Chapter 10, 11, 12
Evolution
10: Principles of Evolution
11: The Evolution of Populations
12: The History of Life
Warm up (3-30-15)
What does the word evolution mean?
Provide an example where you have heard the
word evolution used.
Outline
• Objectives
• Evolution Notes
• Background information
Objectives
• Students will be able to identify the difference
between sex cells and somatic cells and
explain why these two types of cells are
different.
• Students will be able to identify the steps in
meiosis and explain what is occurring to the
chromosomes at each step
Evolution
• There were theories of biological and geologic
change before Darwin
• Early scientists proposed ideas about
evolution
– Evolution- process of biological change by which
descendants come to differ from their ancestors
• **Read through 298-299 discussing the scientists**
Scientific Language
• Modern Language
– Theory: contemplative and
rational type of abstract or
generalizing thinking or the
results of such thinking
– Hypothesis: proposed
explanation for a
phenomenon
• Scientific Language
– Theory: well-substantiated
explanation of some aspect
of the natural world that is
acquired through the
scientific method and
repeatedly tested and
confirmed through
observation and
experimentation
– Hypothesis: proposed
explanation to a scientific
question that can be tested
using the scientific method
Theories of geologic change set the
stage for Darwin’s theory
• Fossils in deeper layers of the rocks were
different than the top layers
• Catastrophism – natural disasters have
happened often during Earth’s history
– Shaped landforms, caused extinctions
• Gradualism – changes in landforms resulted
from slow changes over a long period of time
– Gradualism is often used to mean the gradual
change of a species through evolution
Theories of geologic change set the
stage for Darwin’s theory
• Uniformitarianism – the geologic processes
that shape Earth are uniform through time
– Charles Lyell
– Influenced Darwin
What do you notice about the shells of
the tortoises in these pictures?
Darwin’s Observations
• Darwin’s voyage provided insights into evolution
• Darwin observed differences among island
species
– Variation – difference in the physical traits of an
individual from those of other individuals in the group
to which it belongs
• Either in members of different species or among individuals
of the same species.
– Adaptation – a feature that allows an organism to
better survive in its environment
• Can lead to genetic change in a population over time
Artificial Selection
• Are there specific dogs that are bred together
to get another specific breed?
• Labradoodle
• Chug
Darwin observed fossil and geologic
evidence supporting an ancient Earth
• Darwin’s idea for Natural selection
– Artificial selection: humans make use of genetic
variation in plants and animals by acting as the
selective agent
– Natural selection: individuals that have inherited
beneficial adaptations produce more offspring on
average than do other individuals
Natural Selection explains how
evolution can occur
1.
2.
3.
4.
Variation
Overproduction
Adaptation
Descent with Modification
Variation
• Heritable differences that exist in every
population
• Basis for natural selection
• Can be inherited from parents or genetic
mutation
Warm up (3-31-15)
Explain what natural selection is and why this
idea is so important.
Outline
•
•
•
•
Objectives
DNA review
Evolution and Population ecology
Population game
Objectives
• Students will be able to identify the difference
between sex cells and somatic cells and
explain why these two types of cells are
different.
• Students will be able to identify the steps in
meiosis and explain what is occurring to the
chromosomes at each step
Natural Selection explains how
evolution can occur
1.
2.
3.
4.
Variation
Overproduction
Adaptation
Descent with Modification
Variation
• Heritable differences that exist in every
population
• Basis for natural selection
• Can be inherited from parents or genetic
mutation
Overproduction
• Increased competition between offspring for
resources
Adaptation
• Certain variation allows an individual to
survive better than others
• More successful individuals are “naturally
selected” to live longer and produce more
offspring
Descent with Modification
• Natural selection will result in species with
adaptations that are well suited for survival
and reproduction in an environment
• More individuals will have the trait in
following generations as long as environment
is beneficial for that trait.
Natural Selection acts on existing
variation
• Fitness: measure of the ability to survive and
produce more offspring relative to other
members of the population in a given
environment.
• Natural selection acts on phenotypes, physical
traits, not on the genetic material itself.
– New alleles are not made by natural selection –
they occur by genetic mutations
POPULATION GAME!!!!!!!!!
• **** look through old binders to find the
population game******
• Get poker chips from home!
Warm up (4-1-15)
What are the four main principles to the theory
of natural selection? Provide a summary for
each of the four main principles.
Outline
• Objectives
• Jigsaw Ch. 11
• Read and take notes
Objectives
• Students will be able to identify the difference
between sex cells and somatic cells and
explain why these two types of cells are
different.
• Students will be able to identify the steps in
meiosis and explain what is occurring to the
chromosomes at each step
DNA and mutations
• DNA- composed of nucleotides, double helix
structure
– Each nucleotide has 3 parts
• Phosphate group
• Ring-shaped sugar (deoxyribose)
• Nitrogen-containing base
– A,T,C, and G are the 4 bases of DNA
• Adenine, cytosine, thymine, and guanine
– A=T, C=G (They always pair the same way)
• Due to the sizes of the bases and the ability to form
hydrogen bonds with eachother
DNA - Replication
• Replication
– Enzymes unzip the double helix in two directions at
the same time (break hydrogen bonds between bases)
– Free-floating nucleotides pair with the bases on the
template strands (DNA polymerase bonds nucleotides
together to form complementary strands)
• One strand is continuous, the other is discontinuous
– Two identical molecules of DNA result
• Each new molecule has one strand from the original
molecule and one new strand
– Semiconservative replication
QUICK LAB!!
• Replication
– Using two zipping plastic bags to model how complementary
strands of DNA attach to template strands during replication
• Procedure
– Cut the sliding zippers off both bags. One zipper represents the
template strands of a DNA molecule.
– Cut the other zipper into four smaller pieces and unzip each of
them. These represent free nucleotides. Don’t worry about
which nucleotide is which in this activity.
– Use the pieces to model replication as shown on page 237
• Analyze and Conclude
– What are the limitation of this model?
DNA - Transcription
• RNA carries DNA’s instructions
• DNA to mRNA
• Makes 3 types of RNA
– mRNA, rRNA, tRNA
– mRNA – messenger RNA – intermediate message that
is translated to form a protein
– rRNA – ribosomal RNA – forms part of ribosomes, a
cell’s protein factories
– tRNA – transfer RNA – brings amino acids from the
cytoplasm to a ribosome to help make the growing
protein
DNA - Transcription
1. Transcription complex (RNA polymerase and
other proteins) recognize the start of a gene and
begin to unwind the DNA
2. RNA polymerase uses one strand of DNA as a
template. RNA nucleotides form complementary
base pairs with the DNA template
– RNA strand hangs freely as it is transcribed. Then the
DNA strand closes back together
3. Completed RNA strand separates from the DNA
template and the transcription complex falls
apart
DNA - Translation
• Amino acids are coded by mRNA base
sequences
• RNA to protein
• Translation – process that converts, or
translates an mRNA message into a
polypeptide.
• Codon: 3 nucleotide sequence that codes for
an amino acid
DNA - Translation
1. Exposed codon in the first site attracts a
complementary tRNA carrying an amino acid. The
tRNA anticodon pairs with the mRNA codon, bringing
it very close to the other tRNA molecule
2. Ribosome forms a peptide bond between the two
amino acids and breaks the bond between the first
tRNA and its amino acid
3. The ribosome pulls the mRNA strand the length of
one codon. The first tRNA is shifted into the exit site,
where it leaves the ribosome and returns to the
cytoplasm to recharge. The first site is again empty,
exposing the next mRNA codon.
DNA - Translation
• Translation converts an mRNA message into a
polypeptide or protein
• Amino acids are coded by mRNA base
sequences
• Amino acids are linked to become a protein
Gene Expression and Regulation
• Gene expression is carefully regulated in both
prokaryotic and eukaryotic cells
– Prokaryotic cells turn genes on and off by
controlling transcription
• Promoter: DNA segment that allows a gene to be
transcribed
• Operon: region of DNA that includes a promoter, an
operator, and one or more structural genes that code
for all the proteins needed to do a specific task.
Gene Expression and Regulation
• Eukaryotic cells regulate gene expression at
many points
– Starting Transcription : TATA box (promoter)
– mRNA processing: splice out the introns, exons
segments that code for parts of the protein are
expressed, add a cap and a tail to the mRNA
• Mutations: changes in DNA that may or may
not affect phenotype
Mutations
• Some mutations affect a single gene while other
affect an entire chromosome
• Gene mutations:
– Point mutation: one nucleotide is substituted for
another
– Frameshift mutation: insertion or deletion of a
nucleotide in the DNA sequence
– Page 252 look at the bottom of the page and figure
8.20
• Chromosomal mutations: gene duplication, gene
translocation
Mutations
• May or may not affect phenotype
• Mutations can be caused by several factors
– Replication errors
– mutagens
JigSaw chapter 11
• In your table groups, read through your
assigned section of chapter 11.
• You will need to take notes on that whole
section.
• You will be presenting your notes to the rest
of the class tomorrow.
• Please remember to look for key words
(highlighted, bold, section headings, key
concepts)
Warm up (4-2-15)
Explain what the purpose of the populations
game was.
Outline
• Objectives
• Jigsaw Ch. 11
• Present notes
Objectives
• Students will be able to identify the difference
between sex cells and somatic cells and
explain why these two types of cells are
different.
• Students will be able to identify the steps in
meiosis and explain what is occurring to the
chromosomes at each step
JigSaw chapter 11
• In your table groups, read through your
assigned section of chapter 11.
• You will need to take notes on that whole
section.
• You will be presenting your notes to the rest
of the class tomorrow.
• Please remember to look for key words
(highlighted, bold, section headings, key
concepts)
Finish Population Simulation
• Need to finish population simulation
questions and turn in!!!!
Evolution Video
• https://www.youtube.com/watch?v=PGRRXKe
k8G0
Warm up (4-13-15)
Write down everything you can remember
about the week before spring break
(Think about evolution, population simulation,
chapter 11)
Outline
•
•
•
•
Objectives
Jigsaw Ch. 11
Present notes
DNA transcription, translation, replication
video
Objectives
• Students will identify the differences between
artificial and natural selection.
• Students will explain the ideas that led to
Darwin’s theory of evolution.
JigSaw chapter 11
• In your table groups, read through your
assigned section of chapter 11.
• You will need to take notes on that whole
section.
• You will be presenting your notes to the rest
of the class tomorrow.
• Please remember to look for key words
(highlighted, bold, section headings, key
concepts)
Present Jigsaw Notes
Evolution Video
• https://www.youtube.com/watch?v=PGRRXKe
k8G0
Transcription, Translation, Replication
• https://www.youtube.com/watch?v=Kzgnl58WAk
Warm up (4-14-15)
Write down what DNA transcription is and what
happens in this process. (Look at the notes that
you got yesterday)
Outline
• Objectives
• Read 12.3
Objectives
• Students will read about the origin of life and
develop a summary for how life came to be.
Chapter 11 Review
• Genetic variation in a population increases the
chance that some individuals will survive
• Genetic variation comes from several sources
• Natural selection acts on distributions of traits
• Natural selection can change distribution of a
trait in one of three ways
– Directional selection
– Stabilizing selection
– Disruptive selection
Chapter 11 Review
• Gene flow is the movement of alleles between
populations
• Genetic drift is a change in allele frequencies due
to chance
– Bottleneck effect
– Founder effect
• Sexual selection occurs when certain traits
increase mating success
• Hardy-Weinberg equilibrium describes
populations that are not evolving
Chapter 11 Review
• The Hardy-Weinberg equation is used to predict
genotype frequencies in a population
– P.341
• There are five factors that can lead to evolution
–
–
–
–
–
Genetic drift
Gene flow
Mutation
Sexual Selection
Natural Selection
Chapter 11 Review
• The isolation of populations can lead to speciation
• Populations can become isolated in several ways
– Behavioral barriers
– Geographic isolation
– Temporal isolation
• Evolution through natural selection is not random
– Convergent and divergent evolution
• Species can shape each other over time
• Species can become extinct
• Speciation often occurs in patterns
Read 12.3 – The Origin of Life
• Read through this section.
• When you finish reading through this section.
In your notes you will need to write a
summary of what this section of the book was
talking about and explaining.
Warm up (4-15-15)
Explain something you learned about reading
the section “the origin of life” from the biology
book yesterday.
Outline
• Objectives
• Survival is just a roll of the dice
Objectives
• Students will participate in a simulation game
where they will observe the effects of humans
on a population of wolves.
• Students will explain the factors that
determine survival.
Survival is just a roll of the dice
• For this activity, you will be working with a
partner. You will need dice for each pair. Read
through the directions on the worksheet and
you will work your way through the rounds to
show the survival of a wolf pack and how
humans can impact the survival of organisms.
• When you finish recording your data in the
table, you will need to answer the analysis
questions. Please use complete sentences.
Warm up (4-16-15)
Explain how humans can impact the growth and
survival of animal populations. Identify whether
this is a bad thing or a good thing and give a
reason why you said it is either bad or good.
(Could human limitation of populations ever be
beneficial?)
Outline
• Objectives
• Survival is just a roll of the dice
• 12.6 Primate Evolution
Objectives
• Students will participate in a simulation game
where they will observe the effects of humans on
a population of wolves.
• Students will explain the factors that determine
survival.
• Students will be able to identify and explain the
relationship between primates and humans, and
how humans and primates share a common
ancestor.
12.6 Read – Primate Evolution
• Partner read through this section. When you
are finished, please get out your notes.
12.6 Primate Evolution
• Humans appeared late in Earth’s history
– Humans share a common ancestor with other
primates
• Primates: make up a category of mammals with flexible
hands and feet, forward-looking eyes and enlarged
brains relative to body size
– Primate Evolution:
• Prosimians- oldest living primate group and most are
small and active at night
– Lemurs, lorises, and tarsiers
12.6 Primate Evolution
• Primate Evolution:
– Anthropoids – humanlike primates, are subdivided
into New World monkeys, Old World monkeys,
and hominoids
• P. 380
– Hominids – walk upright, have long lower limbs,
thumbs that oppose the other four fingers, and
relatively large brains.
12.6 Primate Evolution
• Walking upright
– Bipedal – animals that can walk on two legs.
• Allows higher reach into tree branches while foraging,
frees the hands for foraging, carrying young and food,
and using tools
• There are many fossils of extinct hominids
– Read through p. 382 as a class**
• Modern humans arose about 100,000 years
ago
– Culture influenced human evolution
• Tools show sophistication and usefulness
– Human Brain evolution
• Enlarging skull and brain size
• Read through the study on page 383**
Warm up (4-17-15)
Explain how humans impacted the populations
of the wolves during the dice game yesterday.
Outline
• Objectives
• 12.6 Primate Evolution
• Evolution Video
Objectives
• Students will participate in a simulation game
where they will observe the effects of humans on
a population of wolves.
• Students will explain the factors that determine
survival.
• Students will be able to identify and explain the
relationship between primates and humans, and
how humans and primates share a common
ancestor.
Finish 12.6 Notes
Natural Selection and Adaptation
Video
• During the video, please take notes. You will
be turning in these notes for a grade.
Warm up (4-20-15)
Briefly explain the evolution of primates in your
own words and explain how humans fit into this
evolution.
Outline
• Objectives
• 12.6 Primate Evolution
• Natural Selection and Adaptation Video
Objectives
• Students will participate in a simulation game
where they will observe the effects of humans on
a population of wolves.
• Students will explain the factors that determine
survival.
• Students will be able to identify and explain the
relationship between primates and humans, and
how humans and primates share a common
ancestor.
Natural Selection and Adaptation
Video
• During the video, please take notes. You will
be turning in these notes for a grade.
Warm up (4-21-15)
Explain what you remember about Chapter 12
(Think about the fossil record, geologic time
scale, origin of life, early single-celled organisms,
and primate evolution)
Outline
• Objectives
• Evolution Videos
Objectives
• Students will watch videos on the birth and
death of genes and natural selection in
humans
• Students will be able to explain how natural
selection in humans has led to the differences
in appearance that we can see in current
populations.
The Birth and Death of Genes
• During this video you will learn about Icefish
and how their specific adaptations have
helped them to thrive.
• You will need to take notes on this video and
turn them in when the video is over.
Natural Selection in Humans
• During this video you will determine the
connection between sickle cell anemia and
malaria in human populations.
• You will need to take notes on the video and
you will turn them in when the video is over.
Warm up (4-22-15)
Describe how natural selection is not random,
but mutations are random.
Outline
• Objectives
• Chapter 12 Review Questions
Objectives
• Students will answer review questions
regarding the origin of life and the evolution
of primates.
• Students will be able to explain several
hypotheses for the origin of life and how
humans evolved throughout history.
Chapter 12 Review Questions
• Page387
• You each will be responsible for answering
your own questions on your own piece of
paper.
• You may discuss the answers with your group
if there are questions that you don’t
understand or that you are confused on but
you each need to write down your own
answers on your own piece of paper.
Warm up (4-23-15)
Explain what bipedal movement is and how this
is an advantageous trait.
Outline
• Objectives
• Chapter 12 Review Questions
Objectives
• Students will answer review questions
regarding the origin of life and the evolution
of primates.
• Students will be able to explain several
hypotheses for the origin of life and how
humans evolved throughout history.
Chapter 12 Review Questions
• Page387
• You each will be responsible for answering
your own questions on your own piece of
paper.
• You may discuss the answers with your group
if there are questions that you don’t
understand or that you are confused on but
you each need to write down your own
answers on your own piece of paper.
Warm up (4-24-15)
Explain what you think population dynamics are.
Give some examples of factors that might affect
population size. (Think about the deer game)
Outline
• Objectives
• Prepare for population dynamics lab
Objectives
• Students will prepare for the population
dynamics lab
• Students will gather necessary equipment and
prepare necessary solutions to complete the
lab.
Population Dynamics Lab
• We need to prepare for the population
dynamics lab!
• Read through the procedure as a class
• Get materials set up
• Discuss timeline
– What will class look like for next week?