Jessica Menlove

Unit: Human Origins

Melissa Schaefer
Natural Selection Lab
Introduction
Through the discovery of different types of finches found on
Galapagos Island, Darwin was able to contradict the theory of fixity of
species and suggest that it was natural selection. Although the finches
are mentioned in textbooks, Darwin didnt mention the finches in his
first book Origin of Species due to the lack of data that was collected
according to in the article by Frank Nicolas. However, thanks to
Darwins first hypothesis and experimenting he was able to collect, and
others were able to expound on his data and hypothesis. Through the
scientific method, Darwin hypothesized and experimented and had to
re-question all of his work and move back to the data he collected.
Although he may not have gotten as far as he wanted with the finches,
it was what helped him finally discover natural selection.
With our little experiment with the beaks and the seeds, it
allowed us to take into consideration the different types of beaks birds
have and how in certain places different beaks can not sustain so their
frequency decreases, while with other birds with different beak types
flourish and increase in frequency or have stayed consistent. Such as
the example given in the book Essentials of Physical Anthropology, of

the fossils found on Galapagos that had very similar relation to those
living. Through this little experiment we are able to see that natural
selection has a major impact on change or evolution of certain beak
types.
I predict that the chopsticks and clothespins will decease in
frequency because it is more difficult to control the opening and not
as strong as the other options given. While the tongs and chip clips
will increase in frequency because they have better control and have
strong clamps.
Materials

Bird seeds
Pixie cups
5 Tongs
5 Clothes pins
5 Tweezers

5
5
5
2

Hair clips
Chip clips
Chop sticks
Binder clips

Method
1. Everyone is given a pixie cup and a different item to pick up the
seeds that represent a beak
2. Seeds were dispersed across the surface area of every desk for
everyone to share
3. With the items provided to represent bird beaks, everyone
collected one seed at a time placing seeds in the pixie cup for
one minute
4. Once the minute was up, everyone counted the seeds they
collected
5. The three with the most and the three with the least went up to
the front
6. The three with the least amount lost their beak and it was
replaced with a beak of the same type of the three winners
7. The three winners got candy or the pride of creating more of
their same type. (Winners and losers sit down. Losers got a new
beak type)
8. Then the results of which beaks decreased, increased, or
stayed the same was written down
9. The seeds were dispersed over the desks and once again the
timer was set and steps 3 through 8 were repeated. This series
was repeated 5 times

Natural Selection Lab Report

Generation
Beak Types

Chip Clips
Tongs
Tweezers
Hair Clips
Clothes Pins
Chop Sticks
Binder Clips

1s
Beginning t

2nd 3rd 4th 5th

Number of beaks lost or gained in

each generation

5
5
5
5
5
5
2

6
6
6
5
4
3
2

8
7
6
5
3
2
1

10
8
4
5
3
1
1

Natural Selection Lab Report Graph

12
8
4
4
3
1
0

11
11
4
4
2
0
0

14
12
10

Beginning
1st

2nd
3rd

4th
5th

4
2
0

As we can see from the table and graph above, some of the beak
types decreased in frequency while others increased with each series.
This results from the type of beaks given to each individual and the
abilities to control each beak. I would also suggest that it was
affected by the competitiveness in each individual. We can also see
that some of the beaks were pretty consistent such as tweezers and
hair clips without increasing and with little decrease. This is in
comparison to the major increase of tongs and chip clips; or the major
decrease of clothespins, binder clips and chopsticks. There are many
variables to consider that could have influenced these results but we
know many tests are needed to come up with a conclusion.

Conclusion
A) I have found my hypothesis supported that the chopsticks and
clothes pins deceased in frequency while the tongs and chip
clips increased in frequency.
B) The chopsticks and clothespins were not strong enough to
grasp and hold the seed until it was released, therefore
preventing them from grabbing enough seeds needed. In
addition, it also made it more difficult to collect seeds quickly

before others around you took them all. While the tongs and
chip clips were able to collect seeds quickly because of the
control of the opening and maybe even the person using them.
C) The binder clips result was not very accurate, for they only
started off with 2 when all the other beak types started off
with 5. Therefore the result could have been different. Other
factors could have been that the people using the binder clips
did not care to collect the seeds or lacked certain abilities such
as hand eye coordination.
D) With duplication of an experiment by others, we can come up
with a more precise conclusion. For example in Melissas other
classes she told us that the chip clip didnt do nearly as good
as it did in our class. Why is this? Well it could be the
competitiveness of some students or certain abilities in others
that created that change in results. So results can really vary
depending on people, environment, equipment, and even
instruction.
Discussion
A) The scientific method is a process by which one can form a
conclusion, which all fields of life use daily. It goes as followed:
1.
Ask a question
2.
Research
3.
Construct a hypothesis
4.
Test with an experiment
5.
Analyze results/ Draw a conclusion
6.
Report results

B) This experience was a great example of the scientific method.

We first asked a question. Than we did some research on
Darwins theory of finches before hand. We than made a
hypothesis and tested it with an experiment. From what we
found, the procedure worked and then we concluded whether our
personal and class hypothesis was supported or rejected. In my
case, the results matched up with my hypothesis, and I am now
reporting my results.
C) Evolution and Natural selection go hand in hand. According to
Human Origin, Evolution and Diversity, chapter 4 states that
evolutionary factors such as mutation, gene flow, genetic drift,
and recombination allow for variation to occur but there is no
direction. With natural selection direction is made and certain
traits can become more common while others decrease in
frequency.
D) Each person had a certain beak. We couldnt get another
beak from what we were given nor could another type of
beak be brought in that was different for the 7 to start. So this
represents the evolution part of it. When certain beaks couldnt
collect seeds fast enough they became less common in the
community or more common depending on the beak type
received. This represents natural selection. Because of the
different type of seeds and environment we were in, some
beaks did better than others. A shift in frequency had occurred.

E) Genetics and high-carb diet is an example of human evolution

and natural selection. It is stated that people in populations that
eat more carbohydrates have more genes called AMY1 which
allows the body to digest starches more efficiently according to
Dr. Brue Railsback.

Reference
Jurmain,Robert,andLynnKilgore.EssentialsofPhysicalAnthropology.6thed.Belmont,CA:
Thomson/Wadsworth,2006.

Nicholas,Frank."Darwin'sFinchesHighlighttheUnityofAllLife."Darwin'sFinchesHighlighttheUnity
ofAllLife.April3,2015.AccessedSeptember26,2015.
Railsback,Dr.Bruce.SomeExamplesofRecentHumanEvolution.September1,2015.Accessed
September26,2015.

Reflection
Evolution is a lot more complicated than I thought. Before this
class I thought to myself, how in the world did people come up with the
idea that we originated from monkeys. (Thinking there were really only
3 different types of monkeys). It didnt make any sense to me. As I took
this class I learned that evolution is a process of mutation, gene flow,
gene drift, non-random mating and natural selection. It is a long
process that occurred over millions of years. Through the discoveries of
many different types of anthropologists, we have the skeletal remains
we do. With forensic study, we are able to study these remains, date
them, and categorize them (even though categorizing is difficult for
Anthropologist to agree upon). The process of evolution makes a lot
more sense now and has a lot of logic behind it.
There is a lot of science and research put into the study of
evolution and human origins. We had the chance to see that though
our labs and studies with skeleton replicas and with demonstrations
such as our natural selection lab. Through this specific lab, we were
able to better understand the process of natural selection, which is the

change in frequency of certain traits in populations due to different

reproductive success between individuals. This gave the class a
foundation that actually helped a lot through out the semester. It was
fun to study and do research like a real scientist by making hypothesis,
experimenting and than coming up with a conclusion. We not only did
this with the natural selection lab but also categorizing the human
race, working on the DNA lab, and studying skeletal remains. All these
labs taught us how to think like a scientists.
I do believe in evolution to some degree with out omitting God. It
is a fascinating subject and class. Science is always changing and we
still have so much more to discover. I feel as if I still have so much
more to learn to fully understand before I make an official stand. I
loved taking this class. My favorite section was chapters 3 and 4 when
we learned about DNA and the human body. It taught me so much and
was captivating.
All the assignments, activities, readings and extra credit
assignments pushed me and helped me understand the concepts
better. It all related and showed how important it all is to understand
the process of evolution.