Pre-AP Biology Summer Assignment: 2016-2017 Welcome to Pre-AP Biology! Students will be introduced to the level of critical thinking and rigor required of them throughout the school year in Pre-AP Biology by starting your Biology journal, becoming familiar with Biology vocabulary and writing a formal lab report. Students need to put forth effort and produce quality work. All assignments are due the first day of school. If you have questions, you may contact me by email over the summer. 1 will be checking email weekly during the summer months. Mrs. Schwerdtfeger:
[email protected] Required Materials: • A college ruled, 3-5 subject notebook (Mead 5 star are my favorite notebooks) • WHITE Index cards for section 3, can be lined or unlined. • Access to Google Classroom/Internet Notebook Requirements: 1. Number the pages of your notebook. All right side pages should be odd numbers and left side pages should be even numbers. You can choose top or bottom outer corners to number. The corresponding notebook page for each of the notebook requirements is listed in parenthesis below. 2. Task One: Cover Paqe (page 1) -Students will need to design a cover page to their journal that includes their name &the student's interests. The cover page needs to be colorFul and include pictures. Pictures can be hand drawn, photos or magazine clippings. 3. Task Two: Questionnaire (page 2)-Students will introduce themselves by completing the questionnaire provided. Student answers should be in complete sentences. 4. Task Three: Vocabulary- Latin Roots~,page 3)-Most of the vocabulary is biology is based in Latin. Common prefixes and suffixes are listed in section two. Please paste this list into your notebook on the pages after section one. 5. Task Four: Vocabulary- Flash Cards- Students will create vocabulary flash cards for 20 vocabulary words of their choice. Flash cards will need to be submitted in a small Ziploc bag with your name on it. Students will be given a binder ring for all vocabulary words throughout the school year. 6. Task Five: Cornell Notes- Students will read the three attached articles and complete Cornell style notes for each article.
Pre-AP Biology Summer Assignment: 2016-2017 7. Task Six: Formal Lab Report- Students will create a formal lab report based on the work of Louis Pasteur in regards to spontaneous generation. This assignment will be submitted via Google Classroom. Grading Each task will be graded out of the following point values: Task One:
Cover Page: 25
Task Two:
Questionnaire: 50
Task Three:
Vocabulary-Latin Roots: 25
Task Four:
Vocabulary- Flash Cards: 100
Task Five:
Cornell Notes: 300
Task Six:
Formal Lab Report: 100**
** indicates an assessment grade
Task One: Cover Page Instructions: On the first lined page of your notebook (page 1), create a notebook cover page for the 16-17 school year. Be sure to make it a reflection of you, your interests (both academic and extracurricular) and your goals. Include your name somewhere on your cover page. Total Points: 25 points (based on effort/quality of cover page) Task Two: Questionnaire Instructions: Please complete this task on page 2 of your notebook. You will need to write the question and the answer to earn full points for this section. Total Points: 50 points.(2 points Question, 3 points Answer) 1. What is your full name? 2. Where were you born? 3. What are your strengths and your weaknesses in school? How do you overcome your weaknesses? 4. What are you most and least favorite subjects in school? Why? 5. What are your interests outside of school? 6. What is one thing you'd like me to know about you that others may not know? 7. What is one thing I can do to help keep you motivated through class?
Pre-AP Biology Summer Assignment: 2016-2017 8. Do you know what career path you would like to follow? If yes, what is it? What interests you about this particular path? 9. How do you learn best? a. Take this learning style survey if you're not sure: http://www.educationplanner.orq/students/self-assessments/learning= styles-quiz.shtml 10.What expectations do you have of me as your teacher? Task Three: Vocabulary-Latin Roots Instructions: Glue the Latin Prefixes and Suffixes chart found at the back of this packet on to page 3 of your notebook. There will be a quiz over these the first week of school and will be worth 25 points. Task Four: Vocabulary- Flash Cards Instructions: • Choose 20 words from the vocabulary list at the back of this packet. You will create vocabulary card for each word selected. • Front of card: o Draw a picture that represents the selected word. The picture should be, colored. o No words should be on this side of the card. • Back of card: o List the vocabulary word o List one or two "linking words" or a phrase (what is a more simplistic or more concrete way to describe the chosen vocabulary word?) ■ Example: Cell Wall- "support" o Define each word • Vocabulary. cards should be put in a small Ziploc with your name on it. A large binder ring will be provided to you on the first day of school. Grading: • Total Points: 100 points • Each card will be worth 5 points (Front of Card- 2 points, Back of Card- 3 points) Task Five: Cornell Notes Instructions: • Read the three articles at the back of this packet, and take Cornell style notes for each one.
Pre-AP Biology Summer Assignment: 2016-2017 • Notes must be handwritten in pencil, blue or black ink only. • Try to limit your notes to one page front and back. • How to set up and take Cornell notes is provided with the articles. Task Six: Formal Lab Report Instructions: • This portion of the assignment will be completed via Google Classroom. • How to add our class to your HISD google account is provided in the appendix. • You will create a lab report based on the work of Louis Pasteur in regards to spontaneous generation. • If you are unsure of what spontaneous generation is, or how to get started, here are some helpful links: ■
http://www.britannica.com/science/spontaneous-generation
■ http://www.infoplease.com/ciq/biology/spontaneous-generation.html • You will need to include the following: o Problem Statement: Clearly state what question or problem was under investigation as accurately and completely as possible from the information you have gathered. o Experimental Hypothesis: Write an "if" and "then" statement to show the relationship between the variables. The statement must be specific and testable. o Experimental Procedure: Identify the variables and constants, as well as the experimental and control groups. Also, provide a detailed materials list and write a detailed, step by step procedure for the experiment. Address safety concerns. o Analyzing Data: Organize data in tables or graphs, and analyze the results. You may need to supply your own qualitative data, but it should be in keeping with the descriptions of the experiments you find. o Conclusions: State whether or not the hypothesis was supported by the data and observations recorded. Restate the relationship between the variables and explain how the results support your conclusions. Indicate any experimental errors that may have occurred and if they had an effect on the result. Discuss any possible applications and extensions of the research findings. • Each section of the lab report should be labeled with the appropriate section heading. • A grading rubric is provided at the back of this packe
Pre-AP Biology Summer Assignment: 2016-2017 Vocabulary- Latin Roots Prefix aAer-, aeroAntiAutoBacterBiBioCalorChlorCutisC toDermdiDiaDi loEctEn-, emEnd-, endoE iEr throEuEx-, exoFla ellGam-, amoSuffix -a -ase -ate -ation -blast -cide -cretion -c to -emia -ferent -form - enic -gestion
Meaning Without, ne ative, not Air, ox en A ainst Self Bacteria Two Life Heat Green Skin Cell Skin Two Across, throu h Double Outer, external In Within Above, u on Red Good, well, true Out of, outer Whi United, 'oined Meaning Of or relatin to Enz me Havin , resemblin Process Embr onic la er, to destro Kill Process of se aratin Cell Blood Carr , brin Sha e Producin eneratin To carry
Prefix GI colHa loHem-, hemoHeteroHomoH droH erH oIsoKar oMacroMesoMicroPathPha oPhotoPol Pro-, otoSaccharSa roSomatoUniVasZ Suffix -meter -oisis -otom , -tom -ous - ha is - hilic - hobia, - hobic - h II - lasm -sco e -sis -stasis -synthesis
-ic, -tic, -ical, -ac -log -I sis
Having to do with Science of, stud of Dissolving, destruction
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Meaning Su ar, sweet Sin le Blood Different Same Water Above, excess Under, beneath, lackin E ual Nucleus, nut Lar e Middle Small Disease eatin Li ht Man Before, rimar Su ar Deca , rotten Bod One Vessel Yoke, union Meaning Instrument to measure Affected with, condition Act of cutting, incision Characterized b ,full of Eatin , swallowin Love Fear Leaf Material formin cells Instrument for viewin Act, state, condition Slowin ,stable state Combining of separate elements or substances Heat Nourish Turning, res onding to
Pre-AP Biology Summer Assignment: 2016-2017 Vocabulary- Flash Cards
1. Homeostasis 2. Capsid 3. DNA 4. RNA 5. Cytokinesis 6. Chromosome 7. Mitosis 8. Biomolecules 9. Carbohydrates 10. Lipids 1 1. Proteins 12. Nucleic acids 13. Replication 14.Codons 15. Mutations 16.Genotype 17.Phenotype 18.Adaptation 19. Natural selection 20. Biodiversity 21.diversity 22.Xylem 23.Phloem 24.Stoma 25.Guard cells
26.Primary succession 27.Secondary succession 28.Predation 29.Parasitism 30.Commensalism 31. Mutualism 32.Trophic levels 33.Prokaryote 34.Eukaryote 35.Organelles 36.Genetic code 37.Genetic drift 38.Gene flow 39. Endosymbiosis 40.Taxonomy 41.Binomial nomenclature 42. Dichotomous key 43.Photosynthesis 44.Cellular respiration 45.Enzymes 46.Catalyst 47.Substrate 48.Activation energy 49.Internal feedback 50. Limiting factor
Pre-AP Biology Summer Assignment: 2016-2017
Cornell Notes 1. Divide your notebook page into the following sections:
Summary of Concept/Topic
2 Take notes in the note taking column while reading the article. 3 After you have read the article and taken notes, you will summarize the article. You can also list the main points of the article in bullet format. G~ After you complete the summary, re-read your notes. Fill out the questions, cues and vocabulary column to simplify your notes. a. Questions: Use questions to remind yourself to look into something further or ask questions in class. b. Categories: If there is information grouped together in the notes, you may want to categorize the information in this column. c. Vocabulary: Any vocabulary that you don't know can be written here and defined. d. Notifications: If something specific is going to be on the test or appears to be important, you can make note of it here. e. You can research more about Cornell notes online to get help.
Pre-AP Biology Summer Assignment: 2016-2017 Lab Report Rubric
Requirements Question/Problem statement is completely and accurately stated. Experimental hypothesis is written as an "if" and "then" statement, clearly shows relationship between variables, and is testable Variables, constants, experimental and control groups are identified Complete, detailed list of materials Detailed, step by step procedure Safety concerns addressed Observations are organized and recorded Data is recorded in tables/graphs. Tables/graphs are complete, appropriate and clearly labeled Conclusion includes a thorough description of how data and observations support or reject hypothesis Experimental errors indicated and effects are discussed Applications and extensions of research are discussed Report is neat and legible with no spelling errors Rubric Score
Maximum Points 5 10
15
5 10 5 5 15
15
5 5 5 100
Points Earned
Pre-AP Biology Summer Assignment: 2016-2017 Google Classroom 1. Open a web browser and go to classroom.google.com 2. Log in to Google Classroom using your HISD username and password. 3. Once logged in, your HISD account log in will be in the upper right corner. Click on the plus sign icon next to your name. 4. Use the class code vs7jjl (VS7JJL)to join our summer assignment class. 5. Your lab report must be submitted via Google Classroom no later than August 21, 2016 at 11:59 pm. 6. Lab reports submitted after this date/timestamp will not be accepted.
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Do Cave Fish Lose Their
Why Do Cave Fish Lose Their Eyes? How evolution can lead to losing abilities as well as gaining them This article is provided courtesy of the American Museum of Natural History. Deep underground there are caves where the sun never shines. The only light that enters these subterranean spaces is from the headlamps of occasional cave explorers. If you found yourself in one of these caverns and turned off your headlamp, you would see nothing at all; no shadows, no shapes,just total blackness. In some of these underground caves, there are fishes, crustaceans, salamanders and other organisms that have evolved to live without light. Far example, more than one hundred species of cave fishes live their lives in perpetual darkness. They depend on senses other than sight to hunt, eat and reproduce.
Carlsbad Caverns National Park
Many of these species of fishes are blind ar nearly blind —some don't even have eyes. Yet they all evolved from fishes that could see. Somehow, over millions of years, these fishes not only acquired the ability to live without sight—they lost the ability to see altogether. How did that happen? How can evolution cause a species to lose a trait? It's a mystery that evolutionary scientists have been struggling to unravel, and the search for an answer gives us a fascinating look at how evolution works. Regressive Evolution We usually think of evolution in a positive sense, that is, as a process in which species acquire new traits. But in cave fishes we have an example of regressive evolution, a process in which species lose strait —in this case, the ability to see. Blind cave fish, Mammoth Cave National Park, Kentucky
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Why Do Cave Fish Lose Their
A common assumption is that the ancestors of cave fishes went blind in their evolution because they didn't use their eyes. Though at first this idea might seem to make sense, it actually has no basis in science. Genes determine the inheritance of traits. For example,the fact that you have five fingers on each hand is because of the genes you inherited from your parents. However, if you have an accident and lose a finger, your children will still be born with five fingers on each hand. If you lift weights and become a body builder, it doesn't mean your children will be born with bulging biceps. in each case, your genes haven`t changed —even though your body has. Darwin Is Stumped The fact that cave fishes' ancestors didn't use their eyes had absolutely no effect an the DNA in their chromosomes. Yet clearly, at some point in the past something happened to their genes that stopped the development of their eyes. This new condition passed on from parent to offspring. How can this sort of regressive evolution be explained? Charles Darwin himself, the scientist who first established a modern understanding of evolution, had trouble answering this question. Darwin lived in the 19th century when D(VA hadn't been discovered and so he didn't know about genes or their role in heredity. But he understood that traits were inherited and that differences within a species give some individuals an advantage aver others. Animals with traits that make them more successful at having offspring will pass on those traits to succeeding generations. He called this process evolution by natural selection.
lamarck's Mistake Jean-Baptiste Lamarck was a French naturalist who lived from 1744 to 1829. He was a pioneer developing theories of evolution at a time when the eery idea of evolution was not accepted. Lamarck tried to explain how species evolved but came to an incorrect conclusion —that traits acquired during an organism's lifetime could be passed down to its offspring. For example, he suggested that giraffes stretched their necks to reach higher leaves, and as a result their offspring were born with longer necks. The idea that cave fishes (ost their eyesight because generations of fish didn't use their eyes is a Lamarckian mistake.
However, Darwin had trouble applying his theory of natural selection to the problem of why some cave fishes are blind. He could not explain how being blind gave those cave fishes an advantage. And if being blind is not an advantage, then how did natural sekection lead to a species of blind cave fish? Surprisingly, Darwin was convinced that the loss of eyes could be explained entirely to disuse, which is in fact a Lamarckian explanation. Today, scientists know that this explanation is unfounded.
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Why Do Cave Fish Lose Their
Two Hypotheses Most of what we know now is based on the study of the blind Mexican tetra (Astyanax mexicanus). Scientists have two competing explanations for blindness in the Mexican tetra, which likely apply in other cave fishes as well The first hypothesis assumes that blindness gives the fish some sort of evolutionary advantage. For example, it's possible that changes in the gene or genes that cause blindness are also responsible for same other seemingly unrelated change in the fish that is beneficial. Scientists call this pleiotropy—when Mexican tetra (Astyanax mexicanus). m ultiple effects are caused by the same m utation in one gene, To support this hypothesis, scientists would have to look for some advantage to the cave fish that is linked to the same mutation that causes blindness. The second hypothesis that could explain blindness in the cave fish is based on the fact that natural selection does nat just reward success, it also weeds out failures. In a lake, where there is sunlight, a fish born blind would have trouble competing with other fish that can see. It probably would not survive to have offspring. But a fish born blind in a dark cave would not be at a disadvantage, since in the darkness eyes are useless. In those conditions, natural selection will not work to weed out the mutation for blindness. Over one to two million years, many more mutations disrupting the deve[apment of the eyes will accumulate and eventually the entire population of fish will be blind. This is called the neutral mutation hypothesis, based on the idea that the mutations for causing blindness have no effect (or have a neutral effect) on the survival of the fish living in a dark cave. An Eye-Opening Experiment A group of scientists at the University of Maryland set out to investigate the developmental causes of blindness in the cave fish. They carried out an experiment with two varieties of the same species of Mexican tetras. One variety lives in bodies of water near the surface where there is sunlight and can see. The other variety of tetras lives in dark caves and is blind. The scientists transplanted a lens from the eye of a surface tetra embryo into the eye of a cave tetra embryo. The result was striking—the surface tetra lens transplanted into the cave tetra caused all of the surrounding tissues to develop into a healthy eye. This experiment demonstrated that despite the degeneration of the eye in the tetra, the genes involved in eye
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Whv Do Cave Fish Lose Their
development were still totally functional. This would seem to rule out the neutral mutation theory because, if blindness were caused by an accumulation of many neutral mutations over time, the transplant would not have resulted in the development of a healthy eye. The scientists knew that there a►-e many genes responsible for the development of each part of an eye (for example, the retina, iris, cornea and lens), which develops independently. However, the results of the experiment showed that blindness in the Mexican tetra was not due to mutations in all those genes, Instead, it suggested a small number of mutations in genetic "master switches." These master switches are genes that control the function of many other genes, including, in this case, those responsible for eye development. These "master switches" have the ability to disable the eye genes so that these remain intact, but inactive. Putting a healthy lens into the cave tetra embryo seems to trigger master switches to send a signal to the inactive eye genes, allowing cave tetras to develop eyes. ;~
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If scientists could find the genetic "master switches" that made cave tetras blind, they could discover if the same switches had effects on other traits of the fish that do give it an evolutionary advantage for surviving in caves.
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Why Do Cave Fish Lose Their
The researchers did indeed find one of those genes. It is nicknamed Hedgehog or the Hh gene. They discovered that the Hedgehog gene does more than cause blindness in cave tetras— whenthe fish develops without eyes, the skull bones move into the empty eye socket, which at the same time enlarges the nose. Unlike other vertebrates, fishes use their nose only for smelling. It could be that the same control gene (Hh} that stops eye development in the fish also is responsible for enhancing its sense of smell. An enhanced sense of sme[I would be a definite advantage for a fish that lives in darkness. As a result of these and other experiments, it now seems highly likely that blindness in cave tetras is in part the result of pleiotropy—one mutation that causes blindness in the fish and at the same time, gives them an enhanced sense of smell. Evolution Works Scientists are still studying cave fishes, and new discoveries are sure to be found. But one thing is already clear—the answer lies in the basic processes of evolution that are already well understood. With new tools that give scientists the ability to map genes, find specific m utations, and understand the development of embryos, we are increasing our understanding of how evolution works.
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An Unwelcome Newcomer
An Unwelcome Newcomer This article is provided courtesy oftheAmerican Museum ofNatural History, Invasion of the Zebra Mussels The zebra mussel is a small aquatic animal with two shells like a clam, named For its striped shell. This tiny creature may look harmless, but it can cause big problems. The zebra mussel is an invasive species, a species that's brought from its native area to a new place where it thrives and causes changes in the local habitats and communities.
Zebra mussels once lived only in freshwatet~ lakes and rivers of Europe and Asia. But in the 1980s, they appeared in the Great Lakes between the United States and Canada. Scientists think the tiny animals were carried across the ocean inside of cargo ships. Within a few years, the mussels were Found along waterways
ZOOM IN
Zebra mussels pump water through their•grtts tofilter oatt~artieles offood(primarily ~hytoplankton).
from Wisconsin to Arkansas.
How do these mussels spread so quickly? A single female can lay up to one million eggs each year. Then the young mussels float easily along water currents. When they're older, they attach themselves to hard surfaces like rocks on the riverbeds and the bottom of boats. They Form dense colonies, with as many as 10,000 mussels in a single square foot. Each mussel clings with a mass of thread-like strands, making these colonies nearly impossible to remove.
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A ship ~assi~~g ia~der a bridge on the Hudson.
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An Unwelcome Newcomer
Zebra mussels can cling to any hard surface— including native mussels and other shelled animals. ~ °~ti~. ~x
These animals die because they can't feed. Zebra
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mussels can upsefi food webs in other ways, too. These filter feeders pump water through their gills
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Zebra mussels can also affect humans —and cause
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millions oFdollars in damage. The mussels clog
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water pipes to businesses and power plants. They damage boats, docks, buoys,and other structures. And their shells wash up in huge numbers on
JUST THE FACTS..,
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The Hudson River Invasion The Hudson River flows south through New York
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State,from the mountains to New York City. The scientists described in this study began monitoring the river's ecosystem in 1986.At that time, no zebra
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Cargo ships carry extra venter(called ballast) to help balance the boat in oceans c~rld rivers. Zebra rrlitssels can be transported rn thisbnliastwater. Zebra mussels can ty~lcctlly livefor 2-5 years c~ncl start reproducing by their' seco~id yenr.
mussels lived in the river. But a series of waterways and canals connect the river to the Great Lakes,so scientists predicted it was just a matter oftime
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Zebra mussels love to eat plankton (microscopic or;~anisms} n~2d survive in both corer and wm~n water.
before the zebra mussel would arrive in the Hudson.
The Hudson River's ecosystem is very different from the Great Lakes. Lake water settles into layers, with cool water near the bottom and warm,clear
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An Unwelcome Newcomer
UP THE RIVER
The Hudson River connects the Atla~ttic Ocean to the Grent Lakes through n series ofartificial wcrterwnys, inctaiding the Erie Canal. Hundreds ofcargo ships use this "venter highway"to trans~ortrrnportantmater-ials, likegasolrne, metnl, and avood.
water above. But water its the Hudson is affected by tides from the Atlantic Ocean. These tidal currents mix the water fi~om top to bottom. Tides also stir up silt from the riverbed, malting the water turbid or cloudy. Little sunlight can pass through the murky water. Less sunlight means fewer plants and phytoplankton.
Scientists wondered how zebra mussels might affect the Hudson River ecosystem. Soon they would find out.
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The Short-Term Impact of the Zebra Mussel Invasion
Thy Shart-Term Impact ofthe Zebra Mussel Invasion This article is provided courtesy ofthe American Museum ofNatural History. __ Zebra mussels first appeared in the Hudson River in May 1991. Within a year, scientists estimated their numbers had reached 500 billion, an enormous amount! In fact, if you had a huge balance and put zebra mussels on one side, they would outweigh all the other consumers in the ecosystem combined: all the fish,zooplankton, worms,shellfish, and bacteria.
Phytoplankton and zooplankton populations drop sharply Before the invasion, scientists developed computer models to predict the effect ofthe zebra mussels. But they were still surprised by what happened. By
An estuary is a dynamic body of venter where freshwntet~ and saltwater meet The Hudson River' is more than a rivet•: it's a tidal est~~a~y, where the saltwater from the Atlantic Ocenn meets the freshwater running off t1~e land.
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right after the invasion, phytoplankton fell by 80 percent. Zooplankton (which eat phytoplankton) declined by hal£ And the smallest zooplankfion (called microzooplankton),fell by about 90 percent.
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n:,~~ WATCN WHAT HAPPENS Thisg►•nph shows the cha~tge in the amount ofphyto~lankton (represe~tted by the blue line) over 18years in the Hudso~t River. (The amount ofphytopinnkton is measured by the at~~ount of chlorophyll they contain.) Look at thegray line above; there's a big chance in the blue line when the zebra musselsfirst arrived in the river. What do you thi»k happened?
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The Short-Term Impact of the Zebra Mussel Invasion
By 1994,scientists hypothesized
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A BIG CHANGE
This bar,9raph shows the change in the average number ofrotifers(a type of zoopiniikton) in the Hudson River before and after the zebra mussels beca►ne established in 1992.
In the next few years, the data supported their hypothesis. Scientists made other findings too. They observed that the decrease in phytoplankton and zooplankton had effects that rippled throughout the food web. With less food available, there were fewer —and smaller —fish in the open river. The population of native mussels, which also eat plankton, shrank from more than one billion to almost none.
_ - -.,~` ALONG THE RIVER The Hudson River flows 315 miles (507 km) through New York with over 1,000 cubic feet of water passim by every second (or 600 cubic meters per second). Scientists want to understa~id how the river changes over tine and space.
But some populations increased —likely due to the change in the river's turbidity, or cloudiness. With far less phytoplankton, the water got clearer. During the summertime, visibility went from 3-4 to 4-8 feet. Since sunlight reached deeper into the water, rooted aquatic plants such as water celery increased by up to 40 percent. Populations offish living in these shallow weeds increased. Another surprising result was that dissolved o~cygen in the river fell by about 15 percent. The drop wasn't enough to endanger any
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The Short-Term Impact of the Zebra Mussel Invasion
aquatic animals, but it was still a huge amount of oxygen. Scientists think the enormous zebra mussel populations were consuming a lot of oxygen very quickly. At the same time, the mussels were removing fihe phytoplankton that produce o~rygen.
Questions about the long-term impact What happens once an invasive species becomes established in an ecosystem? The invader's population might evolve to adapt to its new home. Or native species might evolve to better tolerate or even feed on the invader. Or other species might arrive that are more resistant to the effects of the invasion. Once scientists had a clear picture of the invasion's immediate impact,they started to wonder about long-term consequences like these.
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