Natural Selection Activities. Life Cycle of the Peppered Moth: Navigate through this section to answer the following questions.

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1 Natural Selection Activities Biology Name Date Block Directions: Go to peppermoths.weebly.com. Open the simulation and play the role of the bird in both the dark and the light forest. Try to behave as a bird would behave, choosing the moths that are the most obvious. At the end of each simulation, record the percent of moths captured in the table below. Life Cycle of the Peppered Moth: Navigate through this section to answer the following questions. 1. Describe what the peppered moth looks like. Why are they called peppered? 2. Describe 2 adaptations that adult peppered moths have to avoid predators and label what type of adaptation it is. 3. Explain the relationship between lichen and the peppered moth. 4. Describe how larval peppered moths avoid being eaten. Pollution and Peppered Moths: Navigate through this section to answer the following questions. 1. What unusual thing did RS Edleston discover in 1848 and why was it unusual? 2. What did scientists become curious about? 3. What is the Industrial Revolution and describe the impact the Industrial Revolution had on trees in the forest?

2 4. Describe 2 ideas that scientists had about the moths color. 5. Explain how peppered moths get their color. 6. How does natural selection lead to changes in species? 7. Explain how peppered moths are an example of natural selection Kettlewell s Experiments: Navigate through this section to answer the following questions. 1. Describe Dr. Kettlewell s Experiments and how they proved that natural selection was the cause for change in moth coloration. 2. Which of Dr. Kettlewell's truths is not correct? Explain Bird s Eye View 1. Describe the starting conditions in the simulation. 2. What role will you play in the simulation? 3. Select Light Forest and eat as many moths as you can in 1 minute: a. Record the results: % light colored moths b. % dark colored moths. 4. Select Dark Forest and eat as many moths as you can in 1 minute: a. Record the results: % light colored moths b. % dark colored moths.

3 5. Create a bar graph for the Light Forest scenario and a bar graph for the Dark Forest scenario. In each graph be sure to represent initial and final population percentages for both light and dark moths Analysis: 1. What did the experiment show about how prey are selected by predators? 2. Which colored moths are best adapted to an unpolluted environment? Use your results to support your answer. 3. Which colored moths are best adapted to a polluted environment? Use your results to support your answer. 4. What would happen if there were no predators in the forest? Would the colors of the moths change over time? Defend your answer.

4 5. Think of one real-life predator/prey relationship (not birds and peppered moths). Below, write down the relationship you selected. 6. Describe how one characteristic of the prey population might change because of natural selection. 7. Explain how one characteristic of the predator population might change because of natural selection 8. Explain what biological evolution means using the following terms and ideas: adaptation, population, natural selection, variation, species, and mutation. Highlight the terms when you use them.

5 Evolution and Selection for Resistance A desktop was swabbed to collect bacteria. E. coli were found and were grown as shown on two different plates: one with and one without Triclosan (an antibiotic). 1. How many genetic variants of E.coli were present in the culture from the initial swab? 2. What variants of E. coli are found on the dish without Triclosan? 3. What variants of E. coli are found on the dish with Triclosan? 4. What happened to the other variants of E. coli on the dish with the medium containing Triclosan? 5. Based on its effect on E. coli, why is Triclosan used as a cleaning agent?

6 6. Suppose the desktop swabbed earlier were cleaned with a solution containing Triclosan. Would living E.coli remain? Support your answer. 7. Suppose that the desktop were swabbed again after cleaning it with Triclosan over a 9 month school year. a. Would you expect to find the same E. coli variants as the initial swab? Why or why not? b. What happened over the 9 month period to the number of variants of E. coli present? Populations of most living organisms contain individuals with genetic diversity. Some of the traits in this diversity give the individuals that possess them a greater chance at survival than individuals that lack the traits. Because the traits tend to increase survival, these individuals produce more offspring, which also have the trait that favors survival. In the population, over time, the number of individuals with this favorable trait increases while the number of offspring with the unfavorable trait decreases. 8. What is the favorable trait that might allow variant S E. coli to remain on the tabletop even after several months treatment with triclosan? 9. What explanation can you offer for why the types of E. coli found on this surface would change over several months period?

7 For the following questions, use these terms in your explanation: Mutation, variation, trait, favorable, select/selection, reproduce, evolve 10. For the past 10 to 25 years, farmers have planted crop seeds that have been genetically modified to withstand treatment with a common weed killer called Roundup. This allows the farmers to spray their fields to get rid of weeds without harming their crops. Recently, more and more farmers have discovered that their fields have Roundup -resistant pigweed growing along with their crop. Use what you ve learned in this activity to explain how this came about. 11. Many popular products from hand soap to clothing advertise that they have antibacterial activity. Most microbiologists recommend against their routine use in our daily lives. Similarly, antibiotic use for a viral infection is not recommended. How can you explain this using your knowledge from this activity?