EVOLUTIONEVOLUTION

DARWIN’S THEORY DARWIN’S THEORY OF EVOLUTIONOF EVOLUTION

Chapter 15Chapter 15

Mr. V. M. GaldoMr. V. M. Galdo

Science Department Science Department

BOOKER T. WASHINGTON BOOKER T. WASHINGTON S.H.S.S.H.S.

The Puzzle of Life’s Diversity (p. 369 – The Puzzle of Life’s Diversity (p. 369 – 372)372)

• During his travels, Charles Darwin made During his travels, Charles Darwin made numerous observations and collected evidence numerous observations and collected evidence that led him to propose a revolutionary that led him to propose a revolutionary hypothesis about the way life changes over time.hypothesis about the way life changes over time.

• Darwin noticed that the characteristics of many Darwin noticed that the characteristics of many animals and plants varied noticeably among the animals and plants varied noticeably among the different islands of the Galapagos in Ecuador.different islands of the Galapagos in Ecuador.

• Key Words: evolution, theory, fossil.Key Words: evolution, theory, fossil.

The Puzzle of Life’s Diversity The Puzzle of Life’s Diversity (cont. p. 369 – 372)(cont. p. 369 – 372)

• Fossils vs. living organisms: Many of the Fossils vs. living organisms: Many of the fossils that Darwin discovered resembled fossils that Darwin discovered resembled living organisms but were not identical living organisms but were not identical to them. to them. Read and discuss: page 370, fig. 15-2.Read and discuss: page 370, fig. 15-2.

• Habitats and shapes: Darwin observed Habitats and shapes: Darwin observed that the characteristics of many animals that the characteristics of many animals and plants varied noticeably among the and plants varied noticeably among the different Galapagos Islands. Their shapes different Galapagos Islands. Their shapes seem to adapt to their habitat. seem to adapt to their habitat. Read and discuss: page 371, fig. 15-3.Read and discuss: page 371, fig. 15-3.

The Puzzle of Life’s Diversity (cont. p. 369 – The Puzzle of Life’s Diversity (cont. p. 369 – 372)372) The The Warbler DataWarbler Data

• The warbler finch (top) The warbler finch (top) boasts a thin, sharp boasts a thin, sharp beak best suited for beak best suited for spearing insects. spearing insects. Ground finches' Ground finches' shorter, more robust shorter, more robust beaks (center) are beaks (center) are adapted for eating adapted for eating seeds found on the seeds found on the ground. Those of ground. Those of cactus finches cactus finches (bottom) are shaped (bottom) are shaped for getting seeds from for getting seeds from cacti. (Harvard Medical cacti. (Harvard Medical School and Margaret School and Margaret Bowman)Bowman)

The Puzzle of Life’s Diversity - The Puzzle of Life’s Diversity - VideoVideo

• VIDEO: Biomes: Islands and Evolution VIDEO: Biomes: Islands and Evolution (Call # NP 577.5 – ISL)(Call # NP 577.5 – ISL)

• Copy the questions that appear on the Copy the questions that appear on the video in the Questions section of your video in the Questions section of your notebook.notebook.

• Answer the questions while you watch Answer the questions while you watch the video in the notes section of your the video in the notes section of your notebooknotebook

QUESTIONS & SUMMARYQUESTIONS & SUMMARY

Read pages 368 through 372 create your own Read pages 368 through 372 create your own notes, at least a full page of notes.notes, at least a full page of notes.

Using the High School Question Task Cards Using the High School Question Task Cards write at least 5 questions about today’s notes.write at least 5 questions about today’s notes.

Write your summary.Write your summary.

OutputOutput Copy and answer the 15-1 Section Assessment on Copy and answer the 15-1 Section Assessment on

page 372, all questions 1 through 5.page 372, all questions 1 through 5.

GIZMO GIZMO http://www.explorelearning.com/index.cfm?methodhttp://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=447&ClassID==cResource.dspView&ResourceID=447&ClassID=802401802401

Lab: Lab: Finch Beak Evolution/Adaptation Demo (see next slide)

Ideas that Shaped Darwin’s Ideas that Shaped Darwin’s ThinkingThinking1785 – James Hutton Earth is shaped by geologicalforces over extremely long periods of time.

1798 – Thomas MalthusPredicts that the human population will grow faster than the space andfood supplies needed to sustain it.

1809 – Jean-Baptiste LamarckFirst to propose a mechanism explaining how organisms change over time.

Earth is million of years old.

Essay on the PrincipleOf Population. Limited

Resources.

Hypothesis of the inheritance

of acquired traits.It was wrong.

Ideas that Shaped Darwin’s Ideas that Shaped Darwin’s ThinkingThinking1831 – Charles Darwin Sets sail on the H.M.S. Beagle.A trip around the world that lasts 5 years.

1833 – Charles LyellExplains that processes occurring now have shaped Earth’s geological features over long periods of time.

1858 – Alfred WallaceWrites to Darwin speculating onevolution by

Evidence and data is collected.

Principles of Geology2nd and final volume.

Earth changes.

Basedon his studies of

the distribution of plantsand animals

Ideas that Shaped Ideas that Shaped Darwin’s ThinkingDarwin’s Thinking

1859 – Charles Darwin publishes On the Origin of Species

The Evolution of the Universe, The Evolution of the Universe, Earth and LifeEarth and Life

• A HUGE TIMELINE OF EVOLUTION:A HUGE TIMELINE OF EVOLUTION:

http://www.johnkyrk.com/evolution.hthttp://www.johnkyrk.com/evolution.htmlml

QUESTIONS & SUMMARYQUESTIONS & SUMMARY

Using the High School Question Task Cards Using the High School Question Task Cards write at least 5 questions about today’s notes.write at least 5 questions about today’s notes.

Write your summary.Write your summary.

OutputOutput

1)1) Lab – Moth or Butterfly Adaptation and Natural Lab – Moth or Butterfly Adaptation and Natural SelectionSelection

Studying Living Organisms - Protective Coloration: A Model of Natural Selection (LAB)Richard Filson -1995 Woodrow Wilson Biology Institute

IntroductionNatural selection operates on the principle of survival of the fittest. Fitness can be defined as the suitability of

an organism to a given environment. One might ask if one set of features favorable in one environment might prove unfavorable in another environment.

In this experimental model, the features studied will be the adaptations of protective coloration in two very different environments. You will act as the predator and your prey will be three types of paper squares, each with a different color. Their environment will be either a sheet of light colored paper or a sheet of dark paper.

ProcedureWork in groups of three partners (a predator, an experimenter, and a data collector). One of you must always

be the predator while the others will supervise the experiment so as not to introduce an uncontrolled variable. The experimenter's job is to spread out the prey * randomly for each trial making sure they are not piled up and that they thoroughly cover the sheet of paper. The data collector will time each trial, count and record the data.

The predator's role here is to pick up as many preys (squares) as possible in 30 second trials and take them to the nest (Petri dish). With the predator standing with his back to the hunting area, the data collector will give a signal, the predator then quickly turns around and begins to hunt until the data collector tells him to stop (at 30 seconds). The data collector writes down the total for each colored pray that was catch. This trial is repeated two more times and then the environmental background will be changed to a different color. Again three trials will be made attempting to spot and catch as many prays (squares) as possible in 30 seconds trials.

* The experiment will start with 45 preys – colored squares, 15 of each color. Once picked the prey is dead, and it is removed from the environment. You must stop and wait for the teacher between trials.

Important Notes:The particular predator in this problem only hunts for prey just before sunrise and just after sunset, therefore,

the light in the room will be very subdued. After each trial, the experimenter should rearrange all paper circles on the paper to make sure the population

is randomly distributed. When all data is recorded, compute your average and report the results to your teacher.

Before starting, make a prediction. Hypothesis / Prediction: Which square on which background will get the lowest count? Why?Interpretations and ConclusionsIn natural selection, selective pressure is the factor that reduces the frequency of a particular phenotype

more than another phenotype. In this model the phenotypes are white, red, and black. What was the selective pressure on this population?

Some circles went uncatched and thus escaped predation. Why did some escape?Is survival equal for each phenotype? Explain why, or why not. From results of this experiment, what can you conclude about the relative nature of fitness with respect to the

environment?

Data Table (write a title for your table)

Light Background

Dark Background

Trial No.No. of white

squares

No. of black squares

No. of red squares

No. of white squares

No. of black squares

No. of red squares

1        

2        

3        

TeamAverage

       

ClassAverage

       

%Died

       

%Survived

       

%Advantage

(%Survived - % died)       

LAB REPORT

• Read pages 380 – 381, 397 – 398 and 400.

• Use the Lab Report Format to Write your lab report about Natural Selection.

Darwin Presents His case (p. 378 – Darwin Presents His case (p. 378 – 386)386)

Darwin Presents His case (p. 378 – Darwin Presents His case (p. 378 – 386)386)• In artificial selection, nature provides the In artificial selection, nature provides the

variation among different organisms, and variation among different organisms, and humans select those variations that they find humans select those variations that they find useful. For example, ______________.useful. For example, ______________.

• Over time, natural selection results in changes Over time, natural selection results in changes in the inherited characteristics of a population. in the inherited characteristics of a population. These changes increase a species’ fitness in its These changes increase a species’ fitness in its environment. For example, environment. For example, __________________________.__________________________.

• Key Concepts: artificial selection, struggle for Key Concepts: artificial selection, struggle for existence, fitness, adaptation, survival of the existence, fitness, adaptation, survival of the fittest, natural selection, descent with fittest, natural selection, descent with modification, common descent, homologous modification, common descent, homologous structure, vestigial organ.structure, vestigial organ.

Darwin Presents His case (p. 378 – 386)Darwin Presents His case (p. 378 – 386)• Darwin argued that living Darwin argued that living

things have been evolving on things have been evolving on Earth for millions of years. Earth for millions of years.

• Evidence for this process Evidence for this process could be found in the fossil could be found in the fossil record (fig.15-13), the record (fig.15-13), the geographical distribution of geographical distribution of living species (fig. 15-14), living species (fig. 15-14), homologous structures of homologous structures of living organisms (fig. 15-15), living organisms (fig. 15-15), and similarities in early and similarities in early development, or embryology development, or embryology (fig. 15-17).(fig. 15-17).

QUESTIONS & SUMMARYQUESTIONS & SUMMARY

Using the High School Question Task Cards Using the High School Question Task Cards write at least 5 questions about today’s notes.write at least 5 questions about today’s notes.

Write your summary.Write your summary.

OutputOutput Read pages 373 – 377. Copy and answer the Read pages 373 – 377. Copy and answer the

15-2 Section Assessment on page 377, all 15-2 Section Assessment on page 377, all questions 1 through 5.questions 1 through 5.

Read pages 378 - 386. Copy and answer the Read pages 378 - 386. Copy and answer the 15-3 Section Assessment on page 386, all 15-3 Section Assessment on page 386, all questions 1 through 4.questions 1 through 4.

EVIDENCE OF EVOLUTIONEVIDENCE OF EVOLUTION

EVIDENCE OF EVOLUTIONEVIDENCE OF EVOLUTION

The Fossil Record (Sect 17-1, P. 416 - The Fossil Record (Sect 17-1, P. 416 - 422)422)• The fossil record provides The fossil record provides

evidence about the history evidence about the history of life on Earth. It also of life on Earth. It also shows how different shows how different groups of organisms, groups of organisms, including species, have including species, have changed over time.changed over time.

• Relative dating allows Relative dating allows paleontologists to estimate paleontologists to estimate a fossil’s age compared a fossil’s age compared with that of other fossils.with that of other fossils.

• Vocabulary: Vocabulary: paleontologist, fossil paleontologist, fossil record, extinct, relative record, extinct, relative dating, index fossil.dating, index fossil.

The Fossil Record (Sect 17-1, P. 416 - 422)The Fossil Record (Sect 17-1, P. 416 - 422)• In radioactive dating, In radioactive dating,

scientists calculate the age scientists calculate the age of of a sample based on the a sample based on the

amount of remaining amount of remaining radioactive isotopes it radioactive isotopes it

contains.contains.

What is a Half-Life?What is a Half-Life?

• After the Precambrian Time, After the Precambrian Time, the basic divisions of the the basic divisions of the geologic time scale are eras geologic time scale are eras and periods.and periods.

• Vocabulary: half-life, Vocabulary: half-life, radioactive dating, geologic radioactive dating, geologic time scale, era, period.time scale, era, period.

What is a Half-Life?What is a Half-Life?

• Every radioactive Every radioactive element has a half-lifeelement has a half-life

• Half-life is the time it Half-life is the time it takes for half of its takes for half of its atoms to decay.atoms to decay.

• Half-lives range from a Half-lives range from a fraction of a second to fraction of a second to billions of years – 4.5 billions of years – 4.5 billion for uranium 238.billion for uranium 238.

• The longer the half-life, The longer the half-life, the less intense the the less intense the radiation.radiation.

• After 10 half-lives, an After 10 half-lives, an element is usually element is usually harmlessharmless

QUESTIONS & SUMMARYQUESTIONS & SUMMARY

Using the High School Question Task Cards Using the High School Question Task Cards write at least 5 questions about today’s notes.write at least 5 questions about today’s notes.

Write your summary.Write your summary.

OutputOutput Read pages 417 – 422. Read pages 417 – 422.

Using the vocabulary words, write a letter to a friend Using the vocabulary words, write a letter to a friend explaining how fossils are use to support the theory explaining how fossils are use to support the theory of evolution: of evolution: paleontologist, fossil record, extinct, paleontologist, fossil record, extinct, relative dating, index fossil, half-life, radioactive relative dating, index fossil, half-life, radioactive dating, geologic time scale, era, period.dating, geologic time scale, era, period.

UNDERLINE THE VOCABULARY WORDS IN UNDERLINE THE VOCABULARY WORDS IN THE LETTERTHE LETTER

Earth’s Early HistoryEarth’s Early History

Earth’s Early HistoryEarth’s Early History• Earth’s early atmosphere Earth’s early atmosphere

probably contained hydrogen probably contained hydrogen cyanide, CO2, carbon cyanide, CO2, carbon monoxide, hydrogen sulfide, monoxide, hydrogen sulfide, and H2O.and H2O.

• Miller and Urey’s experiments Miller and Urey’s experiments suggested how mixtures of suggested how mixtures of the organic compounds the organic compounds necessary for life could have necessary for life could have arisen from simpler arisen from simpler compounds present on a compounds present on a primitive Earth (proteinoids primitive Earth (proteinoids microspheres)microspheres)

Earth’s Early HistoryEarth’s Early History• The rise of O in the The rise of O in the

atmosphere drove some atmosphere drove some life forms to extinction, life forms to extinction, while other life forms while other life forms evolved new, more evolved new, more efficient metabolic efficient metabolic pathways that used O for pathways that used O for respiration.respiration.

• The endosymbiotic theory The endosymbiotic theory proposes that eukaryotic proposes that eukaryotic cells arose from living cells arose from living communities formed by communities formed by prokaryotic organisms.prokaryotic organisms.

• Vocabulary - proteinoid Vocabulary - proteinoid microsphere, microfossil, microsphere, microfossil, endosymbiotic theoryendosymbiotic theory

QUESTIONS & SUMMARYQUESTIONS & SUMMARY

Using the High School Question Task Cards Using the High School Question Task Cards write at least 5 questions about today’s notes.write at least 5 questions about today’s notes.

Write your summary.Write your summary.

OutputOutput Read pages 423 – 428. Read pages 423 – 428.

Write two or three paragraphs explaining what was Write two or three paragraphs explaining what was the main factor the help life develop the way we the main factor the help life develop the way we know it? Use at least 3 key words from the notes.know it? Use at least 3 key words from the notes.

UNDERLINE THE VOCABULARY WORDS IN UNDERLINE THE VOCABULARY WORDS IN THE LETTERTHE LETTER