Unit 8

Organization of Life

Plants, and Evolution

Callahan Biology 2016-2017

Century High School

Name ____________________________

Hour ____________________________

Teacher __________________________

The History of Life and Evolution

Darwins Theory of Evolution (Chapter 15)

A. Charles Darwin

In 1831 ________________ took a trip to the Galapagos Islands as a naturalist aboard the HMS Beagle. This trip took 5 years, and allowed him to see and collect many animal species.

What evidence led Darwin to develop the theory of natural selection and common ancestry to explain evolution?

B. Natural Selection

Darwins Theory of Evolution is based on the mechanism of

___________________________________.

Artificial Selection is what happens when _________________ choose who breed and survive.

Natural Selection is what happens when only the most ______________ survive and

________________ determines who will breed and survive.

The Four principles of Natural Selection include:

1. Variation - Organisms in a population are ___________________________

2. Heritability - Traits are passed from parent to ________________________

3. Overproduction Populations produce more offspring than can __________ , this creates competition for resources.

4. Reproductive Advantage Variations make some organisms of a species more likely to _________________ and have more _____________________ than others.

Evolution means to ____________________ over ___________________.

C. Evidence of Evolution

Darwins theory states that evolution is a result of ________________________________

Evidence includes:

1. The Fossil Record allows scientists to study and compare traits.

a. Derived traits __________ traits found in organisms

b. Ancestral traits traits __________________ between ancestor and modern day organisms.

c. Radioactive Isotopes-

2. Comparative Anatomy Related structures between organisms.

a. Homologous Structures - Similar structures inherited from a common __________________________.

Example

b. Vestigial Structures Structures that have reduced or lost _______________.

Examples

c. Analogous Structures Similar structures inherited from unrelated

__________________________.

Examples

3. Comparative Embryology Similarities between ____________________________.

4. Comparative Biochemistry Similar enzymes, amino acids, DNA, RNA, and other ________________________________________________.

5. Geographic Distribution - Related organisms share geographical _______________.

D. Adaptation

An adaptation is a trait that increases an organisms __________________________________.

Fitness the measure of an organisms ability to make _________________________________.

Adaptations include:

1. ________________________ - to blend with environments.

2. ________________________ - to resemble other species

3. ________________________ - to be immune to antibiotics

E. Mechanisms of Evolution

In addition to __________________________________ other mechanisms affect evolution.

These include:

1. The Hardy-Weinberg principle allele frequencies stay __________________________.

example

2. Genetic Drift

example

3. Founder Effect

example

4. Bottleneck

Example

5. Gene Flow

example

6. Nonrandom Mating

example

7. Mutation

example

8. Natural Selection - Selecting a variation of traits in a population is hard, but in the end the environment determines what traits survive or not. Types of selections are:

a. Stabilizing

b. Directional

c. Disruptive

d. Sexual

Reproductive Isolation Prevents groups of organisms from __________________________.

Speciation - Causes a population to diverge and split into _____________________________.

1. Allopatric - a ___________________________ barrier

Examples

2. Sympatric - no _____________________________ barrier

Examples

Patterns of Evolution

1. Adaptive Radiation (also known as _______________________________________)

One species gives rise to ____________________________

Example:

_____________________________________________________________________

2. Coevolution - a species has a close relationship with __________________________

Example:

_____________________________________________________________________

3. Convergent Evolution - 2 unrelated species become __________________________

Example:

_____________________________________________________________________

F. Sexual Reproduction vs. Asexual Reproduction-

Sexual Reproduction gives an evolutionary advantage to organisms because it gives them ______________________________________________________.

Example:

______________________________________________________________________________

G. Human Effects on the Evolution of Organisms-

1. Selective Breeding

2. Genetic Engineering

3. Antibiotic Development

4. Temperature Changes

5. Land Use

Something to think about

If it takes many years for species to evolve than is it individuals or populations that evolve?

____________________________Why?___________________________________________________________________________________________________________________________

In the end natural selection can be simply defined as:________________________________________________________________________

Bono is from an island that consists of 200 people, from what you learned, what are some assumptions that you can make about Bono and the rest of the people on his island compared to that of someone from New York City.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EVOLUTION VOCABULARY

1. adaptation

2. adaptive radiation

3. analogous structures

4. convergent evolution

5. directional selection

6. disruptive selection

7. divergent evolution

8. evolution

9. gene flow

10. genetic drift

11. genetic equilibrium

12. genetic isolation

13. homologous structure

14. macroevolution

15. microevolution

16. mimicry

17. mutation

18. natural selection

19. speciation

20. stabilizing selection

21. vestigial structures

Evolution by Natural Selection

What are some differences you have noticed in the size and shape of the dogs in your neighborhood?

Do their differences make them better at some things, but not well-suited for others?

What would happen if the world suddenly changed, so the only thing that dogs could eat was deer and there was absolutely no way for a dog to eat if it wasnt big or strong enough to catch deer?

Most likely, smaller dogs would die off and the bigger ones would survive and reproduce. After a while, instead of a population of dogs of all sizes, most of the dogs in the population would be large dogs.

Living things that are well adapted to their environment survive and reproduce. Those that arent well adapted dont survive and reproduce. An adaptation is any characteristic that increases fitness, which is defined as the ability to survive and reproduce. What are some characteristics of animals or plants that affect their fitness?

Below are the descriptions of four female mice that live in a beach area which is mostly tan sand and scattered plants. According to the definition given for fitness, which mouse would biologically be considered the fittest? Explain why this mouse would be the fittest.

Color of Fur

Brown

Tan

Tan and Brown

White

Age at death

2 months

8 months

4 months

2 months

# or pups produced

0

11

3

0

Running speed

8 meter/min

6 meter/min

7 meter/min

5 meter/min

If a mouses fur color is generally similar to its mothers color what color fur would be most common among the pups?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A more complete definition of fitness is the ability to survive and produce offspring who survive and reproduce. Below are descriptions of four male lions. According to this definition, fitness, which lion would biologists consider the fittest?

Explain why.

Name

Zeus

Apollo

Rebel

Leo

# of cubs fathered

19

25

20

20

# of surviving cubs to adult

15

14

14

19

Age at

Death

13 years

15 years

12 years

10 years

Size

10 feet

8.5 feet

9 feet

9 feet

Suppose that Leo had genes that he passed on to his cubs that helped his cubs to resist infection, so they were more likely to survive to adulthood. These genes would be more common in the next generation, since more of the cubs with these genes would survive to reproduce. A characteristic which is influenced by genes and passed from parents to offspring is said to be inherited.

Over many generations, heritable adaptive characteristics become more common in a population. This process is called evolution by natural selection. Evolution by natural selection takes place over many, many generations.

Evolution by natural selection leads to adaptation within a population. The term evolution by selection does not refer to individuals changing, only to changes in the frequency of adaptive characteristics in the population as a whole. For example, none of the mice had a change in the color of their fur, but tan fur was more common for the pups than for the mother mice.

In summary, a heritable characteristic that helps an animal or plant to have more offspring survive to reproduce will tend to become more common in a population as a result of evolution by natural selection.

Questions:

1. Explain why a characteristic which helps an animal to live longer will generally tend to be more common in the population as a result of evolution by natural selection.

2. Not all characteristics which contribute to longer life become more common in the population. Some characteristics contribute to long life, but no more offspring. For example, a female which is sterile and cannot have any offspring may live longer because she will not experience biological stresses of repeated pregnancies. Explain why a characteristic like this which contributes to a long life, but with few or no offspring, would not become more common as a result of evolution by natural selection.

Classification of Living Things

The study of life is ___________________________

Draw the kingdom of science, and how each area of science is related.

Biology and the Animal Science

The science of grouping organisms on the basis of their similarities is called _______________________

Aristotle (350 BC) was the 1st to subdivide into two groups:

__________________________ and ___________________________

Aristotles system lasted 2000 years

Carleus Linnaeus developed a new system based on 7 groups:

1.

2.

3.

4.

5.

6.

7.

Most animals are now referred to by their _________________ and _____________

This is called their ___________________________ and is a practice known as _________________________________________.

Examples:

Organisms also have a ____________________ name, which can sometimes cause a great deal of confusion such as mountain lion: puma, cougar, panther, catamount or starfish silverfish, jelly fish (none of which are fish).

Modern taxonomists now group according to chromosome structure, reproductive potential, biochemical similarities, embryology, and evolutionary relationships.

Members of the same species that differ in some important way are called ____________________________.

Linnaeus divided according to two kingdoms:

__________________________ (autotrophs)

___________________________ (heterotrophs

Now we have 5 (actually 6) Kingdoms

1. ____________________ (simple organisms without nuclei bacteria)

2 domains __________________ and _____________________

2. ____________________ (with nuclei many are unicellular)

3. ____________________ (multicellular heterotrophs absorb food

through cell wall mushrooms etc.)

4. ____________________ nucleated, multicellular autotrophs chloroplasts

5. ____________________ multicellular heterotrophs nuclei

The study of taxonomy is huge. _______________ have helped a lot.

Identifying Organisms

The study of classifying according to evolution ____________________

The study of evolutionary relationships and phylogenies __________________

The results of studies in systematics are used to construct a ___________________

FISH SORTING

FISH NAMES

Row

Column 1

Column 2

Column 3

1

1

2

3

2

4

5

6

3

7

8

9

Fish Key

Step 1

If the fish shape is long and skinny then go to Step 2

If the fish shape is not long and skinny then go to Step 3

Step 2

If the fish has pointed fins it is a trumpet fish

If the fish has smooth fins, it is a spotted moray eel

Step 3

If fish has both eyes on top of the head then go to step 4

If the fish has one eye on each side of the head then go to step 5

Step 4

If the fish has long whip-like tail, it is a spotted eagle ray

If the fish has a short, blunt tail, it is a peacock flounder.

Step 5

If the fish has spots then go to step 6

If the fish does not have spots then go to step 7

Step 6

If the fish has chin whiskers it is a spotted goat fish

If the fish does not have chin whiskers it is a band-tail puffer

Step 7

If the fish has stripes then go to step 8

If the fish does not have stripes it is a glassy sweeper.

Step 8

If the fish has a v-shaped tail it is a squirrel fish

If the fish has a blunt tail, it is a glass-eye snapper

Roll Call of the Animals

There is great diversity within the animal kingdom. No one can be expected to recognize all of the different organisms. You already know the differences between cows and dogs, birds and people, and snakes and frogs. You recognize these animals because of certain differences in the characteristics that each possesses. If you know what traits to look for, it is possible to separate any animal into its proper grouping. From a biological perspective, the term proper group means a group of closely related organisms that have evolved along similar lines. The similarity of characteristics is the basis of the science of taxonomy, the classifying and naming of organisms. The ranking order of classification groups (taxons) from the most inclusive through the least inclusive is as follows:

Kingdom, Phylum, Class, Order, Family, Genus, Species

Organisms in the same kingdom are very broadly similar; those in the same phylum are more similar to each other than those in other phyla. Those organisms in the same genus are quite similar, more closely so than those in another genus of the same family.

All organisms have scientific names that are generally descriptive and employ two terms; the genus and species names. The species term is never capitalized, and both the genus and the species names are underlined or set in italics. For example, the leopard frog is scientifically termed Rana pipiens. You belong to the species Homo sapiens.

Procedure;

A simple dichotomous key to some members of the animal kingdom is included in this lab. Begin at step 1 of the key for each specimen that has been set up in the lab. Identify the name of the organism at each station. Remember the purpose of this identification is to become familiar with the classification characteristics of the organism you are identifying.

When you have determined the name of the organism write the name on the answer sheet below:

1. ____________________8. _____________________15. ____________________

2. ____________________9. _____________________16. ____________________

3. ____________________10. ____________________17. ____________________

4. ____________________11. ____________________18. ____________________

5. ____________________12. ____________________19. ____________________

6. ____________________13. ____________________20. ____________________

7. ____________________14. ____________________21. ____________________

Dichotomous Key

1. a. Animal has internal skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

b. Animal has external skeleton or no apparent skeleton . . . . . . . . . . . . . . . . . . . . . . . 2

2. a. Irregular-shaped body: porous Phylum Porifera (sponge)

b. Regular shaped body ( symmetrical) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

3. a. Radial symmetry (pincushion pattern). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

b. Bilateral symmetry (similar right and left body halves). . . . . . . . . . . . . . . . . . . . . .6

4. a. Arms extend from a central disc, or spines present Phylum Echinodermata.18

b. Soft body; little or no color Phylum Coelenterata.5

5. a. Saucer shaped transparent body with small tentacles Class Scyphozoan (jellyfish)

b. Barrel shaped body tentacles at one end Class Anthazoa (sea anemone)

6. a. Hard outer covering, tentacles or antennae present . . . . . . . . . . . . . . . . . . . . . . . . . .10

b. Wormlike body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

7. a. Flattened specimen Phylum Platyhelminthes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

b. Cylindrical specimen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

8. a. Smooth, nonsegmented body Class Trematoda (liver fluke)

b. Apparently segmented, flattened body Class Cestoda (tapeworms)

9. a. Nonsegmented, colorless body Phylum Aschelminthes (roundworms)

b. Segmented body Phylum Annelida (earthworm)

10. a. Body has jointed legs Phylum Arthropoda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

b. Soft body but has no jointed legs Phylum Mollusca . . . . . . . . . . . . . . . . . . . . . . . . . . 11

11. a. Shell absent: tentacles present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

b. Shell present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

12. a. Appears as snail without shell Class Gastropoda (e.g. slug)

b. Tentacles and eyes present Class Cephalopoda (squid)

13. a. Bivalved shell (two halves) Class Bivalvia (clam)

b. Univalved shell (single unit) Class Gastropoda (whelk)

14. a. Jointed appendages on most body sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

b. Jointed appendages on certain body segments not all are legs . . . . . . . . . . . . . . . . . 16

15. a. One pair of legs per body segment Class Chilopoda (centipede)

b. Two pairs of legs per body segment - Class Diplopoda (millipede)

16. a. Two pairs of antennae; large claws Class Crustacea (fiddler crab)

b. No large claws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

17. a. Four pairs of legs: no antennae or wings Class Arachnida (spider)

b. Three pairs of legs; wings present Class Insecta (wasp)

18. a. Arms present: body surface knobby Class Asteroidea (stars)

b. Many spined animal: resembles a pincushion Class Echinoidea (sea urchin)

19. a. Fishlike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

b. Not fishlike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

20. a. Body flattened: long lance like tail Class Chondrichthyes (stingray)

b. Scales present: tail not lance like Class Osteichthyes (sea bass)

21. a. Claws usually present: scales; zero or four legs Class Reptilia

b. Claws either present or absent , no scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

22. a. Claws absent Class Amphibia

b. Skin covered with feathers or hair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

23. a. Feathered: claws present Class Aves

b. Hair present Class Mammalia

Terms to Know and Define:

Internal Skeleton

External Skeleton

Bilateral Symmetry

Radial Symmetry

Segmented

Tentacles

Bivalve

Univalve

Vascular Plants

Three parts of a vascular plant

1. ______________________________

2. ______________________________

3. ______________________________

The Vascular System

1. ______________________________________________

2. ______________________________________________

Seed plants

1. Gymnosperms

2. Angiosperms

a. Monocots

b. Dicots

Flowers and Fruit

Kinds of plant Tissue

Epidermis

Vascular Tissue

Ground Tissue

Roots

Stems

Woody stems

Buds

Leaves

Blade

Petiole

Simple

Compound

Structure of the Leaf

Epidermis

Cutin

Stomata with Guard cells

Mesophyll

Leaves and Water Loss - Transpiration

Reproduction

The Flower

Pollination

Fertilization

Fruits and Seeds

Asexual Reproduction

Natural Propagation

1. Runners

2. Rhizomes

3. Bulbs

Artificial Propagation

1. Cuttings

2. Grafting

Comparison of Monocots and Dicots

Observe the differences between the monocot and dicot plant parts. Describe the differences between each monocot and dicot plant part. Draw them in the space below.

Plant Part

Monocot

Dicot

1. Seed

2. Flower

3.Leaf

4. Stem Cross-section

5.Roots

Monocot

1

2

3

4

5

Dicot

1

2

3

4

5

A Study of Seed Structure and Development

Flowering plants are divided into two basic groups, monocotyledons and di-cotyledons. The seeds of these groups are different, as is the development of the embryonic plant. In this investigation you will observe the parts of both types of seeds and the early stages of development of the plant embryos.

Materials

Corn and Bean seeds soaked over night

Stereomicroscope

Scalpel

Iodine

1. Obtain one bean seed. Remove the seed coats of the seeds. Open the seeds to reveal the two embryonic leaves.

a. What is the name of these embryonic leaves?

b. What purpose do the embryonic leaves serve?

2. Use the stereomicroscopes to examine the embryos. Draw each embryo and label any parts that can be identified.

3. Locate the small, oval, light colored area on a corn kernel which shows through the seed coat. With a scalpel, cut the seed in half along the long axis of the light-colored area. Place a drop of iodine on the cut surface.

a. What happens to the embryo?

b. What happens to the area around the embryo?

2