Are Humans Interfering the Population of Fennec Foxes?

Welcome to my third and last presentation of Population. Today we will take a further look into the population of these Fennec Foxes in comparison to the country, Algeria. Along with that, I will be listing a couple of fun facts about the Fennec Fox and their symbiotic relationship that they have with humans. We learned how to find the arithmetic or geometric sequences, and you will see how I ended up using that in my AP in order to find the population of the Fennec Fox. Overall, I thought this was a good term. I was able to learn things from a biological standpoint, and even think about future career options.
Geometric or Arithmetic?

When we look into a geometric sequence, this means that the sequence can be multiplied or divided by one specific number in order for the flow of the sequence to stay consistent. While arithmetic sequences can be added or subtracted by one number to make the sequence flow. In this case, since I was not able to find the population for the Fennec Fox. I had to create a geometric sequence in order to get my data for the following nine years. The equation that I used each year was 100(1.3)^n. The 100 is there because of the overall percentage of the foxes. When I was looking into the population of the Fennec Fox I wasn't able to find anything for the overall population, but I was able to find how many are in one liter when born. There are usually three Fennec Foxes in one liter when born according to eol.org. If there are three in one liter, and there are two parents; we divide that number and get 1.5. I decided to lower that number to 1.3 in order to get that separation in Algeria's population to the Fennec Fox population. This is a geometric sequence because I am multiplying by 1.3 each year and the exponent of the equation is changing each time.
Here was my process:

NB % Age process (2018)

Here is a presentation I made about the Fennec Fox along with their symbiotic relationship, or biological interaction they have with humans, my graph explaining my geometric sequence and more!

              

In conclusion, this term allowed me to dive deeper into biology, and the things around me. I was able to become more aware of the relationships humans have with different species that we are surrounded by day to day. I was able to think about what is in store for my future, and future career options that I have. Biomedical Engineering is something that I have been looking into these past 7 weeks, almost the whole term.

Citations:
Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16
Kitty Terwolbeck, File:Artis Fennec fox (11114753056).jpg, 26 November 2013, 15:28
User:Jrockley, File:Distribution of the Fennec Fox.png, 23 January 2007

Will the Fennec Fox Freeze or Thrive?

During this second unit in my Population class for STEAM, we dove into some math that would be useful to figure out the differences in species, subspecies, adaptations, and more. We looked into box and whisker plots, bell curve graphs, standard deviation, permutations and combinations in order to look into the meaning and the evolution of the animals on this Earth. For this AP, we had been asked to either choose a new organism or continue with our same organism that you may have seen in Unit 1 AP, I chose the Fennec Fox.  We were asked to develop a scenario which meant that we would have to change the habitat in which our organism usually lives in. By changing the habitat, this meant our animal would also have to adapt to this new climate. We were told to chose up to 20 representations of our animals, and take a sample of 3 that would end up surviving. We found our data for these samples,  so take a further look into my AP to see what I found.
           
            

Presentations of the three surviving Fennec Foxes:

                   

To conclude, this AP was by far one of my favorites. Being able to dive into the future and think about how an animal can change within five hundred years. Because I now have a connection to the Fennec Fox from my previous project, I can now deep into the hypothetic part of this animal and think about where and how this species could end up.

Citations:
User:Jrockley, File:Distribution of the Fennec Fox.png, 23 January 2007

Kitty Terwolbeck, File:Artis Fennec fox (11114753056).jpg, 26 November 2013, 15:28

Ramirez, Daniel, File:Fennec Fox sleeping (9163012515).jpg, 1 June 2013, 13:17

ERRIHANI,Anass, File:Fennec Fox, 23 December 2012, 16:36:57

(NB, Photo of Fennec Fox, 2018)

NB Hand Drawn Picture of Fennec Fox(2018)

Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16

Parkison, Tim, File:Fennec Fox @ Africa Alive, Lowestoft 3 V2.jpg, 23 January 2011, 21:10

Massone, Mario, Vulpes_vulpes_arabica_001.jpg, 3 December 2008, 6 October 2018,

08:28Lonewolf6738, Fennec Fox Zoo Vulpes Zerda Animal Nocturnal, Aug. 14, 2013,

Fennec Fox (Vulpes zerda)

I am a sophomore at GCE Lab School. This STEAM(Science, Technology, Engineering, Art, and Math) Population, we discussed binomial nomenclature which is a two part name for every animal in the world, usually in Latin language. We studied taxonomy, which is the science of categorizing into levels given to every animal in order to tell them apart and to organize animals in their similarities and differences. We usually find these traits in morphology which is the organism's physical traits. We were able to go onto an FE (field experience) to the Lincoln Park Zoo in Chicago where we observed an animal. I chose a Fennec Fox and I have organized them into taxonomic levels.

 
Venn diagram of Grey Seal, Cinereous Vulture, and Fennec Fox:

In class, we were grouped up with two other students who had completely different animals than us in order to compare and contrast the taxonomy levels. I was paired up with WH who was observing the Grey Seal, and ALL who was working with the Cinereous Vulture. I learned that a Grey Seal is usually found on both shores of the North Atlantic Ocean. They usually live along rocky coasts and aren’t very sociable with each other, despite living together in large colonies and gathering together in large groups just like how Fennec Foxes gather in groups of about 10. On the other hand, the Cinereous Vulture can be found in European Countries such as France, Italy, and Spain while the Fennec Fox is found in the Sahara. Cinereous Vultures also live in habitats that can give the higher ground advantage, which is usually in forested areas with hills. I found it interesting to discover how closely related two animals could be connected to one another even though they come from two totally different habitats.

                                                           Picture of Vulpes zerda:

Drew, Avery, File:Fennec Fox Vulpes zerda.jpg, 28 January 2010, 13:07:16

NB Hand Drawn Picture of Fennec Fox(2018)

                               
Fennec Foxes are usually found in North Africa or in the Sahara desert. The scientific name for a Fennec Fox is Vulpes zerda which translates to small fox. Because they live in the Arabian Peninsula, they have adapted to warmer climates like the Sahara desert by using their unusually large ears to cool down from the heat. The Fennec Fox would typically hunt for rodents, reptiles, and insects. They are social animals that like to live in packs with one another, hunt together, and play. A Fennec Fox may live 16 years. They may tend to use their feet for digging to build underground tunnels.

Taxonomic Levels:

                                     
I have drawn and labeled the different parts in a Fennec Foxes body which identifies their levels on my taxonomic chart visually.

                     

Set theory was a way to organize these groups into mathematical terms and to find the similarities in these animals to other ones. We use different symbols to mean different things. For example, “U“ means universe which is everything that may be inside of the brackets. From there we can use, Є, to mean it is an element to a specific group. “⋃” which is used to mean a union, or addition to, while ⋂ means an intersection. When we use the apostrophe after we label a specific group that means everything in the brackets are opposite of what we are trying to get to. Here are my examples:


U= { Fennec Fox, Grey Seal, Cinereous Vulture}
Fennec Foxes, Grey Seals, and Cinereous vultures are all a part of my universe.

Herbivores’= {Cinereous Vulture, Fennec Fox, Grey Seal}
Vultures, Fennec Foxes, and Grey Seals are not herbivores.

Feathery ⋃ Furry: { Fennec Fox, Vulture}
The set of animals that are either feathery or furry are the fennec fox and vulture.

Feathery ⋂ Furry: {Ø}
There is no animal in my universe that is both furry and feathery.

fennec fox Є Mammalia
The fennec fox is an element of the Mammalia group.

fennec fox Є carnivora
The fennec fox is an element of the Carnivora group.


Conclusion:
To conclude, I found my first AP to be quite interesting. I was able to learn more about how and why organisms are listed into taxonomic levels and I was able to find out how closely connected we are to the animals around us, even though we all come from different habitats. It's interesting to know that although morphology may show us our differences in physical traits, when we break these levels down, we can see the comparisons between organisms.

Citations:
Artist unknown, https://moniqueschoutenblog.wordpress.com, May 19, 2018.
Lincoln Park zoo, https://www.lpzoo.org/animal/cinereous-vulture#, September 15, 2018
Lincoln Park Zoo