Name__________________________________________ Date___________ Class period_____

 

 

Lab: What Causes Population Size to Fluctuate?

 

Introduction                                                                                                                                                    (Word version)

 

            The growth of populations of organisms, such as deer, is limited by such factors as predation, limited food and water supplies, and extreme temperatures. Do populations, once they reach their environment’s carrying capacity, remain the same size, or do their numbers fluctuate through time? Actually, few populations remain the same size. Most show distinct fluctuations. What causes these fluctuations? In this activity, you will play the roles of deer, food, water, and shelter to simulate the interactions of a deer population with specific biotic and abiotic environmental factors. By analyzing the results of the simulation, you should better understand the reasons for population size fluctuation.

 

Objectives

 

  1. To discover patterns of animal population size fluctuation in a simulated environment.
  2. To propose causes of population size fluctuation.

 

Materials

 

Area to participate in simulation (outdoors or indoors)

String, rope, or chalk to mark lines

3 notebooks or clipboards with data table (see Table 2)

 

Procedure

 

  1. Consider a deer population living in a mountain range in western United States. The size of the deer population will vary from season to season and from year to year. What reasons can you suggest for this? List your alternative hypothesis and those of your classmates.

 

 

 

 

 

  1. To begin the simulation, your teacher will assign you a number from 1 to 4. Record your number. If your number is 1, you will begin the simulation as a member of the deer population. If your number is 2, 3, or 4, you will begin the simulation as either food, water, or shelter for the deer.

 

  1. All of the “deer” students are to assemble in one location, while all of the “food,” “water,” and “shelter,” students are to assemble in another location.

 

  1. For the purpose of this activity you are to emphasize the effects of food, water, and shelter on the deer population; therefore, assume that the deer have enough space and other variables. The deer need to find food, water, and shelter in order to survive.

·        When the deer is “looking” for food, it clamps its hands over its stomach.

·        When a deer is “looking” for shelter, it holds its hands together over its head.

·        When a deer is “looking” for water, it puts its hands over its mouth.

  1. A deer can choose to look for any one of its needs during each round of activity. A deer cannot, however, change what it is looking for (when it sees what is available) during that round. It can change what it is looking for in the next round, if it survives.

 

  1. Each food, water, or shelter student gets to choose at the beginning of each round which component he or she will be during that round. Students depict which component they are in the same way the deer show what they are looking for; that is, hands on stomach for food, and so on. 

 

  1. The game starts with all players lined up on their respective lines (deer one side; habitat components on the other side) and with their backs to one another. The teacher begins the first round by asking all of the students to make their signs-each deer deciding what it is looking for, and each habitat component deciding what it is.

 

  1. Before each round, a student or the teacher records the number of deer and the total number of food + water + shelter components on the data sheet.

 

  1. When everyone is ready (backs still turned), the teacher counts “One…two…three.” At he count of three, each deer and each habitat-component turns to face the opposite group, continuing to hold its sign clearly.

·        When a deer sees the habitat component it needs, it runs to that component. Each deer must hold the sign of what it is looking for until getting to the habitat component student with the same sign.

    • Each deer that reaches its necessary habitat component take the “food,” “water,” or “shelter” back to the deer side of the line. This is to represent that the deer has successfully met his needs and successfully reproduced as a result.
    • Each “food,” “water,” and “shelter” person captured then becomes a deer.
    • Any deer failing to find its food, water, or shelter dies and becomes part of the habitat; that is, in the next round, the deer that died are habitat components and so are available as food, water, or shelter to the deer that are still alive.
    • If more than one deer reaches a habitat component, the deer who gets there first survives.
    • Habitat components stay in place on their line until a deer needs them. If no deer needs a particular habitat component during a round, the habitat component just stays where it is from round to round.
  1. After the deer have died or have survived and reproduced and the new population has been established for the next round, record their numbers in Table 1.

 

  1. At the end of 15 rounds or when instructed by your teacher, gather your materials, return to the classroom, and prepare a line graph of deer population size and total number of habitat components for each round of the 15 rounds.

 

  1. What pattern(s) does your graph reveal? What factor(s) seem(s) to be causing these fluctuations?

 

 

 

 

 

 

 

13.  What effect(s) do you think predators might have on population-size fluctuations?

 

 

To find out, you may wish to repeat a few rounds of simulation (see table 2), including predatory mountain lions that can capture and eat deer. First, allow deer to capture food, water, or shelter. Then, allow the mountain lions to capture the deer. Only deer that have previously captured shelter are safe from predation. Predators who fail to capture a deer become food, water, or shelter. Deer that get eaten become predators. Record number of mountain lions, deer, and food, water, and shelter components over a number of rounds. Graph the data.

 

 

14. Answer the following questions

a.       Is it accurate to say the mountain lion population controls the deer? Or does the deer control the mountain lion population? Or do the habitat components control the animals? Explain.

 

 

 

 

b.       How is the simulation realistic?

 

c.       How is it unrealistic?

 

d.       In terms of our simulation, how would you define the term “balance of nature?”

 

 

 

 

 

 

(Table 1)                                         Oh, Deer!  

Round

Habitat Components

(Food, Water, Shelter)

 

Deer

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 

11

 

 

12

 

 

13

 

 

14

 

 

15

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 2: Deer population with predator population

Round number

Habitat components

Deer

Mountain Lions

1

 

 

 

2

 

 

 

3

 

 

 

4

 

 

 

5

 

 

 

6      
7