stickleback evolution lab worksheet answers

The resource has connections to HS-LS2-2. Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations. Hhmi Stickleback Lab Answer Key PDF, ePub eBook, This interactive modular lab explores how stickleback fish and fossil specimens are used to study evolutionary processes with an emphasis on data collection and analysis in this lab students learn and apply techniques for analyzing the forms and structures of organisms in particular the pelvic structures of the threespine stickleback fish gasterosteus aculeatus a model organism . The lab includes several short videos explaining research methods and the evolutionary history of the stickleback fish. In the first experiment students analyze the pelvic structures of stickleback populations and compare two freshwater populations to one another (one lake has large predator fish, the other does not) and to marine stickleback fish. Students would benefit from completing the virtual lab together with a partner (as suggested in the resource). In the first experiment students analyze the pelvic structures of stickleback populations and compare two freshwater populations to one another (one lake has large predator fish, the other does not) and to marine stickleback fish. VIRTUAL STICKLEBACK EVOLUTION LAB.docx, Stickleback Evolution Virtual Lab _ HHMI's BioInteractive2.pdf, Stickleback Evolution Virtual Lab _ HHMI's BioInteractiveq2.pdf, American Public University • SCIN130 SCIN131C00, Northern Virginia Community College • BIO 256, Columbia Southern University • ETHICS 101, University of Illinois, Urbana Champaign • ECON 203. The activity also provides connections to performance expectations of other high school life science standards. This virtual lab teaches skills of data collection and analysis to study evolutionary processes using stickleback fish and fossil specimens. For this experiment, the null hypothesis was that there should be no preferred bias in pelvic asymmetry. As students analyze the data from different stickleback populations they explain the difference in pelvic structures based on the presence of predatory fish as well as the geographical isolation by freshwater lake populations from the marine population. Comments about Including the Disciplinary Core Idea Explanations of the correct and incorrect answer choices are provided, once the student has answered the question. Multiple resources/video clips are embedded throughout this lab. The virtual lab has the capability to keep track of individual students’ progress. a left bias as with a right bias. Study Guide –Evolution Unit. The virtual lab has a feature build in to help students decide whether or not they have accurately scored the fish by providing results from scientists who scored a larger sample, so that students can compare it to the data they collected in the virtual lab, before they proceed to data analysis. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. The lab includes several short videos explaining research methods and the evolutionary history of the stickleback fish. Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers. Students work with a partner when completing the virtual lab and discussing answers to the quiz questions, followed by a large group discussion, facilitated by the teacher. Students complete three experiments, each focusing on changes to the pelvic girdle and pelvic spines of freshwater stickleback populations. They analyze their data to determine the rate at which pelvic reductions evolved. Multiple resources/video clips are embedded throughout this lab. Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. The activity also provides connections to performance expectations of other high school life science standards. Assessment does not include allele frequency calculations. Two versions of student worksheets at two levels (basic, advanced) are provided, which can be used to help guide students through the process of completing the virtual lab, and allow the teacher to differentiate instruction. Working through the virtual lab provides students with the opportunities to develop an understanding on how the process of natural selection leads to the adaptation of populations over time, as they are engaged in the practice of analyzing and interpreting data, comparing pelvic structures of modern and fossil specimens of threespine stickleback fish. This virtual lab provides students with multiple opportunities to work towards meeting the performance expectations. that the results are probably not due to pure chance. BASIC WORKSHEET STUDENT HANDOUT The Making of the Fittest: Natural Selection and Adaptation The Making of the Fittest: The Making the Fittest: Natural Selection and Adaptation Evolving Switches, Evolving Bodies Berencia Fore (@02715465) THE VIRTUAL EVOLUTION STICKLEBACK LAB As you complete each part of the virtual lab, answer the questions below in the space provided. Assessment Boundary: none. Assessment Boundary: none. lends authenticity to this virtual laboratory experience. Students explore the connections between the development of the pelvic asymmetry and genetics. The student activity also includes tutorials, which prepare students for the three virtual experiments, as well as graphing tasks, and data analysis questions/quizzes. The virtual lab provides the opportunity for students to study evolutionary processes using stickleback fish and fossil specimens. What can we infer from rejecting the null hypothesis in this particular experiment? This hypothesis can be rejected for both Bear Paw Lake and, Coyote Lake. It supports students in developing and applying the component ideas of Natural Selection and Adaptation while collecting and analyzing data and interpreting the results. This virtual evolution lab utilizes data collection and analysis to allow students to study evolutionary processes using modern stickleback fish and fossil specimens. To strengthen students’ engagement in the practice of analyzing and interpreting data, the teacher can include a summary writing assignment or an oral presentation to supplement the existing multiple choice questions. Your answer: D Experiment 3: Chi-Square Analysis Your Score Totals Bear Paw Lake Coyote Lake Left bias: 18 20 Right bias: 2 0 Your Chi-Square Calculations Lake Population x² df p Bear Paw Lake: 12.8 1 0.01 Coyote Lake: 20 1 0.01 1. Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. 50:50) can be rejected for Bear Paw Lake and Coyote Lake. It supports students in developing and applying the component ideas of Natural Selection and Adaptation while collecting and analyzing data and interpreting the results. Welcome to the Stickleback Evolution Lab. Assessment is limited to basic statistical and graphical analysis. In the stickleback virtual lab students reflect on the effect of geographic isolation and the presence/absence of predators on the pelvic structures of stickleback fish. lends authenticity to this virtual laboratory experience. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development. In that way the virtual lab connects aspects of Practice 3 (Planning and Carrying out Investigations) with Practice 4 (Analyzing and Interpreting Data) in an authentic way. While it is not necessary that students watch every single one of the video clips, watching them provides the students with a fuller picture of not only the unfolding conceptual storyline, but also of the work of scientists. Start studying Lab 5: Stickleback Evolution. In the three experiments students analyze the pelvic structures of living stickleback populations from lakes and compare freshwater populations to one another and to marine phenotypes, analyze the pelvic structures of fossil sticklebacks from populations that lived 10 million years ago to determine the rate at which pelvic reduction can evolve, and measure the differences between the left and right sides of the pelvis in living stickleback populations to explore the connection between anatomical change and genetics. HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Then students are provided with a choice to graph the results using their own graphing software (students could also graph the data by hand if desired) or have the virtual lab software graph the data for the students, allowing the instructor to make decisions to what extend to emphasize graphing skills. Students virtually analyze the pelvic structures of the threespine stickleback fish, using photographs of living fish and fossil specimens.

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