{"id":214,"date":"2015-07-13T21:57:08","date_gmt":"2015-07-13T21:57:08","guid":{"rendered":"https:\/\/courses.candelalearning.com\/biolabsxmaster\/?post_type=chapter&p=214"},"modified":"2017-11-01T15:39:16","modified_gmt":"2017-11-01T15:39:16","slug":"evolution-and-natural-selection","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-biolabs1\/chapter\/evolution-and-natural-selection\/","title":{"raw":"Evolution and Natural Selection","rendered":"Evolution and Natural Selection"},"content":{"raw":"
\r\n\r\nThe process of biological evolution can be accurately defined as \"descent with modification.\" This definition includes microevolution (changes in allele frequency of a population over time) and macroevolution (the descent of different species from a shared common ancestor over many generations). Evolution relies on four processes that function as the basic mechanisms of evolutionary change:\r\n
    \r\n \t
  1. Mutation.\u00a0<\/strong>Mutations are the ultimate source of variation in a population, resulting in changes in the genetic makeup\u00a0of an individual.<\/li>\r\n \t
  2. Migration.\u00a0<\/strong>The allele frequency of a population can change if members of an existing population leave, or new\u00a0members join.<\/li>\r\n \t
  3. Genetic Drift.\u00a0<\/strong>Genetic drift happens when allele frequencies change due to purely random factors. For example, if a\u00a0person accidentally stepped on a population of beetles and randomly killed all the brown beetles in the\u00a0population, the allele frequency of the population would certainly change, but the cause of the change is\u00a0completely random. This is an example of genetic drift. It is most significant in small populations.<\/li>\r\n \t
  4. Natural Selection.\u00a0<\/strong>Charles Darwin based his theory of natural selection as the driving force for evolution from the following\u00a0observations:\r\n
      \r\n \t
    1. Reproduction.<\/strong>\u00a0Species reproduce in excess of the numbers that can survive.<\/li>\r\n \t
    2. Variation.<\/strong>\u00a0All sexually reproducing species vary in characteristics.<\/li>\r\n \t
    3. Heredity.<\/strong>\u00a0Traits can be passed from one generation to the next.<\/li>\r\n \t
    4. Fitness.<\/strong>\u00a0Those individuals with hereditary characteristics that have survival value, i.e., improved\u00a0fitness, are more likely to survive and reproduce compared with less fit individuals. Be careful here,\u00a0because the word \"fitness\" does not refer to physical fitness or healthiness! This word is being used in\u00a0a very specific way to mean \"successful reproduction.\" Fit individuals make more babies. This is not\u00a0necessarily true of our common use of the word!<\/li>\r\n<\/ol>\r\nPut Darwin's observations together and you get natural selection, a process favoring survival and\u00a0reproduction of the most fit individuals in a population. Natural selection can be viewed as differential <\/strong>reproduction<\/strong>. Individuals with favorable characteristics have a competitive advantage and are more likely\u00a0to pass their genes on to the next generation.<\/li>\r\n<\/ol>\r\nIf these four processes are coupled with reproductive isolation, then speciation (the formation of a new species)\u00a0can occur. Reproductive isolation<\/strong> occurs by some mechanism that can isolate diverging populations so as\u00a0to prevent interbreeding. Given sufficient time, a population that is isolated from the original population can\u00a0diverge physically and\/or behaviorally to the point where it is a distinct species. There is a variety of isolating\u00a0mechanisms that can prevent gene flow from occurring. One example is the presence of geographical barriers <\/strong>such as mountain ranges or islands that prevent gene flow between separated populations.\r\n\r\n<\/div>\r\n
      \r\n

      Part 1: Natural Selection Exercise\u2014Generation 1<\/h2>\r\nThis exercise illustrates the effect of natural selection on populations of predators and prey. Students, in groups\u00a0of four, will represent predators, each with a different adaptation for capturing their prey. The prey will consist\u00a0of different species represented by different colored beans.\r\n

      Procedure<\/strong><\/h3>\r\n
        \r\n \t
      1. Each team of 4 students will count out exactly 100 dried beans of each color.<\/li>\r\n \t
      2. Thoroughly mix the beans and spread them evenly over your \"habitat.\" Your habitat depends on the\u00a0weather.\r\n
          \r\n \t
        1. If the weather is poor, it is dark outside, or your instructor would rather, your habitat will be a tray of\u00a0sediment in the classroom.<\/li>\r\n \t
        2. If the weather is lovely, or your instructor is adventurous, you will do this lab outside. Each team will\u00a0mark off a 1m \u00d7 1m \"habitat\" in the grass using yarn, a meter stick, and wood stakes.<\/li>\r\n \t
        3. All \"prey\" are confined to the habitat, wherever it is!<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
        4. Each student (predator) will have a different feeding apparatus: A fork, spoon, knife or forceps.<\/li>\r\n \t
        5. When everyone is ready, predators will spend 60 seconds capturing prey with their devices and\u00a0depositing them into a cup while obeying the following rules:\r\n
            \r\n \t
          1. Predators must only use their capture device to capture prey.<\/li>\r\n \t
          2. Predators may not scoop prey up with their cup.<\/li>\r\n \t
          3. If predators \"eat\" too much of the environment, they will become constipated and DIE.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
          4. Each predator determines the number of prey captured and records results in Data Sheet:\u00a0Generation 1.<\/li>\r\n \t
          5. Calculate and fill in the remaining statistics on the data sheet (see example\u00a0below).<\/li>\r\n<\/ol>\r\n

            Data Sheet: Generation 1<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
            Population Size<\/th>\r\n100<\/td>\r\n100<\/td>\r\n100<\/td>\r\n100<\/td>\r\n400<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n
            Forceps<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Spoon<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Fork<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            Knife<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
            Total Kills<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            # Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            % Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
            % Total Population<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
            \r\n

            Example of Data Collection and Analysis for Generation 1<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
            Population Size<\/th>\r\n100<\/td>\r\n100<\/td>\r\n100<\/td>\r\n100<\/td>\r\n400<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n
            Forceps<\/th>\r\n\u00a08<\/td>\r\n15<\/td>\r\n22<\/td>\r\n12<\/td>\r\n57<\/td>\r\n14%<\/td>\r\n<\/tr>\r\n
            Spoon<\/th>\r\n14<\/td>\r\n29<\/td>\r\n21<\/td>\r\n18<\/td>\r\n82<\/td>\r\n21%<\/td>\r\n<\/tr>\r\n
            Fork<\/th>\r\n10<\/td>\r\n20<\/td>\r\n14<\/td>\r\n19<\/td>\r\n63<\/td>\r\n15%<\/td>\r\n<\/tr>\r\n
            Knife<\/th>\r\n15<\/td>\r\n30<\/td>\r\n20<\/td>\r\n10<\/td>\r\n75<\/td>\r\n19%<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
            Total Kills<\/th>\r\n47[footnote]8 + 14 + 10 +15[\/footnote]<\/td>\r\n\u00a094<\/td>\r\n77<\/td>\r\n59<\/td>\r\n\u2014<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n
            # of This Bean\r\nThat Survived<\/th>\r\n53[footnote]100 \u2013 47[\/footnote]<\/td>\r\n6<\/td>\r\n23<\/td>\r\n41<\/td>\r\n123[footnote]53 + 6 + 23 + 41[\/footnote]<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n
            % of This Bean\r\nThat Survived<\/th>\r\n53%[footnote](53\/100) \u00d7 100 (6\/100) \u00d7 100[\/footnote]<\/td>\r\n6%<\/td>\r\n23%<\/td>\r\n41%<\/td>\r\n\u2014<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n
            % Total Population<\/th>\r\n43%[footnote](53\/123) \u00d7 100[\/footnote]<\/td>\r\n5%<\/td>\r\n19%<\/td>\r\n3%<\/td>\r\n\u2014<\/td>\r\n\u2014<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
            \r\n\r\n# of This Bean That Survived = population size \u2013 total kills\r\n\r\n% of This Bean That Survived = (# survived\/population size) x 100\r\n\r\n% Total Population = (# survived\/total survived) x 100\r\n

            Part 2: Natural Selection Exercise\u2014Generation 2<\/h2>\r\nThe predator with the lowest capture percentage will go \"extinct\" and will not participate in the next exercise.\u00a0The predator with the highest capture percentage will reproduce itself and the \"offspring\" will participate in the\u00a0next exercise. The surviving prey will also survive and reproduce.\r\n

            Procedure<\/h3>\r\n
              \r\n \t
            1. The person with the lowest capture percentage (as calculated in the previous exercise) will \"die\" and\u00a0turn in their feeding device.<\/li>\r\n \t
            2. The person with the highest capture percentage will reproduce by having the \"dead\" person use their\u00a0same feeding device in the next round.\r\n
                \r\n \t
              1. If the Fork won the first round and the Spoon lost, then in the second round, there will be two<\/strong>\u00a0Forks\u00a0and zero<\/strong>\u00a0Spoons. There will also be one Knife and one pair of Forceps.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
              2. Now the surviving prey will reproduce and double.\r\n
                  \r\n \t
                1. If there are 40 surviving black beans, you will add another 40 black beans to the habitat, so there are a\u00a0total of 80 black beans in the habitat for round 2.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                2. Repeat the procedure you carried out in Part 1. Collect data for Generation 2.<\/li>\r\n<\/ol>\r\n

                  Data Sheet: Generation 2<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                  Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
                  Population Size<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Forceps<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Spoon<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Fork<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Knife<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                  Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
                  Total Kills<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  # Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  % Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  % Total Population<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
                  \r\n\r\nNote: For population size in generation 2, multiply the number that\u00a0survived in generation 1 by two.<\/em>\r\n

                  Part 3: Natural Selection Exercise\u2014Generation 3<\/h2>\r\nThe winning predator will reproduce again and the surviving prey will also reproduce (just like they did in the\u00a0previous exercise). Collect and record new data.\r\n

                  Data Sheet: Generation 3<\/h3>\r\n
                  \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                  Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
                  Population Size<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Forceps<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Spoon<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Fork<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  Knife<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
                  Prey Type<\/th>\r\nBlack bean<\/td>\r\nPinto bean<\/td>\r\nRed bean<\/td>\r\nWhite bean<\/td>\r\nTotal<\/strong><\/td>\r\n% Captured<\/td>\r\n<\/tr>\r\n
                  Total Kills<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  # Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  % Survived<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n
                  % Total Population<\/th>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n
                  \r\n\r\nNote: For population size in generation 3, multiply the number that\u00a0survived in generation 2\u00a0by two.<\/em>\r\n\r\n<\/div>\r\n<\/div>\r\n
                  \r\n

                  Part 4: Pie Chart Analysis of Predator and Prey Populations<\/h2>\r\nNow that you have collected data from three generations of predator and prey populations, you will use the data\u00a0to create a set of pie charts to help you interpret your results. The first pair of pie charts represent the data from\u00a0the original predator and prey populations. Use these examples to create your own charts using your group's\u00a0data.\r\n\r\n\"The\r\n

                  End of First Generation<\/h3>\r\n\"Two\r\n

                  End of Second Generation<\/h3>\r\n\"The\r\n

                  End of Third Generation<\/h3>\r\n\"The\r\n\r\n<\/div>\r\n

                  Lab Questions <\/strong><\/h2>\r\n
                    \r\n \t
                  1. Explain in your own words the process of natural selection.<\/li>\r\n \t
                  2. What conclusions can you draw regarding the effect of natural selection on the predator\u00a0populations in this exercise?<\/li>\r\n \t
                  3. What conclusions can you draw regarding the effect of natural selection on the prey populations\u00a0in this exercise?<\/li>\r\n \t
                  4. What do you predict would happen to both predator and prey populations if the habitat for\u00a0this exercise was changed? Give an example.<\/li>\r\n \t
                  5. Relate the concept of natural selection<\/strong>\u00a0to the process of evolution<\/strong>.<\/li>\r\n \t
                  6. Is natural selection the only way evolution occurs? Explain.<\/li>\r\n<\/ol>","rendered":"
                    \n

                    The process of biological evolution can be accurately defined as “descent with modification.” This definition includes microevolution (changes in allele frequency of a population over time) and macroevolution (the descent of different species from a shared common ancestor over many generations). Evolution relies on four processes that function as the basic mechanisms of evolutionary change:<\/p>\n

                      \n
                    1. Mutation.\u00a0<\/strong>Mutations are the ultimate source of variation in a population, resulting in changes in the genetic makeup\u00a0of an individual.<\/li>\n
                    2. Migration.\u00a0<\/strong>The allele frequency of a population can change if members of an existing population leave, or new\u00a0members join.<\/li>\n
                    3. Genetic Drift.\u00a0<\/strong>Genetic drift happens when allele frequencies change due to purely random factors. For example, if a\u00a0person accidentally stepped on a population of beetles and randomly killed all the brown beetles in the\u00a0population, the allele frequency of the population would certainly change, but the cause of the change is\u00a0completely random. This is an example of genetic drift. It is most significant in small populations.<\/li>\n
                    4. Natural Selection.\u00a0<\/strong>Charles Darwin based his theory of natural selection as the driving force for evolution from the following\u00a0observations:\n
                        \n
                      1. Reproduction.<\/strong>\u00a0Species reproduce in excess of the numbers that can survive.<\/li>\n
                      2. Variation.<\/strong>\u00a0All sexually reproducing species vary in characteristics.<\/li>\n
                      3. Heredity.<\/strong>\u00a0Traits can be passed from one generation to the next.<\/li>\n
                      4. Fitness.<\/strong>\u00a0Those individuals with hereditary characteristics that have survival value, i.e., improved\u00a0fitness, are more likely to survive and reproduce compared with less fit individuals. Be careful here,\u00a0because the word “fitness” does not refer to physical fitness or healthiness! This word is being used in\u00a0a very specific way to mean “successful reproduction.” Fit individuals make more babies. This is not\u00a0necessarily true of our common use of the word!<\/li>\n<\/ol>\n

                        Put Darwin’s observations together and you get natural selection, a process favoring survival and\u00a0reproduction of the most fit individuals in a population. Natural selection can be viewed as differential <\/strong>reproduction<\/strong>. Individuals with favorable characteristics have a competitive advantage and are more likely\u00a0to pass their genes on to the next generation.<\/li>\n<\/ol>\n

                        If these four processes are coupled with reproductive isolation, then speciation (the formation of a new species)\u00a0can occur. Reproductive isolation<\/strong> occurs by some mechanism that can isolate diverging populations so as\u00a0to prevent interbreeding. Given sufficient time, a population that is isolated from the original population can\u00a0diverge physically and\/or behaviorally to the point where it is a distinct species. There is a variety of isolating\u00a0mechanisms that can prevent gene flow from occurring. One example is the presence of geographical barriers <\/strong>such as mountain ranges or islands that prevent gene flow between separated populations.<\/p>\n<\/div>\n

                        \n

                        Part 1: Natural Selection Exercise\u2014Generation 1<\/h2>\n

                        This exercise illustrates the effect of natural selection on populations of predators and prey. Students, in groups\u00a0of four, will represent predators, each with a different adaptation for capturing their prey. The prey will consist\u00a0of different species represented by different colored beans.<\/p>\n

                        Procedure<\/strong><\/h3>\n
                          \n
                        1. Each team of 4 students will count out exactly 100 dried beans of each color.<\/li>\n
                        2. Thoroughly mix the beans and spread them evenly over your “habitat.” Your habitat depends on the\u00a0weather.\n
                            \n
                          1. If the weather is poor, it is dark outside, or your instructor would rather, your habitat will be a tray of\u00a0sediment in the classroom.<\/li>\n
                          2. If the weather is lovely, or your instructor is adventurous, you will do this lab outside. Each team will\u00a0mark off a 1m \u00d7 1m “habitat” in the grass using yarn, a meter stick, and wood stakes.<\/li>\n
                          3. All “prey” are confined to the habitat, wherever it is!<\/li>\n<\/ol>\n<\/li>\n
                          4. Each student (predator) will have a different feeding apparatus: A fork, spoon, knife or forceps.<\/li>\n
                          5. When everyone is ready, predators will spend 60 seconds capturing prey with their devices and\u00a0depositing them into a cup while obeying the following rules:\n
                              \n
                            1. Predators must only use their capture device to capture prey.<\/li>\n
                            2. Predators may not scoop prey up with their cup.<\/li>\n
                            3. If predators “eat” too much of the environment, they will become constipated and DIE.<\/li>\n<\/ol>\n<\/li>\n
                            4. Each predator determines the number of prey captured and records results in Data Sheet:\u00a0Generation 1.<\/li>\n
                            5. Calculate and fill in the remaining statistics on the data sheet (see example\u00a0below).<\/li>\n<\/ol>\n

                              Data Sheet: Generation 1<\/h3>\n\n\n\n\n\n\n\n\n
                              Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                              Population Size<\/th>\n100<\/td>\n100<\/td>\n100<\/td>\n100<\/td>\n400<\/td>\n\u2014<\/td>\n<\/tr>\n
                              Forceps<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              Spoon<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              Fork<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              Knife<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
                              Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                              Total Kills<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              # Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              % Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                              % Total Population<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
                              \n

                              Example of Data Collection and Analysis for Generation 1<\/h3>\n\n\n\n\n\n\n\n\n
                              Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                              Population Size<\/th>\n100<\/td>\n100<\/td>\n100<\/td>\n100<\/td>\n400<\/td>\n\u2014<\/td>\n<\/tr>\n
                              Forceps<\/th>\n\u00a08<\/td>\n15<\/td>\n22<\/td>\n12<\/td>\n57<\/td>\n14%<\/td>\n<\/tr>\n
                              Spoon<\/th>\n14<\/td>\n29<\/td>\n21<\/td>\n18<\/td>\n82<\/td>\n21%<\/td>\n<\/tr>\n
                              Fork<\/th>\n10<\/td>\n20<\/td>\n14<\/td>\n19<\/td>\n63<\/td>\n15%<\/td>\n<\/tr>\n
                              Knife<\/th>\n15<\/td>\n30<\/td>\n20<\/td>\n10<\/td>\n75<\/td>\n19%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
                              Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                              Total Kills<\/th>\n47[1]<\/sup><\/a><\/td>\n\u00a094<\/td>\n77<\/td>\n59<\/td>\n\u2014<\/td>\n\u2014<\/td>\n<\/tr>\n
                              # of This Bean
                              \nThat Survived<\/th>\n                              		53[2]<\/sup><\/a><\/td>\n6<\/td>\n23<\/td>\n41<\/td>\n123[3]<\/sup><\/a><\/td>\n\u2014<\/td>\n<\/tr>\n
                              % of This Bean
                              \nThat Survived<\/th>\n                              		53%[4]<\/sup><\/a><\/td>\n6%<\/td>\n23%<\/td>\n41%<\/td>\n\u2014<\/td>\n\u2014<\/td>\n<\/tr>\n
                              % Total Population<\/th>\n43%[5]<\/sup><\/a><\/td>\n5%<\/td>\n19%<\/td>\n3%<\/td>\n\u2014<\/td>\n\u2014<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
                              \n

                              # of This Bean That Survived = population size \u2013 total kills<\/p>\n

                              % of This Bean That Survived = (# survived\/population size) x 100<\/p>\n

                              % Total Population = (# survived\/total survived) x 100<\/p>\n

                              Part 2: Natural Selection Exercise\u2014Generation 2<\/h2>\n

                              The predator with the lowest capture percentage will go “extinct” and will not participate in the next exercise.\u00a0The predator with the highest capture percentage will reproduce itself and the “offspring” will participate in the\u00a0next exercise. The surviving prey will also survive and reproduce.<\/p>\n

                              Procedure<\/h3>\n
                                \n
                              1. The person with the lowest capture percentage (as calculated in the previous exercise) will “die” and\u00a0turn in their feeding device.<\/li>\n
                              2. The person with the highest capture percentage will reproduce by having the “dead” person use their\u00a0same feeding device in the next round.\n
                                  \n
                                1. If the Fork won the first round and the Spoon lost, then in the second round, there will be two<\/strong>\u00a0Forks\u00a0and zero<\/strong>\u00a0Spoons. There will also be one Knife and one pair of Forceps.<\/li>\n<\/ol>\n<\/li>\n
                                2. Now the surviving prey will reproduce and double.\n
                                    \n
                                  1. If there are 40 surviving black beans, you will add another 40 black beans to the habitat, so there are a\u00a0total of 80 black beans in the habitat for round 2.<\/li>\n<\/ol>\n<\/li>\n
                                  2. Repeat the procedure you carried out in Part 1. Collect data for Generation 2.<\/li>\n<\/ol>\n

                                    Data Sheet: Generation 2<\/h3>\n\n\n\n\n\n\n\n\n
                                    Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                                    Population Size<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Forceps<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Spoon<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Fork<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Knife<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
                                    Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                                    Total Kills<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    # Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    % Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    % Total Population<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
                                    \n

                                    Note: For population size in generation 2, multiply the number that\u00a0survived in generation 1 by two.<\/em><\/p>\n

                                    Part 3: Natural Selection Exercise\u2014Generation 3<\/h2>\n

                                    The winning predator will reproduce again and the surviving prey will also reproduce (just like they did in the\u00a0previous exercise). Collect and record new data.<\/p>\n

                                    Data Sheet: Generation 3<\/h3>\n
                                    \n\n\n\n\n\n\n\n\n
                                    Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                                    Population Size<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Forceps<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Spoon<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Fork<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    Knife<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
                                    Prey Type<\/th>\nBlack bean<\/td>\nPinto bean<\/td>\nRed bean<\/td>\nWhite bean<\/td>\nTotal<\/strong><\/td>\n% Captured<\/td>\n<\/tr>\n
                                    Total Kills<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    # Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    % Survived<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
                                    % Total Population<\/th>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
                                    \n

                                    Note: For population size in generation 3, multiply the number that\u00a0survived in generation 2\u00a0by two.<\/em><\/p>\n<\/div>\n<\/div>\n

                                    \n

                                    Part 4: Pie Chart Analysis of Predator and Prey Populations<\/h2>\n

                                    Now that you have collected data from three generations of predator and prey populations, you will use the data\u00a0to create a set of pie charts to help you interpret your results. The first pair of pie charts represent the data from\u00a0the original predator and prey populations. Use these examples to create your own charts using your group’s\u00a0data.<\/p>\n

                                    \"The<\/p>\n

                                    End of First Generation<\/h3>\n

                                    \"Two<\/p>\n

                                    End of Second Generation<\/h3>\n

                                    \"The<\/p>\n

                                    End of Third Generation<\/h3>\n

                                    \"The<\/p>\n<\/div>\n

                                    Lab Questions <\/strong><\/h2>\n
                                      \n
                                    1. Explain in your own words the process of natural selection.<\/li>\n
                                    2. What conclusions can you draw regarding the effect of natural selection on the predator\u00a0populations in this exercise?<\/li>\n
                                    3. What conclusions can you draw regarding the effect of natural selection on the prey populations\u00a0in this exercise?<\/li>\n
                                    4. What do you predict would happen to both predator and prey populations if the habitat for\u00a0this exercise was changed? Give an example.<\/li>\n
                                    5. Relate the concept of natural selection<\/strong>\u00a0to the process of evolution<\/strong>.<\/li>\n
                                    6. Is natural selection the only way evolution occurs? Explain.<\/li>\n<\/ol>\n\n\t\t\t
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                                      Candela Citations<\/h3>\n\t\t\t\t\t
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