Download Fossils, Natural Selection and Evolution Packet

 Name: _____________________________________________________________ Period: _________ Fossils, Natural Selection and Evolution
Packet - Advanced
Components → 8.7.1 - 8.7.6
Agenda ● FOSSILS ● Do all organisms become fossils? → Page 2 ● Fossil Notes → Page 3 ● Sedimentary Rock Worksheet → Page 4 ● Relative vs Absolute Time → Page 5 ● Radioactive Half­Life Activity → Pages 6 ­ 7 ● Fossil Stations → Pages 8 ­ 10 ● Fossil Quiz → ▪
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Take the Fossil Quiz TOMORROW If you score less than a 70% ▪ Re­watch the notes video, study, retake the quiz TOMORROW ● EVOLUTION ● Evolution Notes → Page 11 ● Evolution Interactive → Pages 12 ­ 13 ● Evolution Stations → Pages 14 ­ 16 ● Evolution Quiz → ▪ Take the Evolution Quiz TOMORROW ▪ If you score less than a 70% ▪ Re­watch the notes video, study, retake the quiz TOMORROW ● NATURAL SELECTION ● Natural Selection Notes → Page 17 ● Natural Selection Computer Interactive → Page 18 ● Natural Selection Scenarios → Pages 19­20 ● Natural Selection Quiz → ▪ Take the Natural Selection Quiz TOMORROW ▪ If you score less than a 70% ▪ Re­watch the notes video, study, retake the quiz TOMORROW 1
AW 16 Name: _____________________________________________________________ Period: _________ Do All Organisms Become Fossils? Background: Fossils are made when a living thing dies and is buried by mud, silt, volcanic ash, or sand. Fossils could also be frozen in ice, mummified in hot or cold deserts, or preserved in tar. Usually, all of a living thing's soft parts decay, leaving only the hard parts to be buried, except when a living thing is frozen or mummified. The mud, silt, and sand are called sediments. The sediments have water with minerals in it. The minerals in the water soak into the hard parts, changing them into a rock like material and preserving the hard parts as fossils. Living things which die in or near oceans, lakes, or rivers have a better chance of fossilization than those which die on dry land, because they will be quickly buried. Over thousands and millions of years the sediments form heavy layers which slowly turn into sedimentary rock. Materials: ­ 3 Sugar cubes ­ 2 pieces of clay ­ 1 beaker ­ Spoon / Metal Scoop Procedure: 1. Sugar Cube 1 ● Take the larger piece of clay and wrap it tightly around the sugar cube so the entire cube is covered. Make sure there are no gaps 2. Sugar Cube 2 ● Take the smaller piece of clay and wrap it around the sugar cube so HALF the sugar cube is covered 3. Sugar Cube 3 ● Leave the third sugar cube alone. 4. Fill the beaker ¾ full of water 5. Place all 3 sugar cubes into the beaker of water 6. Gently stir the cubes in water for 45 seconds using the metal scoop 7. Remove the cubes from the water and examine the remains. 8. Observe what happens and answer the questions below. Analysis Questions: Describe what happened with each sugar cube #1 #2 #3 1. What needs to occur to an organism in order for it to become a fossil? 2. List 2 ways an organism can be preserved in nature. What in nature could replace the clay? ●
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3. What could happen to prevent an organism from becoming a fossil? 2
AW 16 Name: _____________________________________________________________ Period: _________ Fossil Notes What is a fossil? • Remains of once living animals or plants that represent ancestors of organisms living today Does every organism turn into a fossil? • No ‐ ___________________________________________________________ • They need perfect condi ons → ____________________________ / undisturbed How are fossils formed? 1. Animal dies and is buried by sediment 2. Extreme pressure turns sediment into sedimentary rock 3. Skeleton dissolves and leaves a hole/mold – Dissolved by groundwater 4. Minerals crystallize in hole and a cast is formed – Mineral rich water enters mold and leaves minerals 5. Millions of years later, the fossil is exposed on the Earths surface – Earthquakes, building, construc on, digging / drilling What do fossils tell us? • Which organisms were alive in the past • The diversity of the types of organisms that were present at any given me. • Which organisms became ex nct when (and why) • How organisms have evolved over me. • To see how organisms are related • To see how (individual vs group) and where organisms used to live. • To have a be er understanding of the world around us How do we get information about fossils? • Type of Fossil – ___________________ → Tell us what the animal / plant looks like • Ex: Petrified wood, frozen mammoths, amber – ___________________ → Tell us what the animal did • Ex. Footprints, trackways, Coprolites (poo) • Age of Fossil ●
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RELATIVE DATING Approximate me scale ____________________________ Used when fossils / rock layers in layers too old for absolute da ng Informa on provided ○ Approximately when animals lived ○ Which animals lived in the same me periods ○ What natural disasters happened (earthquakes, volcanoes, droughts) and when they occurred ○ Think: Grand Canyon! ABSOLUTE DATING ●
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Specific me scale _________________________________ More accurate Informa on Provided ○ Specific age of the fossil ○ Can only be used up to 70,000 years (depending on the element used) How it Works: ○ Certain naturally occurring elements are radioac ve and they break down at predictable rates ○ Scien sts use these rates to measure the half‐life of elements ■ Half life = the me it takes for HALF of the radioac ve element to break down ○ Scien sts compare the amount of an element to the ini al amount and the half‐life to determine age ■ If each half‐life is 5,730 years old and the sample is 2 half lives then it is 11,460 years old (2 X 5,730 = 11,460) 3
AW 16 Name: _____________________________________________________________ Period: _________ Sedimentary Rock Worksheet Sedimentary rocks are par cularly important in the understanding of the Earth’s history. These rocks are formed at the Earth’s surface as layers of sediment (small par cles broken down from other rocks) build up, and pressure compresses them into rock. Each layer of rock records the nature of the environment at the me that it was laid down. The layers are the characteris c feature of sedimentary rocks, the oldest ones being located at the bo om of the sequence as they were deposited first. Fossils are probably the most important inclusions found in sedimentary rocks. Knowing something about these prehistoric life‐forms and the rock they are found in can help us to recreate environments and ecosystems from the past. Use the pictures on the right to answer the following questions. 1. Which shell is the oldest? 2. There are no shells in Layer 3, why might this be? 3. No dinosaur bone is found below Layer 2, this might mean: 4. If you also found a so drink can in Layer 4, what could you say about Layers 4, & 5? Some mes rocks are reshaped as a result of movement. This can be seen when rock layers are not simple straight layers or no longer match up. Faul ng occurs when the rock layers move along a weak point or fault line. Fossils are some mes used to match layers that are no longer con guous. Some folded or faulted forma ons may then be eroded to a flat surface before more layers of sediment are deposited on the surface. This is called an unconformity 5. In diagram I, which layer is the same as Layer A? 6. In diagram II, which layers do you think were laid down in the Ocean? 7. Which were deposited on or near land? 8. How can you tell the condi ons of each layer (where they were deposited / laid down)? 9. What informa on can the layers tell you about the organisms found there? ● ●
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AW 16 Name: _____________________________________________________________ Period: _________ Relative vs. Absolute Time Background: By knowing the age of the rock that a fossil is found in, geologists can usually tell the age of the fossil. Some mes they cannot give it an exact date, but they know that it is older or younger than another fossil. Da ng a fossil by saying it is older or younger than another fossil is called rela ve da ng. If the geologists know the exact age of a fossil, they usually express its age in millions of years ago (mya) that it was formed. Scien sts use radioac ve half‐life data to determine a fossils age. Da ng a fossil by assigning it a specific age is called absolute da ng. Procedure: 1. Make a rela ve me scale out of 7‐8 events that have occurred in your life. a. Ex. Include important events such as your birth, star ng kindergarten, or losing your first tooth. b. REMEMBER: These events only show chronological order, NOT exact dates 2. Using your rela ve scale, make an absolute me scale by adding dates 3. Answer the analysis ques on below Example: Example Time Scale Relative Time Scale Absolute Time Scale I was born. I took my first steps. My li le sister was born First high school RBI Graduated high school Graduated college Got my first job Today I was born August 21, 1985 I took my first steps July 15, 1986 My li le sister was born May 30, 1988 First high school RBI March 21, 2001 Graduated high school May 28, 2004 Graduated college May 31, 2008 Got my first job August 26, 2009 Today November 30, 2013 Relative Time Scale Absolute Time Scale I was born. I was born. My Time Scale: Today Today Analysis Question: 1. Why are both relative time and absolute time to reconstruct past timescales? 5
AW 16 Name: _____________________________________________________________ Period: _________ Radioactive Half­Life Background: One characteris c of radioac ve material is that radioac ve isotopes spontaneously give off par cles. This process, called radioac ve decay, changes the nucleus of the material. The length of me it takes for half of a sample of radioac ve material to decay is called the half‐life. Each radioac ve isotope has a characteris c half‐life, ranging from less than a second to millions of years. Carbon‐14 is a special unstable element used in the absolute da ng of material that was once alive, such as fossil bones. Every 5,730 years, half of the carbon‐14 in a fossil specimen decays or breaks down into a more stable element. In this ac vity, you will use pennies that can land “heads up” (nuclei that have undergone radioac ve decay) or “tails up” (nuclei that haven’t yet decayed) as a simplified model of half‐life. The pennies represent the radioac ve isotopes and each round represents the number of years it takes to decay by half (hence half‐life) Procedure: 1. There is a video explaining how to do this lab if any of the direc ons below are confusing 2. Trial 1 a. Count to make sure you have 100 pennies b. Shake the pennies up in the cup and roll them into the box lid c. Count how many pennies are heads up and record the data below d. Place the pennies that are heads up back in the cup e. Place the pennies that are tails up in the basket/tray f. Repeat steps b ‐ e five more mes ● Make sure you are recording your data below ● Each round you should start will LESS pennies 3. Trial 2 and 3 a. Repeat each of the steps above
4. Average your data from the three trials 5. Get data from at least 3 addi onal groups. Average all of the group data 6. Create a line graph of the group average (x ‐ axis = round; y‐axis = # of pennies) 7. Look at the graph created to answer the analysis ques ons Data: INDIVIDUAL DATA GROUP DATA # of Pennies at the beginning of each round Round Trail 1 Trail 2 Trial 3 Individual Average Round Group Average 0 100 100 100 100 0 100 1 2 3 4 5 6 1 2 3 4 5 6 6
AW 16 Name: _____________________________________________________________ Period: _________ Analysis Questions: 1. When do we use radioac ve half life? 2. Give a situa on where you cannot use radioac ve half‐life to determine the age of a fossil. 3. What did the pennies represent? 4. What did each trial represent? 5. Compare your graph with the “Half‐life of Carbon‐14” graph on the right. What similari es do you see? 6. Why is radioactive decay more helpful for determining the age of fossils than absolute dating? 7. Is radioac ve decay always the best for determining the age of a fossil? Why or why not. 8. If a “sample” of pennies contained 75 heads and 25 tails, how many half‐lives would have passed since the “sample” formed. Explain your answer. 9. If each half‐life was 2000, years how many years old would the above sample be? 10. If a “sample” of pennies contained 25 heads and 75 tails, how many half‐lives would have passed since the “sample” formed. Explain your answer. 11. If each half‐life was 2000, years how many years old would the above sample be? 7
AW 16 Name: _____________________________________________________________ Period: _________ Fossil Station Activity Station 1 1. What can a complete fossil record tell us? ●
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Station 2 2. Diagram 1: Identify the layers from OLDEST to YOUNGEST Oldest _____, _____, _____, _____, _____ Youngest 3. Diagram 2: Identify the layers from OLDEST to YOUNGEST Oldest _____, _____, _____, _____, _____, _____ Youngest 4. Diagram 3: ADVANCED: Identify the layers from OLDEST to YOUNGEST Oldest ____, ____, _____, _____, _____, _____, _____, _____ Youngest Station 3 5. Which two layers are the youngest? 6. Which layer at Site 1 happened at the same time as letter Y. 7. Put the layers at Site 2 in order from oldest to youngest. 8. Which organisms are now extinct? 9. Besides extinction why could fossils not be found in a certain layer? ●
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AW 16 Name: _____________________________________________________________ Period: _________ Station 4 10. Complete the following chart Grams of C­14 Number of half lifes Amount of time that has passed (years) 24 0 0 11. How many half lives is the wood? 12. How many years old is the wood? Station 5 13. The following fossil was located 200 miles above sea level on a mountain. Compare its original environment to its current one and explain how it got here. ● Original environment: ● Current environment: ● How did it get here? Station 6 ­ https://www.youtube.com/watch?v=3rkGu0BItKM Watch the Fossil YouTube video and answer the following questions 9. What are two examples of situations where an entire organism might be preserved as a fossil instead of just their bones? ● ●
10. What is a natural mold? 11. If a fossil from millions of years ago is dug up, does it contain bone? Explain why or why not. 12. What are four examples of how fossils become found / exposed to the surface? ●
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AW 16 Name: _____________________________________________________________ Period: _________ Station 7 ­ http://www.amnh.org/ology/features/layersoftime/game.php Procedure ● Go to the Rock Layers game ● Go through the intro ● Select Level 1 ● Once you think you are done, check your work and continue working until you get it correct. ● COMPLETE ALL 3 LEVELS 13. What did you learn from the game? Station 8 1. How does the number of marine families change from 600 to 1 million years ago? (Provide specific numbers) 2. What is the line not straight? Why doesn’t it go on a perfect diagonal? 3. Why are jawless fishes (in the devonian era) no longer found today? 4. How many marine families to do we have today? Station 9 5. How does the Compsognathus compare to the Gallus Compsognathus Gallus 10
AW 16 Name: _____________________________________________________________ Period: _________ Evidence of Evolu on Evolu on • Defini on: – ________________________________________________________ • Takes a Looooong me Results from a change in the ______________ material of an organism – Not acted on at the individual level – Passed on from one genera on to the next Evidence for Evolu on • Similari es of structures in living things – Analogous Structures • ______________ func on • Ex. Used to fly • ______________ structure • Ex. Different arrangement of bones • ______________ origins • Do not have a common ancestor – Homologous Structures • ______________ structure • Same basic arrangement of bones • ______________ func on • Adapted to different purposes • Humans arm is used differently than a whales fin • ______________ origin • Common ancestor – Embryo development (early stages) • Embryos develop similarly in many vertebrates – Ves gial Organs • Inherited structures that no longer serve a func on for the organism • Examples • Hipbone in dolphin/whale • Our appendix • Our wisdom teeth • Shared Ancestry – The fossil record • Found fossils that show slow progression of change – Biogeography • Found animals in isolated islands or environments that ended up being perfect for that area a er genera ons • Where they are now compared to then • Pa erns in different places tell how organisms evolved • Popula ons on different islands all look different… • Originate from a mainland • Ex: Galapagos Islands • Change over me… • Depending on the food source and environment, different birds survived and changed to best fit each island 11
AW 16 Name: _____________________________________________________________ Period: _________ Evolu on Interac ve Go to the following link and follow the instruc ons below. h p://evolu on.berkeley.edu/evolibrary/ar cle/similarity_ms_01 Similarities and Differences 1. Define homology 2. Click on “common ancestor” and write down the defini on 3. Define analogy 4. Click on “convergent evolu on” and write down the defini on 5. PRESS NEXT (Bo om Right) The Tale of the Limb 6. Read the direc ons 7. Play the game (un l you have all 4 limbs on the screen. “It will say play again when you are finished”) 8. PRESS NEXT (Bo om Right) The Tetrapod Limb 9. A tetrapod is an organism that contains vertebrates with sturdy limbs (and not fins), how are all of the tetrapod limbs similar? 10. Scroll down to the bo om 11. Click on each limb to match its owner (write down the correct answers) 12. PRESS NEXT (Bo om Right) Inheriting Homologies 13. Read the page carefully 14. In a family tree, ______________________________________________________________________ 15. In an evolu onary tree, _______________________________________________________________ 16. Define homologous structures 17. PRESS NEXT (Bo om Right) 12
AW 16 Name: _____________________________________________________________ Period: _________ Homologies are Everywhere 18. Give examples of organisms that are obvious homologies ● ●
19. Give examples of organisms that it is not obvious they are homologies 20. PRESS NEXT (Bo om Right) Not all similarity is homologous 21. Scroll down the page and read carefully 22. Homologies are inherited from ____________________________ 23. Define analogous structures 24. PRESS NEXT (Bo om Right) Analogies 25. Scroll down the page and read carefully 26. Are the Sabertooth sculls on the page analogous or homologous? 27. PRESS NEXT (Bo om Right) How do analogies evolve? 28. Scroll down and read 29. What is the advantage of having a streamlined body shape? 30. Are dolphins and sharks from the lineage/ ancestor? 31. Are dolphins and sharks streamlined bodies and flippers analogous or homologous? 32. PRESS NEXT (Bo om Right) Test your understanding 33. Scroll down the page and read carefully 34. Are the “wings” of the sugar gliders and flying squirrels homologous or analogous structures? More Details 35. If you want to see addi onal examples of homology and analogy click the links in the top right corner of your page! 13
AW 16 Name: _____________________________________________________________ Period: _________ Evolu on Sta ons Station 1: 1. What func on do each of the structures in image A and B perform? 2. Complete the chart below Set A Set B Similarities Differences Evidence for Evolution (Analogous or homologous) 3. Which set of wings in more similar? 4. Why? Station 2 5. What func on do each of the structures perform? 6. What similari es do you observe? 7. What differences do you observe? 8. The organism in the picture are ______________ (analogous, homologous) and all have a ______________ (common, different) ancestor. 14
AW 16 Name: _____________________________________________________________ Period: _________ Station 3 9. Describe each organism from the image in the chart below 1st Image Fish ‐
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Very li le detail Curved body Small gill slits near head Longer tail 2nd Image ‐
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Body straightens out Fins and gills start developing Tail elongates 3rd Image ‐
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Head and face develop Fins on back develop Body becomes wider Tail becomes stronger Turtle Salamander Human 10. Why is it important to study the development of an organism star ng from the embryo stage? Station 4 11. Why might a whale have a hipbone if it doesn’t walk or use it for any purpose? 12. A friend or family member goes into surgery and has their appendix removed. Why are they able to live a long healthy life? 13. As you get older the last teeth that come into your mouth are your wisdom teeth. Many people o en have their wisdom teeth removed. Explain why you don’t need them to help you eat? 14. Why do you think we have wisdom teeth if we don’t need them? 15. Provide one more example of a ves gal structure within humans. 15
AW 16 Name: _____________________________________________________________ Period: _________ 16. Explain why the star nosed mole doesn’t have func onal eyes. (They cannot see but s ll survive) Station 5 17. If you just had the fossils from Echippus and Equus would you say they had a common ancestor? 18. Why is it so important to find fossils? 19. How have horses changed over the years? 20. What could have caused the horses to change? Station 6: Biogeography 21. How can being located in a different area change a species? 22. How might a species change over me if it moves to a colder climate? 23. How might a species change over me if it moves to a habitat that is a different color? 24. How might a species change over me if a new predator moves into the area? Station 7: Vestigal Structures → h ps://www.youtube.com/watch?v=rFxu7NEoKC8 25. Do you have the ves gal tendon in your wrist? 26. What animal has the longest palmaris longus muscle? 27. Can you wiggle your ears? 28. Are goosebumps necessary for humans?
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AW 16 Name: _____________________________________________________________ Period: _________ Natural Selec on Notes What is evolution? • Defini on: • ________________________________________________________ • Takes a Looooong me • Results from a change in the ______________ material of an organism • Not acted on at the individual level • Passed on from one genera on to the next Darwin vs. Lamarck Lamarck Darwin Developed 1st idea about how organisms get their traits Developed current idea about how organisms get their traits When an individual organism acquires a new trait __________________________________________ it passes that trait to its offspring All organisms are _______________________________________ and when that organism reproduces the traits get passed on to its offspring Ex. A giraffe wanted to reach a higher tree so it stretched Ex. Giraffes were all born with different heights. The ones with its neck. This longer neck was passed onto the next longer necks were more “fit” and they were able to get addi onal genera on food, survive, and pass on those traits. NO EVIDENCE!!!!!!! Years of evidence! What is natural selection? • Darwins idea! • The process through which members of a species are best suited to their environment survive and reproduce at a higher rate than other less suited members of the species • __________________________________________ • The most “fit” animals will be selected for and will survive. • Species adapt to their environment • Adapta on: A characteris c, a behavior, or an inherited trait • Fitness: How well you are equipped to survive the environment you live in Natural Selection Overproduction When a plant or an animal reproduces it usually creates ______________ offspring than the environment can support Ex. Salmon lay 100’s of eggs but only a few will survive Variation Adaptation Within a species there are _________________________ due to muta ons (change in DNA) Gene c varia ons are passed from one genera on to the next Selection Muta on that makes an individual be er able to survive Gives organism an ______________ Individual organisms with a par cular adapta on will survive long enough to reproduce Adapta on becomes ________________________ in next genera on New Species Evolve from Earlier Species • Specia on: ______________________________________________________________________ • May occur when the environment changes drama cally or gradually • Species can also be isolated if they feed on different things or reproduce at different mes of year 17
AW 16 Name: _____________________________________________________________ Period: _________ Natural Selec on Computer Interac ve h ps://askabiologist.asu.edu/sites/default/files/PepperMoth/pepper‐moths.swf Read the background informa on and answer the ques ons as you go. Life Cycle of the Peppered Moth 1. Why are these moths called "peppered moths?" 2. What animals eat the peppered moth? Impact of Pollution 3. What caused the Industrial Revolu on? 4. What was the Industrial Revolu on's impact on the trees? Why did it impact the trees? ● ● 5. What was causing the different colors in the moths? 6. What is natural selec on? Birdseye View 7. Open the simula on and play the role of the bird in both the dark and the light forest. Try to behave as a bird would behave, choosing the moths that are the most obvious. At the end of each simula on, record the percent of moths captured in the table. Percent Dark Moths Percent Light Moths Light Forest Dark Forest Final Analysis 8. Explain how the color of the moths increases or decreases their chances of survival. ● 9. What would happen if there were no predators in the forest? Would the colors of the moths change over me? Defend your answer? ● ● ● 18
AW 16 Name: _____________________________________________________________ Period: _________ Natural Selection Application Questions 1. Imagine an organism that isn’t the most fit for its environment, in addi on to dying, what can happen to that organism? 2. A species of bird is found on an island and all the birds vary in beak size. A drought hits the island for a few years and most seeds for the birds dry up. The only seeds remaining that grow on the island are the large hard ones. Predict what bird beak size will be selected for star ng a er the drought. 3. A lot of research has gone into the idea that birds are descendants of dinosaurs. At some point, a muta on occurred that made feathers pop up. Why do you think feathers stayed around and wasn’t one of the muta ons that just disappeared a er a genera on or two? 4. O en when you are sick a doctor will prescribe an an bio c to fight off the bad bacteria in your body. Why do we need to create new an bio cs all the me? 5. If you get a flu shot one year why would you need to get it the next year? Why you aren’t s ll protected from the flu? 6. What happens to animals that cannot compete as well with other animals in the wild? 7. Some mes animals that are introduced into an area that they never lived in before, outcompete and endanger resident species, why do you think this happens? 8. If only one species is considered the "fi est", why do we s ll have so many varia ons among species. Why do some birds have very long pointy beaks, while other birds have short flat beaks? 9. How do you think diseases can affect natural selec on? 10. Watch the octopus video and answer the following ques ons. ● Why does the octopus use its adapta on? ●
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AW 16 Name: _____________________________________________________________ Period: _________ 11. There are two types of rabbits: those that strictly eat grass and those that strictly eat berries and flowers. A drought occurs one year, and the plants have difficulty producing any extras (flowers, berries, etc.). What does the rabbit popula on look like in 10 years? Why? 12. Bob believes that giraffes have long necks because they have stretched their necks to try and reach food that is high in trees. Since the parent had stretched its neck, it passed the long neck onto its offspring. Ryan believes that giraffes have long necks because the ones with long necks were able to reach the food, and those with short necks could not and died. The long necked giraffes reproduced, and soon all of the giraffes had long necks. ● Bob → ● Ryan → Use the image below to answer the following ques ons 13. Why is the popula on of mice different in figure 3 than in figure 1? 14. Living things that are well adapted to their environment survive and reproduce. Those that are not well adapted don’t survive and reproduce. An adapta on is any characteris c that increases fitness, which is defined as the ability to survive and reproduce. What characteris c of the mice is an adapta on that increased their fitness? 15. The table below gives descrip ons of four female mice that live in a beach area which is mostly tan sand with sca ered plants. According to the defini on given for fitness, which mouse would biologists consider the fi est? Explain why this mouse would be the fi est. 16. If a mouse's fur color is generally similar to its mother’s color, what color fur would be most common among the pups? 20
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