BIOLOGY 211
FALL 2012
MARY SHAW
CLASS Week 9-11
UNIT: Evidence and Mechanisms of Evolution
CLASS 9 Monday
OBJECTIVES:
 Distinguish between the scientific and everyday usage of the word Theory Analyze, Foundational knowledge, Application
 Identify and correct misconceptions on natural selection processes Comprehend & evaluate, Integrate, Learning how to
learn
 Describe how the process of natural selection leads to adaption and evolution Comprehend, Foundational knowledge,
Application
 Differentiate between the results of natural selection and genetic drift on a population Analyze, Integrate
 Work in diverse groups Human Dimension
 Communicate in biology Application, Application
Before class: D2L quiz on • reading sections of text 1.1,1.4, 15.1
HOMEWORK:
•Reading assignment 15.2, 15.3 (p. 300 only)
ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text
1. Introduce class with learning goals, sections of text to be discussed and announcements
2. Questions missed by >50% of D2L students
BIOLOGY 211
FALL 2012
MARY SHAW
3. Think-Share Pair difference between everyday usages of word Evolution and scientific usage.
4. Misconceptions about natural selections
5. Active learning natural selection of bacterial
Question What is wrong with Lamarck’s explanation of evolution?
Learning Goal
Assessment
Activities
Distinguish between the
scientific and everyday
usage of the word Theory
Identify and correct
misconceptions on natural
selection processes
Report out of think
pair share
Think/pair/share
Turn in group
answer to Lamark
question.
Brainstorm what some people think about natural
selection? Sort into misconceptions and what
true. Why do some people have these
misconceptions? Give your own example of how
something goes against this misconception
Resources
What is wrong with Lamarck’s explanation of
evolution?
Describe how the process
of natural selection leads
to adaption and evolution
Clicker questions
and Active
Learning slides
from text
PowerPoint CH 15 & 1 with clicker questions and
Active Learning slides from text
Clearest and
muddiest point
from today’s class
Discuss the other forces
that lead to evolution of
Or compare and
contrast
Jigsaw
Cards with
mutation, genetic
BIOLOGY 211
FALL 2012
MARY SHAW
populations
Beginning of next
class clicker
question
Differentiate between the Lab report –
results of natural selection Discussions and
and genetic drift on a
results
population
 Work in diverse groups
drift, non-random
mating, migration
Oyster catcher lab
Observe lab
groups
Lock out of D2L until you come see me if failing at midterm?
Date
Monday
Tuesday
Wednesday
Thursday
Read
Concept 1.1,
1.4, 15.1
D2L Quiz CH
1 & 15
OUT of
CLASS
Week 9
Weekend
)
Oyster
catchers (Lab
Report)
BIOLOGY 211
FALL 2012
MARY SHAW
Objectives:
1. Differentiate
between the
results of natural
selection and
genetic drift on a
population
2. Work in
groups
3. Communicate
in biology
4. Construct
graphs
Have students
peer assess lab
reports using
rubric
Reading
assignment
15.2, 15.3 (p.
300 only
Reading
assignment for
Wed. 16.1
Blackboard
quiz
16.1
BIOLOGY 211
FALL 2012
MARY SHAW
CLASS 9 W
OBJECTIVES:
 Discuss the other forces that lead to evolution of populations Comprehend, Foundational knowledge, Application
 Discuss the types of evidence for evolution
HOMEWORK:
Reading assignment for Monday 15.4, 315-321
Evidence for evolution http://evolution.berkeley.edu/evolibrary/article/0_0_0/lines_01
ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text plus evolution misconceptions from
Berkeley evolution site
Learning Goal
Assessment Activities
Discuss the forces other than natural selection that lead to evolution
of populations
Discuss the types of evidence that support evolution
Homologies
Biogeography
Cellular & molecular biology
Developmental biology
Watch Understanding
evolution
Resources
BIOLOGY 211
FALL 2012
MARY SHAW
Comparative anatomy
Transitional forms
Fossil record
Dating
Artificial selection
Ecology
Experiments
PowerPoint
?
 Work in diverse groups
CLASS 9 L
THURSDAY OCTOBER 24 2012
Oyster catchers (Lab Report)
OBJECTIVES:
1. Differentiate between the results of natural selection and genetic drift on a population
2. Work in groups
3. Communicate in biology
4. Construct graphs
BIOLOGY 211
FALL 2012
MARY SHAW
Have students use rubric to evaluate lab reports for each other
• Use examples from evolutionary developmental biology examples to show that all structures come from existing structures and
don’t arise because organisms “need” them.
HOMEWORK:
• read 17.1, 17.2
• ACTIVITIES PowerPoint CH 16.1 with clicker questions
REFLECTIVE FEEDBACK
Students are interested in evo-devo but I’m not sure that they get the point that all structures come from existing structures and
don’t arise because organisms “need” them.
CLASS 10 M
MONDAY
OBJECTIVES:
•Differentiate among the 3 types of natural selection.
 Discuss All of life is connected through its evolutionary history

HOMEWORK:
BIOLOGY 211
FALL 2012
MARY SHAW
•Reading assignment for Wed. 17.3, 17.4
 Watch one of the videos on evolution posted on D2L and write a short 1 paragraph) description and evidence for type of
natural selection illustrated in video. Due Wed. 31, typed or e-mail.
ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text
REFLECTIVE FEEDBACK
 When there is an example of natural selection on an exam and I ask the question as to which type of natural selection is being
illustrated most students do not get it. They do not even think of these. Even when given these 3 many have a difficult time,
yet most students got the video examples.
Learning Goal
Assessment
Activities
Differentiate among the 3
types of natural selection
Clicker questions
Mini
lecture
Home work Watch one of the videos on evolution posted on D2L and
write a short 1 paragraph) description and evidence for type of
natural selection illustrated in video
Resources
PowerPoint
?
 Work in diverse groups

CLASS 11 W
BIOLOGY 211
FALL 2012
MARY SHAW
WEDNESDAY OCTOBER 31 2012
OBJECTIVES:
 All of life is connected through its evolutionary history
 be able to construct a simple phylogenetic tree
 Terminology associated with phylogenetics
HOMEWORK:
• Homework Due Monday Nov. 5. Apply the concept p. 320. Do on Carbon-less paper. Turn in one copy and keep the other.
•On-line quiz CH 16 Due Wed. Nov. 7 midnight
ACTIVITIES PowerPoint CH 16.1 with clicker questions and Active Learning slides from text. Barnacles and Humans Active
Learning Exercise from text. Print out info slide.
Possible exam assessment questions for learning objectives
A. Describe how the process of natural selection leads to adaption and evolution [Fink: Application/Integration] [Bloom:
Understand/Apply]
Darwin referred to the differential reproductive success of individuals with particular variations as
BIOLOGY 211
FALL 2012
MARY SHAW
a. evolution.
b. artificial selection.
c. the cell theory.
d. natural selection.
e. inheritance of acquired characteristics.
Answer: d
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9
Bloom’s Category: 1. Remembering
A key point in Darwin’s explanation of evolution is that
a. the biological structures most likely to be inherited are those that have become best suited to the environment through
constant use.
b. all mutations that occur are those that will help future generations fit more successfully into their environments.
c. any trait that confers even a small increase in the probability that its possessor will survive and reproduce will be strongly
favored and will spread through the population.
d. genes change in order to help organisms cope with problems encountered within their environments.
e. extinction is nature’s way of weeding out undeserving organisms.
Answer: c
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9
Bloom’s Category: 1. Remembering
The toe pads of tree frogs and the spines of cacti are examples of
a. genetic drift.
b. structural adaptations.
c. sexual selection.
d. artificial selection.
e. cooperation.
Answer: b
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
BIOLOGY 211
FALL 2012
MARY SHAW
Page: 9
Bloom’s Category: 2. Understanding
Which of the following statements is true?
a. The diversity of life has depended on similar environments and ecological communities throughout the globe.
b. Sexual selection and genetic drift contribute to the diversity of life.
c. Earth has existed and changed over a few thousand years, at most.
d. All ancestral forms of life were very similar to organisms that currently exist.
e. All organisms are genetically closely related.
Answer: b
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9-10
Bloom’s Category: 4. Analyzing
Structural, physiological, or behavioral traits that enhance an organism’s chance of survival and reproduction in its
environment are called _______.
Answer: adaptations
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9
Bloom’s Category: 1. Remembering
What is required for natural selection to occur?
a. Organisms must display variation.
b. A trait must be able to be passed on to future generations.
c. A trait must increase survival.
d. A trait must increase reproduction.
e. All of the above
Answer: e
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9
BIOLOGY 211
FALL 2012
MARY SHAW
Bloom’s Category: 4. Analyzing
These two images show the evolutionary diversity of leaf structure in a tree. Which of the following terms describes the
traits that enhance an organism’s chance of survival and reproduction in a given environment?
A. Natural selection
B. Adaptation
C. Species
D. Evolution
E. Ecology
Answer: B
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9-10
Bloom’s Category: 2. Understanding
Feedback A: Recall that natural selection describes the process by which traits that enhance survival spread in a
population.
Feedback B: Adaptation is the process whereby structural, physiological, or behavioral traits enhance a species’
survival and reproduction in an environment.
Feedback C: Recall that species are loosely defined as a group of organisms that “look alike” and breed together.
BIOLOGY 211
FALL 2012
MARY SHAW
Feedback D: Recall that evolution is central to the diversity of life as it works through natural selection.
Feedback E: Recall that ecology studies how organisms interact with one another and their environment.
11. Which of the following is not explained by Darwin’s theory of evolution by natural selection?
A. Where and how the first cells developed
B. Why there are so many different types of organisms
C. Why variation in a population allows evolution to occur
D. How species change over time
E. Why all living things have the same nucleotides in their genetic code
Answer: A
BIOLOGY 211
FALL 2012
MARY SHAW
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9-10
Bloom’s Category: 2. Understanding
Feedback A: Evolution addresses what happened after the first cell existed.
Feedback B: As organisms moved into new and different environments (or their environment changed), they were subjected
to new and different selective pressures, leading to development of new adaptations.
Feedback C: Darwin postulated that different variants would have different probabilities of successfully surviving and
reproducing and that the most successful would leave more offspring, leading to change in the frequency of traits in the
population over time.
Feedback D: As selective pressures work on a species, the species is subjected to natural selection, and its genetic makeup
changes over time.
Feedback E: The original genetic material was passed on to daughter cells, preserving the nature of the chemicals in use. This
is an example of evolution explaining the unity of life.
In order for natural selection to occur,
a. certain traits must provide greater chances for survival and reproduction than other traits.
b. random survival of all organisms must occur.
c. sexual selection must occur.
d. All of the above
e. None of the above
Answer: a
Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life
Page: 9
Bloom’s Category: 2. Understanding
Feedback: Natural selection relies on the fact that living organisms vary in their traits and that this variability provides some
individuals with an advantage in terms of survival and reproduction.
Which of the following scenarios correctly describe examples of the process we attribute to having been first described by
Charles Darwin - evolution by “natural selection”:
a.
The development of a curved back over the period of your lifetime
BIOLOGY 211
FALL 2012
MARY SHAW
b.
Giraffes’ necks lengthening during their lifetime as they reach up to high branches to eat the leaves of trees
c.
A drought affects an island where a population of a particular finch species lives. The species naturally has a small
amount of variability in bill (beak) size. The drought results in finches with larger bills surviving at a greater rate than those
with smaller bills, since the larger billed birds can crack open and eat very tough seeds that the small billed individuals cannot.
d.
A mutation in an insect results in increased digestive efficiency that allows females to obtain more energy from their
food, and convert that energy into larger eggs that are more likely to survive, resulting in these females producing more
surviving offspring
e.
Both c and d
Answer: e
(Answers A and B refer to development, not evolution. Evolution acts on populations, not individuals. See page 290 in the
textbook: “The mechanism that produces changes in species is natural selection: the differential survival and reproduction of
individuals in a population based on variation in their traits.”)
Discuss the truth of one of the following statements given what you have learned about evolution:
•Pesticide resistance exhibited by insects in agricultural settings provides direct evidence that evolution is occurring.
•Antibiotic resistance is an example of evolution that helps to keep pharmaceutical companies in business.
Answer: In both pesticide and antibiotic resistance, even if most of the population is wiped out by the pesticide/antibiotic
drug, a population’s natural genetic variability means that some insects/bacteria survive, and those resistant individuals pass
on their genes to their progeny, soon leading to an entire population that is resistant to the pesticide/drug, making it virtually
ineffective.)
Using the concepts discussed in class, of evolution by natural selection, describe why tigers have stripes.