CLASS COPY - Mrs. Nolan- Life Science



CLASS COPY

Peppered Moth Simulation

Purpose:

In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects an organism’s ability to survive in certain environments.

Scientific Questions:

1. Comparing an organism’s ability to blend into different environments, how will coloration affect a predator’s ability to find food?

2. While hunting for peppered moths and white moths on different backgrounds, which color of moth is more likely to survive?

Background information:

Natural Selection causes populations to change over time. An environmental change can also affect changes in organisms. “Industrial melanism” is a term used to describe the adaptation in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the Industrial Revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the tree trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common. This occurred because the lighter moths against the darker background got eaten and there were fewer light moths left to reproduce and pass on this trait. As several generations reproduced, the darker colored moths that were not eaten became more prevalent.

Hypothesis:

Go to your student worksheet at this time. Fill in the blanks to form your hypothesis.

Materials List:

1 sheet of white paper (27.94cm x 43.18cm)

1 sheet of black and white paper (27.94cm x 43.18cm)

1 Pair of tweezer

1 stop watch or timer (use your iPad)

2 colored pencils (different colors)

30 models of peppered moths

30 models of white moths

Procedure:

1. Your teacher will pass out your “beaks” (tweezers).

2. You will work in a team of 3. Assign a role to each partner:

• Predator

• Timekeeper

NOTE: Roles will swap back and forth throughout the experiment, so each partner will have a chance to be the predator and the timekeeper

3. Go to the data table. Write the name of the person who will be the first predator in the data table next to Trials #1-#4. The other partner should write their name next to Trials #5-#8.

4. Take the moths out of the container. Count out 30 white moths and 30 peppered moths. Return extra moths to the container on the table. If you need additional moths, get them from the container on the supply table.

5. Place a sheet of white paper on the table.

6. The Predator will use tweezers.

7. The Predator looks away while the Timekeeper pours ALL of the moths (both peppered and white) onto the surface and scatters them randomly.

8. The Timekeeper will inform Predator when they are ready to start the time. When the Timekeeper says “Start”, the Predator will use the tweezers to pick up as many moths as possible in 15 seconds. Pick up 1 moth at a time, removing the moth from the tape each time.

Note: In picking up moths, just grab the first one you see.

9. The Timekeeper will say “Stop” after 15 seconds. At that time, count the number of white moths AND the number of peppered moths the Predator was able to pick up. Record your data in the proper place on the data table for Trial #1.

10. Repeat steps 4-8 three more times (The predator should do a total of 4 trials for the moths on white paper – record data in Trials #1-#4 in the data table).

11. Swap roles and repeat steps 4-8. The new predator should also do a total of 4 trials for moths on white paper. Record data in Trials #5-8 in the data table.

12. Take away the white paper and put the black and white paper on the table.

13. Repeat the simulation (all steps) using moths on the black and white paper.

14. Return all materials to the bin in the center of your table.

15. Return moths to the container.

16. Answer all analysis questions on your “Peppered Moth Simulation – Student Worksheet.”

17. Return this worksheet to the supply table.

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