COMPETITION
PROJECT
Larry G. Cabral,
Nelida Rojas
GK-12
Santa Ana High School
FRUIT FLY DIVERSITY
COMPETITIVE EXCLUSION PRINCIPLE
Two species competing
for the same resource
cannot coexist.
One of the competitors
will cause the extinction
of the other.
Competition Experiment
Place two fruit fly
species in the
same environment
to compete over
food and egg
laying space.
THE COMPETITORS
D. melanogaster
D. virilis
Vs
Population
N = Fast developing
T= Long Living
21 day generation cycle
Standard Competitor
Long Term Competition Project
Four generations.
All five classes are
independent trails.
Student
participation.
100
100
90
90
Percent Survival
Percent Survival
Results. 50:50
80
70
60
50
40
30
20
10
80
70
60
50
40
30
20
10
0
0
1
2
3
4
Generation
N = Nine day melanogaster
1
2
3
Generation
4
T = Twenty-eight day melanogaster
Results. 20:80
100
100
90
80
Percent Survival
Percent Survival
90
70
60
50
40
30
20
80
70
60
50
40
30
20
10
10
0
0
1
2
3
Generation
N = Nine day melanogaster
4
1
2
3
Generation
4
T = Twenty-eight day melanogaster
OUTCOME
50:50
20:80
 Melanogaster vs. Virilis
Melanogaster won
 Melanogaster vs. Virilis
Melanogaster won
 N-Flies vs. T-Flies
Even
 N-Flies vs. T-Flies
N-Flies won
HOW TO MAKE A POSTER.
Title
Introduction
Summary of Results
Hypothesis
Conclusion
Charts
Graphs
Materials
Procedure
Pictures
References
Using Power Point.
Size 36 x 28
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
HYPOTHESIS
If A then B
A hypothesis is a testable explanation to a
problem or question.
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.
METHODS OR PROCEDURE
 Narrate the steps, write in 1 st 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.
RESULTS
Quantitative Data
Statistics
Graphs
Qualitative Data
Observations
No
interpretation!!!!!!!
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
This project was supported by
the
TOSHIBA FOUNDATION
and
NSF Math Science FOCUS!
grant Introduction
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
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?
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.
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
1.
Set up 2 small Petri dishes. Label each
dish with your name, table number
and class period.
2.
Label one Petri dish control and
another experiment. Add your selected
organism to the Petri dish.
3.
Add 20ml of spring water to the
control and add 20ml of ash water to
the experimental dish.
4.
Add 4 organisms to the spring water
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
Set Up
Control: Sring H2O
Experiment: Ash H2O
water.
Observations
Day 1 (30
Day 2 (24
minuets)
Hours)
4 living
4 living
4living
3livivng
Day 3 (72
hors)
4 living
0 living
Daphnia in ash
Water Control
Day 3
pH
7
10
Daphnia in Spring
Water Experiment
Day 1-3
References
Dr. Debra Mauzy-Mellitz; Mrs..
Rojas
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.
Daphnia’s 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