Competition

Use a model to study the effect of a consumer (rabbits) on two species of producers (grass and weeds).

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Requirements

Explore a NetLogo model of populations of rabbits, grass, and weeds. First, adjust the model to start with a different rabbit population size. Then adjust model variables, such as how fast the plants or weeds grow, to get more grass than weeds. Change the amount of energy the grass or weeds provide to the rabbits and the food preference. Use line graphs to monitor the effects of changes you make to the model, and determine which settings affect the proportion of grass to weeds when rabbits eat both.

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Subject
Biology

Focus Area
Modeling and Simulation

Grade Level
Middle School

License
CC BY 4.0

AAAS Benchmark Alignments (2008)

5. The Living Environment

5A. Diversity of Life
  • 5A/M1. By the end of the 8th grade, students should know that one of the most general distinctions among organisms is between plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. Some kinds of organisms, many of them microscopic, cannot be neatly classified as either plants or animals.
5D. Interdependence of Life
  • 5D/M1a*. By the end of the 8th grade, students should know that in all environments, organisms with similar needs may compete with one another for limited resources, including food, space, water, air, and shelter.
  • 5D/M2*. By the end of the 8th grade, students should know that interactions between organisms may be for nourishment, reproduction, or protection and may benefit one of the organisms or both of them. Some species have become so dependent on each other that neither could survive without the other.
5E. Flow of Matter and Energy
  • 5E/M1de. By the end of the 8th grade, students should know that organisms that eat plants break down the plant structures to produce the materials and energy they need to survive. Then they are consumed by other organisms.
5F. Evolution of Life
  • 5F/M2a. By the end of the 8th grade, students should know that individual organisms with certain traits are more likely than others to survive and have offspring.
  • 5F/M2b. By the end of the 8th grade, students should know that changes in environmental conditions can affect the survival of individual organisms and entire species.

11. Common Themes

11B. Models
  • 11B/M1*. By the end of the 8th grade, students should know that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
  • 11B/M2. By the end of the 8th grade, students should know that mathematical models can be displayed on a computer and then modified to see what happens.

Copyright
© Copyright The Concord Consortium

Record Link
<a href="">The Concord Consortium. Competition. Concord: The Concord Consortium, 2010, September 15.</a>

AIP
Competition (The Concord Consortium, Concord, 2010, September 15), WWW Document, (https://concord.org/).

AJP
Competition (The Concord Consortium, Concord, 2010, September 15), WWW Document, (https://concord.org/).

APA
Competition. (2010, September 15). Retrieved 2017, June 26, from The Concord Consortium: https://concord.org/

Disclaimer: The Concord Consortium offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure.

Requirements

This activity runs entirely in a Web browser. Preferred browsers are: Google Chrome (versions 30 and above), Safari (versions 7 and above), Firefox (version 30 and above), Internet Explorer (version 10 or higher), and Microsoft's Edge.

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Innovative Technology in Science InquiryThis resource is a part of the Concord Consortium's Innovative Technology in Science Inquiry project.

Grade Level
Middle School
Subject
Biology
Focus Area
Modeling and Simulation
Rating
1
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