The return of the pipe cleaner food resource. This simulates how a population of plants that have been decimated by a storm may slowly increase over time Removal of another food resource (pebble or paperclip). This simulates the how populations may be affected after a drought, ice storm, or other environmental disturbance Removal of a utensil (phenotype). This may simulate the effect of a disease that affects one of the consumers (e.g. a fungus may kill off the forks). Discussion Questions In Scenario 1: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 2: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 3: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) What features of this activity are similar to processes that take place in evolution? OR How is natural selection represented in this game? Now imagine that the food resources (for example: pipe cleaners) could evolve too. What effect might this have had on this evolution exercise? When some utensils randomly changed after dice were rolled, this was an example of _____? What is the importance of mutations in evolution? If the food resources used by different groups in class each were placed in different substrate (i.e. in trays of sand, black gravel, red rocks, etc.) how would this affect the outcome of the game? Would we see different dominant phenotypes? What about multiple dominant phenotypes? What are some of the limitations and/or assumptions made in this game? How does it differ from a real population?
The return of the pipe cleaner food resource. This simulates how a population of plants that have been decimated by a storm may slowly increase over time Removal of another food resource (pebble or paperclip). This simulates the how populations may be affected after a drought, ice storm, or other environmental disturbance Removal of a utensil (phenotype). This may simulate the effect of a disease that affects one of the consumers (e.g. a fungus may kill off the forks). Discussion Questions In Scenario 1: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 2: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 3: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) What features of this activity are similar to processes that take place in evolution? OR How is natural selection represented in this game? Now imagine that the food resources (for example: pipe cleaners) could evolve too. What effect might this have had on this evolution exercise? When some utensils randomly changed after dice were rolled, this was an example of _____? What is the importance of mutations in evolution? If the food resources used by different groups in class each were placed in different substrate (i.e. in trays of sand, black gravel, red rocks, etc.) how would this affect the outcome of the game? Would we see different dominant phenotypes? What about multiple dominant phenotypes? What are some of the limitations and/or assumptions made in this game? How does it differ from a real population?
EvolGameTeacher.docx