What defines a "nuisance" or "problem" coyote? What options do wildlife biologists utilize to deal with "problem" coyotes? What are the outcomes of lethal removal or relocation? How would you design a program to prove this outcome?
Urban Coyote Research
This website provides details on the Cook County Urban Coyote Research Project coordinated by Dr. Stan Gehrt. It includes a summary of research findings related to coyotes, population dynamics and management in Cook County, IL, with additonal links to scientific publications..
Urban Coyote Research: Cook County Urban Coyote Research Project
3-5 ETS 1-2 (Upper Elementary)
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5-ESS3-1 (Upper Elementary)
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
HS-ETS1-3 (High School)
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-LS2-6 (High School)
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
MS-ETS1-1 (Middle School)
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-LS1-4 (Middle School)
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.