh-water springs. Near these springs are ecosystems very different from the surrounding
desert. Among the other populations inhabiting these oases are various species of palm
trees. The palm populations show

_ A. clumped distribution.
_ B. uniform distribution.
_ C. random distribution.

__ D. exponential growth.
_ E. immigration increases.

A spades of organisms that produces and releases allelochemical into their environment
frequently shows

a random distribution of individuals within the environment.
a clumped distribution of individuals within the environment.
an evenly spaced distribution within the environment.

a very high population density.

exponential growth.

(119,09?

19.

20.

21.

22.

23.

24.

67

Most populations in a climax community

_ A. produce few offspring.
_ B. show little if any parents care.
_ C. use little energy to increase body size.

_ D. develop to adults quickly.
_ E. show exponential growth.

Laboratory studies of rats indicate that increased population dendty increases aggreMve
non-injurious behavior, delays sexual maturation, and reduces sperm production in males.
Which population growth factor is affected by these behavioral and physiological
responses?

_A. natdity
_B. mortaity
_C. emigration
_D. inmigration
_ E. disease

Which characteristic is associated with a reduced chance of extinction in a changing
environment?

A. a Type I survivorship cave

B. a Type II survivorship curve

C. a Type III survivorship curve

D. a long life span

E. production of young with a large body size

Populations that grow beyond the carrying capadty of the environment

A. may die back to the original carrying capadty.

B. may die back to a new, lower carrying capadty.

C. will continue to grow.

D. will continue to grow or die back to an extremely low population density.

_ E. may die back to the original carrying capadty, to a new, lower carrying capadty, or to
an extremely low population density.

Which does your text give as at example of a K-selected spades?

_A. turtle
_8. ant
_C. koala
_D. frog
_E. spider

Which is an r-selected species?

_ A. chimpanzee
_ B. cow

_ C. ant

_ D. bear

_ E. chicken

25.

26.

27.

28.

29.

68
Populations that are r-selected usually show

_ A. Type I survivorship curves.

_ B. Type II survivorship curves.

_ C. Type III survivorship curves.

_ D. intense parental care of young.

_ E. a slow rate of development leading to sexual maturity.

Which is a density independent population factor?

_A. disease

_ B. competition
_ C. predation
_ D. stress

_ E. tornado

l f nothing is done to curb the current growth rate, by the year 2058 the human population
will have

_ A. incremed by 25 percent.
_ B. increased by 50 percent.
_ C. increased by 75 percent.
_ D. doubled.

_ E. tripled.
According to your text, the human population's first growth surge came as a result of

_ A. the development of agriculture.
_ B. the industrial revolution.

_ C. the use of tools.

_ D. the invention of the printing press.
_ E. a nomadic lifestyle.

According to your text, only one meaningful decrease in human population has occurred
over the last 12,000 years. What caused it?

_ A. the Agricultural Revolution
_ B. World War I

_ C. World War II

_ D. the Black Death

_ E. AIDS

69

Answer Key

Chapter 43 Test

Population Ecology

25. C
26. E

27. E

.03
mmOmO

28. C

9’
r.

29.0

9’
> I C)

10. l
11. l
12. r
13. Emigration
14. ll
15.
16.
17.
18.
19.
20.
21.
22.

23.

00m0>>0>mx

24.

70

Student Test Scores 1995

Objective Test Objective Succession Chapter 43
Pretest Chamers 40,41 Post test mi; Test
Chapters Chamers 49,41

40,41

16 20 18 10 33
20 44 23 21 51
14 38 19 23 49
17 35 30 18 44
15 44 25 23 0
21 53 25 22 50
17 51 26 21 50
13 4O 16 19 49
15 44 27 19 51
14 33 17 20 45
10 43 21 20 41
10 34 24 22 43
14 37 20 18 39
16 50 25 22 52
20 38 16 22 41
18 40 24 18 45
15 29 18 13 38
12 52 29 19 51
16 49 23 20 46
10 32 17 16 35
17 29 20 21 41
15 50 28 20 48
13 48 25 20 50
14 43 20 13 4O
21 54 25 24 53
18 54 26 23 56
6 4O 19 19 39
16 30 18 21 43
11 47 20 17 53
15 44 20 18 50
13 52 27 20 48
10 50 25 12 46

14 56 27 21 50

71

Student Test Scores 1995 continued

Objective Test Objective Succession Chapter 43
Pretest ha ters 41 Post test opp ‘_l’_egt_
Chapters . Chapters

4 41 4 41

8 33 12 9 44
14 50 24 18 50
1 7 43 21 5 44
19 53 27 24 47
12 38 22 20 53
21 54 25 22 51
43 20 17 4O *
17 44 20 19 46
8 27 17 13 21
15 54 26 19 52
18 54 25 19 50
2 24 16 18 30
16 42 19 19 39
16 51 26 19 49
13 39 19 10 30
20 30 20 18 26
8 38 20 20 45
17 39 22 19 45
14 50 26 16 50
2 1 46 2 9 1 4 e
15 47 23 20 52
15 50 24 20 51
13 54 26 21 50
10 52 24 20 50
21 54 29 21 54
8 47 22 1 4 38
13 50 26 21 49
14 39 21 15 36
9 48 24 8 35
8 37 16 12 35
8 43 19 18 45
9 47 22 17 37

72

Student Test Scores 1994

Objective Test Total Test
Test Scores Scores Scores
Chapter 40,41 Chapter 43 ch. 40,41
67 48 102
so 38 79
56 44 75
58 48 89
48 33 77
58 so 93
57 39 87
58 4s 93
52 36 so
61 39 89
48 37 78
57 31 83
47 39 76
57 4o 86
60 46 93
53 43 83
54 so 88
57 45 84
49 29 82
64 45 97
57 45 9o
44 2o 67
55 38 78
51 31 78
43 20 60
52 42 74
53 42 81
58 43 93
38 29 65
61 24 92
60 43 92
58 . 93
51 24 83
57 47 87
60 48 92
53 . 90
62 46 95
57 35 91
47 42 78
so . 80
44 35 68
60 39 94
41 36 64

43 35 S8

Objective

Test Scores

Chapter 40,41

50
42
67
S9
61
S4
61
59
44
39
63
46
49
31

73

Test

Scores
Chapter 43

31
30
48
45
50
39
48
52
O

36
42
38
44
41

Table 4

Student Test Scores 1994 continued

Total Test
Scores

Chapter 40.41
72
72
104
89
95
85
96
92
68
6o
95
76
7s
54

Data table of test scores and statistical information from the 1994 ecology unit.

Test
Chapter 40,41

Test

Chapter 40,41
Objective part

Chapter 43 Test

Standard

mean deviation

82.6 11.5

53.3 7.6

39.5 7.7

Standard
error

1.5

1.0

1.1

points percent
[gigs gsible aveggg

54-104 109 76%
31-67 74 72%
20-52 54 72%

74

Survey of Grande Mere Ecology Study

Please anew! the following statements by girpllng one number on the 1-5

pontlnuum:

1-strongly disagree

2-disagree

3-no opinion

4-agree

5-strongly agree

AI lease t merit toll n s nt to clarf or ex and

pn yppr pplnipn.
1. Doing field work at Grande Mere helped me understand ecological concepts.

1 2 3 4 5

 

 

2. Adivitiesthattakemeoutoftheclassroom, suchasthesmd dunesuccessionfiald study. area
waste of mytime.

1 2 3 4 5

 

 

3. I most enjoy Ieaming new ideas by reading about tlnm and having classroom lectures.

1 2 3 4 5

 

 

4. l have talked about things I have learned about Grande More with others.

 

 

 

5. ltisinterestingtoleamaboutmorethanjusttheecologyofGrandeMere, butalsoaboutour
localhistoryandgeology.

1 2 3 4 5

 

75
6. l have taken friends or family to visit Grande Mere since our field study.

1 2 3 4 5

 

 

7. I would like to visit Grande Mere in the spring to see the wildflowers and to see other
changes in the habitats we studied.

1 2 3 4 5

 

 

8. My family does not recycle recyclable materials.

1 2 3 4 5

 

 

9. The ecology unit has made me more aware of conserving natural resources.

1 2 3 4 5

 

 

10. Environmental issues, such as recycling, population growth and protection of natural areas
and endangered spades, are unimportant to me.

1 2 3 4 5

 

 

11. “Hands on” science activities, such as field and laboratory work, do not help me understand
science ideas.

 

 

76

12. I would be interested in visiting and Ieaming about other protected natural sites in our area,
such as Mud Lake Bog, Warren Woods, or Bakertown Fan.

1 2 3 4 5

 

 

13. I learn more about how science actually works by doing lab and field work instead of being
told about sdence in a classroom lecture.

1 2 3 4 5

 

 

14. Individual people cannot make a difference in environmental matters.

1 2 3 4 5

 

 

15. My family buys and uses recycled products.

1 2 3 4 5

 

 

16. Grande Mere was a fun and interesting way to begin the school year.

1 2 3 4 5

 

 

Please add any additional comments about the Grande Mere Ecology Study.

These comments may include things that you espedally liked or disliked about the study we have
done over the last six weeks, or any helpful suggestions you may have for me as I continue to try
to improve your learning experiences. Thank you for your time and effort on this survey.

77

Results of the
Survey of Grande Mere Ecology Study

Pl so an or the toll win men b lrclin one number on the 1
continuum:

1-strongly disagree

2-disagree 62 students completed the survey.

3-no opinion

4-agree

5-strongly agree

Also lease fr to com t followln t t cl ri or ex nd

on yppr oplnlpn.
1. Doing field work at Grande Mere helped me understand ecological concepts.

1. 2. if. .1 E
1.91% 0 5 5 40 12 M
Per nt 0% 8% 8% 65% 19%

 

2. Activitiesthattakemeoutoftheclassroom,sucl'iasthesanddunesuccessionfieldstudy,area

waste of my time.
1. 2 3 a 3
M5 47 1 1 2 2 0 % ’ r
m 76% 1 8% 3% 3% 0%

 

3. I most enjoy learning new ideas by reading about them and having classroom lectures.

1. 2 3 i .5.
# of stpgpnts 9 21 17 1 1 4 24% egg
mm
Perppnt 15% 34% 27% 18% 6% 27% nflp’ r agrpp or gm ree

 

4. I have talked about things I have learned about Grande More with others.

1. 2 1 1 5.
# of stpdean 1 12 12 28 9 60% agrfl
Percent 2% 19% 1 9% 45% 1 5%

If u ha I' ou h vet k with rand e is. P ent friend etc.

78

5. It is interesting to learn about more than just the ecology of Grande Mere, but also about our

local history and geology.
J. 2 .3. 2 .5.
# pf student§ 1 4 12 32 13 73% pgreed
31mm 2% 6% 19% 52% 21%

 

6. l have taken friends or family to visit Grande Mere since our field study.

1. 2 3. 1 2
mm 20 23 6 5 8 W
Pgrggni 32% 37% 10% 8% 13% W

 

7. lwould liketovisitGrande Merelntl'iespringtoseethewildflowersandtoseeother
changes in the habitats we studied.

1. 2 2 2 2
# of is 2 3 7 18 32 W
Pprgnt 3°/o 5°/o 1 1°/o 29% 5270

 

8. My family does not recycle recyclable materials.

.1. 2 2 1 2
# pf gpdentp 34 11 5 7 5 73% disggrgg
Wm
Pergnt 55% 18% 8% 11% 8% 19% agreed

 

9. The ecology unit has made me more aware of conserving natural resources.
1. 2 2 3. 2

# of stgflfi 2 1 12 34 13 76% r

Pergnt 3% 2% 19% 55% 21% % '

 

79

10. Environmental issues, such as recycling, population growth and protection of natural areas
and endangered spades, are unimportant to me.

1. 2 2 2 .5.
# 1 st 1 38 9 5 6 4 76% disagreed
(61 % gmmly disagreed)
Pprppnt 61°/o 1 5°/o 8°/o 1 0% 6°/o

 

11. “Hands on” sdence activities, such as field and laboratory work, do not help me understand
sdence ideas.

.1. 2 2 2 .5.

mm 42 7 3 4 6 79% disagreed
/o n 1 . l’
PprQnt 68% 1 1% 5% 6% 10%

 

12. I would be interested in visiting and Ieam'rig about other protected natural sites in our area,
such as Mud Lake 809, Warren Woods, at Bakertown Fen.

1. 2 2 2 .5.
W 3 0 6 20 33 W
Percent 5% 0% 10% 32% 53%

 

13. I learn more about how sdence actually works by doing lab and field work instead of being
told about sdence in a classroom lecture.

1. 2 2 2 .5.
# pf stpmtp 3 4 8 17 30 m
Pprcent 5% 6% 1 3% 28% 48% W

 

14. Individual people cannot make a difference in environmental matters.

1. 2 3 1 a
# pf figflflts 41 13 5 1 2 87% dismrfl
M 66% 21% 8% 2% 3%

80

15. My family buys and uses recycled products.

.1. 2 2 2 2
# of students 2 4 14 2 7 1 5 % reed
Percent 3% 6% 23% 44% 24% /o i r

 

 

16. Grande Mere was a fun and interesting way to bag'n the school year.

.1. 2 2 2 2
21M 4 1 6 20 31
POT @111 6°/o 2°16 1 0°/o 32% 50%) 82%) ggrgg

 

Please add any additional comments about the Grande Mere Ecolpgy Study.

These comments may include things that you espedally liked or disliked about the study we have
done over the last six weeks, or any helpful suggestions you may have for me as I continue to try
to improve your learning experiences. Thank you for your time and effort on this survey.

WORKS CITED

WORKS CITED

American Association for the Advancement of Science. Proiept’2061: Science
For All Americans. Washington DC, 1989.

Beane, James A. “Curriculum Integration and The Disciplines of Knowledge.”
Phi Delta KQpan, April 1995.

Berne, BC. “The Local Community as a Laboratory for Global Understanding.”
In Environmental Education Prpgress Toward a Sustainable Future,
edited by J. F. Disinger and J. Opie. Tony, Ohio: The North American
Association for Environmental Education, 1986.

Booth, Walter, Juanita Cupp. and Max Medley. Grande Mere. Stevensville,
Michigan: The Grand Mere Association, 1973.

Cherif, Abour H. “Barriers to Ecology Education in North American High
Schools, Another Alternative Perspective.” Journal of EnvirpynmentaL
Education Volume 23, No. 3, 1992: 36-46.

Dorr, Jr., John A., and Donald F. Eschman. Geolpgy of Michigan. Ann Arbor:
University of Michigan Press, 1970.

Lisowski, M. “The effect of field based Ieaming experience on students’
understanding of selected ecological concepts.” Unpublished Ph.D.
dissertation Ohio State University (1987) Quoted in Abour H. Cherif.
“Barriers to Ecology Education in North American High Schools.” Journal

 

of Environmental Education Volume 23, No. 3, 1992.

Schwaab, Karl E. “Instructional Methods: Their Use and Effectiveness in
Environmental Education.” Journal of Environmental Education Volume
14, No. 2. Winter1992-93.

Tague, Glenn C. “The Post-Glacial Geology of the Grand Marais Embayment” in

Occasional Ppgrs on the Geology of Michiggn for 1946. Michigan
Department of Conservation, publication 45, geological series 38, 1947.

 

Yager, Robert E. and Paul Tweed. “Planning More Appropriate Biology
Education For Schools." The American Biology Teacher, Volume 53,
N0. 8, November/December 1991.

81

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