Biology Lab Report - Natural Selection

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Apr 3, 2024

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Ben O’Connor Biology Lab Report- Natural Selection Mrs. Jenkins - SVA Lab Report: Natural Selection Purpose : To explore natural selection using a laboratory simulation. Question : What is the effect of the type of food available on the frequency of different types of bird beaks? Hypothesis : If the type of food available changes, then the frequency of beak types will change, because birds with beaks more suited to the available food will be more successful over time. Variables Independent Variable: type of food available Dependent Variable: frequency of each type (size and shape) of beak Materials: None, assignment was completed virtually, but if done in classroom you will need: 2 forks, 2 spoons, 2 knives 100 sunflower seeds per trial (500 total if not reusing them) 100 raisins per trial (200 total if not reusing them) 100 grains of rice per trial (500 total if not reusing them) Tablecloth (can be placed on the floor or a large table) 1 cup to collect and store the food Lab Procedure: Lab Procedure Summary : You will simulate three flocks of birds with three different beaks. The birds will compete for three types of food. As they feed, the flocks will change in size over generations. You will repeat this process (with identical flocks) with only two types of food. This will allow you to compare results after the third generation. Step 1: Gather Materials Gather materials noted above. Step 2: Simulate Birds with Three Beak Phenotypes Each flock of birds will have a different beak phenotype. Flock X will have pointed, piercing beaks that are good at piercing. Flock Y will have strong, spoon-like beaks. Flock Z will have thin pinching beaks. If doing this in the classroom, the class should divide into three equally sized “flocks.” Each student should obtain a plastic cup to represent the bird’s stomach and one of the “beaks”: Flock X: pointed, piercing beaks (pairs of forks) Flock Y: strong, spoon like beaks (pair of spoons) Flock Z: thin pinching beaks (pair of knives) Note : if the lab is being completed virtually, omit the steps in ‘ green and follow the instructions presented through the virtual assignment. The steps in ‘ green ’ explain how to simulate the bird beaks and food in a classroom setting.
Ben O’Connor Biology Lab Report- Natural Selection Mrs. Jenkins - SVA Step 3: Simulate an Environment with Equal Amounts of Insects, Seeds, and Fruit You will virtually simulate a field with 300 pieces of food—100 seeds, 100 pieces of fruit, and 100 insects. In the classroom, lay out the food below at random on a large tablecloth. 100 seeds (sunflower seeds), 100 pieces of fruit (raisins), 100 insects (grains of rice) Determine the following: Step 4: Simulate Feeding The birds will use their beaks to pick up as much food as they can. In the classroom: a) Gather around the edge of the tablecloth, mixing the three groups fairly evenly. b) Pick up food pieces only with your tool, using the pair of utensils in one hand, simulating the action of a beak. c) Pick up one piece of food at a time and put it in your cup (“stomach”) before picking another piece of food. d) Keep your body off the tablecloth and pick up food only within your reach. e) Start only when the teacher says “Go” and finish when all food has been “eaten. Step 5: Compile Data and Compute Totals In data Table A, record the number of pieces of each type of food that each flock ate (as a group). Then compute the totals for each flock. In the classroom, count the pieces of each food type in your own cup and add the results with others in your flock to obtain totals. Then ask other flocks to share their data. Record all totals in the data table. Step 6: Use the Data to Model the Sizes of the Flocks in the Second Generation The flock that ate the most will be the most successful at breeding, increasing in size. The flock that ate the least will shrink in size. You will use each flock’s food percentage as its population percentage in the next generation. a) First compute the row of the table titled “Percentage of Food Eaten” using a calculator. Check your computations by making sure that the total percentage is 100%. Which flock will be able to eat the most? The least? Why? Record a prediction on the data sheet. Prediction : Flock X would eat the most simply because their beaks look like they would be best at eating all food types. Flock Z would eat the least because their beaks are thin, so they probably can’t eat much at a time.
Ben O’Connor Biology Lab Report- Natural Selection Mrs. Jenkins - SVA b) Then, multiply each food percentage by the total number of birds (students = 30 ). A calculated value where the decimal is less than 0.5 (<0.5) indicates the offspring will not have enough food to survive and will not be in the population, therefore, round down for the total number of birds. A calculated value where the decimal is greater than or equal to 0.5 (≥0.5) will have enough food to survive in the population, therefore, round up for the total number of birds. Record the number in the last row of the table on data Table A. Once calculated, set up the new flocks based on these numbers. Reassign students to a different flock to account for the changes in the population numbers. Step 7: Simulate Feeding Again Select ‘Start Feeding’ Step 8: Compile Data and Compute Totals In the data Table B, record the number of pieces of each type of food that each flock ate (as a group). Then compute the totals for each flock. In the classroom, count the pieces of each food type in your own cup and add the results with others in your flock to obtain totals. Then ask other flocks to share their data. Record all totals in the data table . Step 9: Determine the Sizes of the Flocks in the Third Generation The flock that ate the most will be the most successful at breeding, increasing in size. The flock that ate the least will shrink in size. You will use each flock’s food percentage as its population percentage in the next generation. To calculate follow calculation instructions in Step 6, items a and b. Step 10: Simulate an Environment with Equal Amounts of Insects and Seeds, But No Fruit You will virtually simulate a field with 300 pieces of food—150 seeds and 150 insects. Repeat steps 2-5 using only the insects (150 grains of rice per trial) and the seeds (150 sunflower seeds per trial). Determine the following in the prediction above Table C and Table D : Step 11: Simulate Feeding Again Select ‘Start Feeding’. Step 12: Determine the Sizes of the Flocks in the Second Generation The flock that ate the most will be the most successful at breeding, increasing in size. The flock that ate the least will shrink in size. You will use each flock’s food percentage as its Which flock will be able to eat the most? The least? Why? Record a prediction on the data sheet. Prediction : Flock X was more successful at feeing in the previous experiment, so Fock X will have the greatest number in the 2 nd generation. Flock Z was least successful at feeding and will shrink the most.
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