Competition Project

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Competition Project
Larry G. Cabral, Nelida Rojas GK-12 Santa Ana
High School
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Fruit fly Diversity
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Competitive Exclusion Principle

• Two species competing
• for the same resource
• cannot coexist.
• One of the competitors
• will cause the extinction
• of the other.

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Competition Experiment
Place two fruit fly species in the
same environment to compete over food and
egg laying space.
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The Competitors
D. virilis
D. melanogaster
Vs
Population
N Fast developing
T Long Living
21 day generation cycle
Standard Competitor
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Long Term Competition Project

• Four generations.
• All five classes are independent trails.
• Student participation.

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Results. 5050
N Nine day melanogaster
T Twenty-eight day melanogaster
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Results. 2080
N Nine day melanogaster
T Twenty-eight day melanogaster
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Outcome

• 5050

• 2080

• Melanogaster vs. Virilis
• Melanogaster won
• N-Flies vs. T-Flies
• Even

• Melanogaster vs. Virilis
• Melanogaster won
• N-Flies vs. T-Flies
• N-Flies won

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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
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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

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Hypothesis

• If A then B

A hypothesis is a testable explanation to a
problem or question.
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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.

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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.

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Results

• Quantitative Data
• Statistics
• Graphs
• Qualitative Data
• Observations
• No interpretation!!!!!!!

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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

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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.
Daphnias 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