Enhancing and Evolving to “Perfection”?
Unit Study Guide 2014-2015
PART I: Natural Selection and Human Evolution
In addition to what follows, complete:
Human Evolution Writing Assignment
1. Explain Darwin’s Theory of Evolution by Natural Selection. Write a series of steps to explain the process
of evolution (see Sections 1.2-1.3, pp. 6-8).
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2. Evaluate WHY variation is important in a population of a species. Predict what can happen to a species in
a changing environment if the members of that species do not express any genetic variations.
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3. Explain HOW genetic variation is generated in a population (see Sections 1.7-1.8, pp. 16-17).
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4. Explain the following terms and provide examples of how they are used as evidence for evolution and
common ancestry (see Sections 1.4-1.6, pp. 9-15).
a. Fossils and the fossil record:
b. Biochemical evidence:
c. Anatomy:
d. Homologous structures:
e. Analogous structures:
f. Vestigial structures:
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5. Interpreting graphs and figures: A small community that is heavily infested with mosquitoes was sprayed
weekly with the insecticide DDT for several months. Daily counts providing information on mosquito
population size are represented in the graph below.
How might you explain the observation that some
mosquitoes survived the first spraying?
(HINT: Think “variation” and “resistance.”)
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How might you explain the observation that by June (month 6), the total number of mosquitoes has risen to
the same level observed before spraying began? (HINT: Think “evolution by natural selection.”)
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6. Evolutionary Trees / Common Ancestry: The diagram shows an interpretation of relationships based on
evolutionary evidence. The letters represent different species.
A common ancestor for species C and E is species ________.
The most recent common ancestor for species A and B is
species ________.
Which species are part of a present-day ecosystem?
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Which species have become extinct?
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Which present-day species is most closely related to species B? ______ Explain how you can tell.
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7. Fossils: The image to the right shows rock layers with fossils as they might be found.
Which layer was formed most recently?
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Which layer has the oldest life forms?
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The rock in layer A was found to be 5.6 million years old.
The rock in layer C was found to be 13.8 million years old.
What can we say about the age of the organism found in layer C?
What can we say about the age of the organism found in layer B?
8. Anatomy and structure: The figure below shows the bone structure of the human arm, the whale fin, and the
bat wing. Each limb has similar structure, but has a different function.
These structures are examples of
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Based upon this similarity of structure, what can we conclude about
the evolutionary relationship between these animals?
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9. Anatomy and structure: The illustration below shows the pelvic bone of a modern Baleen whale and the
hind limb bone of an extinct whale. The pelvic bone of modern whales, a structure that no longer serves a
purpose or function in the organism, is an example of a
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What might you conclude about the evolution of whales based
upon this structural evidence?
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10. Biochemical evidence: Studying the DNA or proteins of organisms can show us how closely the organisms
are related. A comparison of a DNA sequence in a human and 3 other animals is shown below.
Human
Horse
Cardinal
Chimpanzee
A
T
T
A
A
A
A
A
T
T
T
T
C
T
T
T
G
G
G
G
A
A
A
A
T
T
A
T
C
C
C
C
G
G
C
G
G
C
C
G
A
A
A
A
T
T
T
T
C
C
C
C
C
A
T
C
A
A
A
A
T
T
T
T
A
A
G
A
Determine the number of differences between:
Human & Horse: _______
Human & Cardinal: _______
Human & Chimps: _______
Interpret your data: Describe TWO pieces of information that you can state from the data above:
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PART II: Human Impact on Evolution: Antibiotic Resistance
In addition to what follows, complete:
Antibiotic Resistance Writing Assignment
TM
pGLO
Bacterial Transformation Laboratory Exercise
1. Why do some antibiotics that worked 20 years ago fail to cure bacterial infections today? Please explain in
terms of antibiotic resistance, mutation and the process of natural selection (see Section 1.18, pp. 30-31,
and Chapter 28, p. 783).
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2. Define the term antibiotic. Identify which types of pathogens can be treated with antibiotics and which
cannot (See, Chapter 28, pp. 767. See also pages 414-415 of Biology: A Guide to the Natural World. 2nd Ed.,
the red Krogh textbook).
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3. Use the provided word bank to label the following diagram of a bacterium to identify its key structural
components (see Figure 28.4 on page 770).
WORD BANK:
DNA / nucleoid region
Cell Wall
Pili / fimbriae
Flagella
4. Describe tuberculosis as an infectious disease. What pathogen causes it? What are its symptoms? How is
it treated? How is it transmitted? What can be done to prevent it? (see your Antibiotic Resistance notes)
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5. Explain HOW penicillin affects bacterial cells AND WHY penicillin affects bacteria without harming your
cells (see Section 1.18, pp. 30-31, and Chapter 28, p 783. See also pages 414-415 of Biology: A Guide to the
Natural World. 2nd Ed., the red Krogh textbook).
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6. Compare and contrast: prokaryotic cells versus eukaryotic cells. Define each term, identify examples of
each, and describe 3 differences between prokaryotic and eukaryotic cells (see Chapter 28, pp. 770-771).
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7. Identify and describe 4 features found in ALL cells, and therefore common to both prokaryotic and
eukaryotic cells (see Chapter 28, pp. 770-771).
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8. Compare and contrast plant cells versus animal cells. Identify examples of each, and describe 3
similarities AND 3 differences between plant and animal cells (see Chapter 28, pp. 771-780).
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9. Comparing plant, animal, and bacterial cells. Write each word or phrase from WORD BANK below
within the Venn diagram to show whether the characteristic belongs to one, two, or all three cell types (see
Chapter 28, pp. 767-780).
WORD BANK:
cell (plasma) membrane
membrane-bound organelles
eukaryotic cell
cell wall
chloroplast
prokaryotic cell
mitochondria
ribosome
has DNA
nucleus
cytoplasm
central vacuole
Plant cell
Animal cell
Bacterial cell
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10. Label the pictures below to identify each as a plant cell or animal cell. Then, explain HOW you can tell.
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PART III: Human Impact on Evolution: Genetically Modified Organisms (GMOs)
In addition to what follows, complete:
pGLOTM Bacterial Transformation Laboratory Exercise
Genetically Modified Foods CAPT Task
1. Using the provided WORD BANK, label the diagram below to correctly identify the tools and steps of
genetic engineering (see Section 4.2, pp. 110-114).
WORD BANK:
Human Gene
Transformation
Recombinant DNA
Plasmid
g
h
“Sticky ends”
Restriction Enzyme
.
.
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E. coli
DNA Ligase
2. With reference to the figure below, describe the steps involved in the use of recombinant DNA technology
to perform gene cloning. In your answer define and explain and the following terms: E. coli, plasmid,
restriction enzyme, DNA ligase¸ recombinant DNA, and transformation. Describe examples of genes
and proteins that have been used in such cloning techniques (see Section 4.2, pp. 110-114).
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3. Define the terms genetically modified organism and genetically modified food. Provide at least TWO
specific examples: for EACH identify the gene/protein used and the organism that has been modified, and
explain how these organisms are used (see Sections 4.7-4.10, pp. 128-133 and Section 4.12, pp. 134-138).
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4. With reference to the figure, explain how crop plants are genetically engineered to possess new traits
(Section 4.12, pp. 134-138). Provide TWO specific examples of traits that have been introduced into plants
by this technique.
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5. Evaluate: What are some benefits (PROS) to the use of genetically modified foods? Provide at least
THREE arguments, supported with details and specifics, in favor of the use of GMFs (see Sections 4.94.10, pp. 131-133 and Section 4.12, pp. 134-138).
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6. Evaluate: What are some risks (CONS) to the use of genetically modified foods? Provide at least
THREE arguments, supported with details and specifics, against of the use of GMFs (see Sections 4.94.10, pp. 131-133 and Section 4.12, pp. 134-138).
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PART IV: DNA Structure
1. The BIG PICTURE: Explain HOW DNA is the “blueprint” for a living organism. What information does
it carry and how does it code for an entire living organism? HINT: What is “The CENTRAL DOGMA?”
(see Sections 3.8-3.9, pp. 84-85)
2. Describe the overall shape and structure of the DNA molecule (see Section 3.2, pp. 66-67).
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3. a) Please label the three major parts of a
nucleotide as shown below (p. 67).
b) Label the DNA molecule below to indicate its structural
components. Use the terms: deoxyribose sugar, phosphate,
nitrogen base, nucleotide, sugar-phosphate backbone, base
pair, and hydrogen bond. Then write in the complementary
nitrogen base sequence of the second strand (pp. 66-69).
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4. Explain the “Base-pairing Rules” and how they relate to the structure of DNA (see Section 3.3, pp. 68-69).
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5. Explain why we say that the DNA base pairs are “complementary”. Evaluate how this relationship is
important to the structure and function of DNA (see Sections 3.3-3.4, pp. 68-70).
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6. Determine the nitrogenous base sequence for the other half of the DNA molecule below.
G C T A C G T A C A A G A T G A C A A T T
| | | | | | | | | | | | | | | | | | | | |
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7. Calculate: If a given piece of double stranded DNA contains 26% Adenine, what are the percentages of each
of the other three nitrogenous bases in that piece of DNA? SHOW YOUR WORK!!!
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8. Using the diagrams below, describe each step of DNA replication, including the names of any enzymes
required for each step (see Sections 3.5-3.6, pp. 70-76).
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9. Describe how your cells guard against errors in DNA replication (see Section 3.6, pp. 77-78).
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10. Evaluate how errors in DNA replication can be useful to a species (see Section 3.6, pp. 77-80).
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PART V: Protein Synthesis
1. Explain what is meant by the statement “DNA is a recipe for protein” (See Sections 3.8-3.10, pp. 84-86).
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2. a) Using the WORD BANK below, label the diagram of protein synthesis below to show the three parts of
the cell, and the four molecules and two major steps from gene to protein (see Sections 3.8-3.10, pp. 84-86).
WORD BANK:
nucleus
cytoplasm
ribosome
DNA
mRNA
amino acids
protein
transcription
translation
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b) Using your labeled diagram on the previous page to help you, explain how the structure of DNA codes for
a specific protein. Be sure to include all of the terms from the WORD BANK in your answer.
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3. Use the WORD BANK and Venn diagram to compare DNA and RNA. Write each phrase within the area
that shows whether the characteristic belongs to both DNA and RNA, only to DNA, or only to RNA (see
Section 3.2, pp. 66-67 and Section 3.9, p. 85).
WORD BANK:
single-stranded
double-stranded
contains deoxyribose sugar
contains ribose sugar
made up of nucleotides
contains guanine (G) base
contains thymine (T) base
contains uracil (U) base
DNA
contains cytosine (C) base
contains adenine (A) base
never leaves the nucleus
can leave the nucleus
RNA
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4. Explain why the Genetic Code, shown in the table to the right,
is referred to as “redundant” (see Section 3.10, p. 86).
Genetic Code (mRNA)
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5. Explain why the Genetic Code is called “universal” (p. 86).
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6. Use the Genetic Code above to determine the amino acid sequence given by each of the following:
a. If the mRNA sequence of bases is AUGGUCAAUCCAUGC
b. If the DNA sequence of bases is TACCGGGCATTCAAA (HINT!!!!: this first requires an extra step):
7. Use the Genetic Code above to determine TWO DIFFERENT possible mRNA base sequences for the amino
acid sequence Valine- Lysine-Leucine
a. _________________________________________________________________
b. _________________________________________________________________
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8. Explain what a mutation is. Describe some mutagens that cause mutations (see Section 3.18, pp. 93-95).
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9. Explain why doctors recommend that you use UVA/UVB sunblock when going outside.
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10. Explain WHAT a point mutation is and WHY point mutations may or may not result in a change in the
amino acid sequence of a protein. (HINT: The Genetic Code is “redundant.” See Section 3.18, pp. 93-95).
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11. Explain WHAT a frameshift mutation is and WHY frameshift mutations usually have major effects on
the amino acid sequence of a protein (see Section 3.18, pp. 93-95).
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PART VI: Inheritance
In addition to what follows, complete:
Sordaria Genetics BioKit® Laboratory Exercise
1.
Explain WHY so many organisms reproduce sexually (Section 5.1, pp. 154-155; and “Why Sex?” video).
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2. Predict: If a new pathogen begins infecting a population of humans, livestock, or important food crops,
which type of reproduction, sexual reproduction or asexual reproduction, would most likely provide an
advantage to the population under attack? Explain your answer.
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3. Use the key terms from the word bank to label the figure of the human life cycle (see Figure 5.5, p. 157).
Word Bank:
haploid
egg/ovum
diploid
sperm
meiosis
testes
mitosis
ovaries
fertilization
zygote
4. Explain what a karyotype is. Describe how it is used to determine the sex of a fetus (see Figure 5.3, p. 156
and Section 5.8, pp. 167-168).
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5. Compare what is meant by the terms autosome versus sex-chromosome (see Section 5.2, pp. 156-157 and
Section 5.8, pp. 167-168).
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6. Humans and their chromosomes (see Section 5.2, pp. 156-158 and Section 5.8, pp. 167-168):
a. A normal human somatic cell contains __________ total chromosomes.
b. A normal human sex cell (gamete) contains __________ total chromosomes.
c. A normal human male has the sex chromosomes __________.
d. A normal human female has the sex chromosomes __________.
7. Explain the role of meiosis in regulating chromosome number in a sexually reproducing species (see Section
5.3, pp. 159-161).
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8. Analyze the human karyotypes below to determine sex and presence of any chromosomal syndromes (see
Section 5.8, pp. 167-168).
a.
What sex is this person?
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b.
Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
a.
What sex is this person?
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b.
Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
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9. For the chromosomal disorder identified on the previous page, explain HOW the observed chromosomal
abnormality is produced. In your response, define and explain the terms homologous chromosomes, sister
chromatids, and nondisjunction (see Section 5.8-5.9, pp. 167-169).
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10. a) Complete the drawing below to show genetic recombination between homologous chromosomes
resulting from crossing over during meiosis (see Section 5.7, pp. 165-166).
b) Describe your drawing above to explain HOW genetic recombination results from crossing over
between homologous chromosomes during meiosis (see Section 5.7, pp. 165-166).
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11. List and explain THREE ways that meiosis and sexual reproduction contribute to the genetic variation of
organisms (see Sections 5.4-5-7, pp. 162-166).
I.
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II.
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III.
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12. In the space below show the math to estimate the total number of different individuals that could
theoretically be created by a single human mating pair. In your calculations, assume 1 crossing over event
per homologous chromosome pair. Compare that number to the current total world population.
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13. Comparison of meiotic (meiosis) and mitotic (mitosis) types of cell division (see Figure 5.9, p. 163).
MEIOSIS
MITOSIS
Number of cell divisions
How many daughter cells at the end?
Makes what types of cells? Give the
general term for the type of cell AND
two specific examples.
For Humans, # of chromosomes in:
Parent cell (P)?
Daughter cell (D)?
P= ________
P= ________
D= ________
D= ________
Daughter cells diploid or haploid?
Is there variation between the parent
cell and the daughter cells?
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14. Define: what is a trait and give an example (see Section 6.1, pp. 178).
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15. Define: what is a gene.
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16. Please use the key terms from the word bank below to complete the following paragraph about the
relationship between an organism’s genes and its traits. Terms may be used more than once.
Word Bank:
genes
dominant
alleles
genotype
heterozygous
phenotype
homozygous
trait
recessive
_________________________ are sections of DNA that contain information about a specific characteristic
or _________________________.
Not all copies of a particular gene are identical. We call the alternative forms of a gene
_________________________. These alternative forms of a gene lead to the different forms of a trait, such
as brown eyes versus blue eyes. This visible expression of a gene, such as brown or blonde hair color, is the
organism’s _________________________, while the actual genes that code for the hair color make up the
organism’s _________________________.
An organism has two alleles for each of their genes – one pair of alleles for each gene. When the two alleles
in an organism’s genotype are identical, the individual is _________________________ for that trait. If the
pair is made of two different alleles, the individual is _________________________ for that trait.
Heterozygous pairs are made up of one _________________________ and one
_________________________ allele. In heterozygous individuals, only one allele, the
_________________________ allele, is expressed while the other allele, the _________________________
allele, is hidden but still present in the genotype. Capital letters represent _________________________
alleles of the gene and lower case letters, _________________________ alleles of the gene.
17. Use the Punnett Square technique to predict the distribution of traits in mono- and di-hybrid crosses.
Complete:
Bikini Bottom Genetics
Dihybrid Practice
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18. Explain how someone can have one copy of an allele for a trait and yet not express the trait (See Section 6.9,
pp. 189-190). In your answer define and explain the term carrier.
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19. Describe at least THREE differences between genetic disorders and infectious diseases.
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20. a) Identify THREE autosomal recessive genetic disorders (See Section 6.9-6.10, pp. 189-197).
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b) Explain: When an autosomal recessive allele causes a disease, from whom must the alleles be inherited?
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c) Explain: Can you inherit an autosomal recessive allele without contracting the disease? ______________
21. a) Identify THREE autosomal dominant genetic disorders (See Section 6.9-6.10, pp. 189-197).
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b) Explain: When an autosomal dominant allele causes a disease, from whom can the alleles be inherited?
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c) Explain: Can you inherit an autosomal dominant allele without contracting the disease? ______________
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22. Pedigrees Practice Problems: For each of the pedigrees shown below, explain the most likely mode of
inheritance (dominant or recessive). Remember to work by process of elimination (show which it
CANNOT be). For each, defend your conclusions with specific observations referring to specific
individuals in each pedigree. In some cases, it may not be possible to make a definitive conclusion.
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