Shawndalee Brooks

Ms. Schaefer
ANTH 1020
5 February 2015
Lab Report:
Title: Evolutionary theory of Darwins finches by Natural Selection
Introduction:
Research of Darwins theory has continued for the finches of the
Galapagos Islands. As studies show, each Island contains a particular
finch that has evolved the size and shape of their beak. Each beak has
evolved for eating due to changes in the environment. Birds with
smaller thin beaks tend to eat more insects and seeds, whereas the
large thicker beak birds eat nuts (Truthinscience, Para. 1.) The
observation of the changes in birds has proved that evolution does
exist as well as Natural Selection. As discovered by Cambridge
University Press, there was a drought that last about five years that
had influenced the change in beaks. These birds formed a stronger
thicker beak for eating nuts. As the drought came to an end, the beaks
begin to change back into a smaller thin beak, creating varies bird
types (Truthinscience, Para. 15). The change in the beak was a way for
the birds to survive the changing atmosphere. There are 15 different
types of finches that are among the Galapagos Islands. Each finch is
placed within a category: Ground finches, tree finches, the vegetarian
finch, warbler finches and the Cocos finch (Sato et al. 1 & 2)
My Initial hypothesis was that the tongs would have a greater
advantage, whereas there would be a decrease in the large hair clips. I
developed my Hypothesis by observing what each tool looks like. The
tongs were big, but seemed reasonable to work with. The big hair clips
seemed as if they would be hardest to use, because the gaps between
the teeth would make it harder to only grab one seed at a time.
Materials and Methods:
The materials used in this experiment included: A table, a cup, paper,
pencil, tongs, chopstick, clothes pin, large hair clips, tweezers, binder
clips, small hair clips, chip clip and sunflower seeds as well as a timer
to keep track of time.
As a class, we were handed a specific tool to use during this
experiment. We each had our own cup as well as sunflower seeds
spread on the tabletop. When the timer started, we had exactly a
minute time to gather as many sunflower seeds as possible. We had to
use our tool to only grab one sunflower seed at a time and put into the

cup. Once the timer was up, we had to stop and count to see how
many seeds we had collected in a minutes time. We recorded how
many seeds we had collected, than calculated what types of tools had
increased or decreased. The number determined what tools remained.
(Types of beaks.) There were three losers and three winners for each
round. The people selected would than be handed a new tool. (Beak
type.) The process would repeat over five rounds. By recording the
results of each round (how many of each tool was left) we would than
calculate the frequency. To calculate the frequency you had to find the
number left over after each round, divide by the number of people in
the class, than times by a hundred. The end number is your change in
frequency types. By doing this you can see how Natural selection is
used to explain evolutionary theory. This activity also helped show
how different beak types were more popular in some areas than others
(Adapting to change.)
Results:
Beak
types
Tongs

Beginnin
g
#2
Freq: 6%

Round 1

Round 2

Round 3

Round 4

Round 5

#2
Freq:6%

#2
Freq:6%

#2
Freq:6%

#2
Freq:6%

#1
Freq:3%

Chopstic
k

#5
Freq.
16%

#7
Freq:22
%

#6

#5
Freq:16
%

#5
Freq:16
%

#4
Freq:13
%

#5
Freq:
16%

#3
Freq:9%

#4

#5

#5
Freq.
16%
#5
Freq:
16%

#5
Freq:16
%
#6
Freq:19
%

Freq:13
%
#4
Freq:13
%
#7

Freq:13
%
#4
Freq:13
%
#8

#5
Freq.
16%
#5
Freq:
16%

#4
Freq:13
%
#5
Freq:16
%

Freq:22
%
#3
Freq:9%

Freq:25
%
#3
Freq:9%

Freq:16
%
#4
Freq:13
%
#9
Freq:28
%

#6
Freq:19
%

#5
Freq:16
%

#5

Clothes
Pin
Large
Clips
Tweezer
s
Binder
Clip
Small
Clips

Freq:19
%
#4

Freq:16
%

#4
Freq:13
%
# 10
Freq:31
%

#2
Freq:6%

#2
Freq:6%

#4
Freq:13
%

#4
Freq:13
%

Chip Clip
#1

___________
#1

_____________ #1
Freq: 3%

#1
Freq: 3%

Freq: 3%

Freq:3%

Beginning
Round 1
Round 2
Round 3
Round 4
Round 5

The table and graph show that in the beginning chopsticks were more
popular whereas chip clips were least. Throughout the experiment
those results changed as small hair clips, chopsticks and tweezers
began to increase in numbers. In that last round, tweezers had
increased by five whereas chopsticks and tongs decreased within the
final round. Chip clips remained the same throughout. Tweezers had
over populated as other died out, or decreased.
Conclusion:
My hypothesis was partly right. The tongs did survive almost every
round without loosing, nor gaining a tong. The tong population
remained the same till the very last round, where it had changed in
numbers by one. The tong did have an advantage over some, because
while majority of the other tools (beak types) were constantly
changing, the tongs remained the same almost throughout the whole
activity. The large hair clips also had an advantage, although loosing
losing one in the second round, there numbers remained the same
after that. My hypothesis was close to accurate when it came to the
final results, therefore I support my hypothesis.

The data proved that the tongs in fact did decrease to 3% from 6%.
The large hair clips also decreased from 13% from 16%. Sense part of
my original hypothesis was right; data does not completely reject my
initial hypothesis.
Possible errors that could have occurred during this experimental
activity could be, miss calculations as well as grabbing more than one
seed at a time. The speed of the person with a specific tool can also
impact the final results. These three things could dramatically change
thee ending results of the populations of certain bird types.
By repeating the experiment you can get close results to previous
trials. Every time you are to repeat this experiment, you will never
have the exact results as before. The results will depend on how many
people, how many tools and any mutations thrown in. Outside factors
and errors can also occur, which could make it nearly impossible to get
the exact same results. So in this particular case, the results are never
going to match perfectly, making it invalid evidence.
Discussion:
Scientific Method is an approach to research a problem that is
identified. By creating a hypothesis, you can than use that to test if
your hypothesis is right by collecting and analyzing data. If the data
supports your hypothesis you can conclude you have found a solution
for a particular problem.
Fields that use Scientific Method are anything that you have to
experiment and than test. For example: scientist, anthropologist, field
researcher, agronomist, psychologist etc.
This activity demonstrated the scientific method by creating a
hypothesis than testing it. By repeating the process, we could than
test the outcome of the types of birds with certain beaks would survive
and over populate, compared to those who would die out (extinct.)
Natural selection proves the theory of evolution by showing that over
time, species adapt to survive. Over time there can be a genetic
change or multiple changes in frequencies of certain traits in
populations of species due to differential reproductive success between
individuals.
This in class activity supported the theory of evolution of natural
selection by starting the activity with a certain amount of tools (beak
types.) By giving everyone the same amount of time to pick up the
most seeds with different tools (beak types) the least successful tools
would than adapt and be given a new tool. Over the period of five

rounds, the lease successful tools would decrease in numbers and the
tools (beaks) that worked best continued to grow in population. This
experimental activity goes to show that environmental changes impact
and can change species traits for survival.
References:

NA."TruthinScience."Darwin'sFinches.Truthinscience,n.d.Web.04
Feb.2015.
Sato,Akie,HerbertTichy,ColmO'hUigin,PeterR.Grant,RosemaryB.
Grant,andJanKlein."MolecularBiologyandEvolution."OntheOriginof
Darwin'sFinches.Oxfordjournals,24Oct.2000.Web.06Feb.2015.