GROUP communicating with graphs (1)

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Michigan State University *

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Biology

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Feb 20, 2024

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Communicating Information with Graphs Animal Biodiversity Overview: Discuss as a group the meaning of a given graph (Graph 1, below) and a graph that you each create with additional data (Graph 2). Instructions - Format: A single pdf using the account of one group member submitted to the assignment dropbox on D2L. Instructions: 1. AS A GROUP: Discuss Graph 1, below. 2. In a Microsoft Word/Google document, write a sentence that you all agree summarizes the information in Graph 1. You might find working collaboratively in a Google doc easiest for this assignment. 3. Each group member INDIVIUDALLY creates Graph 2. Arthropods can be classified into broad functional groups based primarily on feeding habits. The groups used here are: Carnivore: feed on other arthropods or animals Detritivores: feed on detritus or decaying/dead matter such as dead leaves and insects Herbivores: feed on plants (herbs)

Omnivores: feed on both plant and animals Parasites: feed on a host species Fungivores: feed on fungus Use the data in the table below to make a bar graph comparing the relative abundance of arthropod functional groups in the two different study areas. EACH GROUP MEMBER MAKES THEIR OWN GRAPH SEPARATELY. You may draw it by hand or use any graphical package that you are comfortable using- neither option is better than the other, but EACH GROUP MEMBER MAKES THEIR OWN GRAPH SEPARATELY. Functional group Mean #/trap Urban desert (PHX) Mean #/trap Temperate Forest (Oregon) Carnivore 2.13 2.67 Detritivore 5.17 7.54 Herbivore 3.20 0.41 Omnivore 16.86 4.23 Parasite 3.00 0.27 Frugivore -- 0.61 4. Insert images of all individual group member graphs with the name of the group member who made the graph into the Word/Google Document. 5. Within your group, compare your versions of Graph 2 that you made, and do one of the two choices below, as applicable. a. If there is any variation across your graphs- other than color or pattern of bar-, please describe it in one sentence. Then determine whether or not your graphs still convey the same message and write a statement explaining your conclusion. b. If there is no variation across graphs, discuss whether or not there is only one way to convey this information. Write your conclusions in two sentences. 6. Google the descriptions of the study areas: urban desert and temperate forest habitats (in North America) and write a one-sentence description of each. 7. Examine the overall abundance in Graph 1 and determine which study area has the greatest number of arthropods. Is this the outcome that you would have expected based on your knowledge of the habitats of the two study areas? What do you think is the reason for the results shown in Graph 1? Discuss within your group and write a sentence explaining your reasoning. 8. In your Graph 2, which study area has the most functional groups represented?

9. How does the number of functional groups for each study area in Graph 2 compare with the overall abundance of arthropods for each study area in Graph 1? Using the information from the graphs, write a statement that compares the abundance and diversity of these two study areas. 10. Propose three reasons, incorporating characteristics of an urban desert compared to a temperate forest, that might explain the pattern you found in question 9. 11. Save your document as a .pdf and deposit in one group members dropbox. Grading Grading scale: 5 points possible 2 pts: Complete graphs for each group member present 1 pt each: Complete answers to 7, 9, and 10 Note that 1 point will be deducted for each missing/incomplete additional element requested above (eg, answer to #8). *This assignment is modeled after an activity authored by Julie Ann Wrigley of Arizona State University. The data come from the Central Arizona-Phoenix Long-Term Ecological Research Project.

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