Evolution Lab Essay

Data Tables and Observation: Fill out the data sheet (below) for the experiment and submit with this form. Recording data carefully

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What is evolution? Evolution in modern terms is fairly easy to understand. Evolution is the theory that life on earth began with a single celled organism that lived more that 3.5 billion years ago that slowly evolved into

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1. Evolutionary theory describes how populations change over time due to changes in the gene pool. There are several mechanisms that can change a gene pool and allow evolution to occur. Natural selection, mutation, gene flow and genetic drift are some of the driving forces behind evolutionary change. Natural selection and genetic drift are the mechanisms that decrease genetic variation, whereas gene flow and mutation are the driving mechanism to increase genetic variation. Natural selection is basically the understanding that the environment can not support unlimited population growth, and not all organisms are able to reproduce to their full potential due to trait variation. For example, a black fly may

The course dates back to centuries and we all have learnt the gist of evolutionary biology, including Darwinism, natural selection, genetic variation and more. But what would make the course a little better is to include some articles like the one used in this paper. After reading the extended evolution paper, I browsed around the science alert website and saw a couple of interesting articles that could of be integrated in our course. This being said, students would have a more up-to-date knowledge of evolution and have a better time understanding the material if newer information is incorporated with the older information taught in

n class we leaned about Darwin finch and his finch theory of evolution. For this lab report. To begin the lab report I included an into introduction, in my introduction I discussed evolution. Every living species gose thorgh evolution or must evolve in order to survive. Evolution helps living things adapt to new enviourments.

The definition of evolution is that species over time will change. They will start to adapt over time and become a new species. You see this happening throughout the world and over the course of our planets history. In this lab we will be testing different hypothesis and observing them to make conclusions if they can be justified or not. There are three different parts first is the Artificial and Natural selection, the second is the fossil record, third is comparative anatomy, biochemistry, embryology and the last is Biogeography.

In lab 2 we are using computer simulations to investigate the four forces of evolution. The four forces of evolution include mutation, gene flow, genetic drift and natural selection. Mutation is a way for new alleles to be introduced into the population and is completely random. Gene flow is when a group of individuals migrate into a new population and bring with them new alleles like mutation this can also be random. Genetic drift is when alleles are taken out of a population because of some random occurrence unrelated to the alleles like a natural disaster etc.

1 - Evolution occurs in a population over many generations, which usually means we would not live long enough to see the outcome of it. However, in species where the lifespan is short and succeeding generations spring up in a short time, observing evolution is possible. Such a species favoured by scientists working in labs would be the fruit fly Drosophila melanogaster. One study was able to evince signs of evolution in a population which had been selected for resistance to drought conditions. Of course, while the experimenters artificially imposed conditions on the Drosophila populations to compel artificial selection, it does not affect the validity of the observations. Outside the lab, it is merely

The purpose of Martin and Dawson’s presentation was to inform students about the evolutionary process and to share how evolution works through the process of natural selection. The presentation was also to inform students about how the view of the evolutionary process has changed.

We did a Exploring Change activity what got us thinking about how might evolution work, so half the class got tomatoes and the other s half got green peppers and we conducted a experience with populations. We also made a model to help and show us how long it took us to populate the planet with how many generations. We used the underlying factor of more offspring are born than can survive or reproduce. In part b with exploring change we did an activity called celebrate diversity, which we measure beans and see if they vary. Variations exist within populations and some variation is passed on to the next generation. These underlying factors helps us determine how evolution works in these

Construct a 10m by 10m quadrant with the aid of a measuring tape and record the total population of a specific species (e.g. Allocasuarina .v) within this area.

: This experiment did not support the hypothesis that the isopods would choose the damp dirt over the dry grass. The isopods started out choosing the damp dirt, but as the time expired the isopods went on to choose the dry grass. The isopods may have chosen the dry grass over the damp dirt, because the dirt did not provide enough shelter, the dirt was too wet, or the isopods needed food. To make the experiment more effective the groups could've used less grass, got more nutrient rich soil, got a bigger chamber, put food in the environments, and left the isopods in the environments longer. The outcome of this experiment really shocked the group and it was not what the group expected. More reasearch and supplies would be very helpful to future

For me, finding the various types of invertebrates in general was interesting. I especially found the small invertebrates that were camouflaged and attached to the rocks fascinating. I think it is amazing that so many life forms, ones that are incredibly important to an entire ecosystem, can exist in such a small