Ap Biology Unit 5 Lab Report

To set up this experiment, two twenty-five gallon aquariums, 3 petri-dishes, 200 flies, rotten bananas, and yeast were used. The bananas chosen to be an accelerant for the growth of the yeast and were frozen so they would be easier to cut. The yeast was used because the drosophila melanogaster prefer this as a food source.  The vestigial and wild type flies were sexed (to determine their sex), sorted, and counted.  An initial population size of 100 total flies was decided so that it would be easier to determine the phenotypic percentage of the total population. Fly paper was placed in one of the sets of cages to impose a method of natural selection as well as the sexual selection which is being solely tested by the other set of cages.

• Be able to use the terms variation, adaptation, natural selection, and evolution as they apply to this and

The second hypothesis for this lab is that, when red flour beetles are placed in the center of the petri dish with sugar on one side and white flour on the other, then more beetles will go to the preferred substrate. Our prediction is that the white flour side, again, will be the preferred substrate and occupy more red flour beetles. The null hypothesis is that there will be no preference between the two

Discussion The Darwinian Snails experiment provided theoretical models that virtually demonstrated important factors when observing natural selection through the introduction of a non-native predator to a population, in which the predation produced various outcomes due to the presence or absence of natural selection. The experiment is based on the flat periwinkle snail population when exposed to the non-native predator the European green crab. When natural selection is occurring with genetic inheritance, the crab population prey on the snails with the thinner shells, which consequentially leads to the increase of the thicker shelled flat periwinkle snail offspring, due to the elimination of the thinner shelled snails.

The predator populace in the earth populace is developing, while the predator populace in the grass is not advancing as quick. Everybody and each living thing are always advancing; in any case, since the knifes in the earth populace could outlast the forks, dissimilar to in the grass specialty, they are developing quicker. The spoons still ruled over all, surrendering the opposition over to the blades and forks. Table 2a obviously demonstrates that the knifes cooperated better, or were forceful in their approach of attempting to survive longer, and making more eras. Similar phenotypes were not supported in both the grass and soil populaces on the grounds that distinctive results came to be. On the off chance that the knifes just murdered off the forks in the grass segment, then the phenotypes would have been the same. The way that the knifes adjusted their nourishment on their mouths and afterward ate it was a key make, that drove them beat the forks. Since in the grass segment the forks likewise could defeat the do not have that their mouths stalled out within the individual clear out.

Introduction For the past few weeks in Biology 107, the class has been touching on the subject of evolution and how it is brought about through various processes. Evolution is a concept that has been researched extensively for over a century now and continues to bring interesting findings day after day. According to the Hardy-Weinberg law (a principle that contributes to the understanding of evolution) first introduced by Godfrey Hardy and Wilhelm Weinberg states that there are five possible agents of evolutionary change, including: natural selection, genetic drift, mutations, gene flow, and nonrandom mating. Nonetheless, the mechanism of interest for this particular lab is natural selection.

The purpose of this lab is to better understand the process of natural selection and its effects on a population by conducting a stimulation. The stimulation consist of predators (students with either a spoon, fork or a knife) and prey (different types of beans). Furthermore, students will be able to determine how phenotype (bean color and utensil used by the predators) influences natural selection. Students will also demonstrate their quantitative skills by determining the predator survival and reproduction, bean survival and reproduction, and by calculating the total percent of the population. Additionally, students will be able to identify the occurrence of evolution by natural selection after the end of generation three. Moreover, students

In a particular species of insects, you observe that over the last 300 years, the color pattern has alternated from being overwhelmingly blue with a few orange and red forms to the current parent where the orange and red forms are dominant and there are only a few blue specimens. What type of natural selection may lead to this

In the experiment, evolution by natural selection occured in each bead color population. Over the course of the trials, the yellow stood out the most on the red grasslands while red stood out in the yellow meadow. Because of the different colors and textures of the habitats different amounts of each color bead were eaten. For example, in the yellow meadow there were 12 yellow beads left in generation three, while in the red grassland only 2 yellow beads were left. Of the feeding types, the spoon became more and more common as it was being naturally selected to survive as opposed to the knife and fork, both of which decreased or remained constant throughout the three generations on both the meadow and grassland.

Evolution which is the ability of alleles to change within a population over time can be explained by many different forces. While some research demonstrates that variation within a population are sometimes due to survivorship (natural selection) in other scenarios, that variation happens by chance alone (genetic drift). This research focuses on the fact that natural selection and genetic drift as forces of evolution can explain the changes in an allele overtime because they are both forces of evolution. Natural selection and genetic drift were studied using beans as difference in an allele (variation of an allele in the population). It was found that in natural selection, alleles that blend well with the environment tend to survivor more. In genetic drift, some alleles are more likely to go extinct in smaller population faster than in a larger generation. These findings suggest that natural section and genetic drift as forces of evolution can explain changes in allele within a population.

In chapter two, the class learned about natural selection: the primary mechanism of evolution. For example, two types of birds inhabit an island. One type of bird has a strong beak, great for cracking the shells of nuts (the main food source on the island). The other species has a weak, small beak and struggles to find a consistent food source. Eventually, the bird with the smaller beak will die out, and the other birds with the stronger beak will continue to survive. If a gene or characteristic allows an animal to adapt to the environment, then it is considered successful and will be passed on to the next generation. Certain characteristics, such as a strong beak, can allow a species to survive a catastrophe. Another form of an adaptation

Since the Earth’s birth, this is about 4.6 billions years ago animals have faced massive obstacles in sustaining life due to unforgiving environmental conditions. As a result, only few animals have survived while the other 99.9% have became extinct (Deep Time 2001). The mechanism that allowed the 0.1% to outlive the unfortunate is evolution. In a broader picture, it can be described as a change in a population’s appearance over generations. More specifically, evolution it is a change in the genetic makeup of a population over time that is a consequence of mutations, crossing over, or independent assortment. Moreover, this change brings about a positive impact in the population as seen in Finches, which evolved to have stronger beaks in response to harder foods (Yoon 2007). The spread of stronger beaked finches was a product of natural selection; a process by which better-adapted animals survive to produce offspring, while other animals lacking certain advantages will not

Biological fitness is fundamental to the evolution of species. It is defined both by survival and reproductive success, determined by the contribution to the gene pool of the next generation. Accordingly, the individual that lives the longest and produces the most fertile offspring has the highest fitness. Fitness is hereditary, genetically based, and phenotypically expressed. Natural selection acts on the translation of phenotypic trait variation to maximize performance, to improve and protect the highest fitness state and allow it to go towards fixation. The modification in the genetic makeup of a population over time correlates with an increased average fitness. However, evolution is not linear. Every behavior, every feature

The trait that is most beneficial is, quite literally, selected to be passed on to the offspring of the organism. There are two types of evolution: macroevolution and microevolution. Microevolution is a shift in allele frequency within a population, and

“If no such variations exist, the population rapidly goes extinct because it cannot adapt to a changing environment” (O’Neil, 1998-2013). Scientists call this reproductive success. “Within a specific environment context, one genotype will be better than another genotype in survival or reproduction for certain reasons having to do with the way its particular features relate to the environment or relate to other organisms within the population” (Futuyma, 2000-2014). The theory of evolution is explicable through various kinds of scientific research.