Two Types of Evolution Can Occur in a Population:
1. Divergent (______________) Evolution:
(also known as ___________
__________________)
_____________ species evolves into
___________ different species with
different features ( Darwin’s finches)
2. Convergent (coming together)
Evolution: _________________ organisms
start to look alike or have the same
features because they live in the
____________ environment.
Ex. A fish and a dolphin (mammal) are
unrelated but they both have
_______________ bodies and ___________
because they live in water
Rates of Evolution
_____________________ is the slow change
from one form to another.
___________________ __________________
implies long periods of stability without
much change and short periods of rapid
evolution. This can be due to mass
climate change.
History of Life Worksheet
Chapter 14
Section 14.2
1. The purpose of the netting in Redi’s experiment was to prevent
a. maggots from leaving the jar.
b. air from leaving the jar.
c. adult flies from entering the jar.
d. bacteria from entering the jar.
2. In Pasteur’s experiment, the function of the curved neck on the flask was to prevent
a. air from entering the body of the flask.
b. air from leaving the body of the
flask.
c. solid particles from entering the body of the flask.
d. broth from spilling out of the
flask.
3. Label the diagram to show which
part of Miller and Urey’s apparatus
simulated lightning storms on early
Earth, where the amino acids would
have been found, and where water
was boiled to make water vapor.
4. List the six components of Earth’s
early atmosphere.
a.
b.
c.
d.
e.
5. Circle the letter of each sentence that is true about Miller and Urey’s experiments.
a. Their purpose was to determine how the first organic molecules evolved.
b. The experiment led to the formation of several amino acids.
c. They accurately simulated conditions in Earth’s early atmosphere.
d. The results were never duplicated by other scientists in their experiments.
6. Researchers using the technique of Miller and Urey have been able to produce
a. amino acids and sugars.
b. ATP and mitochondria.
c. proteins and DNA.
d. cells membranes and simple cells.
7. Define Biogenesis
8. Define Spontaneous Generation
Answer the following questions:
9. What change occurred in Earth’s atmosphere after the evolution of photosynthesizing
prokaryotes (bacteria)? Why?
10. Fill in the steps below to show the evolution of eukaryotic cells using the words below.
eukaryotic cell
protocell
prokaryotic cell
11. What does the endosymbiotic theory propose?
12. Use each of the terms below just once to complete the passage. Reading section 14.2,
Origins: the Early Ideas, will help.
microorganisms
Louis Pasteur
non-living matter
organisms
air
S-shaped
broth
spontaneous generation
vital force
disprove
microscope
biogenesis
Francesco Redi
spontaneously
Early scientists believed the life arose from ________________________ through a
process they called _____________________________. In 1668, the Italian physician
____________ _______________ conducted an experiment with flies that
______________________ this idea. At about the same time, biologists began to use an
important new research tool, the _____________________. They soon discovered the
vast world of ______________________. The number and diversity of these organisms
was so great that scientists were lead to believe once again that these organisms must have
________________________________ By the mid-1800’s,
however________________________ was able to disprove this hypothesis once and for
all. He set up an experiment, using flasks with unique __________________ necks. These
flasks allowed ________ but no organisms, to come into contact with a broth containing
nutrients. If some ________________________ existed, as had been suggested, it would
be able to get into the __________________through the open neck of the flask. His
experiment proved that organisms arise only from other __________________________.
This idea, called ____________________________ , is one of the cornerstones of
biology today.
Natural Selection Comic Strip
Species have the potential to increase in numbers exponentially.
I. Populations are genetically variable due to mutations and genetic recombination. (Draw a
population of organisms of your choice. For example, I might draw 10 tree frogs. Some of my tree
frogs may be bigger than others, due to crossing over, aka genetic recombination, some of my tree
frogs will be smaller than others due to genetic recombination, and two of my tree frogs will have a
mutation that makes them yellow instead of green.)
***Label the organism with a mutation as “mutated.”
II. There is a finite (limited) supply of resources required for life.
(Draw the same organisms as above, and add some food or shelter for your population, but the food
or shelter should not be enough for all of your organisms.
III. Changing environments select for specific genetic phenotypes.
(A frog eating owl flies into the area and can see only the green phenotypes, so he eats all of the
green frogs. I would show my owl eating the green frogs here.)
***Label the surviving organisms “best fit.”
IV. Those organisms with favorable adaptations survive, reproduce and pass on their alleles.
(The only frogs left in this slide are yellow. I would now draw baby yellow frogs coming from the
two surviving yellow frogs.)
***Label the surviving organisms
“surviving phenotype.”
V. The accumulation and change in favored alleles leads to changes in species over time.
(I would now draw the entire area below full of yellow frogs living happily ever after…until a
yellow frog-eating owl moves in…hehehehehe!)
Now, summarize your comic by writing a paragraph describing what happened to your population. Use the
steps listed above (in bold) to help with your explanation. RELATE the steps to your population though!!!
Natural Selection of the Woolybooger
NC Essential Standard 3.4.2
Explain how natural selection influences the changes in species over time
Introduction:
On a distant planet there exists a creature called a
Woolybooger. There are 4 variations in the mouth of
the Woolybooger, but all of them eat beans. Some of
them have a fork mouth, some a knife mouth, some a
clothespin mouth, and random mutation has resulted in
a new variation – a spoon mouth. Each of you will play
the part of a Woolybooger on this planet. The spoon
mouth Woolybooger is rare, so only one of you will have
this variation!
NOTE: YOU MUST USE YOUR UTENSIL (MOUTH) IN THE WAY INTENDED!
Hypothesis:
If __________________________________, then______________________________
Materials:
Trays, beans, plastic forks, plastic spoons, knives, clothespins
Procedure:
1. Spread the beans out on the tray.
2. Take turns so that each person “hunts” for beans. Each person will be timed for exactly
40 seconds, and each Woolybooger should capture as many beans as possible within that
40 seconds.
3. Count the beans captured and record on the data table. Only Woolyboogers that captured
at least 10 beans live…the rest die!
4. Repeat the procedure with 30 seconds on the clock, then 20 seconds, and finally 10
seconds.
5. Obtain data from all group members and then answer the analysis questions.
Data:
Type of Woolybooger
Fork Mouth
Spoon Mouth
Clothespin Mouth
Knife Mouth
Trial
#
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Number of beans
captured
Analysis:
1. For each step of natural selection, describe how the lab did or did not fit:
a. Overpopulation of Offspring
____________________________________________________
____________________________________________________________
b. Variation Among Offspring (mutation)
_______________________________________________
____________________________________________________________
c. Competition for Limited Resources
__________________________________________________
____________________________________________________________
d. Reproduction of Best Fit Organisms
_________________________________________________
____________________________________________________________
2. Imagine that our experiment continued for many, many more generations. Which type
(variation) of Woolybooger would you expect to see with the highest frequency? Why?
__________________________________________________
3. Would there be a type of Woolybooger that might no longer be around? Why?
_________________________________________________________________________
_________________________________________________________
4. Draw what that process might look like in the fossil record:
a. In the lowest layer, draw each Woolybooger found at your table at the beginning of
the experiment. This is the original population.
b. In the next level, show ONLY the Woolyboogers that survived trial one.
c. In the third level, show ONLY those that survived the second trial.
d. In the top level, PREDICT what the Woolyboogers that were present in the third
level would look like thousands of years later. To do this you need to THINK about
what part of the structure gave them an advantage.
Most recent
Oldest
5. Below is a DNA fingerprint of the Woolybooger species and two other species that we
think may have been the ancestors of the Woolybooger, based on fossil evidence. Which
species does the evidence suggest is more closely related to the Woolybooger? How does
this evidence show the similarity?
Woolybooger
Species A
Species B
Conclusion and Explanation
_______________________
_______________________
_______________________
_______________________
_______________________
6. Scientists found a species called the Scoopbug that also picks up its food with a similar
shaped mouth (such as the fork mouth, or spoon mouth, or clothespin mouth).
HOWEVER, when the scientists examined x-rays of the structure, they found that the
internal structure (the arrangement of bones) was very different. Does this evidence
suggest that the Woolybooger and the Scoopbug have a common ancestor? Defend your
answer. ________________________________
_________________________________________________________________
7. Scientists found a fossil with a few similar characteristics when compared to the
Woolybooger. Look at the table and use the evidence to decide how this new species
might be related to the Woolybooger.
Characteristic
Woolybooger
New Species
Mouth shape
Fork-like
Spork-like
Protein (gene) for
hemoglobin
Arg-Cys-Iso-Try-Leu
Arg-Cys-Iso-Glu-Leu
Appendix present
Yes
Yes
a. Is the new species related? __________
b. Defend your answer based on the data. _________________________
_________________________________________________________
c. How might this have happened? _______________________________
_________________________________________________________
Modes of Natural Selection
Evolution occurs when the _________ ________
(all of the genes of a ________________) changes.
A change in _____________ may lead to a change in
______________. Evolution acts on the
______________________.
a. ______________________ are random
changes in DNA and may lead to a new ________________. For example, a mutation
causing white fur in Arctic foxes may lead to better camouflage in winter.
Mutations _____________ in
_____________  change in _____________
b. The _________________________ also plays a key role in evolution. Environmental
changes are natures “_____________________ ____________” that act upon the
___________________ ranges caused by genes. There are three basic patterns by
which natural selection occurs:
Speciation:
Geographic isolation is related to speciation
because…