[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-178036-105":53,"doc-detail-178036-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","population-dynamics-based-on-resource-availability-and-founding-effects-live-and-computational-models","Population dynamics based on resource availability and founding effects - live and computational models","","With a looming global population crisis, the paper addresses what shapes population dynamics and how students can investigate those drivers. It introduces three student-centered learning modules that use Drosophila melanogaster to examine growth rates and the roles of resources, including initial population structure, food availability, and enclosure space. The modules integrate biology, mathematics, and computer literacy aligned to NGSS, emphasizing experimentation, data collection and analysis, hypothesis testing, and conclusion building, plus a computational simulation pathway using Joinpoint and NetLogo.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/population-dynamics-based-on-resource-availability-and-founding-effects-live-and-computational-models/178036/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/population-dynamics-based-on-resource-availability-and-founding-effects-live-and-computational-models/178036.png","ImageObject",442,249,{"name":88,"@type":89},"Oliver Hayes","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-11","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What are the three learning modules designed to investigate?","Question",{"text":109,"@type":110},"The modules investigate how initial population structure, food availability, and enclosure size affect population growth and population dynamics using fruit flies.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do the modules align with the Next Generation Science Standards (NGSS)?",{"text":114,"@type":110},"They use modeling to support explanation-building, incorporate scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, and include data-driven reasoning consistent with NGSS recommendations.",{"name":116,"@type":107,"acceptedAnswer":117},"What simulation tools are included for computational modeling?",{"text":118,"@type":110},"Students can run computational simulations by adjusting the same variables as in the live modules, using web-based graphing with Joinpoint and simulation software with NetLogo.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},178036,1790341277,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":45,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},687207020761,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Title:\nPopulation dynamics based on resource availability and founding effects: live and computational models\nSAMUEL POTTER1, REBECCA M. KRALL2, SUSAN MAYO3, DIANE JOHNSON3, KIM ZEIDLER-WATTERS3, and ROBIN L. COOPER1\n1Department of Biology, 2Department of STEM Education, and 3P-12 Math and Science Outreach Unit of PIMSER, University of Kentucky, Lexington, KY. USA.\nAbstract\nWith the looming global population crisis, it is more important now than ever that students understand what factors influence population dynamics. The purpose of this paper is to present three learning modules offering authentic, student-centered investigations that explore rates of population growth and the importance of resources. These interdisciplinary modules integrate biology, mathematics, and computer literacy concepts aligned with the Next Generation Science Standards. Activities are appropriate for middle and secondary science classes, and introductory college level biology courses. Modules use fruit flies (Drosophila melanogaster) to model and measure population dynamics. Variables explored include initial population structure, food availability, and space of the enclosed population. Modules investigations incorporate experimentation, data collection and analysis, drawing conclusions, and application of studied principles to explore factors affecting population dynamics. In addition, we present a computational simulations where students can alter the same variables explored in the live experimental modules to test predictions in the consequences of altering the variables. Free web-based graphing (Joinpoint) and simulation software (NetLogo) allows students to work at home or at school.\nIntroduction\nThe Next Generation Science Standards (NGSS Lead States, 2013) focus on exploration of natural phenomena through practices consistent with those scientists employ in the development of scientific knowledge. One of the practices that separates NGSS from previous national science standards and frameworks is the use of models as tools for thinking, visualizing, and making sense of phenomena and experience (Krajcik & Merritt, 2012). Students can use models to make sense of what they observe and to make their thinking visible. Doing so allows them to share their explanations with other students and refine their models as they continue to study a phenomenon in different contexts. NGSS recommends that models to be used in Developing, Evaluating, Using, and Revising explanations and predictions of science phenomena. This paper presents three modules that use Drosophila melanogaster to explore the effect of the initial fly population, food availability, and space of an enclosed population on population dynamics. The activities use modeling to support student development of explanations to account for observed phenomena in population growth (Oh and Oh, 2011). The modules also apply common science practices that biomedical researchers employ today as they tackle population issues using the fruit fly as model (Pulver et al. 2011).\nLife Cycle of the Fruit Fly and the Population Modules\nDrosophila melanogaster, commonly known as a fruit fly, is a model organism used in research laboratories and classrooms around the world. They are easily obtainable from suppliers, and many people have them in their own homes. They can be purchased cheaply, or they can be captured for free by placing a banana in an open jar for a day or two. Fruit flies are easily cared for, and there are no health or ethical concerns regarding their use in classrooms.\nThe life cycle of Drosophila melanogaster is simple and predictable. Females lay up to 500 eggs on fermenting fruit. The male fertilizes the eggs, and in 24 to 30 hours the larvae emerge. Larvae are short, segmented, and whitish yellow in color and crawl around, gorging themselves on available food sources. Larvae progress through three distinct stages, as denoted by changes in their mouth hooks (small, black hooks at the anterior of t","cbCaitZBWmNbGFFT","https://ap.wps.com/l/cbCaitZBWmNbGFFT","docx",44809,"English","# Abstract\n# Introduction\n# Life Cycle of the Fruit Fly and the Population Modules\n## Fruit fly life cycle overview\n## Design of population modules","[{\"question\":\"What are the three learning modules designed to investigate?\",\"answer\":\"The modules investigate how initial population structure, food availability, and enclosure size affect population growth and population dynamics using fruit flies.\"},{\"question\":\"How do the modules align with the Next Generation Science Standards (NGSS)?\",\"answer\":\"They use modeling to support explanation-building, incorporate scientific and engineering practices, crosscutting concepts, and disciplinary core ideas, and include data-driven reasoning consistent with NGSS recommendations.\"},{\"question\":\"What simulation tools are included for computational modeling?\",\"answer\":\"Students can run computational simulations by adjusting the same variables as in the live modules, using web-based graphing with Joinpoint and simulation software with NetLogo.\"}]","Population dynamics based on resource availability and founding effects - live and computational models | DOCX",1788330142,7]