Bug Hunt
All this work goes in your Bug Hunt folder.
Part 2
<- Back to Part 1
Copy the following in a Word document and save it in your folder.
Problem: How does bug size changes a bug’s ability to camouflage?
Based on your previous experiments make prediction on the following.
- If we increase the bug size which color attribute do you think will affect the bugs camouflage negatively?
- If we increase the bug size which color attribute do you think will affect the bugs camouflage positively?
- Write a hypothesis based on bug size and ability to camouflage. Make sure it is an IF.., then statement.
- Pick one of the following environments from part 1 and make prediction on the following table.
My environment is_______________________________
Bug size |
Predicted total caught |
1.0 |
|
1.5 |
|
2.0 |
|
2.5 |
|
3.0 |
|
3.5 |
|
4.0 |
|
4.5 |
|
5.0 |
|
Print this out and have this paper initialed before you can move on to the experiment by your teacher.
Lab
Copy the following in a Word document and save it in your folder.
Run Bug Hunt Camouflage with your chosen environment for 240 seconds. Record your data below of the total number caught.
Total number of bugs caught |
|||||||
Bug size (cm) |
Trail 1 |
Trial 2 |
Trail 3 |
Trail 4 |
Average of actual number of bugs caught |
Predicted amount |
Difference between average and predicted |
1.0 |
|
|
|
|
|
|
|
1.5 |
|
|
|
|
|
|
|
2.0 |
|
|
|
|
|
|
|
2.5 |
|
|
|
|
|
|
|
3.0 |
|
|
|
|
|
|
|
3.5 |
|
|
|
|
|
|
|
4.0 |
|
|
|
|
|
|
|
4.5 |
|
|
|
|
|
|
|
5.0 |
|
|
|
|
|
|
|
Make a bar graph in Excel of bug size and average amount caught.
- Which bug size did you catch the most of? Why?
- Which bug size did you catch the least of? Why?
Print out 2 copies of your graph and Compare your graph to the graphs of another student who choose one of the other environments, then compare your graph with that of someone who choose the third environment.
- In all 3 environments was there a bug size that was caught the most?
- If so what size was it?
- If not, is there any similarities between at least 2 of the environments?
- In all 3 environments was there a bug size that was caught the least?
- If so what size was it?
- If not, is there any similarities between at least 2 of the environments?
- What factor could have caused the environments to have similar bug size caught?
Make an Excel bar graph of bug size and difference between the predicted and average. Print out 2 copies of your graph and Compare your graph to the graphs of another student who choose one of the other environments, then compare your graph with that of someone who choose the third environment. Discuss the result with the other student and answer questions 6-9.
- Which is more accurate?
- The difference between the actual and prediction is small.
- The difference between the actual and prediction is large.
- Which graph had the most accurate predictions? Why?
- Why do you think they had better predictions? What could have they done different from the other students to get better results?
- What could be done better next time to improve predictions?
Part 3
Copy the following in a Word document and save it in your folder.
Problem: How does changing the Max-mutation-rate affect the population of bugs?
PreLab
- What do you think will happen to the hue over a 240 second time period as you increase the mutation rate?
- What do you think will happen to the brightness over a 240 second time period as you increase the mutation rate?
- What do you think will happen to the saturation over a 240 second time period as you increase the mutation rate?
- As you increase the mutation rate will you be able to catch more bugs? Less bugs
- Predict which of the 3 attributes (hue, brightness and saturation) make it easier to see and eat the bugs.
- Predict which of the 3 attributes (hue, brightness and saturation) make it harder to see and eat the bugs.
- As you increase the mutation rate and run the simulation for 240 seconds will the bugs become easier or more difficult to see at the end of the time period?
Print this out and have this paper initialed before you can move on to the experiment by your teacher.
Procedure
Pick any environment. Run the experiment for 240 seconds at different mutation rates and fill in the table. You will need to make other observations the difficulty to see the bugs as time increase.
Use the graphs to help you fill in the data table.
Trial |
Mutation rate |
Total caught |
Color attribute effected the rate caught the most |
Color attribute effected the rate caught the least |
1 |
10 |
|
|
|
2 |
10 |
|
|
|
3 |
10 |
|
|
|
Average |
|
|
|
|
1 |
40 |
|
|
|
2 |
40 |
|
|
|
3 |
40 |
|
|
|
Average |
|
|
|
|
1 |
80 |
|
|
|
2 |
80 |
|
|
|
3 |
80 |
|
|
|
Average |
|
|
|
|
Using the data table and information from the experiment answer the following questions.
- What do you think will happen to the hue over a 240 second time period as you increase the mutation rate?
- What do you think will happen to the brightness over a 240 second time period as you increase the mutation rate?
- What do you think will happen to the saturation over a 240 second time period as you increase the mutation rate?
- As you increase the mutation rate will you be able to catch more bugs? Less bugs
- Predict which of the 3 attributes (hue, brightness and saturation) make it easier to see and eat the bugs.
- Predict which of the 3 attributes (hue, brightness and saturation) make it harder to see and eat the bugs.
- As you increase the mutation rate and run the simulation for 240 seconds will the bugs become easier or more difficult to see at the end of the time period?
- How accurate were you predictions?
- What is a model?
- Why do scientists use models?
- All models have limitations because they are a simplified version of the real world. What are some limitations of this model? Be very specific. You will need to come up with at least 3 limitations.
About Me
- My vita
- Sites I created and/or maintain
- My Facebook
- My Husband, Ralph Polley has his own site - Greybeard's
- My School - The Rice School/La Escuela Rice