Roberts 1

Seth Roberts
Melissa Schaefer
Anth-1020-002
February 2, 2015
Schaefers Beaks
Introduction: When Darwin went on a voyage around the world from 1831 to 1836 he
found himself observing the different featured bird beaks on each of the birds located along the
Galapagos Islands. (Cromie, 2006) He noticed that the birds had different shaped beaks and
speculated as to why this had happened. Darwin proposed that the different shaped beaks were
due to different groups of birds developing different diets within varying environmental
conditions. That through natural selection certain beaks were benefited in certain environmental
condition. (Biology-online, 2000) Such as, long beaks being better suited for picking the seeds
out of cactus fruits and shorter beaks being better suited for seeds found along the ground.
(Cromie, 2006)
In class, we performed a natural selection experiment that was an offshoot of Darwins
finch observations. In this experiment, there were several different beak types that were given
out. The objective was to use the beak given to pick up pinto beans and place them in a cup. The
three beak types that collected the least within the time limit were filtered out each round and
replaced by the three beak types that had the most.
Hypothesis: My hypothesis was that the tweezer beak type would have the greatest
advantage out of those given; that the tweezers would increase in frequency. My rationale for this
hypothesis was that the tweezers seemed the easiest to use and therefore students would collect
more efficiently with that beak type. Although when I made this hypothesis I did not consider

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that students were allowed to be creative with their beaks thus adapting to them and surviving
more adequately then I had initially thought. This also included my own beak type which was a
clothes pin.
Materials and Method: The experiment consisted of several tools to represent beak
types, pinto beans to represent seeds, and cups to represent the success of each beaks survival.
The beaks were Tongs, clothes pins, chopsticks, binder clips, tweezers, chip clips, and hair clips.
In our experiment, thirty-two persons performed the task of collecting the pinto beans that were
scattered visually equal along tables, and placing them in a cup specified to their person. We had
six rounds, five lasted one minute and the last was one minute and a half. At the end of each
round the three beak types that had the least pinto beans collected, were to replace their beak
types with the three beak types that had the most. In this way the population remained the same
but the beaks with the least success were shown to be decreasing in frequency while those that
had the most were seen to be increasing.
In the beginning round, Tongs only had two beaks in the populous, while the rest of the
beaks had five. In the third round the teacher suggested a mutation; a small hair clip entered the
populous. This represented the potential for a mutation to occur and showed how sometimes
mutation may benefit but sometimes they may not. In our experiment the mutation was not of
benefit as it only survived one round after its manifestation.
Results: The data table and graph below represent the amount of beak types at the
beginning of each round. The data table depicts the frequency of each beak type at the start of
each round. This was found with the equation: Frequency = 100 multiplied by the number of
specific beaks divided by the total number of beaks in the populous, which was a constant thirtytwo.

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Data Table (total populous each round = 32)

Beak Types

Beginning round

Tongs

#2

Round # 1
#2

Round # 2
#3

Round # 3
#3

Round # 4
#3

Round # 5
#3

Clothes pins

Freq:6
#5

Freq:6
#5

Freq:9
#7

Freq:9
#8

Freq:9
#9

Freq:9
#10

Chopsticks

Freq:16
#5

Freq:16
#5

Freq:22
#4

Freq:25
#3

Freq:28
#2

Freq:31
#1

Binder clips

Freq:16
#5

Freq:16
#3

Freq:13
#1

Freq:9
#1

Freq:6
#1

Freq:3
#1

Tweezers

Freq:16
#5

Freq:9
#5

Freq:3
#5

Freq:3
#5

Freq:3
#5

Freq:3
#5

Chip clips

Freq:16
#5

Freq:16
#7

Freq:16
#6

Freq:16
#6

Freq:16
#8

Freq:16
#9

Hair clips

Freq:16
#5

Freq:22
#5

Freq:19
#5

Freq:19
#5

Freq:25
#4

Freq:28
#3

Small hair clip

Freq:16
#0

Freq:16
#0

Freq:16
#1

Freq:16
#1

Freq:13
#0

Freq:9
#0

Freq:0

Freq:0

Freq:3

Freq:3

Freq:0

Freq:0

(mutation)

Graph

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12
10
8
6
4

Tongs
Clothes pins
Chopsticks
Binder clips
Tweezers

2
0

Chip clips
Hair clips
small hair clips

Conclusion: The results of this experiment neither support nor deny my initial
hypothesis. The tweezer populous did not fluctuate. However, the data showed that clothes pins
had the greatest success rate, doubling in populous. The chopsticks and binders had the least
success, having the greatest reduction in populous. The mutation that occurred in round two did
not succeed dying out a round after its manifestation. Since my hypothesis was not supported, I
would say it was denied by the data results.
Potential errors/ outside factors that could create conflict in data include: rules given to
students, students skills, efforts, and creativity. The amounts of pinto beans scattered, sizes of
tables, arrangement of tables and available space for mobility. When/if and what mutations
occur. Another implication is if the teacher gives a warning before the start of the next round and
how much of a warning.

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By replicating this experiment other scientists could compare their data to my own and in
doing so either support or deny the data and its methods. If further scientists are able to replicate
the experiment and find their data in agreement with mine then the datas info is supported by
theirs. The experiment may then be performed again; that is the scientific method.
Discussion: The scientific method is a process of experimentation that is meant to refine
and provide further insight into subjects of study. This scientific process begins with the creation
of a scientific hypothesis. This is a statement posed that can be proven false, meaning it is a
testable statement. After this, an experiment is performed with the purpose of testing the
statement. Data is collected, analyzed, and evaluated. The data will either support or deny the
hypothesis, in some cases it may do neither. After the process is complete it is repeated, this
begins with a revision of the hypothesis based on previous data results, and in some cases begins
with a revision of the experiment itself. The main purpose is to revise information, not to
determine a definite. This is why the process is repeated and said to support or deny not prove or
disprove.
The scientific method is (hopefully) used wherever the refining of understandings is
employed. When forensic anthropologists analyze the data from their subjects they pose potential
hypothesis that correspond to their data. These hypotheses are then continually tested and used to
aid the investigations at play. When quantum theorists think they have a hypothesis for the
totality of existence, they create mathematical models that they compare to real world data and
try to support or deny their hypotheses.
The scientific method was employed greatly in our experiment. Each person participating
posed a hypothesis and must create a lab report such as this one. By doing this there were several
different hypotheses that were either supported, denied, or in my case unaffected. By having

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several different hypotheses the class represented that every experiment has several hypotheses
that can be drawn from it. Each one then evaluated and represented for further evaluation.
The class also supported the theory of evolution through natural selection. The theory of
evolution through natural selection is a hypothesis raised to theory due to rigorous scientific
support. The theory says that creatures develop genetic variation overtime due to competition for
natural resources. Those creatures that are best fit for survival in certain environmental
conditions will have the highest likelihood of surviving to reproductive age in those regions. The
creatures that can survive to reproduce will be the most frequent in those regions to which they
have developed to live. When mutations happen they may either support or inhibit the life of a
creature, sometimes mutations dont have affects until later in life and sometimes they have no
evident affects. If a creature survives to reproductive age and manages to reproduce, then the
mutations will be able to survive and may be sustained in further offspring. This is evolution.
This theory was semi-supported by the class because we filtered out those that had the
least success and increased those that had the greatest. I say semi-supported because the situation
was more of a mock interpretation of the theory. The class was following abstract rules meant to
portray Darwins theory, thus demonstrating how it works not necessarily supporting or denying
it in any fashion.

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Work Cited
Biology-online. Darwins Finches & Natural Selections. Biology-online.com. Web.1 Jan
2000. 1 Feb 2015. http://www.biology-online.org/2/11_natural_selection.htm.
Cromie, William. How Darwin's finches got their beaks. Harvard.edu. Web. 24 July 2006. 1
Feb 2015. http://news.harvard.edu/gazette/2006/08.24/31-finches.html.