Hello! I teach 7th grade World Geography, 8th grade History and Environmental Studies at St. Michael/Albertville Middle School in Minnesota. Starting mid-April I’m heading to Nova Scotia to work along side scientists studying the effects of climate change on the mammals of the area. Read below to catch-up on all of my adventures and participate in the challenges!

Saturday, April 19, 2008

EEEEEKKK MATH!!! (and I thought mice were scary!)



“There is no Math in Science” (Says Mr. Payne…)
Of course we all know that there is a lot of math in science, social studies and even language arts. We found that out first hand today as we closed up our first research site at Cook’s Lake and calculated the estimate number of voles in the area. Researchers use data collected in one area to determine the estimate number of animals in a larger region. It’s important to gather these figures over a time to see how various conditions, such as climate change affect certain mammals.

Challenge 1: Why do you think studying small mammals such as mice and vole are important in determining the larger effects of climate change?

Math: We used a generally simple formula called Capture Mark Recapture (CMR) for determining the number of voles at Cook’s Lake. Since there were 5 of us on the expedition, each was in charge of setting 20 traps (1 row of ten in 2 plots). Each trap was set in a straight line 10 meters apart from each other making a 50x100 meter square area (1/2 hectare) on each side of the road. We used the formula: (N1xN2/R)M = P where N1 = the number of new captures on the last day; N2 = the number of recaptures; R = the number of recaptures; and M = the total marked population; and P= the total estimate number of voles in a ½ hectare.

Challenge 2: Find the total estimate number of mice in full hectares for plot A and plot B given the data we found:
Plot A Plot B
New Captures = 1 New Captures = 6
Raptures = 4 Recaptures = 2
Marked Population = 10 Marked Population = 4

Once you’ve found your answers in full hectares you can get a rough estimate of how many animals survive that specific area, but also an idea of how many are on the larger plot of land. Studying these numbers continuously over time has helped scientists immensely in studying the larger impact of global climate change and other factors affecting ecosystems.

Challenge 3: What specific things can scientists find out from studying the abundance of animals in a given area over time?

*** A final note, as we checked our traps for the final time at Cooks Lake and were in for a big surprise… mice! Check out the video for a sneak peak!




video

8 Comments:

At April 21, 2008 4:52 PM , Anonymous Anonymous said...

ms.Messick why is ther no answers to the questions

 
At April 22, 2008 9:04 AM , Anonymous Anonymous said...

Messick, this is Payne...

I feel SO honored to get mentioned on your BLOG, however I guess I will have to start bending because you have showed me that there is math in science... ;)

It looks like you are having a blast!

RP

 
At April 22, 2008 12:27 PM , Anonymous Anonymous said...

Hey Messick! Have you seen any bears or Moose? They are so cool!
Morgan H. Responsive Hour.

 
At April 22, 2008 12:30 PM , Anonymous Anonymous said...

Hey Ms. messick
How are you?What animals have you've seen?
Megan A Hour 1&3

 
At April 22, 2008 12:32 PM , Anonymous Anonymous said...

hey ms. messick.

i was wondering, have you seen any other animals other than mice and vole??

Brooke B
responsive hour

 
At April 22, 2008 12:33 PM , Anonymous Anonymous said...

are you going to catch anything bigger like a bear or a moose

Nick M. responsive hour

 
At April 22, 2008 5:50 PM , Anonymous Anonymous said...

HA! I now have documented proof that Mr. Payne is recognizing the need for math in science. It's about time.

Big T

 
At April 23, 2008 12:30 PM , Anonymous Anonymous said...

Ms. Messick,

WOW. You must have had experience cathcing mice and being in the outdoors (ACNW). I can't wait for you to show me how to catch mice in the Big Woods!

Mr. Jeffery

 

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