By: The Griffin
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Oh man, nothing can take the place of field work.
We really had no idea what we were going to find today. My biochem class finally got out of the classroom and spent the past four hours up to our knees in the Wissahickon Creek (Or the “Wissy” as the bio-pros apparently call it) collecting samples of freshwater and macroinvertebrates and whatever else we could find. Then we went brought it all back to the lab and examined the samples beneath the microscope.
What exactly are we looking for? Well, I’m still trying to figure that one out. The assignment is for each of us to come up with a plausible scientific explanation for just how the Wissahickon Creek’s ecology works. The problem is that the ecology of the Wissahickon is all connected—and incredibly complex.
Here are just a few of the things our data examines: the weather, air temperature, water temperature, water velocity, sunlight levels, carbon dioxide levels and oxygen levels (which are connected to organisms in the creek), the Ph level (which is connected to carbon dioxide level), animal waste or the ammonia level, the levels of silt and sand on the creekbed. And then there are all the organisms we found there, too: mayflies, midges, algae, large crustaceans (big crayfish!), frogs, small minnows, baby sunfish, snails, leeches, flatworms, planera, blackfly larvae, roly-polys, dragonflies, and damselfly nymphs.
Now we just have to examine it, note the relationships between everything, and then try to come up with some sort of Unified Theory of the Wissahickon Ecosystem (And I’m not even a biochem major!).
To be honest, I have no idea what mine is yet—but I’m really looking forward to figuring it out, especially with stuff I collected with my own two hands.















