The majority of students predicted that long wing phenotype would become more frequent and justified this prediction with the increased survival probability of individuals with this phenotype (Figure 5).
Time and again, students predicted that the prospect of running up tens of thousands of pounds of debt would put people off from even applying for college, whether it was their younger brothers and sisters, their cousins or simply anyone from a poorer background.
In all cases, students predicted that the forks would increase in frequency within the population.
The students "predicted that a bicyclist should be able to produce up to 75 watts continuously far more than the 30 watts needed to power the laptop".
Some students predicted that some species would out-compete others, and fewer students suggested that mowing may represent a bottleneck effect by dramatically reducing the population size.
If the momentum of an object has an impact on its speed, how might the students predict that they results of their experiment might change if the were to propel their simulated comets into their marble?
After removing trait variation, running the simulation, and observing that evolution by natural selection cannot occur without trait variation, students are then asked the following reflection question: Question: Many students predict that the snail shell thickness would still evolve even without variation because the snails need protection against predatory crabs.
And in a sign of what a 10-year-old imagines 48 looking like, most of the students had predicted that Mr. Berg would arrive with a cane, false teeth and white hair.
At Aston University, which is offering 100 extra places this year as a result of the Government's decision to allow universities to take in up to 10,000 extra students, officials predicted that all their available places would have gone by last night.
Most students correctly predicted that smaller populations would harbor less genetic diversity than larger ones, although only one-third of the students correctly justified their predictions (Figure 7). Figure 7 Examples of answers given by students in the assessment of the knowledge about genetic drift.
