Jessica Cannon, Ashley Levins, Caitlyn Murphy

Jessica Cannon, Ashley Levins, Colin Little, Ian Moede, Caitlyn Murphy

AP Environmental Science

Kara Norris

9/17/17

Biodiversity of Animals

Purpose

The purpose is to quantify the biodiversity of animal populations in various locations.

Hypothesis

If the environment is changed, then the animals will vary greatly in both abundance and species in the

different environments ​as compared to the sticky trap.​ Location A (the greenhouse) will attract a more

biodiverse result because it has a more humid/warm climate, and a large variety of plants; Whereas location B

(the commons courtyard) will produce less abundant and diverse results due to the increase in human

disturbance and the lack of vegetation. The amount of time, 72 hours, that the sticky trap is in the environment

(control variable) will produce a quantifiable amount of data to support the hypothesized results.

Data and Analysis

The Greenhouse​:
Species ni ni(ni-1)

Changeable Grass-Veneer (1) 1 0

Mayfly (2) 2 1

Total: N(N-1) = 6 ⅙ = .167

Fig. 1 calculates species diversity within the greenhouse

The Commons Courtyard​:
Species ni ni(ni-1)

Dark Brown Click Beetle (1) 1 0

Kudzu Bug (3) 3 2

Mayfly (3) 3 2

Longhorn Bee (1) 1 0

Total: N(N-1) = 56 4/56 = .07

Fig. 2 calculates the species diversity within the commons courtyard

Fig. 3 shows that the courtyard had greater biodiversity

Conclusion:

Unlike the hypothesis, the results of the sticky trap placement for 72 hours produced an opposite
outcome. The hypothesis stated that the greenhouse would have more diversity than the commons courtyard;
However, there was more abundance and diversity of insects in the courtyard. ​The results could have been
impacted by numerous variables, including human disturbance, noise, photopollution, and shade (the
greenhouse is within close proximity to the school wall, resulting in a longer amount of time in the shade than
normal). ​Also, a factor that possibly contributed to the smaller diversity in the greenhouse is the absence of
accessibility to the enclosed area; Because the 72-hour span stretched over the weekend, the door, which
separates the enclosed area and the outside environment, was not opened for a long period of time, eliminating
the availability of access into the greenhouse.
The results obtained, see figure 1 and 2, suggest that the courtyard is less disturbed than the greenhouse
when school is not in session. Furthermore, this indicates that, even when human disturbance is low, the school
campus contains very little biodiversity and abundance of insects. Given this, further analysis might have
directed the results in the expected direction if the study had been conducted during school hours on any given
weekday. Also, the issue of inaccessibility of the greenhouse could have been avoided by placing the sticky trap
near the vegetation outside of the greenhouse walls. In addition to the problems surrounding inaccessibility,
species may been repelled by the out-of-place colors (red and white) and patterns.
The results also imply that light pollution may affect the amount of diversity among species. In fact,
according to a case study called ​“Lamp-Lit bridges as Dual Light-Traps for the Night-Swarming Mayfly,
Ephoron Virgo: Interaction of Polarized and Unpolarized light pollution,” p​ hotopollution, otherwise known as
light pollution, from an artificial source can change an animal’s behavior; Therefore, leads to population decline
and a loss/decrease of biodiversity. At Heritage High school there is a large amount of light pollution, especially
by the greenhouse, because the stadium, courts, and other athletic fields are near there. The Mayfly case study
conducted experiments near a lamp-lit bridge over the river of Danube in Europe. This specific river attracts
very large and diverse swarms of mayflies away from their natural habitat (the river). The study found that
almost 99% of the swarm were females (those who were in a “compensational flight to compensate the
downstream drift of eggs”) who were attracted to the unpolarized lamps located on the bridge. The parts of the
bridge, however, that were strongly and horizontally polarized attracted more of the flies than any other part of
the bridge. This means that those lights, just like the athletic field and court lights, were almost directly within
the flies’ peripheral vision. Since a female thinks that the road on the bridge is “water”, then they can oviposit in
an unsafe place (the road) to which they and their eggs die because of the large number of insects in the swarm.
Males tend to also die in the same form because of the amount of insects already close to the light
(overcrowding). Therefore, a possible reason that one could not have viewed many bugs within the greenhouse
or courtyard is because they were enticed to come out of their natural habitat by light. This results in their
ultimate death and a decrease in population, as well as biodiversity.
 Works Cited Page

Szaz, Denes, et al. "Lamp-Lit Bridges as Dual Light-Traps for the Night-Swarming Mayfly, Ephoron Virgo:

Interaction of Polarized and Unpolarized Light Pollution." ​Plos ONE,​ vol. 10, no. 3, Mar. 2015, pp.

1-18. EBSCO​host​, doi:10.1371/journal.pone.0121194.

 Do not remove or mark below. This rubric is for grading purposes.

Rubric
1 = Poor 2 = Above Average 3 = Excellent
Categories

The report identifies an
overly broad or simplistic
area of investigation and/or
Understand
shows little evidence of
Context
research.
The report identifies an
adequately focused area of
investigation based upon
purpose of lab and appropriate
hypothesis
The report situates the
student’s investigation of
the complexities of a
problem or issue based
upon purpose of lab and
appropriate hypothesis

Quantitative data poorly Quantitative data collected Quantitative data collected

Experiment
collected and poor or through experimentation with through experimentation
& Data
incorrect connection to a loose connection to theme of with a strong connection to
Collection
theme of paper. paper. theme of paper.

Data Analysis Quantitative data analyzed Quantitative data analyzed Quantitative data analyzed
and using appropriate using appropriate using appropriate
 Graphing calculations. Appropriate
graphical representation of
data chosen to highlight
significant details and
support conclusions.
Student demonstrates an
obvious misunderstanding
of the utilization of the
appropriate scientific
techniques and instruments.
Science as a
Makes incorrect
process
conclusions that are not
connected to collected data
or statistical evidence. Does
not address possible future
investigations
A simplistic connection or
Analyze no connections is made of
Context the overall problem
The report restates or
Understand misstates information from
and Analyze sources. It doesn’t address
Argument reasoning in the sources or
(outside it does so in a very
sources) simplistic way.
The report identifies
evidence from chosen
sources. It makes very
Evaluate simplistic, illogical, or no
Sources reference to the credibility
of sources and evidence,
and their relevance to the
inquiry
Specific data, graphs,
quantitative data cited but
Evaluate
no inferences made
Evidence
regarding the data and its
connection to main theme.
The report identifies few
Understand
and perspectives that are
and Analyze
vastly oversimplified from
Perspective
sources.
calculations. Appropriate
graphical representation of
data chosen to highlight
significant details and
support conclusions.
Student discusses the
utilization of the appropriate
scientific techniques and
instruments. Makes
conclusions and evaluates
their quality and validity based
on statistical evidence.
Proposes further questions for
study.
It makes clear the significance
to a larger context ​without
citing specific research
The report summarizes
information in places and
offers effective explanation of
the reasoning with the
sources’ argument (but does
so inconsistently)
The report in places offers
some effective explanation of
chosen sources and evidence
in terms of their credibility
and relevance to the inquiry
(but does so inconsistently).
Specific data, graphs,
quantitative data cited with
weak inferences to main
theme.
The report identifies
multiple perspectives from
sources, making some
general connections among
calculations. Appropriate
graphical representation of
data chosen to highlight
significant details and
support conclusions.
Student discusses the
utilization of the
appropriate scientific
techniques and
instruments. Makes
conclusions and evaluates
their quality and validity
based on statistical
evidence. Proposes further
questions for study.
It makes clear the
significance to a larger
context citing specific
research
Student is able to support
their conclusion through
direct explanation or
through purposeful use of
the reasoning using
statistical data as
evidentiary support.
The report demonstrates
evaluation of credibility of
the sources ​and​ selection of
relevant evidence from the
sources. Both can be
evidenced by direct
explanation or through
purposeful use.
Specific data, graphs,
quantitative data cited and
logical inferences made
regarding the data and its
connection to main theme.
The report discusses a range
of perspectives and draws
explicit and relevant
connections among those
 those perspectives perspectives

The report includes many The report attributes and The report attributes and
In-text errors in attribution and accurately cites the sources accurately cites the sources
Citations in-text citation used with few minor used. (in-text)
mistakes (in-text)

Works Cited is incomplete The Works Cited accurately
references sources using a
Works Cited
consistent style with a few
minor mistakes
The Works Cited
accurately references
sources using a consistent
style

The report contains many The report is generally clear The report communicates
flaws in grammar that often but contains some flaws in clearly to the audience
Grammar interfere with grammar that occasionally (although may not be free
communication to the interferes with communication of errors in grammar and
audience. to the audience style)

The written/technical style The written/technical style is The written/technical style is

(MLA is not appropriate for an mostly consistently consistently appropriate for
Format) academic audience appropriate for an academic an academic audience
audience.

35 pts, 90% ​Oct 2-> Graded: 35 pts, 90%

Understand Context
​ o improve next time, thinking about saying how you will be comparing the data (ie
T
Simpson's Index)
Data Analysis and Graphing
​ hould state that the number is the Simpson's Index. Do not assume the reader knows what
S
you are talking about.

A line graph is usually used to show data over time or a progression.

Understand and Analyze Perspective
I​ n order to compare perspectives, you need to have more than one source.
In-text Citations
​ ven if mentioned in the body, you still have to have a parenthetical citation.
E
(MLA Format)
​ ouble Space
D

Teacher Rubric Settings: t03960fffp mrskaranorris _

39 pts Points Possible: