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Transcript
Brenda Hernandez Human Origins 10:00-11:20 MW DARWIN'S FINCHES AND NATURAL SELECTION Charles Darwin was born on February 12, 1809 he was an English naturalist who gained great fame for the development of his theory of evolution by natural selection or the well known Darwin's finches theory. (EGS) The theory of natural selection that he develop when he saw the birds on the Galapagos Island during his famous voyage around the world in 1831-1836, change his thinking about the origin of new species specially after he read three different books by Lyle's principles of Geology, Paley's Natural theology and Malthus's principles of population that change his view about life. (Schaefer) Darwin wondered about the different shapes of bird beaks from island to island, (University) he collected and studied the different species later by this observation he started to develop his theory of evolution by natural selection and came out with different assumptions. Charles Darwin's finches are compose of a group of 13 distinct species that live in the Galapagos Islands, each inhabits a different island, each of them evolve from a single ancestor, presumed have arrived on the islands several million years ago (PBS). Each bird has a different diet and has unique characteristic which was develop through evolution. Some of the characteristics of the finches for example are: the cactus finch (Geospiza conirostris) which has a long beak that can reach the blossoms, the large ground finch (Geospiza magnirostris) has a long beak adapted for eating seeds that are buried under the soil, and lastly the large tree finch (Camarychus psittacula) has a beak that is similar to a beak of a parrot which is suited for stripping bark to find insects. (PBS, Evolution) Many experiments have been done either by students at school or real scientist, if a hypothesis is propose should allow the possibility of falsification, when we do this experiments again we are not saying that they are wrong, but sometimes it might need to be modified or to find new information, Darwin in a test tube was an article publish by Jason Bardi base on a experiment develop by the Scripps Research institute conducted by Sarh Voytek and Gerald Joyce, they replicated the experiment but they use RNA molecules that continuously evolve. (Bardi) Another experiment was done by Molecular Biology and evolution and they used blood samples from the birds in St. Lucia in Ecuador, (OXFORD Univerity Press) and by the Northeastern University their question was How did all the finches on each different island come to have the same type of beak and they show the materials that they needed, procedure and a discussion (Natural Selection – Bird Beak ) unfortunately the results aren't shown however it has data, Hypothesis: My prediction is that people who have tongs and chip-clips as beaks will be more successful because, tongs and chip-clips are easy to handle and can grab things more easily. Those who were given clothespins and chopsticks will be less successful because clothespins tend to be hard to handle and open. Chopsticks can be a challenge to a person who is not so use to them, our society uses forks, spoons and knives to eat and this can be a disadvantage for this experiment. Materials needed: (1-8 were used as beaks) 1. Tongs 2. Chips clips 3. Long hairclips 4. Binder clips 5. Tweezers 6. Clothes clips 7. Chopsticks 8. Small hairclips 9. Sunflower seeds 10. paper cups 11. Timer (60 sec) Procedure: We begin the experiment with 30 students; the classroom consist of 4 columns with 8 rows, the teacher began by hanging us the first seven things mention in the list above that were distribute among the 30 students, than she spread seeds across the tables(the number of seeds is uncertain she didn't measure it). On the next page you will be able to find the amount of beaks that we started the experiment with. After she spread the seed she gave us instructions on how the experiment was going to work: i. ii. iii. iv. We were not allowed to grab more than one seed at the time. We had to deposit the seed in the cups. If we run out of seed we had to go to other environments. We only had 60 seconds to complete the experiment. After the 60 seconds run out we had to stop and count how many seeds we collected, later she choose 3 people who had the least seeds and 3 people who had the most seeds she ask who had 10 seeds or less, than students would raise their hands and if no one had less than 10 than the number started to go up until she had 3 people with the least seeds or 3 with the most seeds Example: If you look at the chart below you can see that we started with 3 tongs and in round one we had 5, this number was able to increase because, the three winners at the begging were: 2 people with tongs and 1 with tweezers, the 3 "losers" were: 2 people with clothes pins and 1 with binder clips. Two of the "losers" were given a pair of tongs each and one was given a pair of tweezers, as you can see the two clothes pins and the binder clip were eliminated. This represented natural selection, how some traits are loose because they aren't helpful or they evolve some new kind of skill or trait. We did this about six times counting the beginning and after each round the three winners and "losers" were selected, the "losers" were given a new peak, each round lasted 60 seconds. Before round two the teacher said that a mutation had happen and one person who had tongs as a peak was given a small hair clip instead, a pair of tongs was eliminated. RESUTS At the beginning of the experiment we started with 3 pairs of tongs, 5 chip clips, 5 long hairclips, 3 binder clips, 5 tweezers, 4 clothes pins, and 5 chopsticks. After the 60 seconds run out each of the students counted their seeds and we had three winners and three "losers" a binder clip and 2 clothes pins were taken out and were replace with 2 pairs of tongs (two people with tongs won) and a pair of tweezers( a person with tweezers won). On the second round two pairs of tongs were gain and because of a mutation small hairclips were added a clothes pin and two pairs of chopsticks were taken away, on the third round a chip clip was acquire along with a pair of chopsticks however a pair of tongs and a binder clip was lost. On round four a pair of tongs was add and a chip clip was lost. On the last round a chip clip was obtain and a pair or tongs was taken out, most of the other peaks remain constant their change wasn't as much as the other peaks surprisingly those types of beaks were able to remain throughout out the experiment, below you can find some data that would confirm he results. NATURAL SELECTION DATA SHEET Beak Types Tongs Chip-clips Beginning Round 1 Round 2 Round 3 Round 4 Round 5 #:3 #:5 #:7 #:6 #:7 #:6 Freq:10 Freq:16.67 Freq:23.33 Freq:20 Freq:23.33 Freq:20 #:5 #:5 #:5 #:6 #:5 #:6 Freq: 16.67 Freq: 16.67 Freq: 16.67 Freq:20 Freq: 16.67 Freq:20 #:5 #:5 #:5 #:5 #:5 Freq: 16.67 Freq: 16.67 Freq: 16.67 Freq: 16.67 Freq: 16.67 Freq: 16.67 #:3 #:2 #:2 #:1 #:1 #:1 Freq:10 Freq:6.67 Freq:6.67 Freq:3.34 Freq:3.34 Freq:3.34 #:5 #:6 #:6 #:6 #:6 #:6 Freq: 16.67 Freq:20 Freq:20 Freq:20 Freq:20 Freq:20 #:4 #:2 #:1 #:1 #:1 #:1 Freq:13.34 Freq:6.67 Freq:3.34 Freq:3.34 Freq:3.34 Freq:3.34 #:5 #:5 #:3 #:4 #:4 #:4 Freq: 16.67 Freq: 16.67 Freq: 16.67 Freq: 13.34 Freq: 13.34 Freq:13.34 #:0 #:0 #:1 #:1 #:1 #:1 Freq: 0 Freq: 0 Freq: 3.34 Freq: 3.34 Freq: 3.34 Freq: 3.34 Long hairclips #:5 Binder clips Tweezers Clothespins Chopsticks Small hairclip PIE CHARTS Beginning Round 2(middle) 3% 17% Tongs Tongs 10% 3% Chipclips Chipclips 10% 23% Long hairclips 16% 13% Binder clips Binder clips 20% Tweezers Tweezers 17% 17% Clothes pins 17% 7% 17% Chopsticks 10% 3% 14% Tongs 20% Chipclips Long hairclips Binder clips 20% 20% Tweezers Clothes pins Chopsticks 17% 3% Clothes pins Chopsticks Small hair clips Round 5 (last) 3% Long hairclips Small hair clips CONCLUSION As we were able to see on the data and charts above tongs and chip clips that were use in the experiment as beaks, were the once that were the most successful, part of this was because, tongs and chip clips are easy to handle and most people in our population are use to this kind of artifacts. If the experiment had been done with a different population where perhaps they have a greater advantage over chopsticks the results would have been differently. In this experiment chopsticks remain constant most of the time however clothes pins almost extinct, not all people with this kind of beak was able to survive,. The results above prove that my hypothesis was correct, tong and chip clips were a favorable trait to have in order to collect the most seeds, clothes pins was an unfavorable trait; chopsticks did not do so bad of a job the people who had them were able to state in the experiment. Some possible factors that could of affect the results of the experiment would have been if for any reason some of the items (beaks) broke in the middle or in the process of the experiment, this would have created a big disadvantage the results would be question. Another factor that affected this experiment was when we run out of seed standing up and look for seeds to steal was a huge disadvantage, we wasted seconds which means that we were able to collect less seeds. The replication of an experiment is very important, when an experiment is replicated scientists verified the experiment, they are able to understand the experiment more and see if the hypothesis provide is valid, if for some reason the results are not the same, scientist can modified or ultimately discard it, verification is probably the second most important step in order to make an experiment perfect. DISCUSSION The scientific method is a way to ask a scientific question and answer it. There are several steps involve in the scientific method, the first step is to ask a question, any kind of questions can be ask, they don't necessary have to be related to science because anyone can use it. The second step is to explore or gather some existing information; you can find this in books or journals to determine what other people have done to resolve the issue. (Jurmain) The next thing that you have to do is created a hypothesis. A hypothesis is an educated guess; here you will write what you think will happen in the experiment, what the results will be. Next you will have to test your hypothesis by creating an experiment, you have to collect information or data that later can be studied or analyzed, after you have collected all the data necessary you can draw a conclusions, when you write down the steps and materials you have to be really specific, you must write everything you did and how you did it, what kind of measurements did you use if any so that later your experiment can be replicate. The last step is to prove whether your hypothesis was supported or not and you must explain the reason why is correct or why not (Jurmain). The scientific method is not only used by scientist many other fields used it such as a physiologist; they use the scientific method when they want to conduct a research. We con used the scientific method in our everyday life, a judge can use the scientific method or justice when they are trying to solve a case or when he's trying to find the person guilty or incent, the scientific method can be use by anyone in every situation because is very helpful. In this activity we were able to use the scientific method, we had to create a hypothesis of what we thought was going to happen with each of the beaks that we were given, we collected data after each round and we also made an experiment in which we participated, it show us how a hypothesis can be proven either right or wrong and now finishing it by writing a lab report gave us an idea of what really goes into the process and how the process is built from the beginning to the end of the experiment. Evolution by natural selection, this idea was first introduced by Malthus but later Darwin realizes that natural selection was the key to evolution. (Jurmain) Darwin then develops an explanation base on what he understood. The process states the following: (1) species can produce offspring faster than food supply, which can ultimately lead to completion, (2) individual with favorable traits have an advantage to survive and reproduce more, leave more offspring, (3) Those species with favorable traits will inherit them to later generations and (4) Those species with the favorable traits will become more common and will eventually create a new species. This experiment supported the theory of evolution by natural selection because, during the experiment we were able to see how people who had beaks that weren't very favorable were eliminated in each round and were given the new beaks. The beaks that were given to them were those beaks that were the most favorable or successful in that particular round, when this happen it represented an evolution in their beaks that the birds had to acquire, this experiment show exactly how and why evolution happens. BIBLIOGRAPHY Bardi, Jason. News & Views. 4 May 2009. website. 29 January 2015. EGS, European Graduate School. The European Graduate School. 1997-2012. Biography. 29 Januray 2015. Jurmain, Kilgore, Trevathan. Human Orings Evolution and diversity. Ohio: cengage learning, 2011-2013. Book. Natural Selection – Bird Beak . 2012. 4 February 2015. <http://www.stem.neu.edu/programs/reseed/activities-and-labs/natural-selection-bird-beak/>. OXFORD Univerity Press. 2015. 4 February 2015. <http://mbe.oxfordjournals.org/content/18/3/299.full#sec-2>. PBS. evolution. Ed. WGBH Boston. 2001. WGBH/NOVA Science Unit and Clear Blue Sky Productions . 4 February 2015. <http://www.pbs.org/wgbh/evolution/darwin/origin/finches.html>. —. Evolution. Ed. WHBH Boston. 2001. WGBH/NOVA Science Unit and Clear Blue Sky Productions. website. 4 February 2015. <http://www.pbs.org/wgbh/evolution/educators/course/session4/elaborate_b_pop1.html> . —. evolution Adaptive radiaiton: Darwin's finches. Ed. WGBH Educational Foundation. 2001. WGBH/NOVA Science Unit and Clear Blue Sky Productions. 4 Februaty 2015. <http://www.pbs.org/wgbh/evolution/educators/course/session4/elaborate_b_pop1.html> . Schaefer, Melissa K. In class lesson. 2015.