Exercise 3: Predator-Prey/ Selection Exercise

WY Licuanan (adapted from that used in UCLA and University of Southern California)

Materials

beans of different color (but, if possible, similar sizes): red, black, green, brown, white (1
kg each type)
plastic utensils: spoons, forks, knives, forceps (about 15 each)
plastic beakers or similar container (about 200 ml capacity; 25 pcs)
plastic beaker (500 ml capacity; 2 pcs)

Objective
The objective of the exercise is to demonstrate the role of predators and their prey in determining
each others population sizes over several generations. The exercise also seeks to show the role
of the environment in this change.

Procedure

The different bean types represent different varieties of a prey species. The different
utensils represent different varieties (i.e., designs of mouth parts) of predators (the
students with the plastic beakers as their stomachs). Basically, the different predator
varieties compete and those which can ingest / catch more (higher tha average) prey
reproduce more than those who cannot.
Steps (for the instructor):
Divide the class into five equally-abundant predator varieties (groups): those who hunt
with hands, those with forceps, those with forks, those with spoons, and those with
knives. Give each individual a beaker.
Count equal numbers of beans (initially, 200 for each kind) and mix the five kinds in one
large beaker
Select a hunting ground, preferably a grassy area like in the Marian Quadrangle. Ask all
the predators to form a circle around a small spot. Then scatter the counted seeds.
Give the predators one minute to hunt and ingest as many prey as they could. The
predators are allowed to compete (via scramble and / or contest competition) with each
other so long as they do not cause another to "throw-up" its ingested food (i.e., spill their
seeds). Predators are also not allowed to scoop up prey using their beaker. All must use
the implements assigned to them in feeding. Those of the same variety may "cooperate"
by protecting the best feeder, etc.
After the feeding period, have each individual count the number of prey it collected
(regardless of type of prey). Then, a detailed (per prey variety) breakdown should be
reported by each predator variety/group. Use the following table as guide.
Compute the total number of prey caught per type and subtract this number from the
original number scattered to determine the number surviving. The number of survivors
left in the feeding ground are then allowed to "reproduce" (by adding as many prey per

type as there are survivors. Thus, if 150 green seeds survived a previous run (only 50
were caught), another 150 are scattered on the ground just prior to the next run.
Compute the average number of prey caught per predator (regardless of color or mouth
part). Individuals who caught less than this average "die" and have to turn in their
implements (except their hands). Individuals who caught more than the average are
allowed to "reproduce" by resurrecting the "dead" individuals to be of the same variety as
the successful hunters. Thus, if only 5 "hand" predators and 4 forcep predators survived,
there will be 10 hand predators and 8 forcep predators in the next run.
Repeat the above procedures for at least 4 runs.

Guide Questions:
1. Describe "evolution" and "fitness" using your data.
2. Which among the groups of seeds were the first ones to be extinct? Why? What could be
the reason or reasons as to why other seeds will live to propagate in future generations?
What about those that got extinct?
3. Which among the groups of predators were the first ones to be extinct? Why? What
could be the reason or reasons as to why other predators will live to propagate in future
generations? What about those that got extinct?
4. What advantages do the successful predators have over those predators that are still alive
but are low in number and/or those that have gone extinct? Compare and contrast these
predators. Hypothetically speaking and based on your observations and given some
background on evolution, is there a way for the predators with low population numbers
still increase in number or even be the dominant predators around? How can this
happen?
5. What advantages do the successful seeds have over those seeds that are still alive but are
low in number and/or those that have gone extinct? Compare and contrast these seeds.
Hypothetically speaking and based on your observations and given some background on
evolution, is there a way for the seeds with low population numbers still increase in
number or even be the dominant prey around? How can this happen?
6. How do predator populations "mold" prey populations? Support your answer with
evidence from your data.
7. How do prey populations "mold" predator populations? Support your answer with
evidence from your data.
8. Is the concept of predator-prey, which you learned here, applicable to humans? Discuss
your answer.