ANTLION LARVA AND WEATHER PREDICTION
STEVE CRANDALL 1/25/94 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE EARTH SCIENCE WATER, WEATHER, THE ATMOSPERE,THE ENVIRONMENT DAY 1 Choose groups; assign roles; discuss outline and product expected. The purpose of this investigation is to determine if the positioning of antlion larva can predict precipitation: on their backs for rain and on their stomachs for fair weather. DAY 2 Numbered groups of 4 identify antlion larva community for study; each community is marked by numbered flag. DAY 3 to 5 Group will return to numbered study community daily to extract larva; initial larva orientation will be observed : dorsal or ventrical; relative humidity, temperature, and precipitation will be observed; soil temperature and moisture will be recorded and compared to above; larva will be repositioned where found. DAY 6 Groups will calculate averages, then classes will calculate averages. Correlations to any of the weather data will be calculated using the Pearson product moment generating function. Groups will discuss their findings, then share with the class. DAY 7 Groups will submit: Abstract Purpose Procedural Methods and Materials Results in Raw Data, Diagrams, Graphs, and Written formats Written Conclusions
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ANTS AND SURFACE SOILS
STEVE CRANDALL 1/5/94 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE EARTH SCIENCE SOIL CHEMISTRY AND WEATHERING DAY 1 Choose groups; assign roles; discuss outline and product expected. DAY 2 Numbered groups of 4 identify ant mounds for study; each mound is marked by numbered flag. Students observe what materials are being brought into the mound; students observe what materials are being taken out of the mound. Groups hypothesize about surface soil within 15 cm of the mound. DAY 3 Group will return to corresponding study mound to sample surface soil; samples of approximately 1 gram each will be taken from midmound and outward in a line every 3 centimeters. All six samples will be tested for: acidity, nitrogen, phosphorus, lime, calcium, and potash (Sudbury) or % water, organic, pH, nitrate, carbonate, phosphate, sulfate, ammonium, magnesium, calcium, potasium, and iron (Science Source Kit) These test results will be graphed by outward distribution from center of mound. DAY 4 Groups will return to mounds observe materials being moved into and out of the mounds, looking for any correspondence to test differences to see if the ant activities can effect surface conditions for the tested variables. DAY 5 Groups will submit: Abstract Purpose Procedural Methods and Materials Results in Raw Data, Diagrams, Graphs, and Written formats Written Conclusions
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INSECTS AND WATER ACIDITY
SUPERNOVA WATER PROJECT pH VALUES OF NATURAL SURFACE WATER SOURCES IN CITRUS COUNTY FOR MID-SEPTEMBER STEVE CRANDALL 1/25/94 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE EARTH SCIENCE WATER, WEATHER, THE ATMOSPERE,THE ENVIRONMENT {Days 1-5 can be used to discuss a) the Scientific Method of Planned Experimentation or b) the Inadequacy of One General Scientific Method DAY ACTIVITY: 6 PRE-LAB: DISCUSS COLLECTION, HAND OUT CONTAINERS IF NEEDED, TAKE SAMPLES TO LAB 7 LAB: pH TEST SAMPLES, DRAW OR DESCRIBE THREE VIEWS OF TYPICAL PLANT AND ANIMAL LIFE INDICATING MAGNIFICATIONS, COLLECT ALL AQUATIC INSECTS FOR SPECIAL VIEWING, OBSERVATION, AND PRESERVATION. 8 GRAPH LAB RESULTS AND YEARLY AVERAGES. DISCUSS RESULTS, TRENDS, HYPOTHESES. 9 GROUP DISCUSS/WRITE/ORGANIZE RESULTS, CONCLUSIONS, ABSTRACT, RESEARCH TOPICS, BIBLIOGRAPHY
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INSECT STATISTICAL STUDY2
STEVE CRANDALL 9/25/97 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS ALGEBRAIC THINKING, RATIO, PROPORTION, GRAPHING, REAL-WORLD MODELING ************ INSECT COLLECTION CHECKLIST -- TOP TEN *********** (YOU CAN MARK DOWN THE DATE, THE PLACE, AND HOW CAUGHT!) ANT ASSASSIN BUG BEE BEETLE BUTTERFLY CRICKET FLY GRASSHOPPER MOTH PLANTHOPPER WASP (OKAY, SO THERE'S ELEVEN; THANKS FOR COUNTING!) ********** KEEP ADDING TO THE LIST AS YOU GO!!! *********** ************ INSECT COLLECTION CHECKLIST -- TOP 25 *********** (YOU CAN MARK DOWN THE DATE, THE PLACE, AND HOW CAUGHT!) ANT ANTLION ASSASSIN BUG BEE BEETLE BUTTERFLY CICADA COCKROACH CRICKET DAMSELFLY DRAGONFLY EARWIG FLEA FLY GRASSHOPPER KATYDID LEAFHOPPER LIGHTNINGBUG MOSQUITO MOTH PLANTHOPPER PRAYING MANTIS STINKBUG TERMITE WASP ********** KEEP ADDING TO THE LIST AS YOU GO!!! *********** Students work in groups to find one type of insect only. Using the Inside-Outside Circles Methods, students share the data collected. Groups then reform to make stacked bar graphs of where insects were found. Written discussion of the results complete the first phase of the project. The counting project is repeated in January and in May. Then, all graphs are compared to analyze what has happened to the insect populations so far this year for trending what will be happening to the insect populations over the summer. Final reports from the groups in written form with summary graphs showing changes and indicating trends complete the project.
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HEART "BEE"-ATS
STEVE CRANDALL 1/25/97 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS ALGEBRAIC THINKING, RATIO, PROPORTION, REAL-WORLD MODELING An Insect Study inspired by the Formal Conference on Teaching 1995 Entomological Society of America Annual Meeting and based on the PBSMathline Activity "In A Heart Beat". Similar activity now found on Nova "Dances with Bees". more supporting material found in : "Insects" by Borror and White, "The Honey Bee" by Gould and Gould, "General Zoology" by Villee, Walker, and Smith, "Living Textbook: Life Sciences" videodisc, Scientific American Frontiers "Flying High: Taking to the Air". fit aerobic execises to flight and waggle dance and return flight then compare heart rates initially to increases calculate optimum (70%) by gender scattergram least squares fit discuss energy expenditure for hive discuss (overhead chart)economic returns to humans pollination products of pollination honey plants cattle dependence on products dairy production milk, cheese, meat music flight of the bumblebee for aerobics?! Villee, Walker, Smith, "General Zoology" pps. 282-3,478-9 overhead graph of runs vs distance overheads dances near circle distant waggle hive to sun to source map related waggle dance orientation overheads flight muscles, attachments, actions wing angles by motion Gould and Gould, "The Honey Bee", p.60 and others overhead dance runs graphs by species overhead error spread of flower-plot videodiscs "Insects:A Closer Look"and"LifeCards" for waggle dance video polar coordinates angle (vector) distance(scalar) and tiger beetle insect flight video for muscle physiology like antilock brakes it keeps going after signal to stop difficulty in making flying model of gliders apparent motions extra credit for remembering at final extra extra credit if actually able to fly* *"Falling with style is NOT flying" technology education students program arm to do sketch waggle dance from formulas given angle and distance Scientific American Frontiers "Taking to the Air" dragonfly flight video evolutionary development of wing mayfly larval gill motion stonefly wing trimming experiment Day One -- Show video "Taking to the Air" Overheads preparing the Flight: wing venation hymenoptera wings thoracic physiology of flight mechanisms wing angles changing motion Show LVD tiger beetle flight slow motion Students practice "flying" Extra Credit for taking off (no "falling with style") Show LVD honeybee waggle dance repeat and trace dances on transparencies for show discuss chemical signals, tasting, sounds, leading Overheads preparing the Dance: waggle dance traces from LVD generalized waggle dances generalized round dances graph of distance vs number of runs in waggle dances variations of position of sun-hive-source to dances diagram predictable error/scatter in dances Preparing to waggle dance students learn the moves apply angles and times to a variety of situations Overhead other factors effecting dances graph variation in species, wind, terrain,obstacles Overhead Economic Impact of Bee Pollination (handout) Day Two -- Guest Aerobics Instructor discuss cardiovascular exercise Warm up excercise simulating return flight to hive arm motions first heartrate determination (30 seconds X 2) Step aerobics 15 minutes simulating waggle dance 8 count waggle-4count circle-8-4 repeat second determination of heartrate Warm down excercise simulating return to the flower patch Each student graphs first vs second heartrate on whole class graph - large paper boys blue stickers, girls pink stickers Small groups analyze data discussion and write-up of opinions and reasoning students use yardsticks to demonstrate approximation of least-squares fits to data
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GETTING ANTSY
STEVE CRANDALL 1/25/96 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS ALGEBRAIC THINKING, RATIO, PROPORTION, REAL-WORLD MODELING Part 2 based upon catch and release techniques in common wildlife management practice and PBSMathline MSMP "Something Fishy" (can be done with MM's or goldfish crackers) PART 1: Students estimate population of ants in Nature Center measure square meter - sides equal - best test is diagonals equal! count number of ants there in 10 minutes calculate class average multiply up to the size of the schoolyard, the city, the state, and USA with almanac areas discuss in small groups and report in Circle of Knowledge or Inside Outside Circles repeat at different times of year, to make time graph, discuss populations, PART 2: each group selects a mound. two count the number of ants seen two mark and count a small number of ants with waterbased correction fluid calculate the ratio of tagged to seen. go out the next day and count the number of tagged on the surface. solve the proportion - tagged ants later seen : total tagged ants earlier :: total seen earlier : all in the mound PART 3: sketch the appearance of mound and midden shapes and orientation to sunrise. any geometric or trigonometric patterns?
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TERRITORIAL TESSELATIONS
STEVE CRANDALL 1/25/94 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS APPROXIMATION, TESSELATION, REAL-WORLD MODELING Activity A (moderate difficulty) Map out the limits of travel for as many members of ant colonies are possible in a given area. Is there a regular tesselation pattern? Activity B (easy, repeatable, reproducable) Collect a dozen or so antlions and place in a covered brownie pan filled with sand. Approximate polygonal divisions at halfway points between their "pits". Is there a regular tesselation pattern? Check on changes to the pit locations overnight, and over a week or two. Any patterns?? Mix up the sand in the pan. When the antlions remake pits, do you see any patterns to their distancing from each other? What reasons might there be for this?
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EXTINCTION IS A LOG-LOG TIME!
STEVE CRANDALL 9/25/99 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS ALGEBRAIC THINKING, RATIO, PROPORTION, REAL-WORLD MODELING Complete Species-Area Double-Log Linearity Curves for lawn pests, or crickets/grasshoppers, or other commong insects on neighborhood or schoolyard lawns. Measure an area 1cm x 1cm and count the number of test insects there. Measure an area 1dm x 1dm and count the number of test insects there. Measure an area 1 M x 1 M and count the number of test insects there. Measure an area 1DM x 1DM and count the number of test insects there.** Measure an area 1HM x 1HM and count the number of test insects there.** ** the estimation methods of Getting Ansty above may help here!! On LOG-LOG graph paper (logarithmic scales on each axis) plot the number of species/specimens for increasing squares of area. Estimate or calculate a best fit to this data as a line.
Determine the constants for extinction from the coefficient and exponent
of the equation S=cA^z
as graphed above :
c is where this line crosses the y-axis
and
z is the slope of the line
Compare the c and z value pairs for different species.
Obtain more of these c,z values for other orders of life forms
also considered endangered from conservation sources.
What do increasing/decreasing values of "c" tend to imply for the species?
What do increasing/decreasing values of "z" tend to imply for the species?
Check out more cool stuff you can do with Logarithmic Graph Paper at
http://physics.berea.edu/graph/
http://gnv.ifas.ufl.edu/~jallen/Research.htm
--- Special Assignment ---
Please let me know if you have found a way to assign the x and y axis
these logarythmic values in a graphing calculator, the method and machine!!
Thanks a 10^6!
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EDIBLE INSECTS
STEVE CRANDALL 3/25/97 INVERNESS MIDDLE SCHOOL INVERNESS, FL 8TH GRADE MATHEMATICS RATIO, PROPORTION, REAL-WORLD MODELINGEver eaten a bug? Many of the parts are edible!
My favorite recipe is for Chocolate Chirp Cookies, YUM!!
2 1/4 cup flour
1 tsp. baking soda
1 tsp. salt
1 cup butter, softened
3/4 cup sugar
3/4 cup brown sugar
1 tsp. vanilla
2 eggs
1 12-ounce chocolate chips
1 cup chopped nuts
1 cup raisins
*1/2 cup dry-roasted crickets
Preheat oven to 375. In small bowl, combine flour, baking soda and salt;
set aside. In large bowl, combine butter, sugar, brown sugar
and vanilla;
beat until creamy. Beat in eggs. Gradually add flour mixture and mix well.
Stir in chocolate chips (raisins, nuts, etc).
Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet.
Makes 3 dozen.
Or, do like I do when my wife isn't around to help with all
of the above for me,
and buy a roll of cookie dough at the store and follow their directions!!
*Place up to 4 dry-roasted crickets on top of each cookie
in a variety of festive positions.
Bake for 8-10 minutes.
*CLEANING AND PREPARING THE INSECTS
Crickets are easy to obtain from bait & tackle shops,
or from pet food distributors.
Crickets should be placed in a refrigerator before attempting
to wash them, to slow them down.
If, before completely washed, they become very active,
put them back in the refrigerator.
Place washed crickets in a freezer bag for fast freezing.
Crickets, like revenge, is a dish best served cold.
No no no, I mean that crickets, like lobster,
are best if cooked while FRESH FROZEN.
You may want to remove the legs, wings, and ovipositor
of crickets AFTER dry roasting them.
PREPARING DRY-ROASTED INSECTS:
Take cleaned insects out of the freezer.
Spread them out on a paper-towel covered baking sheet.
Bake at 200 degrees Fahrenheit for 1-2 hours,
until the insects can be easily crushed with a spoon.
Adjust the recipe to prepare cookies for a crowd of
9, 12, 18, 60, 100, 1000, 10000.
How do you think this would effect the local cricket
population in your town??
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WARMING UP FOR THE SONG
STEVE CRANDALL 6/25/98
INVERNESS MIDDLE SCHOOL
INVERNESS, FL
8TH GRADE MATHEMATICS
RATIO, PROPORTION, REAL-WORLD MODELING
How to calculate the temperature from the chirping rates of crickets:
__
______________/ \_______________________
/ __________/ /\ \_____________________\__ !HOT!HOT!HOT!HOT!HOT!HOT!
( ( _______/ /__\ \ _________________ _/__\_ H H
\=====/ /====\ \=====_======\\\}{/ === } O Appearing Nightly: O
/-\=/ /======\ \==| \====_--/ ((@ )(@) T T
/ |( / | | \ \ || \ / | | \ ) ! »GRILLO DE GRILLE« !
====={| | / | | |\____)||\_)(/|| } -=\/ H H
^--//^--^--^---^-----//------\\^ O Singing the Key °C O
// // \\ T T
|| || || !HOT!HOT!HOT!HOT!HOT!HOT!
}###( / }##(/ \)#{
Cage ONE cricket!
Count the number of chirps in 15 seconds,
and add 40.
That's the temperature in Fahrenheit degrees.
An Old Farmer said that below 40 degrees,
crickets go cold and just won't chirp anymore!!
If no chirps are heard,
it is no warmer than 40 degrees Fahrenheit,
but it may be colder!
Write an inequality that expresses these relationships.
Convert this temperature to Degrees Celcius:
(5/9)(F - 32) = C
** Interesting Fractions
5/9 is .555555555555555555555555....
3/9 is .333333333333333333333333....
8/9 is .888888888888888888888888....
DO YOU SEE ANY PATTERN HERE?
CAN YOU MAKE SOME FRACTION-TO-DECIMAL PREDICTIONS??
From these easy long division problems, it is clear
that the Basic Metaphor of Infinity is necessary in Middle School Math!!
In fact, I like to use a metaphor for the Basic Metaphor of Infinity
and I call it the Basic Infinity Power Tool ...
it counts "One, Two, Three, and On and On and On ... going toward Infinity!"
This is the Countable Infinity used to establish so much of the rest!!
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I hope you have enjoyed sharing my diversions,
now you must feel free to "bug" me anytime!
See more of my insect collections
at the BACKYARD BUGDUDE
This page prepared ON THE WING as of 29 VII 2000 by Steve Crandall
"Petit a petit, l'oiseau fait sont nid."
Adjust the recipe to prepare cookies for a crowd of 9, 12, 18, 60, 100, 1000, 10000. How do you think this would effect the local cricket population in your town??
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WARMING UP FOR THE SONG
STEVE CRANDALL 6/25/98
INVERNESS MIDDLE SCHOOL
INVERNESS, FL
8TH GRADE MATHEMATICS
RATIO, PROPORTION, REAL-WORLD MODELING
How to calculate the temperature from the chirping rates of crickets:
__
______________/ \_______________________
/ __________/ /\ \_____________________\__ !HOT!HOT!HOT!HOT!HOT!HOT!
( ( _______/ /__\ \ _________________ _/__\_ H H
\=====/ /====\ \=====_======\\\}{/ === } O Appearing Nightly: O
/-\=/ /======\ \==| \====_--/ ((@ )(@) T T
/ |( / | | \ \ || \ / | | \ ) ! »GRILLO DE GRILLE« !
====={| | / | | |\____)||\_)(/|| } -=\/ H H
^--//^--^--^---^-----//------\\^ O Singing the Key °C O
// // \\ T T
|| || || !HOT!HOT!HOT!HOT!HOT!HOT!
}###( / }##(/ \)#{
Cage ONE cricket!
Count the number of chirps in 15 seconds,
and add 40.
That's the temperature in Fahrenheit degrees.
An Old Farmer said that below 40 degrees,
crickets go cold and just won't chirp anymore!!
If no chirps are heard,
it is no warmer than 40 degrees Fahrenheit,
but it may be colder!
Write an inequality that expresses these relationships.
Convert this temperature to Degrees Celcius:
(5/9)(F - 32) = C
** Interesting Fractions
5/9 is .555555555555555555555555....
3/9 is .333333333333333333333333....
8/9 is .888888888888888888888888....
DO YOU SEE ANY PATTERN HERE?
CAN YOU MAKE SOME FRACTION-TO-DECIMAL PREDICTIONS??
From these easy long division problems, it is clear
that the Basic Metaphor of Infinity is necessary in Middle School Math!!
In fact, I like to use a metaphor for the Basic Metaphor of Infinity
and I call it the Basic Infinity Power Tool ...
it counts "One, Two, Three, and On and On and On ... going toward Infinity!"
This is the Countable Infinity used to establish so much of the rest!!
Click the "X" below to return to the PROJECT LIST.
X
Click the "X" below to return to the TOP OF THE PAGE.
X
I hope you have enjoyed sharing my diversions,
__
______________/ \_______________________
/ __________/ /\ \_____________________\__ !HOT!HOT!HOT!HOT!HOT!HOT!
( ( _______/ /__\ \ _________________ _/__\_ H H
\=====/ /====\ \=====_======\\\}{/ === } O Appearing Nightly: O
/-\=/ /======\ \==| \====_--/ ((@ )(@) T T
/ |( / | | \ \ || \ / | | \ ) ! »GRILLO DE GRILLE« !
====={| | / | | |\____)||\_)(/|| } -=\/ H H
^--//^--^--^---^-----//------\\^ O Singing the Key °C O
// // \\ T T
|| || || !HOT!HOT!HOT!HOT!HOT!HOT!
}###( / }##(/ \)#{
Cage ONE cricket! Count the number of chirps in 15 seconds, and add 40. That's the temperature in Fahrenheit degrees. An Old Farmer said that below 40 degrees, crickets go cold and just won't chirp anymore!! If no chirps are heard, it is no warmer than 40 degrees Fahrenheit, but it may be colder! Write an inequality that expresses these relationships. Convert this temperature to Degrees Celcius: (5/9)(F - 32) = C ** Interesting Fractions 5/9 is .555555555555555555555555.... 3/9 is .333333333333333333333333.... 8/9 is .888888888888888888888888.... DO YOU SEE ANY PATTERN HERE? CAN YOU MAKE SOME FRACTION-TO-DECIMAL PREDICTIONS?? From these easy long division problems, it is clear that the Basic Metaphor of Infinity is necessary in Middle School Math!! In fact, I like to use a metaphor for the Basic Metaphor of Infinity and I call it the Basic Infinity Power Tool ... it counts "One, Two, Three, and On and On and On ... going toward Infinity!" This is the Countable Infinity used to establish so much of the rest!!
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now you must feel free to "bug" me anytime!
See more of my insect collections
at the BACKYARD BUGDUDE