1. PLEASE write today’s date (4/4/17) in the TUESDAY box of your warm up!
On Target? Do this on your Warm Up worksheet!
PLEASE write today’s date (4/4/17) in the TUESDAY box of your warm up!
If the selective pressure on bacteria is an antibiotic drug, what might the selective pressure be on fish?
DO NOT TOUCH THE GOLDFISH ON YOUR DESK!
TURN IN YOUR POST-LAB ASSIGNMENT!

2. For Today: Warm Up Notes Goldfish Camouflage Lab
Objective: I can explain how organisms adapt to their environments using natural selection

3. DEFINITIONS: IN YOUR LAB NOTEBOOK:
Natural Selection: The survival and reproduction of individuals with characteristics that make them better able to survive and reproduce in a particular environment
Selective pressure: something in the environment that gives organisms with a specific mutation a better chance of surviving and reproducing than organisms without this mutation.
Evolution: the process where change takes place in living organisms over long periods of time. These changes show as new characteristics in species.

4. Conclusion:
In your first experiment, what might be the difference between the bacteria that grew in the presence of the drug and those that did not?
Have them do this on a piece of paper they can turn in

5. Conclusion:
In your first experiment, what might be the difference between the bacteria that grew in the presence of the drug and those that did not?
Bacteria that grew in the presence of the drug might have mutated and could survive in the antibiotic drug.
Have them do this on a piece of paper they can turn in

6. Conclusion:
Did you have kanamycin-resistant bacteria in your second experiment? Why might you not have any?
Have them do this on a piece of paper they can turn in

7. Conclusion:
Did you have kanamycin-resistant bacteria in your second experiment? Why might you not have any?
You might not have any
The bacteria might not have mutated when they had babies.
Later generations of bacteria might have those mutations that allow the bacteria to survive in the antibiotic.
Have them do this on a piece of paper they can turn in

8. Conclusion:
What is the process of bacteria developing a resistance to antibiotics?
Have them do this on a piece of paper they can turn in

9. Conclusion:
What is the process of bacteria developing a resistance to antibiotics?
WRITE THESE STEPS IN YOUR LAB NOTEBOOK! (you don’t have to draw the pictures) 2. 3. 1. 4.
Have them do this on a piece of paper they can turn in

10. Conclusion:
Explain your results using the words selective pressure, natural selection and evolution.
Have them do this on a piece of paper they can turn in

11. Conclusion:
Explain your results using the words selective pressure, natural selection and evolution.
The antibiotic acted as a selective pressure for the bacteria.
Those bacteria that have the mutations are able to survive and reproduce to give their babies the mutation through Natural Selection.
Over lots of time (many generations), the bacteria go through evolution and become antibiotic resistant.
Have them do this on a piece of paper they can turn in

12. Lab: Goldfish Camouflage
Question: If predators prefer cheddar fish to rainbow fish, will the frequency of each color change over time? Hypothesis with scientific reason: “I think (cheddar/rainbow fish) will have more fish because…”

13. Lab: Goldfish Camouflage Data Table
Generation
cheddar fish
rainbow fish
Total Fish
Number
One 7
Two
Three
Four
Each year FOUR cheddar fish and TWO rainbow fish get eaten (put them back in the cup)
The surviving fish each have one baby
After the surviving fish have their babies, write the totals for each kind of fish

14. Lab: Goldfish Camouflage Data Table
Generation
cheddar fish
rainbow fish
Total Fish
Number
One 7 14
Two
Three
Four
Each year FOUR cheddar fish and TWO rainbow fish get eaten (put them back in the cup)
The surviving fish each have one baby
After the surviving fish have their babies, write the totals for each kind of fish

15. Lab: Goldfish Camouflage Data Table
Generation
cheddar fish
rainbow fish
Total Fish
Number
One 7 14
Two 6 10 16
Three
Four
Each cup needs:
-7 cheddar fish
-28 colored fish
Each year FOUR cheddar fish and TWO rainbow fish get eaten (put them back in the cup)
The surviving fish each have one baby
After the surviving fish have their babies, write the totals for each kind of fish

16. Lab: Goldfish Camouflage Data Table
Generation
cheddar fish
rainbow fish
Total Fish
Number
One 7 14
Two 6 10 16
Three 4 20
Four
Each cup needs:
-7 cheddar fish
-28 colored fish
Each year FOUR cheddar fish and TWO rainbow fish get eaten (put them back in the cup)
The surviving fish each have one baby
After the surviving fish have their babies, write the totals for each kind of fish

17. Lab: Goldfish Camouflage Data Table
Generation
cheddar fish
rainbow fish
Total Fish
Number
One 7 14
Two 6 10 16
Three 4 20
Four 28
Each cup needs:
-7 cheddar fish
-28 colored fish
Each year FOUR cheddar fish and TWO rainbow fish get eaten (put them back in the cup)
The surviving fish each have one baby
After the surviving fish have their babies, write the totals for each kind of fish

18. Lab: Goldfish Camouflage CER On a separate sheet of graph paper!
1. First, Graph your data (one line for cheddar, one line for rainbow on the same graph!)
x-axis: generation
y-axis: number of fish
2. Next, answer Analysis #1-2 p.293 on the back
3. Finally, write a conclusion CER on the back:
Clearly answer the investigation question.
Evidence: Make a comparison between data points (uses words such as “difference” “more than” “less than” “the most”) or explains a trend. YOU MUST DO MATH IN THIS STEP: subtract high from low, for example
Scientific explanation: Explain. Student gives a correct and thoughtful explanation for the data (evidence); uses scientific language; makes a connection to the scientific concept: “how do species of organisms change by natural selection?”
Label your axes!