How does having wings help a seed to survive?

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1 ACTIVITY 3 How does having wings help a seed to survive? Kristína Hudáková Barbora Trubenová 1

2 TEACHING NOTES 3 How does having wings help a seed to survive? In this activity, students model the process of natural selection acting upon a fictional population of trees. Students will create models of winged seeds that differ in the size and shape of their wings and test their ability to fly. By modelling several generations of the tree population, they should be able to observe that certain shapes and sizes of seed wing enable better survival of the seedling. 3.1 Aims To give the students a hands-on experience of how natural selection works upon a population. To emphasize the importance of variation in the process of natural selection. To introduce the students to the practice of formulating and testing hypotheses. To develop basic statistical skills (measuring, data handling, counting, graphing). 3.2 Structure Students run the simulation in groups of three to five (45 min). Students analyze and discuss the results, individually or in groups (45 min). 3.3 Materials Student sheets (For data tables, copy Page 8 three times.) Plastic snaps Crepe paper Scissors Ruler Pencil Stopwatch 3.4 Procedure 1. Students should observe that both trees in the pictures (a maple and a linden) have fruits (seeds) with wings, which enable the seeds to fly. After having read the introductory text, students should formulate a hypothesis that encompasses the following. (a) The relationship between the size and shape of the seed wing and the time it will be able to spend flying. (b) The expected outcome of the modeled natural selection process acting upon the seeds. Sample hypothesis: Seeds with longer and wider wings will be able to fly longer than seeds with shorter and narrower wings. Over generations, longer and wider wings will become more common in the population. The teacher should approve the student s hypothesis before the student starts running the simulation. 2. Students create the seed models and let them fly, survive or die according to the instructions. They record the data for each generation in prepared tables. The teacher may make copies for all student groups in advance, or let the students make copies themselves. The data may be recorded directly into a table editor, which makes the subsequent counting and graphing easier. 2

3 TEACHING NOTES (A) (B) Figure 1: Seed shapes A) in the first generation and B) created during the simulation. 3. The prompts in the Analysis section may be used for group or class discussion, summarizing the activity; or the outcomes of this activity may be submitted as a formal lab report. 3.5 Suggested follow-up activities Observation and statistical analysis of real winged seeds: Students collect winged seeds from trees growing in the vicinity of the school (most commonly maples, lindens and ashes). They measure the size of the wings and record the time each seed is able to remain suspended in the air. Then they perform a basic statistical analysis of the data they recorded (maximum, minimum, mean, median, standard deviation, correlation between wing size and the time spent in the air). Field sampling seedlings of trees producing winged seeds: During the autumn, students record the density of winged seeds fallen to the ground in local park or school yard. In the following spring, they record the density of seedlings grown from these seeds. During the year, they observe the fate of the seedlings. Reading: Conifers helicoptering seeds are result of long evolutionary experiment. conifers-helicoptering-seeds-are-result-of-long-evolutionary-experiment/ 3

4 STUDENT SHEET How does having wings help a seed to survive? In the pictures below, you can see fruits (seeds) of two tree species common in our country. (A) Linden (B) Maple What do these fruits (seeds) have in common? What is the function of this feature? Many trees have evolved wings to disperse their seeds more widely. Seed dispersal over a wide area has several benefits for the plant species: Seedlings have higher chance of survival if they sprout far away from the parent plant. Being dispersed far away lowers the intensity of competition with the parent plant as well as with other seedlings of the same species. The area right below the parent plant may also be a favourite destination of small rodents and other seedeating animals, which reduces the chance of seed survival dramatically. Finally, seed dispersal provides a tree s offspring with a chance to colonize a new, potentially better habitat. 4

5 Write a clear, testable hypothesis (preferably consisting of two parts) encompassing the following. The relationship between the size and shape of the seed wing and the time it will be able to spend in the air. The expected effect on the seeds of the natural selection process that is being modeled. Hypothesis: Materials Plastic snaps Crepe paper Scissors Ruler Pencil Stopwatch Data table or blank sheet of paper Instructions for running the simulation 1. Your initial seed sample consists of ten seeds. These seeds slightly differ in the size of their wing observe the characteristics of the following five variants: Variant 1: 2x4cm, Variant 2: 3x4cm, Variant 3: 4x4cm, Variant 4: 5x5cm, Variant 5: 6x4cm. These different seeds represent the intra-specific variation in the population. Make two seeds of each type from the plastic snaps and crepe paper. You may press the paper with your fingers and thus shape the wing gently if you like. 2. Your seeds are going to be dispersed. As they are shed by the tree, they spend various amounts of time in the air. Let the seeds fall from the balcony. Record the time it took each seed to land in Table Line up the seeds according to the time they spent in the air. Set aside the five seeds with the shortest time spent in the air. These represent seeds that were not successful. 4. Only the five seeds that were able to fly for the longest times and therefore attain greater distance from the mother tree will manage to sprout and grow into adult trees. These five surviving trees will produce their own seeds. 5. Each tree will produce two seeds, one exactly the same as the seed from which the tree grew and one with a different wing. You will roll a die to find out how different the second seed should be. Use Table 1 to determine the parameters of the second seed s wing. 6. Repeat Steps 2 to 5 until you get at least six consecutive generations of the tree species. 7. For each generation of seeds, record the average time each seed type spent in the air and indicate the number of surviving seeds of each type in Table 3 (templates for data tables are provided below). 8. Make a graph that clearly illustrates the results of your simulation. Spend some time experimenting with different graph types and arrangements of the data, and select the presentation you like best. 5

6 Table 1: Wing alterations by the roll of a die Die roll number What to do with the seed wing 1 increase the length by 1 cm 2 increase the width by 1 cm 3 decrease the length by 1 cm 4 decrease the width by 1 cm 5 add one more wing of the same size 6 remove one wing Analysis 1. Do your data support or contradict your hypothesis? Explain why you think so, and provide some evidence. 2. What does the resulting seed sample look like? Does it differ from the initial sample? If so, how? 3. You rolled a die to determine the wing shape of the next generation of seeds. The numbers you get when rolling the die are random. What natural process or processes does the rolling of a die represent? 4. Look at the seeds produced by the trees in each generation. How different were the seeds in any two of the successive generations? 5. Look at the surviving seeds in each generation. How different are they? 6. Is it possible to say that the changes that occurred in this population over the ten generations followed some direction? Is there any trend visible? How would you summarize the trend in these changes? 7. How closely does this simulation represent reality? What details have we neglected? 6

7 Tables Table 2: Initial population: individual seeds Seed Wing variant Time in the air Survival x 4 cm 3 x 4 cm 4 x 4 cm 5 x 5 cm 6 x 4 cm Table 3: Generation 1: seed groups. Wing variant 2 cm x 4 cm 3 cm x 4 cm 4 cm x 4 cm 5 cm x 5 cm 6 cm x 4 cm Average time in the air Average survival 7

8 Table 4: Generation Seed Wing variant Time in the air Survival Average time in the air Average survival Table 5: Generation Seed Wing variant Time in the air Survival Average time in the air Average survival

9 Graph Wing size in each generation. 20 Wing size Generation 9

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