GROUP STUDY FOCUS: Life Cycle of the Butterfly QUESTION: Is there a difference in the length of time it takes both cabbage white and tigerswallowtail to complete their life cycle?
(how or why question that may be answered through scientific inquiry. Example: How do ozone levels in Boyle Heights vary during the time of day?)
HYPOTHESIS: It takes the Tigerswallowtail Butterfly a longer time to go through the life cycle than the Cabbage White Butterfly.
(A testable statement that answers the above question AFTER the initial background information gathering and discussion between group members. Example: Late afternoon hours have the highest level of ozone during a day.)
EXPERIMENTAL DESIGN: Independent variable:
Different species of butterfly
Dependent variable:
Length of time for the species of each of the species
The dependent variable is the variable that is being measurred. For example, the dependent variable for the ozone example is the amount of ozone in parts per million.
Confounding variables:
Food Source
These are variables which may confuse results if not considered and controlled - same sampling area, same sampling methods, same sample size, same observation methods. If procedures are followed closely, then most of these will be of no concern.
Equipment needed: Procedures: DATA GENERATION: Sample size:10 eggs in each sample Table and graph design: Draw representations below: Each group of students will illustrate, by a single bar graph Students will do a double bar graph illustrating the comparison, in terms of time, of the life cycle process.
two species of butterfly eggs, habitats for eggs, plants that are food sources for both species, journal for record keeping, 2 cameras for taking pictures of various stages, computer, overhead projector, weight scale (2), metric measuring tapes (12)
1st week: base line data collections; pictures of both species (ie. eggs, plants, habitats), observation of adult cabbage white and tigerswallow adults, teach life cycle of the butterfly (provide pictures), provide relevant vocabulary (life cycle, metamorphosis, etc.), record observations in daily journal
2nd week: continue observation/identify specific stage of cycle, record data each day on what is observed, check food source, making sure a sufficient amount is provided
3rd week: each group continues to monitor its specifics species, make butterfly nets (students), research different food sources for each species studied
Number of samples: 2
Unit of measurement: Daily Weight/Milligrams
(ex. parts per thousand (ppt), parts per million (ppm), etc.)
Science In The City is a part of LAEP Learning Exchange.