SBC3013

INFORMATION AND COMMUNICATION

TECHNOLOGY IN BIOLOGY

TITLE:
SIMPLE PREY-PREDATOR DYNAMICS
(ABOUT STELLA IN BIOLOGY AND ENVIRONMENTAL SCIENCE)

GROUP MEMBERS: 1) NUR INSYIRAH BT TOKIJOH (D20141066923)

2) NUR SYAFINAS BT ASLAN
LECTURERS NAME

: EN. AZMI BIN IBRAHIM

GROUP

: GROUP A

(D20141066905)

INTRODUCTION:

STELLA is the system thinking for the education and research which are most
exciting. By having this software, the education and research are become more
exciting the student because they can move out of the lecture hall and library and
this systems also can provide opportunity for them to create, experience and see the
experiment that they do. The other advantage when using the software, STELLA are
offers a practical way to dynamically visualize and communicate how complex the
systems and ideas really work. We use this STELLA to stimulate a system over time
and we also can jump the gap between the theory and the real world.
Besides, this system enables the students to creatively change the systems
which can increase their performance in manipulating the experiment. Moreover, the
communicate system inputs and outputs are very clear and the demonstration of the
outcome also are easy to understand.
For our assignment we have choose the predator-prey oscillations that are
common in many simple ecosystems. By providing this simple yet rigorous language
for representing dynamic system, this STELLA enable us to discovered and analysis
the map that are being constructed to do the assumptions about the process that
governs a particular dynamic phenomena. The predator-prey dynamics can be highly
qualitative and simplistic such as the predators tend to regulate the prey population
or vice versa.
Interesting and only partly understood destiny variations are those which are
not related to seasonal or obvious annual changes, but which involve regular
oscillations or cycles of abundance with peaks and depressions every few years,
often occurring with such regularity that the population size may be predicted in
advance. The best known cases concern mammals, birds, insects, fish, and seed
production in plant nor them environment. Among the mammals, the best-studied
example exhibit either a 9- to 10- year or 3- to 4- year periodicity. A classic example
of a 9- to 10- year oscillation is that of the snowshoe hare and the lynx.
This Predator versus Prey Model (Lynx versus Hare) is prepared by John
Biggerstaff. The aim of this exercise is to develop a model of a system that illustrate
population dynamics which are involving predator and their prey. For this experiment,

we need to understand the relationships between models of prey-predator at work

for each of the population and the interplay between the populations. The population
is dependent for each other and if something happens to effect on population, the
other population also change.
But based on the title, Simple Prey-Predator Dynamics, we are only focusing
on the simplest population model species that would show no predators and the
exponential growth for that species. For example, we are choosing rats and snakes
population in 3 hectares oil plantation. This population are showing no other
predators and no exponential growth for the species. The population that we are
choosing is dependent on the birth rate and also including the previous population.

OBJECTIVES:
1. To study the relationship between predator and prey (Lynx versus Hare).
2. To describe the changes for the graph of population between the Lynx and
Hare.
3. To identify whether the students can make prediction by referring the plotted
graph between Lynx and Hares.

METHODOLOGY:
For this project, we used the STELLA to analyse the predator-prey dynamics
relationship. We change the population to see the effect on the predator-prey graph.
After changing the population, we start analysed the results by referring of the
graphs changes. Based on the model that we choose, there are two ways that we
are used to explore the structure of this model. However, we observed the essential
structure of the models and just by clicking the spacebar we can know the advance
through the story of the structure of the predator-prey interactions.
We followed the guide of the model by taking the guided tour and view the
entire model of the predator-prey dynamics between the lynx and hare. All the results
from this project were collected and analysed based on the graph that we were
studied.

RESULTS:

Graph 1

Graph 2

Graph 3

Graph 4

Graph 5

Graph 6

ANALYSIS:
Prey-predator is an interaction between two organisms of unlike species in
which

one

of

them

acts

as predator that

captures

and

feeds

on

the

other organism that serves as the prey. In this experiment which is predator-prey
dynamics, lynx is the prey while hare is the predator. The graph show same pattern
on the relationship of prey and predator. A real difference can be seen from graph 2
and graph 6. When we set the variable into certain value, it will show the changes on
the graph. Based on the graph, when the student increase or change the size of 1
time lynx harvest, the population of lynx and hare on the graph also change. The
pattern of all graph in each sizes are the same but changes will occur due to birth
and death population. When the number of prey increases, number of predator will
be decreases and vice versa. However, the pattern of the graph will remain the
same. Student will be able to predict the trend of the graph and understand the
experiment well.

A simulation of a system is the operation of a model which is a representation

of that system. Using simulation in teaching and learning can bring advantage which
the process of teaching and learning becomes more interesting and exciting as the
learners can explore everything in various types of experiments. Students will be
able to discover and learn new thing. Learning from simulation will help students to
understand one experiment easier and not only imagining what have been taught.
Teachers will use less time in teaching since the student can understand the
simulation easier rather than being teach about one experiment theoretically.

CONCLUSION:
In conclusion, student will be able to learn the relationship of prey-predator
dynamics. When the number of prey increases, predator will decrease and vice
versa. The graph will show different pattern based on the number of lynx which have
been controlled as a variable. Using simulation in teaching and learning process will
help student to learn an experiment easier and use less time. Student can explore
new thing even though not in a formal class since there is a software that can be
used to see the model and simulation such as STELLA.

REFERENCE:
1. M. Beals, L. Gross, and S. Harrell (1999). Predator-prey dynamics: Lotkavolterra. Retrieved on 16th November 2015 from website:
http://www.tiem.utk.edu/~gross/bioed/bealsmodules/predator-prey.html
2. Steven K. Rice, Grant E. Brown and R. Paul Willing. Computer simulation
modelling using STELLA to enhance investigate learning in a Biology
curriculum. Retrieved on 16th November 2015 from website:
http://www1.union.edu/rices/STELLA/stella_intro.html
3. How to use STELLA. Retrieved on 16th November 2015 from website:
http://serc.carleton.edu/introgeo/mathstatmodels/StellaHow.html