Predator-Prey Simulation Lab Introduction: In a stable ecosystem, the number of predators and the number of prey fluctuate, but remain relatively constant. Three factors can affect the cycling of predator and prey numbers.
Which predators will be able to survive and reproduce based on their characteristics, adaptations to the environment, density-dependent factors such s competition for food, and density-independent factors such as bad weather or wild fires?
The spoon will be the predator that survives, reproduces, and dominates the population. If there is a competition between predators over a prey, then the spoon will easily be able to use its bowl-like shape to easily scoop up the prey.
If the prey is hidden in the grass, then the spoon will be able to slide through the grass and scoop up any prey hiding.
Plastic forks with one tongue removed Broken Forks. Small plastic knives 8. A grass field approximately 15 meters square or a carpeted area about the same size.
Distribute pieces of corn, lima beans, and black beans onto the field. Divide the class into 5 groups that are as close to equal as possible. Give each member of one group forks, of another group spoons, of another group broken forks, of another group knives, and the last group forceps. If there are no forceps available, the lab can be demonstrated with only 4 groups.
Every student gets a Styrofoam cup. Instruct the students that they are individual predators with structural variations. The beans and the corn are the prey. The prey must be picked up with the feeding mechanism forks, knives, spoons, broken forks, and forceps and placed in the model mouth cup.
No scraping or pushing of the prey in the mouth is allowed — the cup may not touch the ground area. The predators may, however, dash in and pick up any prey being pursued by another predator.
Do not hesitate to intrude, any hungry natural predator would not. Hunting time will be 5 minutes. If a predator is in the process of capturing a prey when told to stop, he must drop it. Repeat this process for each generation and make the proper adjustments required for each.
At the end of the lab, share your data with the class and add up the number of prey killed. In certain parts of the field, the grass was very tall and the prey that were in that area were very difficult to find.
Because of this many predators ignored the grassy areas which caused a lot of competition for prey in the other areas of the field. Certain prey such as the corn was easily concealed in the grass because of its small size. However, in the dirt area, the color of the corn really made it stand out.
Therefore, the spoon population was able to reproduce while the other populations began to thin out because they were not as well adapted to the environment, and they were not able to reproduce. Their populations decreased steadily and we can infer that they will eventually go extinct. This graph corresponds to the Predator Population graph.
In both graphs the spoon population increases while the others decrease steadily. Again, this is because the spoons were well adapted to the environment and they were able to get more food and reproduce.11 Pre-Lab # Predator-Prey Interactions Name _____ 1.
What are the 3 different physical characteristics in the predator species used to capture prey in this lab.
as predators and the hunted animals are known as prey. In this lab, you will do a In this lab, you will do a simulation of a predator—prey relationship, with mountain lions as predators and. In this week's lab we will look at interactions between predator populations and their prey.
I suggest that you reread last week's pre-lab exercise (Population Growth) to refresh your memory.
Points for the lab will be earned from a pre-lab quiz, lab activity and a post-lab quiz. One type of relationship that exists between certain organisms is a predator prey relationship.
This lab looks at how that type of relationship impacts the populations of both species. Pre-lab Questions 1. Define the following terms: a.
them off for your report. Developed by Bridget Henshaw, Avoca Central School Revised 7/12 by Jeanne Raish. In addition to engaging students, this activity will introduce the predator-prey simulation and serve to give the students practice using utensils as predators.
1. Introduce the spoon as a member of a predator population. Again, ask students which is the better predator. Most students should report the spork as the better predator when a.
Intensive management (IM) programs are authorized under a specific procedure where the Alaska Board of Game determines a particular ungulate population important for providing high levels of human consumptive use and sets population and harvest objectives for deer, caribou, or moose in those specific areas.