1. Lab 3: Write a question asking students to calculate% survival, which can be part of a fitness function. (this can be multiple parts like the example) You can use the example questions to format the question but they should be different information and not the same worded question. Ex. Questions: 1. A family of hawks moved into a forest where a population of black squirrels live. The squirrels with smaller tails are able to dodge the swooping hawks, while the squirrels with larger tails can tum away quickly. a. Use the table below tao fill in the last column by calculafing the percent survival of the squirrel population after the hawks were intfroduced. (0.75 pt, 0.25 pt each) Before Hawks Percent Survival a5 [m ] b. Use the graph below to draw a histogram of the squirel population before and affer selection. (2 pts total, | pt for "before hawks" set of bars, 1 pt for \"survivors\" set of bars) Should look something like below n o 3 D e 0 o o E 5 z - Extra Small Medium Large Extra small lorge Tail size c. Sketch a fitness function on the graph to the right using the information on the squirrel population. Label both axes. (0.75 pt total, 0.25 pt for drawing, 0.25 pt for each axis label) should show disruptive selection; y-axis = percent survival, x-axis = phenotypic state d. What kind of fitness function did you draw? (0.5 pt) disruptive 2. Lab 4: Write a question about the five forces or five criteria of evolution (Lab 4), in a scenario where students recognize these forces rather than just listing them. Five Forces: selection, drift, mutation, population mating structure, NonRandom Mating