Bbc documentary overpopulated

Biology Lab: Forces of Evolution

Question 1

Report the calculated survival frequencies (these will be in decimal form) of each phenotype of shell bugs at each generation for Exercise 2A and 2B. Two simple tables would be preferred.

Question 2

The procedure asked you to graph the survival frequencies of the two phenotypes of shell bug for the two different sized populations. Look at the two graphs that you plotted for Exercise 2A and 2B. Consider their similarities and differences. Explain how genetic drift effects the phenotype proportions differently in the large (150) population and the small (50) population. Do the different phenotypes trend steadily up or down or do they fluctuate? Do they stay the same over the generations? Consider each of these question for each sized population.

Question 3

Write a Discussion/Conclusion to Exercise 1. An appropriate discussion is a paragraph or two that includes identification and restatement of the hypothesis, a sentence that definitively states whether or not your data supported (NOT PROVED) your hypothesis followed by specific examples from your data that defends that statement of support of lack of support. There should be an explanation of the concept being investigated (how predators can influence a phenotype frequency), and finally describe anything that occurred during the experiment that may have biased your results (i.e. trouble with calculations, dog ate your data sheet, children at your shell bugs, etc.) This question is worth 4 points. You should have at least four sentences.

Question 4

Evolution is defined in your lab procedures a "changes in the frequency of a particular phenotype over several generations". Look at your data table for Exercise 1. Did your population of shell bugs should undergo evolution. How do you know?

Question 5

What "force" or mechanism for evolution is demonstrated in Exercise 1?

Question 6

Report the calculated survival frequencies (these will be in decimal form) of each phenotype of shell bugs at each generation of Exercise 1. A simple table format would be preferred.

Question 7

From reading your procedures and textbook on the topic, what size population, large (150) or small (50) is more likely to be influenced by genetic drift? Did your results reflect this?

Question 8

Some examples of "artificial" selection might be

a. development of "tea-cup" poodles

b. the creation of dinosaurs that occurred long ago

c. development of drought-resistant corn

d. breeding of race horses

e. breeding of hairless cats

Question 9

Genetic drift is most significant for ____ populations.

a. small

b. all of these are equal

c. medium-sized

d. large

Question 10

How would biologists determine if a population is evolving?

Question 11

Biologists consider evolution to be

a. just a theory

b. some relatively insignificant thinking

c. a fundamental part of the biological sciences

d. a hypothesis

Question 12

Genetic drift is defined as random changes that can occur in a population's allele frequency. In this case, _______________ would not play a role in the reproductive success of individuals

a. bottleneck affect

b. different phenotypes

c. inbreeding

d. storms and other natural disasters

Question 13

Charls Darwin suggested _______________ as a mechanism that causes evolution.

a. artificial selection

b. natural selection

c. genetic drift

Chapter 16 Ecology(Biology)

Question 1

Describe a mutualistic interaction between two (or more) species.

Question 2