Using Simpson's Reciprocal Index to Identify and Compare Habitat Biodiversity
Initial Publication Date: September 16, 2008
Summary
In this biology field lab, students will collect insects from two different habitats and use them to quantify the biodiversity of each habitat. Along a transect, students will sweep-net their specimen from a reclaimed prairie site and the "forest edge" of a deciduous hardwood forest. Once the insects are collected, the students will identify the Order and quantity of their specimen. Students will then use this raw data to calculate the biodiversity of each habitat using the Simpson Reciprocal Index. Once they have quantified the biodiversity of each habitat they will be able to compare and draw conclusions about their results. Potential questions could address the influence of climate on species richness or the influence of human impact upon species richness.
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Learning Goals
This activity is designed for students to...
1. Organize and perform proper field techniques for data collection along a line transect.
2. Perform a field-based investigation that yields results that are both valid and reliable.
3. Interpret their results and apply the newly acquired information towards logical conclusions.
Key Concepts...
1. Students will learn how to determine the Biodiversity (Species Richness) of a particular habitat.
2. Students will learn about the different Orders of Insects
3. Students will learn about how different environmental factors influence biodiversity.
Vocabulary Words...
1. Biodiversity (Species Richness)
2. Transect
3. Simpson Reciprocal Index
1. Organize and perform proper field techniques for data collection along a line transect.
2. Perform a field-based investigation that yields results that are both valid and reliable.
3. Interpret their results and apply the newly acquired information towards logical conclusions.
Key Concepts...
1. Students will learn how to determine the Biodiversity (Species Richness) of a particular habitat.
2. Students will learn about the different Orders of Insects
3. Students will learn about how different environmental factors influence biodiversity.
Vocabulary Words...
1. Biodiversity (Species Richness)
2. Transect
3. Simpson Reciprocal Index
Context for Use
This field exercise is most appropriate for life science classes focusing on ecology and/or environmental science. This activity will take approximately 4-5 days. Factors that might influence the duration of this activity might include the desired level of inquiry, previous exposure to transect lab techniques, technicality of insect classification, and the desired format for the lab report. With proper guidance, this field lab could be performed without any previous experience.
Description and Teaching Materials
Materials...
1. Insect Sweep Nets
2. Freshly charged insect kill jars
3. Collection buckets
4. Line
5. Insect Field Guides
Mechanics...
1. Introduce and explain the concept of biodiversity and ask the students to develop a testable question regarding biodiversity in the local environment.
2. Have the students share their questions and narrow these individual questions into a testable question.
3. Once a question has been chosen, ask all of the students to individually hypothesize about the biodiversity in each area. Things to think about... Which of the two areas would they predict to have a greater biodiversity? Why? How might humans have influenced the biodiversity of this area? What might cause an area to be very diverse?
4. Once a question has been identified and the appropriate lab procedures have been reviewed, it is time to go out and sweep each of the areas of interest. Each team of students is responsible for sweeping their assigned area under the same controlled conditions. Certain conditions to address are direction of travel, distance of travel, and the time of collection.
5. Due to time constraints, the insects will need to be killed, in order for them to be classified during a following class period.
6. Upon returning to the lab the students will identify the number of insects found in each Order. See the attached document titled "InsectDataTable.pdf"
7. Once all of the insects have been identified, the students will need to calculate the biodiversity of each area using the Simpson Reciprocal Index.
8. To calculate the Simpson Reciprocal Index
a. Simpson Index = Sum of Pi^2
b. Pi^2 = (n/N)^2 [n = number of individuals in an Order,N = Total number of all individuals]
c. Simpson Reciprocal Index = 1/Simpson Index
d. The higher the reciprocal index value, the higher the diversity.
9. Have the students present their results.
10. Have the students formulate conclusions and explanations. Insect Data Table (Acrobat (PDF) 21kB Sep16 08) Lesson Plan PDF (Acrobat (PDF) 272kB Sep16 08)
1. Insect Sweep Nets
2. Freshly charged insect kill jars
3. Collection buckets
4. Line
5. Insect Field Guides
Mechanics...
1. Introduce and explain the concept of biodiversity and ask the students to develop a testable question regarding biodiversity in the local environment.
2. Have the students share their questions and narrow these individual questions into a testable question.
3. Once a question has been chosen, ask all of the students to individually hypothesize about the biodiversity in each area. Things to think about... Which of the two areas would they predict to have a greater biodiversity? Why? How might humans have influenced the biodiversity of this area? What might cause an area to be very diverse?
4. Once a question has been identified and the appropriate lab procedures have been reviewed, it is time to go out and sweep each of the areas of interest. Each team of students is responsible for sweeping their assigned area under the same controlled conditions. Certain conditions to address are direction of travel, distance of travel, and the time of collection.
5. Due to time constraints, the insects will need to be killed, in order for them to be classified during a following class period.
6. Upon returning to the lab the students will identify the number of insects found in each Order. See the attached document titled "InsectDataTable.pdf"
7. Once all of the insects have been identified, the students will need to calculate the biodiversity of each area using the Simpson Reciprocal Index.
8. To calculate the Simpson Reciprocal Index
a. Simpson Index = Sum of Pi^2
b. Pi^2 = (n/N)^2 [n = number of individuals in an Order,N = Total number of all individuals]
c. Simpson Reciprocal Index = 1/Simpson Index
d. The higher the reciprocal index value, the higher the diversity.
9. Have the students present their results.
10. Have the students formulate conclusions and explanations. Insect Data Table (Acrobat (PDF) 21kB Sep16 08) Lesson Plan PDF (Acrobat (PDF) 272kB Sep16 08)
Teaching Notes and Tips
Areas that I anticipate the students having difficulty with are insect identification and understanding the Simpson Reciprocal Index results. To accommodate for the difficulties and frustrations with insect identification, I have decided to keep the expected level of identification fairly simple. For assistance on understanding the meaning of the Simpson Reciprocal Index I found the following website (http://www.countrysideinfo.co.uk/simpsons.htm) useful.
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Assessment
To assess this field activity, I will have the students complete a written lab report. Through their completion and written procedure I will be able to assess their ability to organize and perform the associated lab techniques. In their discussion, the students will address the validity and reliability of their results. And finally, in their conclusion, I will be able to judge whether or not the students have taken this newly acquired information and connected it with societal problems such as climate change and/or habitat destruction.
Student Work Overview:
1. Question
2. Hypothesis
3. Procedure
4. Summary of Field Data
5. Simpson Reciprocal Index calculation
6. Results
7. Conclusion & Discussion
Student Work Overview:
1. Question
2. Hypothesis
3. Procedure
4. Summary of Field Data
5. Simpson Reciprocal Index calculation
6. Results
7. Conclusion & Discussion
Standards
1. 9-12.IV.C.4 - Biodiversity
2. 9-12.IV.B.3 - Diversity of Organisms
2. 9-12.IV.B.3 - Diversity of Organisms