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Investigating Evolution Purpose: In this activity, you will be simulating one mechanism for evolution that models the principles of natural selection. Read through the lab handout to determine what the purpose of the lab is. Pre-lab Preparation: In your lab book, complete the pre-lab. This includes a brief introduction, work cited, the purpose (in your own words!), a hypothesis (if-then statement), a prediction for each habitat type, procedure (flow chart format), and set up for results (all data tables are to be included and made with a ruler). Materials (per group): 1 plastic bag labeled “Beginning Population” 6 plastic bags (1 of each type of beans-brown pinto, white, red, black, lentils, and yellow split peas), representing the prey 1 piece of fabric, representing the habitat 2 forceps Procedure: 1. In your group, pick a “game warden”; the other three members will be the predators. 2. The game warden will pick up one bag containing the habitat (piece of fabric) and prey (bean types) to use in this experiment. Also pick up 2 forceps for the predators to use. 3. Pick 20 beans from each bag and add them to the plastic bag labeled, “Beginning Population”. Each type represents a different species. Record the total number of prey in your data table. 4. Lay flat the habitat in the center of your group. 5. The game warden will tell the predators to turn away from the habitat. The game warden will then spread the prey in the “Beginning Population” across the habitat. He/she then tells the predators to turn around and gather prey, ONE AT A TIME, using a forceps. The predators must stop when the game warden says, “STOP” after 20 seconds. 6. After the hunting is stopped, students should determine how many prey are left in the habitat. Count the number of each type of prey that the predators have captured. Subtract the number of captured prey from the starting number; this is the number left in the habitat. The game warden is responsible for recording these data in the data table 1. 7. To simulate reproduction among the prey, add 3 beans for each remaining bean of every type. These beans, obtained from the bags containing extra beans, represent offspring. (surviving number X 3 = offspring to be added to the environment) 8. Repeat the predation using the second generation of beans (Start # for Gen. 2 = survivors from 1st generation plus new offspring). Again, record the number of remaining (surviving) prey for the second generation. 9. Repeat the simulation of reproduction among the surviving prey as before. Instead of having the predators hunt again, you may simply calculate the number of individuals that would be in the third generation’s start population. 10. Share your data on the board, so that the class can get your data. Copy this data in tables 2a and 2b. For each habitat, calculate the average number of surviving prey during each generation. Record averages in data table 3a and 3b. [NOTE: Tables 3a and 3b are the tables that will be included in your technical paper. However, as they are the only tables in your paper, you will refer to them in your paper as table 1 and table 2.] 11. Re-sort the types of beans into the appropriate bags. Groups will lose 10% of their lab grade for each bag that get mixed up! Table 1: Group Data of Surviving Prey for each Generation in _________________ -colored Habitat. Number of prey for each generation Species 1 2 3 Start # Surviving Start # for Surviving Start # for Gen. 3 for Gen. 1 # Gen. 2 # Black 20 Red 20 Pinto beans 20 Lentils 20 White 20 Yellow 20 Table 2a: Class Data of Prey for each Generation in Light-colored Habitat. Surviving Number of prey for each generation Species 1 2 Start # for Generation 3 Black Red Pinto beans Lentils White Yellow Table 2b: Class Data of Prey for each Generation in Dark-colored Habitat. Surviving Number of prey for each generation Species 1 2 Start # for Generation 3 Black Red Pinto beans Lentils White Yellow Table 3a: Average Number of Prey for each Generation in Light-colored Habitat. Average Number of prey for each generation Species 1 2 3 Surviving # Surviving # Start # for Gen. 3 Black Red Pinto beans Lentils White Yellow Table 3b: Average Number of Prey for each Generation in Dark-colored Habitat. Average Number of prey for each generation Species 1 2 3 Surviving # Surviving # Start # for Gen. 3 Black Red Pinto beans Lentils White Yellow 12. For each habitat, use graph paper to construct a bar graph representing your data. You must have one graph for each habitat. They should look similar to the following: Axis labels Number of prey Chart heading Number of prey surviving each generation in light-colored habitat red 40 purple 30 white 20 brown 10 blue 0 key green 1 2 generation 3 yellow Bar graph of data for each generation Post-lab preparation: Post-lab includes 2 graphs (see details above), the analysis questions (questions and answers), and a well-written conclusion (see details below). Analysis: Study the bar graphs of each generation. Answer the following questions. 1. Which, if any, types of prey survived better than others in the second- and third-generation populations? 2. What might the reason be that predators did not select these types as much as they did other types? 3. What effect did capturing a particular type of prey have on the numbers of that type in the following generations? 4. Imagine a real-life predator-prey relationship and write a paragraph that describes how one or more characteristics of the predator population or the prey population might change as a result of natural selection. Conclusion: Write a well-written conclusion that summarizes your understanding of biological evolution as explained through natural selection. Restate your hypothesis. State if the hypothesis was supported or not supported. Relate your results back to your hypothesis. Refer to the actual results (class averages) and include analysis of the data in your explanation. Explain why the data makes sense or not. Then explain possible errors groups may have made that could have affected the class averages.