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Developed by Nick Ciulli Andrea Cassidy Cathie Petrus Linda Imhoff

Species of plants and animals are disappearing from the earth at an alarming rate. In the United States alone, there are 568 threatened or endangered animal and 746 plant species. ( http://ecos.fws.gov/tess_public/SummaryStatistics.do )

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Developed by Nick Ciulli Andrea Cassidy Cathie Petrus Linda Imhoff

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  1. Species of plants and animals are disappearing from the earth at an alarming rate. In the United States alone, there are 568 threatened or endangered animal and 746 plant species. (http://ecos.fws.gov/tess_public/SummaryStatistics.do) In Ohio, 24 plants and animals are threatened or endangered Organizations are trying to stop the destruction of rainforests, wetlands, and other native habitats where endangered animals live. Other organizations are trying to protect species from overexploitation and repopulate areas the animals were originally from. Developed by Nick Ciulli Andrea Cassidy Cathie Petrus Linda Imhoff http://www.iucnredlist.org/info/gallery2006

  2. For this project, you and a partner will make a list of endangered animals, reptiles, or birds you find while reading the signs during the field trip to the zoo. You will decide which creature you would like to learn more about. You will then find data on the population data over the years. You may limit your search to just a certain area, as statistics are sometimes hard to find. You will scatterplot each year you have data for and find the line of best fit. Based on your findings, you will estimate when the animal will become extinct if nothing intervenes, or is the organism gaining and will get off the endangered species list. You will also submit a report about your animal. In the report you will give a some background information on your animal, factors which threatened its survival, where its natural habitat is, what is being done to protect it, both legally and by environmentalists, and other interesting facts. You and your partner will give a presentation to the class on your animal. This should be about 5-10 minutes in length. You will want to convince the class to take action to help save your animal from extinction. http://www.polarbearsinternational.or

  3. After selecting your species, research on the Internet for statistical facts on it. Some cites to examine are Red List. Endangered Specie,Endangered! (scroll down on left side to Links), or World Wildlife will give you a good start. It will take some careful searching of the Internet to find the statistics! One place to search is Rarest Animal. Another good site for information and numbers is Edge, which has other links to click on. You may combine statistics from different websites, just clear it with me. You also may limit your animal population to a certain area, such as Ohio, where you will have to read a graph to get your data. The more data you can collect, the better equation you will have. I will give bonus points for additional years with statistics over 6 years! http://wwf.worldwildlife.org

  4. You will then fill in a chart for the x and y values. Gather as much data as you can, as this will give a more accurate assessment of the population decay. You will then graph it in a scatter plot graph on your calculator. If you need help, click on Scatterplot84 for more directions for the TI-84. Click on ScatterNspire for directions for the TI-Nspire. Next, you will draw the line of best fit. For a refresher, click on Best Fit for the TI-84 and FitNspire for the TI-Nspire. Page 1, 2, 3, 4, 5 http://wwf.worldwildlife.org

  5. Enter the data TI-84 • 1. Go to the Stat key, select Edit and press Enter. A table of lists • will be displayed. If there is any data in the table, delete it out. • (You can do it by either deleting each number separately or by • selecting the table header, hitting Clear button and pressing • Enter.) • Under the L1 enter the year. (After you • input each number hit Enter.) • 3. Under L2 enter the population number for the corresponding year.. • 4. Determine which variable is independent and which one • is dependent. • Independent Variable (X):_________________ • Dependent Variable (Y):_________________ Page 1, 2, 3, 4, 5 http://wwf.worldwildlife.org

  6. Plot the data TI-84 5. Hit the 2nd key followed by the Y= key. A list of plots is being displayed. Select Plot 1 and press Enter. 6. Select On and press Enter to activate the graph. Select the scatter plot (first Type) and press Enter. For Xlist put L1 by hitting 2nd and 1. For Ylist put L2 by hitting 2nd and 2. For Mark select the square and hit Enter. 7. Press Window key to set up the size of the viewing window of your graph. Based on the exercise you have completed determine the domain and the range of your graph and enter them in by putting the smallest value in the domain in Xmin, the largest in Xmax. Similarly for the range values. 8. Turn off any other plot or function in Y=, then hit the Graph key to display the graph. Page 1, 2, 3, 4, 5 http://www.iucnredlist.org/info/gallery2006

  7. Find the line of best fit for your plot TI-84 9. Go to the Stat key, select the Calc option, then hit 4. 10. Type L1 followed by a comma, then type L2 (enter L1 and L2 the same way as described in step #5) followed by another comma. Then type Y1 by hitting the Vars key, selecting Y-VARS hitting 1and hitting 1 again. 11. Hit Enter. Press the Graph key. The plot of your data is now displayed along with the line you created based on your plot. 12. Press the Y= key. The equation of the line is displayed. Write it down rounding the decimal numbers to two digits. Y = _______________________________________________ r = ____________ r2=_______________________ Page 1, 2, 3, 4, 5

  8. Press Home; 3: Add Lists and Spreadsheets. Move the cursor to the cell next to the letter A and type in “year”. Press enter. Move the cursor to the cell next to the letter B and type in “pop” for population. Press enter. Now place the cursor in the A1 cell and input the first year you have available data. Press enter. Continue down the A column for the remaining years. Remember to press enter after each entry. 5. Next place the cursor in the B1 cell and input the population for the year in Column A, pressing enter after each entry. Enter the Data TI-Nspire

  9. Open a new page. Ctrl + I; 5: Add Data and Statistics. This will graph your data in a scatterplot. Add the labels to the axis. First move the cursor to x-axis until you see “Click to add variable.” Highlight “year” in the dropbox and press Enter. Do the same for the y-axis, highlighting population and press Enter. Plot the Data TI-Nspire

  10. R-values If your calculator does not show the r and r2, you will need to turn the diagnostics on. To do this, go to catalog, then x -1 (letter D), scroll down to DiagnosticOn, then hit enter button twice, Now do the steps 9 and 10 again. This time the r-values should show. Now repeat steps 9 and 10, using the other regressions: quad (5), exponential (0), power regression (A), etc. You are looking for the r values the closest to 1 or -1. You will then choose this for your equation. Page 1, 2, 3, 4, 5 http://www.iucnredlist.org/info/gallery2006

  11. Page 1, 2 http://wwf.worldwildlife.org

  12. Grading Scale: 45-50 points = A 40-44 points = B 35-39 points = C 30-34 points = D Below 24 points = F 1 bonus point for every 2 additional years/statistics up to 10 points Page1, 2

  13. EXTENSION Since your animal is endangered, there are the ramifications for other animals in the ecosystem. Pick two other animals which are affected by the low population of your animal. Write about each one, giving statistics to support your claims. You may also want to graph their population in the same way. http://www.iucnredlist.org/info/gallery2006

  14. Ohio Academic Content Standards for Mathematics Patterns, Functions, and Algebra Benchmark A—Analyze functions by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior. Benchmark C—Use recursive functions to model and solve problems Mathematical Process Benchmark C—Assess the adequacy and reliability of information to solve a problem. Benchmark F—Present complete and convincing arguments and justifications, using inductive and deductive reasoning, adapted to be effective for various audiences. Benchmark H—Use formal mathematical language and notation to represent ideas, to demonstrate relationships within and among representation systems, and to formulate generalizations. Benchmark I—Communicate mathematical ideas orally and in writing with a clear purpose and appropriate for a specific audience. Page 1, 2, 3, 4 http://wwf.worldwildlife.org

  15. Data Analysis and Probability Benchmark A—Create and analyze tabular and graphical displays of data using appropriate tools, including spreadsheets and graphing calculators Indicator 4—Create a scatterplot of bivariate data, identify trends, and find a function to model the data. Indicator 5—Use technology to find the Least Squares Regression Line, the regression coefficient, and the correlation coefficient for bivariate data with a linear trend, and interpret each of these statistics in the context of the problem situation. Indicator 8—Analyze and interpret univariate and bivariate data to identify patterns, note trends, draw conclusions, and make predictions. Page 1, 2, 3, 4

  16. Ohio Science Standards Connection Life Science Benchmarks B. Explain how humans are connected to and natural systems. 5. Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity. D. Relate how biotic and abiotic global changes have occurred in the past and will continue to do so in the future.12. Recognize that ecosystems change when significant climate changes occurs or when one or more new species appear as a result of immigration of speciation Benchmark E: Explain the interconnectedness of the components of a natural system.6. Predict some possible impacts on an ecosystem with the introduction of a non-native species.7. Show how populations can increase through linear or exponential growth with corresponding effects on resource use and environmental pollution.8. Recognize that populations can reach or temporarily exceed the carrying capacity of a given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life. Pg. 1, 2, 3, 4 http://www.worldwildlife.org

  17. Ohio Science Standards Connection, Continued Benchmark F: Explain how human choices today will affect the quality and quantity of life on earth 9. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences. 11. Investigate issues of environmental quality at local, regional, national and global levels such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans view the earth. Page 1, 2, 3, 4 http://www.worldwildlife.org

  18. http://ecos.fws.gov/tess_public/SummaryStatistics.do June 11, 2007. http://wwf.worldwildlife.orgJune 11, 2007 Pg. 1, 2, 3 http://www.squidoo.com/polarbearaware/

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