(3rd ed.) Page 1 Modified 4/7/12 BIO 100 LAB SIGN OFF PAGE - UNIT 10 Name ___________________________ Please staple all of your lab pages for this Unit together with this page as the top. You will use this page to get your Labs for Unit 10 signed off by the Biology Learning Center staff. You need to have all of the following steps initialed by a staff member before you will be allowed to take the Unit 10 Exam. After you have obtained all of your sign offs for this Unit, be sure that a BLC staff member indicates on your Lab Card that you are OK to take the Unit 10 Exam. Also, keep this sign off page, along with your completed lab worksheets, as proof of your lab completion. If your Lab Card indicates that you have not completed the required Labs for this Unit, and you feel that you have, it is up to you to provide proof that you have indeed done the Labs. Keep this page! ___________ Unit 10, Step 2A (Peppered Moth Activity) *BLC Staff: After the student receives his/her last initial on this page, please record that he/she has completed the required lab signoffs for this unit. NOTE: DO NOT ATTEMPT ANY OF THESE LABS UNTIL AFTER YOU HAVE READ THE TEXTBOOK CHAPTER AND VIEWED THE CORRESPONDING STUDY GUIDE! THEY PROVIDE THE NECESSARY BACKGROUND INFORMATION.Page 22 of 44 Unit 10, STEP 2A: Peppered Moth Activity This lab can be done at home, but you may first need to update your computer to the latest version of Shockwave Player. If you are not able view the activity on your home computer, then you must use one of the computers in the learning center to complete the lab. Start by going to the Biology 100 website and clicking on the link to the peppered moth website under Step 2A. You WILL NOT use the directions on the peppered moth website. Instead, follow the directions below, fill in the appropriate blanks in the tables, and answer the corresponding questions. After you have completed the activity, take your worksheets to the front desk in the Biology Learning Center for a sign off. Objective and Introduction: • Click on the left-hand red circle and read the entire “Life cycle of the peppered moth” section • Click on the next red circle and read the entire “Pollution and peppered moths” section • Click on the next red circle and read the entire “Kettlewell’s experiments” section o There is a mistake in this section. Can you find it? More background: The peppered moth of England comes in two different varieties: a light-colored variety and a dark-colored variety. Both of these varieties belong to the same species, Biston betularia. The dark-colored variety is actually the result of a DNA mutation that occurred in the evolutionary past of this species. Prior to the industrial revolution, the landscape of England was somewhat light in color. Therefore, The light-colored variety was well camouflaged from predators because it was living on a light-colored landscape. The mutated dark variety could easily be seen by predatory birds and other animals, so it was much more likely to be eaten than the light variety. The dark variety did not have much of a chance to survive, reproduce, and pass on its dark trait to offspring. Thus, in the natural state of the environment the dark variety was uncommon. With the industrial revolution came black soot from the burning of coal. This dark soot covered the landscape, causing a dramatic shift in the peppered moth species. It led to one of the best of examples of evolution by natural selection known. Instructions for the activity: You will run two different simulations. Both simulations take place in England. The first simulation will occur during the time period prior to the industrial revolution. At this time the countryside had a light color, and thus your background will also be light in color. The second simulation will illustrate what occurred during the industrial revolution. Your background will change to a dark color. It is important to note that during the course of the simulations, moths that have survived (avoided being eaten) are reproducing and passing on their traits (their color) to their offspring. Thus, the simulations are occurring over successive generations.(3rd ed.) Page 3 Modified 4/7/12 You will play the part of a predatory bluejay that eats peppered moths. 1. Click on the right-hand red circle for the activity “Bird’s eye view” and read the instruction pages. Pick the “light forest” for your first simulation. A screen will pop up with showing a large bluejay, moths, and a light-colored background. Notice that the proportion of dark to light moths at the beginning of the simulation is about 50:50 (or 50% each). 2. You will run the simulation for 1 minute. During the simulation you will eat moths by clicking on them with your left mouse button of your computer’s mouse. The bluejay will follow your movements. At the end of 1 minute IMMEDIATELY record the percentages of the dark and light moths below in Table 1 of this worksheet (under light-colored background). 3. Click on red circle at the bottom between the two graphs. Pick the “dark forest” for your second simulation. A screen will pop up with showing a large bluejay, moths, and a dark-colored background. Notice that the proportion of dark to light moths at the beginning of the simulation is about 50:50 (or 50% each). 4. You will run the simulation for 1 minute. During the simulation you will eat moths by clicking on them with your left mouse button of your computer’s mouse. The bluejay will follow your movements. At the end of 1 minute IMMEDIATELY record the percentages of the dark and light moths below in Table 1 of this worksheet (under dark-colored background). Table 1: Percentage of dark and light moths prior to and during the industrial revolution. dark moth population light moth population simulation with light-colored background (prior to the industrial revolution) simulation with dark-colored background (during the industrial revolution) Please answer the following questions relating to the activity that you just completed. Evolution can be defined as a change in a population over time. In other words, evolution has occurred if the frequency of certain features (traits or alleles) of individuals in a biological population have changed over the course of generations. 1. Did evolution occur in the first simulation