Evolution WebQuest
Name ____________________________________________ Date ___________________ Period ______
Webquest – Mechanisms of Evolution
Part A: Learn about the basics of evolution at
1. ___ ___ ___ ___ ___ ___ ___ ___ ___ is the process through which modern organisms have descended from ancient ancestors.
2. This section examines the mechanisms of evolution. Click next. Evolution only takes place when a population experiences a change in…
3. True or False: Only genetic differences that can be passed on are acted upon by evolution.
4. Compare the two examples of changes in beetle populations. Circle the scenario which serves as an example of evolution. Defend your answer with an explanation.
Beetles on a diet
Beetles of a different color
5. Click next. Review the four basic mechanisms for evolutionary change and match them to their descriptions below.
6. Genetic drift and natural selection can only take place if there is genetic variation within a population.
Click next. What are the three sources of genetic variation?
a. _________________________ b. ________________________ c.Sex aka ___________________________
7. Click next several times to read about mutations.
a. True or False: Change in DNA, or mutations, are always harmful to an individual.
b. True or False: Only mutations which take place in sex cells can be passed on to future generations.
c. True or False: External factors, such as exposure to radiation, can cause genetic mutations.
8. Gene flow is also known as
___ ___ ___ ___ ___ ___ ___ ___ ___
and leads to a change in genetic frequency due to the movement of individuals.
9. Click next and read until you get to Genetic Drift. Summarize the idea behind genetic drift.
10. Click next. Natural selection is the most important mechanism behind evolution. This webpage gives you an example of natural selection involving beetles. Read the descriptions and review the image. Use the beetle scenario to help explain how the process of natural selection could possibly cause a change in the population of snails seen below.
Part B: Have some fun at
1. Click to learn about Natural Selection. What does “survival of the fittest” mean?
2. Now play Darwin’s survival game. How would you describe your starting environment? What kinds of landforms are present? What kind of vegetation is there? Anything else that is noteworthy?
3. Draw one of your starting variants (creature) in the circle below and describe why you chose this particular individual.
What advantages did you think it might have over some of the other options?
Your reasoning for choosing this variant:
How long did your species survive? _________________________
4. Repeat the above, choosing a new starting population if necessary, until you make it to 1,000,000 years!!
Defend the truth of this statement with an explanation: Diversity can ensure survival against even the harshest environments.
5. Once your species has survived 1,000,000 take the quiz and write the letter to the correct responses:
1. ________
2. ________
3. ________
4. ________
5. ________
6. ________
7. ________
8. ________
9. ________
10. _______
Part C: Explore evolution in action at
1. Click and read about the Peppered Moth’s Life Cycle. Briefly describe the overall look of a peppered moth.
a. Peppered moths are most active during the ( day / night ) and rest during the ( day / night ).
b. The pattern on light-colored peppered moths looks very similar to ___ ___ ___ ___ ___ ___ ___ .
2. Click Impact of Pollution. Prior to the early 1800’s, most peppered moths were light in color. Read and review the impact of the British Industrial Revolution on the peppered moth population.
a. What happened to the trees as a result of increased factory pollution?
b. How did the color of the peppered moth population change during this time?
3. Click and read about Dr. Kettlewell’s Experiments testing the natural selection of peppered moths. Kettlewell’s experiments found that stated that
a. ( Light / Dark ) colored moths were more likely to survive in a clean forest.
b. ( Light / Dark ) colored moths were more likely to survive in a polluted forest.
c. In other words, a moth was more likely to survive when its coloring matched its
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ .
4. Click and read about the Bird’s Eye View. Click on the light colored forest. Eat as many moths as you can in 60 seconds. Place the “shadow” of the bird over a moth to eat it. Identify the final population percentages.
_________% Light Peppered Moths _________% Dark Peppered Moths
Explain your results.
5. Go back to the Bird’s Eye and click on the dark colored forest. Eat as many moths as possible.
_________% Light Peppered Moths _________% Dark Peppered Moths
Explain your results.
6. Graph your data to the right.
Part D: Learn about speciation with the images at
1. Define speciation.
2. Genetic changes over many years have resulted in two separate fruit fly images. Draw and describe the scenario which explains how this might have happened.
The scene:
Disaster strikes:
The populations diverge:
So we meet again:
3. This is a simplified model of speciation by ________________________ ______________________.
-----------------------
A change in the frequency of genotypes from generation to generation, due to some chance event.
The sudden appearance of a genotype that previously did not exist within a population.
Organisms best adapted to their environment are more likely to survive and reproduce.
A change in genotype frequency due to the movement of individuals from one population to another.
Mutation
Migration
Genetic Drift
Natural Selection
50%
Dark Forest
Light Forest
Original
0%
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