Misconceptions

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  1. Students overstate the importance of the initial contact with pollutants while failing to appreciate the cumulative or concentration effect of pollution. (Hogan, 2000) [Grade 5~Grade 6]
  2. Students tended to think of pollutants as causing direct effects by entering into habitats and organisms either through hydrologic or food chain flows, rather than setting in motion chains of events that carried on without the pollutant itself travelling from organism to organism. (Hogan, 2000) [Grade 5~Grade 6]
  3. Students did not realize that chemical pollutants are changed in form as they move through the food chains and webs. (Hogan, 2000) [Grade 5~Grade 6]
  4. Students believe organisms in a population are only important to those other organisms on which prey upon it as a food sources. (Griffiths & Grant, 1985) [Grade 10]
  5. If the size of one population is altered, all other populations in the web will be altered in the same way. (Griffiths & Grant, 1985) [Grade 10]
  6. A change in the size of a prey population has no effect on its predator population. (Griffiths & Grant, 1985) [Grade 10]
  7. A population located higher on a given food chain within a food web is a predator of all populations below in the chain. (Griffiths & Grant, 1985) [Grade 10]
  8. The interpretation of food web dynamics are in terms of a single food chain rather than interconnected food chains. (Griffiths & Grant, 1985) [Grade 10]
  9. Students build food chains by choosing pairs associated by the predator-prey relationships. (Gallegos, Jerezano, & Flores, 1994) [Grade 4~Grade 6]
  10. Students see animals as and herbivorous if they are passive or smaller. (Gallegos, Jerezano, & Flores, 1994) [Grade 4~Grade 6]