Now complete LAB 9

1. Simulation Results.
   1. Briefly describe what your fabric ‘meadow’ looked like. Which colors of rabbits were left at the end of your simulation and how many of each color remained? (5 points)
   2. Why did the results come out the way they did? Explain why all of the colors of rabbits did not end up with the same final numbers in the simulated population. The explanation here should demonstrate an understanding of natural selection. (5 points)
2. 1. What would have happened to the simulated rabbit population’s size if there had been no predation? (3 points)
   2. If we were looking at a real rabbit population, what other factors might control the population of the rabbits if no predators had been in the area? (2 points)
3. Given our simulation rules, if Coyotus predacious and Rabbiticus hopquickus are both nocturnal (so the simulation was re-done, but this time in the dark), would color play a more important role or a less important role in determining fitness? (2 points)
4. 1. Given our simulation parameters, if hunters trapped all the coyotes, what would happen to the diversity of colors within the surviving rabbit population? (3 points)
   2. Would all colors of rabbits have equal survival rates? Explain. (3 points)
5. What is the relationship between the chance to survive and reproduce and the traits an organism possesses? (5 points)
6. What does it mean to say that “the driving force behind evolution is the environment”? (5 points)
7. Given our simulation parameters, how would the results differ if ONE particular color of rabbit was able to produce six offspring in each litter while all of the other colors still only produced three per litter? (5 points)
8. Given our simulation parameters, how would the results differ if coyotes had learned that all white rabbits tasted bad or made them ill when eaten? How would you expect the rabbit survival results to turn-out? (5 points)
9. Did any individual rabbit adapt to its environment? (2 points)
10. How is the idea of individual adaptation different from the biological concept of population adaptation? (5 points)
11. Give at least three examples of an environmental change that could change which traits are selected for in a population. (6 points)
12. Given the same simulation starting with 100 rabbits, again with 10 rabbits of each of the 10 original colors and following the same simulation rules. But this time the environment is a yellow-flowered cloth ‘meadow.’
    1. If you followed the same simulation rules, what do you predict that this population would look like after 3 generations? (2 points)
    2. Explain your answer. (5 points)
13. Given the same simulation, but this time all 100 starting rabbits are yellow an,d in this instance, the ‘meadow’ is a red cloth.
    1. If you followed the same simulation rules, what do you predict that this population would look like after 3 generations? (2 points)
    2. Explain your answer. (5 points)
14. Assume the rabbit population can undergo sexual reproduction, and that rabbits with a muskier scent are more sexually attractive than rabbits without the scent. Would this affect the characteristics of a population? Explain and justify the reasoning behind this. (5 points)
15. How might the rate at which a species is able to reproduce impact its ability to evolutionarily adapt by natural selection? Explain your response. (5 points)
16. (Application) How might the information pertaining to evolution by natural selection gained from this lab be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)

Key components of critical thinking and application include the following:

1. Demonstrates application and comprehension of the scientific principles. (40%)
2. Displays competence in applying scientific knowledge to your personal or professional life. Relevant content is supported by facts, data, and detailed examples. (40%)
3. The application paragraph is organized and structured. (10%)
4. Use of accurate scientific terminology. (10%)