Competition Project

1. Competition Project Larry G. Cabral, Nelida Rojas GK-12 Santa Ana High School

2. Fruit fly Diversity

3. Competitive Exclusion Principle Two species competing for the same resource cannot coexist. One of the competitors will cause the extinction of the other.

4. CompetitionExperiment Place two fruit fly species in the same environment to compete over food and egg laying space.

5. The Competitors D. melanogaster D. virilis Vs 21 day generation cycle Standard Competitor

6. Long Term Competition Project • Four generations. • All five classes are independent trails. • Student participation.

7. Results. 50:50 N = Nine day melanogaster T = Twenty-eight day melanogaster

8. Results. 20:80 N = Nine day melanogaster T = Twenty-eight day melanogaster

9. Outcome 50:50 20:80 Melanogaster vs. Virilis Melanogaster won N-Flies vs. T-Flies N-Flies won • Melanogaster vs. Virilis Melanogaster won • N-Flies vs. T-Flies Even

10. How to make a poster. Title Introduction Summary of Results Conclusion Hypothesis Charts Graphs Materials Procedure Pictures References Using Power Point. Size 36 x 28

11. Introduction • This paragraph helps the community understand why the project was done. Your group needs to: • Give an overview of the problem. • Give background on what is appropriate to their problem

12. Hypothesis If A then B A hypothesis is a testable explanation to a problem or question.

13. Materials • Research subject • You need to use the scientific name • Fruit Fly = Drosophila melanogaster • Instruments • Vials and populations cages • Do not include obvious materials like pencil or paper.

14. Methods or Procedure • Narrate the steps, write in 1st person. • Our group chose to study Drosophila during a three month period to study….. During the three months…. • How did you collect data. • What are your variables; what was different between the different types of flies. • What is not controlled.

15. Results Quantitative Data Statistics Graphs Qualitative Data Observations No interpretation!!!!!!!

16. Conclusions or Discussion • Link results to the hypothesis. • First sentence should repeat or reiterate the hypothesis. • Interpret • Explain • Talk about what the results mean to the community • Go beyond

20. This project was supported by the TOSHIBA FOUNDATION and NSF Math Science FOCUS! grant Ashes Ashes They All Fall Down By: Nancy Larios, Andrew Salazar, Sandra Manzo, Fernando Rios, Nicole Calderon Mrs. Rojas Period 7 G5 Santa Ana High School Introduction Usually when it comes to a forest fire, the results are bad and bring consequences to life. The results of fire are ashes. In an environment full of trees burning ashes rise into the air and carbon dioxide rides along with it. This brings pollution into the air and later the ashes fall down. Fire can be a good environmental factor for the ecosystem because it burns dead derby on the forest floor so other plants can grow and animals can move through the forest floor. When ashes fall down the mix into the fresh water and can effect water organisms. If these organisms die, the whole ecosystem in fresh water will be affected What would happen to the aquatic organism, daphnia if placed into spring water with ashes, will it live or die? • Discussion • In this experiment our group tested Daphnia to see how it would react if put into ash water. Throughout the time period we analyzed the organisms in three days. The Daphnia in the control dish were very active, but the Daphnia in the experimental dish were dying. In this experiment our hypothesis was supported by our data. We predicted that the Daphnia in spring water would survive and the Daphnia in ash water would die. The Daphnia in the ash water died because of the lack of oxygen in the water. Daphnia’s gill are on its legs and they move their legs to suck in oxygen. This is why they died in ash water and the Daphnia in spring water survived. • For the world today our results mean that fire is a bad component when it comes to ashes falling in spring or river water. Ashes effect the ecosystem in rivers because they kill Daphnia, witch clear algae so that the rivers can be clean. Without Daphnia other organisms would not survive because they rely on them for energy. Also ash will effect other living organisms that live in rivers such as salmon, witch bears eat. • In the future another experiment that we will do is how ashes effect living organisms that fly and breath it in. We will do this experiment in the future because we would like to know what organisms are effected and what would happen if more ash pollution were to endanger an entire species. Results In this experiment our data, charts, and graphs have proven our hypothesis. In the Petri dish labeled control contained spring water and the Petri dish labeled experiment has ash water. The charts show that the organisms daphnia survived in spring water in a three day period. The daphnia in the petri dish of ash water died slowly over a three day period. The organisms that lived were the ones in the control or Petri dish filled with spring water. Hypothesis: (A) If you place an aquatic organisms into ash water then the organism will die. (B) If you place an aquatic organism it spring water then it will not die. Daphnia in ash Water Control Day 3 Daphnia in Spring Water Experiment Day 1-3 • Materials and Methods • Materials • Microscope, spring water, ash water, aquatic organism(daphnia), test tube beaker pipette, cup, Petri dish, coat, and marker • Method • Write out how you did your experiment • Set up 2 small Petri dishes. Label each dish with your name, table number and class period. • Label one Petri dish control and another experiment. Add your selected organism to the Petri dish. • Add 20ml of spring water to the control and add 20ml of ash water to the experimental dish. • Add 4 organisms to the spring water and 4 to the water. • Observe the organisms in 30 minuets, 24 hours, and 72 hours and record the observations. References Dr. Debra Mauzy-Mellitz; Mrs.. Rojas