Diversity of Organisms
Unit/Chapter Title: The Evolutionary History of Biodiversity/ Chapters 26 - 34
Course: AP Biology
Essential Questions:
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How does the change in the genetic makeup of a population over time relate to evolution?
How are all organisms linked by lines of descent from common ancestry?
What leads to the continual evolution of life on Earth?
How do natural processes cause the origin of living systems?
Unit Components
Phylogeny and the
Tree of Life
Unit Vocabulary/
Concepts/Topics
Unit Overview
Bacteria and Archae
Unit Vocabulary/
Concepts/Topics
Phylogeny
Binary fission
Taxonomy
Genetic diversity:
transformation,
conjugation,
transduction
Phylogenetic tree:
homologous
structures,
convergent
evolution, molecular
systematic,
cladogram
Molecular clock
Three domain
system: Archae,
Bacteria, Eukarya
Nutrition:
photoautotroph,
chemoautotroph,
photoetertroph,
chemoheterotroph
obligate aerobe,
obligate anaerobe,
facultative
anaerobe,
extremophiles,
Protists
Unit Vocabulary/
Concepts/Topics
Endosymbiosis
Plant Diversity: How
Plants Colonized Land /
The Evolution of Seed
Plants
Unit Vocabulary/
Concepts/Topics
Alternation of
generations
Nonvascular
Sporophyte
Seeds
Heterospory
Gymnosperm
Angiosperm: flower,
fruit, monocot, dicot
Fungi
Unit Vocabulary/
Concepts/Topics
Multicellular
heterotroph:
absorption
Zygomycota
Ascomycota
Basidiomycota
Mychorrizal fungi
lichen
Animal Diversity:
Invertebrates /
Vertebrates
Unit Vocabulary/
Concepts/Topics
Embryo: zygote,
cleavage, blastula,
gastrula, ectoderm,
endoderm,
blastopore
Symmetry: radial,
bilateral
Cephalization
Coelom:
acoelomate,
pseudocoelomate,
coelomate
Protostome vs.
methanogens
Deuterostome
Decomposer
Invertebrates:
parazoa, eumetazoa
(cnidaria,
platyhelminthes,
nematode, mollusca,
annelid, arthropoda,
echinodermata,
chordate)
Symbiosis
Pathogens
Vertebrates:
notochord, dosal
hollow nerve cord,
pharyngeal clefts,
tail, lamprey,
gnathostomes,
tetrapods, amniotes,
mammals
AP College Board Frameworks
1.A.4 Biological evolution is supported by evidence from many scientific disciplines.
1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
1.B.2 A phylogenetic tree and/or cladogram is a graphical representation (model) of evolutionary history that can be tested.
1.B.3 Non-eukaryotes can transfer genetic information laterally through the mechanisms of transformation, transduction, and conjugation; most
eukaryotes do not transfer information laterally.
1.C.2 Speciation may occur when two populations become reproductively isolated from one another.
1.D.2 Evidence from many different scientific disciplines supports models of the origin of life.
I Can……
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Evaluate evidence provided by data sets from many scientific disciplines to support biological evolution.
Design a plan to collect data from morphology , biochemistry, and geology to answer scientific questions regarding how
organisms have changed over time.
Connect phenomena across spatial and temporal scales to articulate the claim that biological evidence of evolution is supported
by evidence from many scientific disciplines.
Pose scientific questions that correctly identify essential properties of shared core life processes in order to provide insights into
the history of life on earth.
Describe specific examples of conserved core biological processes shared by all domains or within one domain of life and how
these shared, conserved core processes support the concept of common ancestry for all organisms.
Justify the claim that organisms share may conserved core processes and features that evolved and are widely distributed among
organisms today.
Pose scientific questions that identify the essential shared characteristics (derived and primitive) of a group (or groups) of
organisms whose relatedness is described by a phylogenetic tree in order to infer the evolutionary history of the group and to
identify character data that potentially could extend/improves the phylogenetic tree hypothesis.
Evaluate evidence provided by a data set in a phylogenetic tree to determine evolutionary history and speciation.
Explain how lateral gene transfer, despite being less common than vertical gene transfer, is a mechanism by which organisms
acquire new genetic information.
Connect the concept of lateral gene transfer across domains with several examples of lateral genetic transfer between non-eukaryote
organisms.
Justify the selection of a data set from a group of data sets that answers the question “Does reproductive isolation lead to speciation?”
Describe the speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection,
and genetic drift.
Justify geologic, physical, and chemical data that supports model construction of early Earth conditions and describe experiments that
produce monomers and polymers of organic molecules.