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Got Fitness? or Does SIZE matter?

Got Fitness? or Does SIZE matter?. Group 4- Evolution Teachable unit-Fitness Facilitator- Lianna Etchberger Brian, Miles, Devon, Ralph, Jane, Cheryl, Nish. Context. Introductory Biology course (freshman) In this same course, students will have already been exposed to: Inheritance

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Got Fitness? or Does SIZE matter?

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  1. Got Fitness? or Does SIZE matter? Group 4- Evolution Teachable unit-Fitness Facilitator- LiannaEtchberger Brian, Miles, Devon, Ralph, Jane, Cheryl, Nish

  2. Context • Introductory Biology course (freshman) • In this same course, students will have already been exposed to: • Inheritance • Genetics • Evolution and Religion (not mutually exclusive) • Scientific processing skills (graphing)

  3. Diversity • Hands-on activity in small groups • all students included in learning

  4. Misconceptions • There are “good” traits and “bad” traits. • Bigger/more/stronger/faster is better.

  5. Thanks Sara Olson! We stole this from you!

  6. Summative Assessment • Final exam question: Apply concepts to a new/different example of natural selection. Interpret a brief data set through a set of multiple choice questions. Learning Goal: To recognize how fitness depends on the interactions between traits and the environment

  7. Relative fitness (Objective 1)

  8. Objective 2 • Illustrate and interpret the relationship between environment and relative fitness. • Activity- bill foraging experiment

  9. Bill experiment • Clips= Bill • Food source: nuts (3 size classes) • Time: 30 seconds/run • Groups=3 individuals with each beak size • 2 trials, 3 conditions- mixed nuts, all small, all large • Record data on each trial on handout • Calculate how well each individual did compared to the most successful one in their trial • Graph/sketch their own data in class in small groups.

  10. Three people, each person must have a different size beak (clip) • There will be small, medium or large nuts to pick up with the beaks • Can only pick up one nut at a time! It must be collected in your hand • 30 second time limit • Predictions: rank which beak size will get the greatest number of nuts • (first=highest, second, third=lowest)

  11. Calculation of frequency • Example: # of nuts relative fitness • Large beak 10 100% • Medium beak 5 ? • Small beak 2 ?

  12. Homework • Students can work in groups or individually. • Using the entire class data set, students must be able to: • Articulate research question • Predict results • Identify dependent/independent variables • Calculate relative average fitness values for each beak size in each of the three environments • Graph • Summarize significant findings • Limitations of simulation compared to real life examples

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