7: evolution solution - srhsbio - home powerpoint...population; average beak size will decrease over...
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5/3/2017
1
What mechanisms drive
populations to change over many
generations from shared ancestors?
7: EVOLUTION SOLUTION
Provide 3 examples of
adaptations and how they
help different organisms to
survive.
Flight in birds – helps to
escape from predators
Opposable thumbs – able to
hold things with one hand
Camouflage – hide from
predators
Amount of fur – insulation
from cold/ heat
Outcome:
Determine the
effect of
variation on
the survival of
a population.
DRILL 1
3.29 (A DAY)
3.30 (B DAY)
Video Link
1. What is the difference between a theory and a scientific theory?
Theory: guess, idea, opinion
Scientific Theory: explanation of something, well tested, fact based, confirmed through experiments/ data
2. Why is the phrase “evolution is just a theory” incorrect?
Evolution is a scientific theory, meaning there is a significant body of evidence – from many areas – to support it
3. Can a scientific theory be changed?
Yes, as new evidence/ data is collected, scientific theories can be modified to match these results, so that the theory is as accurate as possible.
CW 1: JUST A “THEORY”
Complete CW 2 in groups of 3
You will need a stopwatch – use your phone
10 seconds for each trial – do 2 trials for each beak
type
Graph the average
CW 2: FEEDING THE BIRDS
1. What can you conclude about the relationship
between the independent and dependent variables?
Some beaks are better than others for this food source;
type of beak affects how easy it is for the bird to get
food.
2. All the birds in this experiment were the same
species, the Billed Sparrow. What variations were
present within this species?
Variation occurs within beak structure
CW 2: FEEDING THE BIRDS
3. Over time, a small variation in a species can lead to
an adaptation. An adaptation is a trait which helps an
organism to survive in its environment. Which
adaptation(s) are best suited each food source below?
CW 2: FEEDING THE BIRDS
Tweezer BeakTweezer Beak
Fork Beak
Fork Beak
Spoon Beak
5/3/2017
2
4. In the forest where the Billed Sparrow lives, a fungus
kills off all the plants that produce large seeds.
a. Which variation(s) will allow the Billed Sparrow species to
survive?
Billed sparrows will need finer beaks that can pick out the small
seeds
b. How will the population of Billed Sparrows change after 100
years, assuming the large seed plants do not grow back?
The billed sparrows with spoon beaks will die off and be unlikely
to reproduce and pass on those spoon beak traits
Over time the tweezer beaks will be more typical in the
population; average beak size will decrease over time
CW 2: FEEDING THE BIRDS
1. There is variation in
traits.
Video Link
Individuals in
populations vary
slightly from one
another.
Some beetles are
green, some brown
CW 3: NOTES: NATURAL SELECTION
2. There is differential
reproduction.
Environment can’t
support unlimited
population growth
(resources are limited)
Some variations help
the individuals that
possess them to
reproduce more than
others
CW 3: NOTES: NATURAL SELECTION
3. There is heredity. Surviving brown
beetles have brown
baby beetles because
this trait is genetic
Those offspring inherit
the successful
variations and
produce more
offspring themselves
CW 3: NOTES: NATURAL SELECTION
4. End Result. More advantageous
trait (brown) allows
the beetle to have
more offspring
Generations pass, the
population evolves
towards more
successful variation
(becomes more
common in
population)
CW 3: NOTES: NATURAL SELECTION HW 1: Section 16.3
Assessment
Read section 16.3 in your text
Answer the questions
Complete CW 1 – 3 if not
done
GMO position essay due on
Edmodo 4/1 @ 11:45 PM
Outcome:
Determine the
effect of
variation on
the survival of
a population.
SUMMARY 1
3.29 (A DAY)
3.30 (B DAY)
5/3/2017
3
Use an example to describe
the process of natural
selection.
Ms. Leffel’s example Outcome:
Explain
variation in a
population of
finches by
completing a
gizmo.
DRILL 2
3.31 (A DAY)
4.3 (B DAY)
HW 1: SECTION 16.3 ASSESSMENT
HW 1: SECTION 16.3 ASSESSMENT CW 4: RAINFALL AND BIRD BEAKS GIZMO
CW 4: RAINFALL AND BIRD BEAKS GIZMO
Go to www.explorelearning.com
Username: leffelbio
Password: leffelbio
CW 4: RAINFALL AND BIRD BEAKS GIZMO
1. What causes the yearly fluctuation in the finch
population?
2. How does the amount of rainfall affect the amount
and types of seeds present on the Galápagos Islands?
3. Why does the selection of available seeds favor some
beaks more than others?
4. How, exactly, does the average beak depth change
over time?
5. Why do you think the finches of the Galápagos Islands
were so important in convincing Darwin that evolution
explained the origin of species?
5/3/2017
4
Homework:
Complete CW 1 – 4 if not done
Past Due
GMO position essay due on
Edmodo 4/1 @ 11:45 PMOutcome:
Explain
variation in a
population of
finches by
completing a
gizmo.
SUMMARY 2
3.31 (A DAY)
4.3 (B DAY)
In nature, certain
individuals will leave more
offspring on average than
others, due to
a. Adaptations developed
through use
b. Inherited adaptations that
are well-suited to the
environment
c. Abundant resources
d. Choices made by plant and
animal breeders
Outcome: I
can portray
the formation
of new
species.
DRILL 3
4.4 (A DAY)
4.5 (B DAY)
Link: https://www.youtube.com/watch?v=8yvEDqrc3XE
Watch the video and answer the questions in your unit
packet.
CW 5: SPECIATION: AN ILLUSTRATED
INTRODUCTION
1. How many bird species are there on the planet?
10,000 known
2. What is a species?
Groups of interbreeding (actually or potentially) natural
populations, which are reproductively isolated from other groups
Organisms which can interbreed with each other and produce
viable young
3. How did the mainland bird first colonize the volcanic
island?
A storm blew birds over; now they are reproductively isolated
CW 5: SPECIATION: AN ILLUSTRATED
INTRODUCTION
4. After how many generations were the mainland and island birds no longer able to mate?
10,000 generations – the female no longer recognizes the male’s mating habits
5. In reality, bird blind dating does not occur. How do scientists classify species separated in space as different species?
By comparing genetic differences
6. What factors led to evolution of the three island bird species?
Separation by geological features
Availability of food (only one parent needed to raise offspring, so males seek out multiple mates)
CW 5: SPECIATION: AN ILLUSTRATED
INTRODUCTION
7. How did the eastern and western birds differ after
10,000 generations?
Different mating habits (dances, songs), different physical
characteristics
8. The western females still mated with eastern males
after 10,000 generations, but the eggs were not
viable. Are the two types of bird different species?
Yes – the separated populations have developed many genetic
differences
CW 5: SPECIATION: AN ILLUSTRATED
INTRODUCTION
5/3/2017
5
Species: A group of similar organisms that can
interbreed and produce fertile offspring.
Speciation: Formation of a new species
CW 6: SPECIES STORY
Selection Pressures: Anything that reduces the
reproductive success of an organism.
CW 6: SPECIES STORY
Genetic Bottleneck: Change in allele (gene) frequency
after a dramatic reduction in the population.
CW 6: SPECIES STORY
Founder Effect: Change in allele frequency (genes) as a
result of the migration of a small subgroup of a
population.
CW 6: SPECIES STORY
Reproductive
Isolation/ Geographic:
two populations are
separated by
geographic barriers
(rivers, mountains,
bodies of water)
preventing them from
breeding
CW 6: SPECIES STORY
Reproductive
Isolation/ Behavioral:
two populations
develop different
mating/courtship
rituals that prevent
them from breeding.
CW 6: SPECIES STORY
Use different songs to
attract mates; will not
mate together.
Eastern Meadowlark
Western Meadowlark
5/3/2017
6
Reproductive Isolation/ Temporal: two or more species
are separated by time, preventing them from breeding.
CW 6: SPECIES STORY
These frog species
mate at different
times during the year;
so they cannot
interbreed.
You must write a story about a population of animals which eventually evolves into two or more different species. You must use at least three of the factors above in your story.
Each major event in your story must:
Be illustrated WITH COLORS!
Explain how the factors (from above) led to speciation
Have the factor underlined
During the course of your story anything can happen – a species may go extinct, start a war with another species, two star-crossed lovers may perish knowing that they can never produce fertile offspring… BE CREATIVE
CW 6: SPECIES STORY
HW 2: Evolution Practice
Quiz
Complete species story
Complete CW 1 to 6 if not
done
Work on LINCs words
Past Due
GMO position essay due on
Edmodo 4/1 @ 11:45 PM
Outcome: I
can portray
the formation
of new
species.
SUMMARY 3
4.4 (A DAY)
4.5 (B DAY)
Provide an example for each
type of reproductive isolation.
Geographic: bird species, some
migrate to different sides of a
mountain
Behavioral: A population starts to
develop different mating rituals
Temporal: A population spilt, and
half starts to mate at different
times, so they do not mate
together
Hand in species story to the
bin
Outcome: I
can use
changing
allele
frequency to
explain the
formation of
a new
species.
DRILL 4
4.6 (A DAY)
4.7 (B DAY)
1. C
2. C
3. C
4. C
5. C
6. B
7. B
8. B
9. C
10.B
11.A
12.D
13.C
14.A
15.A
16.A
17.D
18.D
19.C
HW 2: EVOLUTION PRACTICE TEST
Essential Questions:
How does antibiotic resistance evolve?
How will people be affected by bacterial resistance?
What can be done to fight against bacterial resistance?
BUGGED OVER THE BUDGET
5/3/2017
7
Complete the readings and analysis questions.
Go to http://piktochart.com/ and sign up for a free account. You will need to select one person to be responsible for the username and password.
Create an infographic that addresses the following key concepts:
Create an original visual to explain how bacteria evolve antibiotic resistance, in terms of selection and evolution.
Show the effects of antibiotic resistance on the population, in concrete terms such as deaths and costs.
Develop a list of tips that everyday people, doctors, and researchers can use to fight antibiotic resistance.
Describe the importance of federal funding for medical research in terms of antibiotic resistance – why should we divert funds to this issue?
Review your infographic using the provided rubric
Submit a link for your group’s infographic on Edmodo by the due date.
BUGGED OVER THE BUDGET
Groups 4A Lyndsey, Maddie C., Ayesha, Caroline
K, Caroline D
Jenna, Katie, Tamaya, Molly M., Valeria
Joab, Daniel, Brennan, Christian, Frannie
Eddie, Kyle S., Andrew, Dustin
Faydra, Rebekah, Karen, Jocelyn
Tyjay, Bailey
Noah, Kyle C.
Groups 1B Spencer, Jamison, Chris, Ben M.,
Kevin, Ian
Isabel, Jillian, Bethan, Jackson, Jessica
Megan, Joseph, Madison, Jason, Camryn
Amanda, Molly, Debbie, Anya, Alexa
Rowin, Sophia D., Sophia S., Shaun
Groups 4B Zac, Kayla, Kara, Mason, Asa
Bryce, Jackson, Dominic, Aaron, Aiden
Cora, Mollie, Paige, Jayden, Liz
Sara, Madeline, Alyssa, Faith, Heidi
Ethan, Sam, Jacob
Sean, Brennan, Andrew, Max
BUGGED OVER THE BUDGET
Complete the activity using 50 black beans (F) and 50
white beans (f)
Mix the beans up; close your eyes and draw two at a
time, representing the alleles for presence of fur.
Count each genotype and count the total number of
each allele (this should be 30 each for the first mating)
Put all of the beans back into the bin, excluding the
rabbits with genotype ff. These are furless rabbits, who
die off during the cold winter. They do not live to pass
on their genes to the next generation.
Repeat for a total of 10 matings.
CW 7: BREEDING BUNNIES CW 7: BREEDING BUNNIES
Copy this down in CW 7
Generation Number of
FF Bunnies
Number of
Ff Bunnies
Number of
ff Bunnies
Number of
F alleles
Number of
f alleles
Total
Number of
Alleles
Gene
Frequency
of F
Gene
Frequency
of f
1 12 26 12 50 26 76
2 19 12 7 50 12 62
3 22 6 3 50 6 56
4 23 4 1 50 4 54
5 25 0 2 50 0 50
6 25 0 0 50 0 50
7 25 0 0 50 0 50
8 25 0 0 50 0 50
9 25 0 0 50 0 50
10 25 0 0 50 0 50
Absent Data Graph
CW 7: BREEDING BUNNIES
-0.10
0.10
0.30
0.50
0.70
0.90
1.10
0 2 4 6 8 10
Alle
le F
req
ue
ncy
Generation Number
Allele Frequency vs. Generation Number
Gene Frequency of F Gene Frequency of f
1. Based on your lab data, do you need to revise your
hypothesis? Why or why not?
The recessive allele may or may not disappear entirely.
2. Compare the total number of alleles for the dominant
characteristic with the number of alleles for the
recessive characteristic. Over the course of 10
generations what trend do you observe?
Because the ff bunnies die off, these alleles become less
frequent in the population. They may still exist after ten
generations, but only in heterozygous individuals.
CW 7: BREEDING BUNNIES
5/3/2017
8
3. Compare the frequencies of the dominant allele to the
frequencies of the recessive allele over the course of
10 generations. What trends do you observe?
The dominant allele (fur) is more frequent than the recessive
allele (furless), which decreases over time after each successive
winter (bottleneck effect)
4. In a real rabbit habitat new animals often come into
the habitat (immigrate), and others leave the area
(emigrate). How might emigration and immigration
affect the gene frequency of F and f in this population
of rabbits?
It’s possible that the recessive allele might remain in the
population at a higher frequency or for more generations.
CW 7: BREEDING BUNNIES
5. How does a changing allele frequency relate to the
formation of new species?
As the allele frequency changes, certain traits become more
common in a population. If that population is reproductively
isolated from others, these changes add up over long periods of
time to result in new species.
6. During the performance of this lab what part of the
activity simulated the mechanism of natural selection
on the genetics of the rabbit population?
You only put the FF and Ff bunnies back into the breeding bag,
representing the death of the ff bunnies each winter.
CW 7: BREEDING BUNNIES
7. Based on our definition of evolution explain how the
results of this simulation acts as an example of
evolution.
Evolution is a change in the heritable traits of a population from
generation to generation. The harsh winter acted as a selection
pressure, which made certain traits unfavorable and therefore
unlikely to be pass on to the next generation.
8. Why is reproduction so important to the process of
evolution?
Without reproduction, organisms cannot pass on favorable
genes to the next generation; we would see no change in allele
frequency.
CW 7: BREEDING BUNNIES Complete CW 1 to 6 if not
done
Work on CW 7 for 30
minutes
Work on LINCs words
Complete species story if
not done
Outcome: I
can use
changing
allele
frequency to
explain the
formation of
a new
species.
SUMMARY 4
4.6 (A DAY)
4.7 (B DAY)
Explain the relationship
between natural selection
and variation. USE YOUR
NOTES – do not sit there
waiting for the answer!
No variation = nothing to
“select”
Differences lead to differential
reproductive success
Leads to “survival of the
fittest” only.
Outcome: I
can describe
the
relationship
between
mutation,
fitness,
survival, and
evolution.
DRILL 5
4.24 (A DAY)
4.25 (B DAY)
LET’S CATCH UP!
Projects
Groups
Infographic, due: 5/1
Pictures from my vacation
5/3/2017
9
Groups 4A Lyndsey, Maddie C., Ayesha, Caroline
K, Caroline D
Jenna, Katie, Tamaya, Molly M., Valeria
Joab, Daniel, Brennan, Christian, Frannie
Eddie, Kyle S., Andrew, Dustin
Faydra, Rebekah, Karen, Jocelyn
Tyjay, Bailey
Noah, Kyle C.
Groups 1B Spencer, Jamison, Chris, Ben M.,
Kevin, Ian
Isabel, Jillian, Bethan, Jackson, Jessica
Megan, Joseph, Madison, Jason, Camryn
Amanda, Molly, Debbie, Anya, Alexa
Rowin, Sophia D., Sophia S., Shaun
Groups 4B Zac, Kayla, Kara, Mason, Asa
Bryce, Jackson, Dominic, Aaron, Aiden
Cora, Mollie, Paige, Jayden, Liz
Sara, Madeline, Alyssa, Faith, Heidi
Ethan, Sam, Jacob
Sean, Brennan, Andrew, Max
BUGGED OVER THE BUDGET
Let’s review the data and graph, then spend some time
answering/ going over the conclusion questions.
CW 7: BREEDING BUNNIES
Watch the video and answer the questions.
Question 5: answer on your own, then discuss with a
partner.
https://www.youtube.com/watch?v=1zOWYj59BXI
CW 8: LIGERS AND TIGONS
1. How was the Liger bread?
A male lion and a female tiger were mated.
2. What is the inhibitor growth gene?
Exists in female lion and male tiger.
Regulates growth, preventing too large of a size (would not be
beneficial in the wild, because food requirements would be too
high.
3. Why does mating a male lion with a female tiger
result in such a large cat?
Offspring does not inherit the gene for growth inhibition.
4. Why would a lion and a tiger never mate in the wild?
Their territories do not overlap.
CW 8: LIGERS AND TIGONS
5. THINK ABOUT IT. Lions and tigers are separate
species. Yet, it is possible for them to mate in
captivity to produce offspring. Should lions and tigers
be considered the same species? Are Ligers a new
species? Explain.
Lions and tigers can mate
Ligers are sterile; they cannot mate and have offspring of their
own, therefore they are not a new species.
Because the offspring are sterile, the differences between lions
and tigers are significant enough to be considered different
species
CW 8: LIGERS AND TIGONS CW 9: MUTATION AND SELECTION GIZMO
Go to www.explorelearning.com
Username: leffelbio
Password: leffelbio
5/3/2017
10
5. Collect Data
CW 9: MUTATION & SELECTION GIZMO PT. A
Organism: Parent A Parent B
Allele sequence of chromosome 1: YMW (A1) WWB (B1)
Allele sequence of chromosome 2: WWW (A2) WWY (B2)
OffspringAllele sequence of
chromosome 1
Allele sequence of
chromosome 2
Offspring 1 WWW ( ) WWY ( )
Offspring 2 WWW ( ) WWB ( )
Offspring 3 WYW ( ) WWB ( )
Offspring 4 YMW ( ) WWY ( )
Chromosome A2 mutated from WWW to WYW.
A2
A2A2
A1
B2
B1B1
B2
CW 9: MUTATION & SELECTION GIZMO PT. B
After 20 generations:2. A. Some of the insects are still almost white. Other insects are
brown, dark gray, and purple.
B. The differences in colors may give some of the insects the
advantage of blending into their background better. This makes
it harder for the feeding birds to see them.
3. The closer the insect’s color is to the background color, the
higher its fitness is.
4. An insect with a higher fitness will have a lower chance of being
eaten by the birds than an insect with a lower fitness.
6. The survivors are more fit than the average fitness of all the offspring.
7. The fittest insects are more likely to survive - they are more fit than the overall generation.
8. The survivors were able to reproduce. Of the offspring that resulted, it was again the individuals with a higher fitness that were more likely to survive and reproduce the next generation.
CW 9: MUTATION & SELECTION GIZMO PT. B
Generation Ave. fitness Survivor fitness values Ave. survivor fitness
21 61%56%, 56%, 61%, 73%, 73%,
73%, 61%, 50%, 73%, 50% 63%
22 63%61%, 61%, 73%, 61%, 73%,
73%, 61%, 56%, 61%, 73%65%
23 65%61%,73%, 56%, 61%, 78%,
73%, 73%, 56%, 50%, 73%65%
CW 9: MUTATION & SELECTION GIZMO PT. C
2. A. The phenotype of the fittest individual became
closer to the background color.
B. The population’s fitness increased over time.
Generation
#
Avg.
Fitness
Fitness of
Fittest
Individual
Phenotype of Fittest
Individual (R, G, B)Background color
1 53% 53% R=255, G=255, B=255
red = 100
green = 255
blue = 50
25 66% 75% R=170, G=255, B=170
50 83% 93% R=85, G=255, B=85
75 91% 97% R=85, G=255, B=43
100 93% 97% R=85, G=255, B=85
150 95% 97% R=85, G=255, B=43
200 94% 97% R=85, G=255, B=43
300 96% 97% R=85, G=255, B=43
5. Without variation, all of the organisms would be identical and would have an equal chance of surviving and reproducing. In this case there would be no reason for the population to change over time.
6. If traits were not inherited, a favorable mutation would be lost when the organism died. For evolution to take place, favorable traits must be passed down and accumulate in a population over time.
7. A population of grasshoppers began living in plants similar to the shown plant. Grasshoppers with variations that made them blend into the foliage better had a greater chance of avoiding predators. These grasshoppers were able to survive and reproduce, passing on their adaptations. Over time, other beneficial variations were selected for in a similar way. Thus, the grasshopper population slowly changed to become better camouflaged in their habitat, evolving into the katydid.
CW 9: MUTATION & SELECTION GIZMO PT. C
Do you think the fittest individuals always survive and
reproduce? Why might some of the fittest individuals
not survive?
How do you think changing the mutation rate would
change how quickly a population evolved?
How could mutations affect the fitness of an organism?
Do populations evolve on purpose?
CW 9: MUTATION AND SELECTION GIZMO:
DISCUSSION QUESTIONS
5/3/2017
11
Quiz on 4.26 (A Day) and
4.27 (B Day)
Unit test on 5.2 (A Day) and
5.3 (B Day)
Infographics due on
Edmodo by 5.1 @ 11:45 PM
Complete CW 1 to 8
LINCs Words
Outcome: I
can describe
the
relationship
between
mutation,
fitness,
survival, and
evolution.
SUMMARY 5
4.24 (A DAY)
4.25 (B DAY)
Copy down outcome.
Write “review” in the drill
space.
Work on review from by the
door.
Outcome: I
can describe
the
relationship
between
mutation,
fitness,
survival, and
evolution.
DRILL 6
4.26 (A DAY)
4.27 (B DAY)
1. What is reproductive isolation? Provide an example of each type. (CW 6)
Reproductive isolation prevents populations of a species from reproducing with each other.
Geological: a population becomes separated by a body of water
Temporal: some of the population mates during a different month
Behavioral: some of the population develops new mating dances
2. Describe the role of variation in natural selection. (CW 3)
Natural selection requires:
Variation in a trait – too many offspring are produced, so variations allow them to compete for resources.
Favorable variations help a species survive selection pressures (such as environmental change).
Differential reproduction – individuals with the best fit are more likely to reproduce, thus these traits are more likely to be passed on to the next generation.
REVIEW FOR QUIZ
3. The data below shows the genotypes of 150 rabbit
species over the course of several years. B represents
brown rabbits, b represents white rabbits. (CW 7)
a. Is this population evolving? Explain.
Yes. Evolution is a change in the heritable traits from generation to
generation. We see a change in the allele frequency over time –
chances to inherit bb increase over time.
b. Which trait is more favorable in this environment? Explain.
The recessive trait (white). We see the number of these rabbits
increase, while the number of dark fur rabbits decreases.
REVIEW FOR QUIZ
Year Number of BB Individuals Number of Bb Individuals Number of bb Individuals
1900 50 50 50
1950 40 40 70
2000 20 25 105
2100
3. The data below shows the genotypes of 150 rabbit species over the course of several years. B represents brown rabbits, b represents white rabbits. (CW 7)
c. Which environment do you think the rabbits live in: a temperate forest or arctic circle? Explain.
Likely the Arctic Circle, because white fur is favored, which would blend in better in snowy environments.
d. By the year 2100, global warming will cause a significant increase in temperatures in the rabbit’s environment. Predict the number of individuals for each genotype for the year 2100 by writing in the data table.
REVIEW FOR QUIZ
Year Number of BB Individuals Number of Bb Individuals Number of bb Individuals
1900 50 50 50
1950 40 40 70
2000 20 25 105
2100 40 40 90
4. The graph below shows the distribution of tail lengths in two populations of deer mice.
a. The graph illustrates the principle of natural selection. Give reasons why you agree or disagree with this statement.
The environment selects for variation in an organism.
In Northern Alberta, longer tails are selected for, while shorter tails are selected for in Southern Alberta.
0
2
4
6
8
10
12
45 55 65 75
Nu
mb
er
of
Mic
e
Tail Length (mm)
Tail Lengths in Northern and
Southern Alberta
Northern
Southern
REVIEW FOR QUIZ
5/3/2017
12
4. The graph below shows the distribution of tail lengths in two populations of deer mice.
b. If you were sent a deer mouse from an unknown location in Alberta, could you determine from its tail length whether it was from a northern or southern population? Explain your answer.
You could only tell if the tail was extremely long or short because there is so much overlap in tail lengths.
0
2
4
6
8
10
12
45 55 65 75
Nu
mb
er
of
Mic
e
Tail Length (mm)
Tail Lengths in Northern and
Southern Alberta
Northern
Southern
REVIEW FOR QUIZ Unit test on 5.2 (A Day) and
5.3 (B Day)
Infographics due on
Edmodo by 5.1 @ 11:45 PM
Complete CW 1 to 9
LINCs Words
Outcome: I
can describe
the
relationship
between
mutation,
fitness,
survival, and
evolution.
SUMMARY 6
4.26 (A DAY)
4.27 (B DAY)
What is artificial selection?
Process where humans select
for particular traits in
organisms.
Humans only allow organisms
with the desired trait to
reproduce.
Causes evolutionary change;
similar to natural selection;
but humans, not nature, do the
selecting.
Outcome: I
can explain
evidence of
evolutionary
change.
DRILL 6
4.28 (A DAY)
5.1 (B DAY) Video Link
Complete CW 10.
Work together to complete each section one at a time.
When Charles Darwin first proposed the idea that all
new species descend from an ancestor, he performed
an exhaustive amount of research to provide as much
evidence as possible. Today, the major pieces of
evidence for this theory can be broken down into the
fossil record, embryology, comparative anatomy, and
molecular biology
CW 10: EVIDENCE FOR EVOLUTION
Age of the Earth
Geologists now use
radioactivity to establish
the age of certain rocks
and fossils.
Radioactive dating
indicates that Earth is
about 4.5 billion years
old—plenty of time for
evolution by natural
selection to take place.
CW 10: EVIDENCE FOR EVOLUTION
The Fossil Record Paleontologists have discovered hundreds of fossils that
document intermediate stages in the evolution of many different
groups of modern species.
CW 10: EVIDENCE FOR EVOLUTION
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Embryology
Study of embryos at
different stages
Certain structures
develop in the same
order and in similar
patterns
The bone in the forearm
picture all developed
from the same cluster of
stem cells in the embryo.
CW 10: EVIDENCE FOR EVOLUTION
Comparative Anatomy:
Homologous Structures: Shared by related species. Same
structure, but different purpose.
CW 10: EVIDENCE FOR EVOLUTION
Comparative Anatomy:
Analogous structures: have a common function, but different
structures.
CW 10: EVIDENCE FOR EVOLUTION
Comparative Anatomy:
Vestigial Structures:
Inherited from common
ancestors, but have lost
all or most function due
to different selection
pressures.
CW 9: EVIDENCE FOR EVOLUTION:
COMPARATIVE ANATOMY
Molecular Biology
All cells use DNA and RNA to carry information between
generations and to direct protein synthesis.
Similarity in genetic code is powerful evidence that all organisms
evolved from common ancestors.
CW 10: EVIDENCE FOR EVOLUTION
Molecular Biology
Homologous proteins: share extensive structural and chemical similarities.
Cytochrome C: Involved in cellular respiration, found in almost all living cells.
Homologous genes: entire sections of DNA that are the same across species.
Hox genes: Control timing and development of embryos, found in all multi-cellular organisms.
CW 10: EVIDENCE FOR EVOLUTION
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1. Give two similarities between each of the skulls that
might lead to the conclusion that these are all related
species.
Two pieces: upper and lower jaw, “horn” like bone, position of eye
2. What is the biggest change in skull anatomy that
occurred from the dawn horse to the modern horse?
Size
3. What is the biggest change in leg anatomy that
occurred from the dawn horse to the modern horse?
Several bones fused together and lengthened
CW 10: EVIDENCE FOR EVOLUTION
4. For each animal, indicate what type of movement
each limb is responsible for.
CW 10: EVIDENCE FOR EVOLUTION
Animal Primary Functions
Human
Whale
Cat
Bat
Bird
Crocodile Walking on land, swimming in water
Flight
Flight, hanging, wrapping around the body
Jumping, landing, walking
Paddling water
Using tools, picking up and holding objects
5. Compare the skeletal structure of each limb to the
human arm. Relate the differences you see in form to
the differences in function.
CW 10: EVIDENCE FOR EVOLUTION
Animal Comparison to Human Arm in Form Comparison to Human Arm in Function
Whale
Cat
Bird
Crocodile
Whale has a much shorter and thicker
humerus, radius, and ulna. Much longer
metacarpals. Thumb has been shortened to a
stub.
The whale fin needs to be longer to help in
movement through water. Thumbs are not
necessary as the fins are not used for grasping.
Long, thin and light bones, clawsHelps cat land when falling, claws
grip for climbing and fighting
Finger bones fused together,
larger carpalCreates a long structure for wings
Shorter and thicker bones,
thumb is a stub, clawsHelps movement through water
but still useable on land, fighting
6. What is the function of each of these structures?
Both are used for flight
7. How are they different in form? Give specific
differences.
Structure: Feathers and bones vs. chitin
Both have large surface area
Shape varies
CW 10: EVIDENCE FOR EVOLUTION
8. What is the biggest, most obvious difference between the body structures of these two fish?
The cave fish has no eyes
9. Assume the two fish came from the same original ancestor. Why might the cave fish have evolved without eyesight?
The presence of eyes did not help cave dwelling organisms, so the good eye sight wasn’t an essential trait to be passed on from generation to generation
10.What kind of sensory adaptation would you hypothesize the cave fish has to allow it to navigate in a cave, including catching and eating food?
Sense of smell
Sensitivity to movement/ sound
CW 10: EVIDENCE FOR EVOLUTION
You have now studied three different types of
anatomical structures:
Homologous structures show individual variations on a common
anatomical theme. These are seen in organisms that are closely
related.
Analogous structures have very different anatomies but similar
functions. These are seen in organisms that are not necessarily
closely related, but live in similar environments and have similar
adaptations.
Vestigial structures are anatomical remnants that were important
in the organism’s ancestors, but are no longer used in the same
way.
CW 10: EVIDENCE FOR EVOLUTION
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11.Give an example of a homologous structure from this
activity:
Arm of a human and the arm of another mammal
12.Give an example of an analogous structure from this
activity:
Bird wing and butterfly wing
13.Give an example of a vestigial structure from this
activity:
Hip bones in a modern whale
CW 10: EVIDENCE FOR EVOLUTION
14.Below are some vestigial structures found in humans. For
each, hypothesize what its function may have been.
15.How are vestigial structures an example of evidence of
evolution?
They provide evidence of the ancestors of a species.
CW 10: EVIDENCE FOR EVOLUTION
Structure Possible Function?
Wisdom teeth
Appendix
Muscles to move
ears
Body hair
Little toe
Tailbone
Replace teeth worn from a rough diet
Immune functions in infants, useless after 60
Turn ears towards a sound
Warmth, protection from the sun
Balance, grabbing during climbing
Balance, grabbing during climbing
Cytochrome c is a protein found in mitochondria. It is
used in the study of evolutionary relationships because
most animals have this protein. Cytochrome c is made
of 104 amino acids joined together.
CW 10: EVIDENCE FOR EVOLUTION CW 10: EVIDENCE FOR EVOLUTION
1 2 3
4 5 6 7
1 2
3 4 5
1 2 3 4
5 6 7 8 9 10 11
1 2 3
4 5 6 7 8 9
Animal
Number of Amino Acid
Differences Compared to
Human Cytochrome C
Animal
Number of Amino Acid
Differences Compared to
Human Cytochrome C
Horse Shark
Chicken Turtle
Tuna Monkey
Frog Rabbit
16.Based on the Cytochrome C data, which organism is most closely related to humans?
Monkeys have the fewest differences.
17.Do any of the organisms have the same number of differences from human Cytochrome C? In situations like this, how would you decide which is more closely related to humans?
Chicken and turtle – some other line of evidence would be needed.
CW 10: EVIDENCE FOR EVOLUTION
5
7
11
9
14
7
2
4
18.Based on the gel to
the left, which two
species are most
closely related?
Species 1 and 3 have
the most bands in
common.
CW 10: EVIDENCE FOR EVOLUTION
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19.Explain how you were able to determine the
relatedness of the species from the gel.
The patterns on the gel was produced due to similar bands of DNA,
so the closer the patterns are, the more similar the DNA.
20.Name and discuss a source of error in performing and
evaluating gel electrophoresis
Depends on a human to recognize and compare the bands
Experimental problems could lead to false results
CW 10: EVIDENCE FOR EVOLUTION
21.Which primate species is most closely related to humans?
Chimps
22.Which primate species is most distantly related to humans?
Lorises, pottons, lemurs
23.How long ago did speciation occur between tarsiers and the ancestor of all the anthropoids?
50 million years ago
CW 10: EVIDENCE FOR EVOLUTION
24.According to this cladogram, about how long ago did the common ancestor between humans and chimpanzees exist?
5 million years ago
25.Explain why the statement “Humans evolved from monkeys” is incorrect.
Humans share a common ancestor with monkeys around 35 million years ago.
CW 10: EVIDENCE FOR EVOLUTION
26.Charles Darwin published his book On the Origin of
Species in 1859. Of the different types of evidence
that you have examined, which do you think he relied
upon the most, and why?
Observational evidence and comparative anatomy
Fossil records
27.Given the amount of research and evidence available
on evolution, why is it classified as a theory?
A theory describes how something works – such as how
organisms change over time
A theory can be changed with the discovery of new evidence –
such as molecular biology and DNA evidence
CW 10: EVIDENCE FOR EVOLUTION
Unit test on 5.2 (A Day) and
5.3 (B Day)
Infographics due on
Edmodo by 5.1 @ 11:45 PM
Complete CW 1 to 10
LINCs Words
Outcome: I
can explain
evidence of
evolutionary
change.
DRILL 6
4.26 (A DAY)
4.27 (B DAY) Take out HW for checking
Take out unit 7 packets, double check for name
DIRECTIONS
5/3/2017
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Editing ≠ spell check
Read your paper out loud.
This is why waiting to the last minute is bad and why you need to set goals and use agenda books.
Do you feel your essay truly represents your abilities? Are you proud of it?
There are many good reasons to be anti -GMO. Cancer and autism ARE NOT amongst them.
You must independently confirm all claims – this means reading!
Avoid people who want to “sell” you something!
Use reputable sources! The Institute for Responsible Technology isn’t such a source.
Post from 4/25 about GM Moths
“According to the applicant, these GE diamondback moths may serve as an insecticide-free means of controlling field populations of diamondback moths in a species-specific manner.”
Invasive species – resistant to pesticides
GMO ESSAY FEEDBACK
An essay is a highly organized argument Don’t meander about, it confuses your reader and weakens your
point.
Use the intro paragraph as a map for what you will discuss and stick to it.
How to cite (MLA or APA) In text and works cited
For ANY ideas that are not your own
Quoting If a quote is more than 10 words long, DO NOT quote. Paraphrase.
When paraphrasing, no 5 words should be the same between your words and the quote. This constitutes plagiarism EVEN WITH a citation!
Context! “Monsanto is evil, that patenting seeds and suing farmers is
unethical, and that some GMO crops (like Roundup Ready Soybeans) lend themselves to irresponsible herbicide and pesticide use and cross-contamination.”
From “A Hippie’s Defense of GMOs”
GMO ESSAY FEEDBACK
1. Consider the diagram below for the following.
a. Which species is most closely related to species H?
Species G: This is it’s closest ancestor.
b. Consider species O. What became of that species? Why did this happen?
Species O went extinct
The species lacked adaptations which allowed to survive environmental change.
HW 4: REVIEW FOR UNIT TEST
2. Indicate the
following on the
evolutionary tree:
a. Circle any place where
speciation has
occurred.
b. Label the common
ancestor to all species.
HW 4: REVIEW FOR UNIT TEST
Common
Ancestor
3. Based on the gel electrophoresis data below, which species is most closely related to the common ancestor? How do you know?
Gel electrophoresis uses an electric current to sort “chunks” of DNA by size
Pattern of the bands is unique for each species
More bands in common = more closely related
HW 4: REVIEW FOR UNIT TEST
2 5 3
Species
1 and 3
4. Define artificial selection. How does this relate to
selective breeding?
Humans select which traits will be passed on to the next
generation - only selected individuals (with the desired traits) are
allowed to breed
Similar to natural selection, but humans do the selection instead
of nature
HW 4: REVIEW FOR UNIT TEST
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5. Compare and contrast artificial selection and natural
selection. What role do humans play in each?
HW 4: REVIEW FOR UNIT TEST
Artificial Selection Both Natural Selection
Selected individuals
are allowed to
reproduce
Changes gene
frequency in a
population
Causes a species to
change with time
(evolution)
Humans select traits
based on
preferences
Nature selects traits
by being hard to
survive in
6. A group of bacteria is exposed to a new antibiotic.
How will the bacteria’s resistance to the antibiotic
change after several generations?
1. A population of bacteria has variations. Some have a trait that
makes them resistant to antibiotics
2. Antibiotics are applied; killing MOST bacteria, except the
resistant individuals
3. These individuals repopulate (no competition to stop them!); all
offspring have the antibiotic resistance.
HW 4: REVIEW FOR UNIT TEST
7. What is a species?
A group of organisms capable of interbreeding
Have viable young, which can interbreed themselves
8. Explain how competition for food may drive natural
selection.
Competition for food is a selection pressure
Some organisms in a species may be better able to access food
due to variations
Those individuals will thus be better at surviving, and be more
likely to reproduce – passing on their genes (the basis of natural
selection)
HW 4: REVIEW FOR UNIT TEST
9. What is the difference between adaptation and
variation? Provide an example of each.
Adaptation: A specific trait that allows an organism to survive in
it’s environment
Result of gradual changes between generations
Variation: The differences between individuals
Not all variations will become adaptations
The environment determines if a variation is helpful , harmful, or
neither
10.Which population would you expect to see evolution
occur faster in: one that reproduces asexually, or one
that produces sexually? Explain your reasoning.
Sexually reproducing: more variation for nature to select
HW 4: REVIEW FOR UNIT TEST
11.Why is genetic variation important for the survival
and evolution of a species?
Without variation, all members of a species would have the same
weaknesses: some event could wipe out all individuals at once
Variations mean survivors – who can repopulate the species
12.Explain why advantageous traits become more
common in a population over time.
Individuals with an advantageous trait will live longer and
reproduce more
They pass on these genes/ traits more often
Gene/ trait becomes more common in the population.
HW 4: REVIEW FOR UNIT TEST
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