Name: ____________________
Variation D E Lab Assessment
Purpose:
Darwin knew that individuals have natural variations among their heritable traits. He hypothesized
that some of these variations are better suited to life in their environment than others. For examples,
members of a predatory species that are faster or have longer claws or sharper teeth can catch
more prey. Any inherited characteristic that increases an organism’s ability to survive and reproduce
in its environment is called an adaptation (Miller & Levine, 2012, p.460-461).
Natural selection occurs in any situation in which more individuals are born than can survive.
Variations are naturally inherited, and some of the variations will allow the organism be more
successful in living than other variations. Organisms with variations that help them survive are able
to reproduce and pass their variations on to their offspring (Miller & Levine, 2012, p.463).
Task:
In this lab you will collect data about natural variation in organisms. You will design your own
lab comparing variation between two organisms. You need to collect quantitative data from at least
30 individuals for each organism (60 organisms total). Quantitative data means you take a
measurement of the organism. You will be graded on setting-up and designing your lab, collecting
your data in a table, graphing your results clearly and logically, and drawing your conclusions
relevant to Darwin’s Theory of Evolution. In your conclusions you will try and explain why these trait
variations allowed certain individuals to survive and reproduce. You will also compare different
species to see and discuss why there is more or less variation within each species.
Materials Provided:
Meal worms
Beans
Pumpkin seeds
Lima beans
Blueberries
Earthworms
Branches with leaves or
pine needles on them
A flat of flowers from the
store (if in season )
Crickets
Classmates
 Shoe size
 Height
 Hand width
Report Requirements:
1) Set-up:
a. Research question
b. Independent variable (part you are varying)
c. Dependent variable (what are you measuring)
d. Controlled variables (everything you are keeping the same)
e. Hypothesis (what you think will happen and why)
f. Procedure
g. ***Must get teacher approval/initials __________
2) Collect data
a. Collect your data
i. Keep track of it in a chart
b. Modify your procedure as needed – what you actually did
3) Make graphs
a. Graph your data
b. Use averages when appropriate
c. Describe trends/patterns in the data
4) Conclusions & Improvements
a. Give the results of your experiment
b. Explain why these results make sense in terms of evolution
i. What variation will help this organism survive the best? Why?
ii. How does one species’ variation compare to another?
c. Revisit your hypothesis – were you correct?
d. Evaluate the method you used
i. What changes would you make next time?
ii. Would you get the same data if you repeated the experiment? (Is your data
reliable?)
iii. How could you get more reliable data?
e. What other related experiments would you do next?
Citation:
Miller, Kenneth R., and Joseph S. Levine. Miller & Levine Biology. Boston, Mass.: Pearson, 2010.
Print.
Name: ____________________
Variation D E Lab Assessment Rubric
Level
0
1-2
D: Scientific Inquiry
The student does not reach a standard described by any of the descriptors
below.
The student attempts to state a focused problem or research question.
Task Descriptors
The student does not reach a standard described by any of the
descriptors below.
A hypothesis is attempted.
The method suggested is incomplete.
The procedure is incomplete.
The student attempts to evaluate the method and respond to the focused
problem or research question.
The student states a focused problem or research question and makes a
hypothesis but does not explain it using scientific reasoning.
In the conclusion, attempts to evaluate the method and
respond to the focused problem or research question.
A hypothesis is included but is missing one of the following:
independent and dependent variables or an explanation of
why.
The student selects appropriate materials and equipment and writes a
mostly complete method, mentioning some of the variables involved and
how to manipulate them.
3-4
The student partially evaluates the method.
The student comments on the validity of the hypothesis based on the
outcome of the investigation.
The student suggests some improvements to the method or makes
suggestions for further inquiry when relevant.
The student states a clear focused problem or research question,
formulates a testable hypothesis and explains the hypothesis using
scientific reasoning.
5-6
The student selects appropriate materials and equipment and writes a
clear, logical method, mentioning all of the relevant variables involved
and how to control and manipulate them, and describing how the data will
be collected and processed.
The student evaluates the method, commenting on its reliability and
validity.
The student comments on the validity of the hypothesis based on the
outcome of the investigation.
The procedure is mostly complete; some attempt at data
collection is included in procedure.
In the conclusion, the student partially evaluates the methods
used.
In the conclusion, the hypothesis is present, but not evaluated.
In the conclusion, the student suggests some improvements to
the method and makes suggestions for further inquiry.
A clear hypothesis which includes independent and dependent
variables, as well as, an explanation of why.
A clear logical procedure is described; data collection is
included in procedure.
In the conclusion, the student evaluates the methods used
commenting on its reliability and validity of data collected.
In the conclusion, the hypothesis is referenced and evaluated.
In the conclusion, the student suggests realistic improvements
to the method and makes suggestions for further inquiry.
The student suggests realistic improvements to the method and makes
suggestions for further inquiry when relevant.
Level
0
1-2
E: Data Processing
The student does not reach a standard described by any of the descriptors
below.
The student collects some data and attempts to record it in a suitable format.
The student organizes and presents data using simple numerical or visual
forms.
Task Descriptors
The student does not reach a standard described by any of
the descriptors below. Data not in metric.
Some data is collected in metric units and a record is
attempted.
The student attempts to identify a trend, pattern or
relationship in the data.
The student attempts to identify a trend, pattern or relationship in the data.
The student attempts to draw a conclusion, but this is not consistent with the
interpretation of the data.
The student collects sufficient relevant data and records it in a suitable format.
3-4
The student organizes, transforms and presents data in numerical and/or
visual forms, with a few errors or omissions.
The student states a trend, pattern or relationship shown in the data.
The student draws a conclusion consistent with the interpretation of the data.
The student collects sufficient relevant data and records it in a suitable format.
The student organizes, transforms and presents data in numerical and/or visual
forms logically and correctly.
5-6
The student describes a trend, pattern or relationship in the data and
comments on the reliability of the data.
The student draws a clear conclusion based on the correct interpretation of
the data and explains it using scientific reasoning.
The student attempts to draw a conclusion, but this is not
consistent with the interpretation of the data.
Sufficient and relevant data using metric units is collected
and is recorded in a suitable format, which has some errors
or omissions.
The student states a trend, pattern or relationship shown in
the data.
The student draws a conclusion consistent with the
interpretation of the data.
Sufficient and relevant data using metric units is collected
and recorded in a suitable format, which is logical and
correct.
The student describes a trend, pattern or relationship in the
data and comments on the reliability of the data.
The student draws a clear conclusion based on the correct
interpretation of the data and explains it using scientific
reasoning.