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#1097, v1.0 Published:
#1245, v1.0 Published:

Title

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Authors

Old VersionNew Version
1Anna M. McKee (U.S. Geological Survey South Atlantic Water Science Center) 1Jillian K. Decker ()
2Gary T. Green (The University of Georgia) 2Jillian K. Decker ()
3John C. Maerz (The University of Georgia)   
4Deborah Rook ()   

Description

Old VersionNew Version
1<p>During a single lab period, students simulate colonization and drift in artificial communities to understand how these processes affect distributions of biodiversity in small versus large communities with varying degrees of isolation. Plastic bins represent islands, and are situated to represent different degrees of isolation. Ziploc bags of candy represent individuals in the communities and different candies inside the bags represent the genetic composition of the individuals. Students simulate colonization and drift in communities by tossing, replicating, and removing individuals from their communities. Students record which individuals and candies are removed from and added to their communities over time, graph their data, and discuss results.</p> 1<p>Over the course of multiple lecture periods, students: (1) learn basic concepts regarding island biogeography; (2) learn how to navigate Excel; (3) practice hypothesis development; and (4) simulate colonization and drift in artificial island communities to understand how these processes affect distributions of biodiversity in small versus large islands with varying degrees of isolation. Plastic baskets of varying size (large and small) represent islands, and are situated to represent different degrees of isolation. Ziploc bags of candy represent individuals in the communities and different candies inside the bags represent the genetic composition of the individuals. Students simulate colonization and drift in communities by tossing (to simulate emigration attempts), replicating (to simulate reproduction), and adding (if immigration attempt was successful)&nbsp;individuals from their communities. Students record baseline data by collecting quantitative data on the initial&nbsp;species and allelic richness on the islands and then record&nbsp;which individuals and candies are removed from and added to their island communities over time, analyze graphical representation of their data, and discuss whether or not their original hypotheses were supported by the data and how to best represent their data graphically.</p>

Attachments

1 link — 1 file — ASSESSMENT QUESTIONS FOR BIOGEOGRAPHY MODULE.docx
2 file — Decker_island biogeography exercise overview.pptx
3 file — Decker_Island Biogeography_quiz 1.docx
4 file — Implementation Plan_Module 1_Decker.docx
5 file — Island Biogeography Study questions.docx
6 file — Teaching Notes_Module 1_FMN_Decker.docx
7 link — Theory of Island Biogeography - YouTube
8 link — Island Biogeography - YouTube
9 link — Spreadsheet Data Analysis Tutorials | HHMI BioInteractive
10 file — Working with ecological data_diversity_mini_eco_stats.pdf