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Explore how environmental conditions affect population survival using bubble models. Learn about survivorship curves (Type I, II, III), r/K selection strategies, and real-world ecological parallels in this engaging biology activity.

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    1. How was the shape of the curves influenced by the conditions of each population? Population 3 had a more constant death rate and a higher survival rate since they were nurtured. Population 2 also had a more constant death rate due to having to go through the bridge. Population 1 had a spikey curve since it had no help. 2. Identify each curve as Type I, Type II or Type III. Population 2 was Type I, 3 was Type II, 1 was Type III. 3. Identify each population as r-selected or K-selected. Population 2 and 3 are r-selected, but population 1 is k-selected. 4. Do any of the soap bubble populations show a constant death rate for at least part of their lifespan? If so ; which? Yes, population 3 which are the nurtured babies show a constant death rate, as well as population 2 which dealt with the bottleneck babies. 5. Bubble population 1, the sink-or-swim population, was provided no parental care. Give three examples of species that use this strategy. Black bears Merino sheep Pandas 6. Bubble population 2, the bottleneck population, was forced to travel through the frame to survive. In nature, what situations would create a type of population bottleneck? In nature earthquakes, floods, fires, or famines would create a type of population bottleneck. 7. Give three examples of species that use the strategy simulated by bubble population 2. Harp seals, snakes, kangaroos 8. Bubble population 3, the nurtured population, was provided parental care. Give three examples of species that use this strategy. African elephants, orangutans, polar bears 9. Why is semi logarithmic graph paper used in lieu of standard graph paper? Semi logarithmic graph paper is used because the graphs are exponential in nature so the skewed x-axis allows for more detailed analysis of y-values. 10. Identify two possible sources of error in this lab. Two possible sources of error in this lab includes miscounting bubbles and bubble direction like the bubbles could be blown in different directions which could pop by different environmental factors in each direction.

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