AP Biology
(Secondary)
Essential Unit E07
(Evolution and Phylogeny)
Unit Statement
In this unit the student will contrast and compare different evolutionary models with their
associated scientists. In addition, populations will be assessed using Hardy-Weinberg formula to
determine if evolutionary change is taking place. Also, different macro and micro evolutionary
factors will be discussed.
Overview – Evolution and Phylogeny (3 weeks)
● Evolution and cladograms
● Taxonomy
Unit Outcomes (TSWs)
1. TSW evaluate and refine evidence from many scientific disciplines to illustrate evolution
as an ongoing process within a population and the role of natural selection within
evolution.
2. TSW evaluate evidence to describe and connect evolutionary changes in the genetic
makeup of a population over time to changes in the environment.
3. TSW use and justify data from mathematical models based on the Hardy-Weinberg
equilibrium to analyze genetic drift and effects of selection in the evolution of specific
populations.
4. TSW make predictions about the effects of genetic drift, migration and artificial
selection on the genetic makeup of a population.
5. TSW analyze and evaluate evidence provided by data to create a phylogenetic tree or
simple cladogram that correctly represents evolutionary history, speciation and
extinction, from a provided data set.
6. TSW use data from a real or simulated population(s), based on graphs or models of
types of selection, to predict what will happen to the population in the future.
7. TSW justify the selection of data to describe reproductive isolation and speciation in a
population and connect it to change in gene frequency, change in environment, natural
selection and/or genetic drift.
8. TSW describe and evaluate the reasons for revision of scientific hypotheses about the
origin of life on Earth to determine their accuracy and legitimacy.
9. TSW justify the selection of geological, physical, and chemical data that reveal early
Earth conditions.
10. TSW predict how a change in genotype, when expressed as a phenotype, provides a
variation that can be subject to natural selection.
11. TSW construct an explanation of the multiple processes, including environmental factors
that influence the phenotype of an organism and its variation within a population.
12. TSW use evidence to justify a claim that a variety of phenotypic responses to a single
environmental factor can result from different genotypes within the population.
13. TSW use theories and models to make scientific claims and/or predictions about the
effects of variation within populations on survival and fitness.
Suggested Chapters (Campbell):
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22 - Descent with Modification: A Darwinian View of Life
23 - The Evolution of Populations
24 - The Origin of Species
25 - The History of Life on Earth
26 Phylogeny and the Tree of Life
Suggested Chapters (Starr):
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●
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17 – Evidence of Evolution
18 – Process of Evolution
19 – Organizing Information about Species
20 –Life’s Origin and Early Evolution
Suggested Overview of Lecture and Discussion Topics
1.
2.
3.
4.
How Life began on Earth- proof and conjecture
Charles Darwin, the man, the voyage and the theory
How populations change over time and speciation
Phylogenies and cladograms
Suggested Activities
1. Modeling transcription and translation.
2. Mathematical Modeling: Hardy-Weinberg: AP Investigation 2 (Smartscience La:
Chi-Square Wet Lab)
3. Simple cladogram construction. Students are given 8 traits and 7 groups of insects with
which to construct a simple cladogram.
4. “The Evolution of Flight in Birds”. This is an on-line activity that allows students to see
how a real cladogram is built.
http://www.ucmp.berkeley.edu/education/explorations/reslab/flight/main.htm
5. Student will read and analyze journal article: Grant, Rosemary and Grant, Peter.
BioScience ,October2003 / Vol. 53 No. 10 .What Darwin’s Finches can Teach us about the
Evolutionary Origin and Regulation of
Biodiversity.
6. Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST: AP
Investigation 3: (Smartscience Lab: Genetic Code)
7. Webquest activity: Investigating Evolutionary Questions Using Online Molecular
Databases (http://zunal.com/webquest.php?w=178732)
8. Peppered Moth Simulation (http://www.techapps.net/interactives/pepperMoths.swf)
9. Natural Selection Simulation (http://phet.colorado.edu/en/simulation/natural-selection)
10. Students will investigate homologous and analogous structures - Similarities and
differences: understanding homology and analogy
(http://evolution.berkeley.edu/evolibrary/article/similarity_ms_01)
Technology Links
● Evolution on the Web For Biology Students: A collection of links that deal with
evolution.
● Timeline of Evolutionary Genetics: This site helps you learn more about the
scientists that contributed to evolutionary thought.
● Miller / Urey Experiment
Suggested Rubric
The students will be evaluated for each unit according to the following rubric:
Multiple Choice Unit
Exam (s)
Free Response
Question
Laboratory
Experiment (s)
Above Mastery (A)
93% or better
Mastery (B)
86% - 92.9%
In Progress (P)
85.9% or lower
8 or better on the
unique rubric written
for each question
5 – 7 on the unique
rubric written for
each question
Laboratory
experiments were
performed, data
collected and
analyzed, and written
in a concise, clear,
and accurate manner
with
graphics/diagrams
neat and complete
and appropriate
terminology
according to
teacher’s
instructions. If formal
lab is requested –
use Lab Report
Rubric
Laboratory
experiments were
performed, data
collected and
analyzed, and
written in a
concise, clear, and
accurate manner
with
graphics/diagrams
relatively neat and
complete and
generally
appropriate
terminology
according to
teacher’s
instructions. If
formal lab is
4 or below on the
unique rubric
written for each
question
Laboratory
experiments were
performed and
written in a
concise, clear,
and accurate
manner with
graphics/diagrams
lacking in
neatness and
completeness
and some
appropriate
terminology
according to
teacher’s
instructions. If
formal lab is
requested – use
Study Guide,
Worksheets,
Homework, and
Notebook
Study Guides,
Worksheets, and
Notebooks are
consistently up to
date, neat, and
accurate.
Information can be
easily accessed.
requested – use
Lab Report Rubric
Study Guides,
Worksheets, and
Notebooks are
relatively up to
date, neat, and
accurate
Lab Report
Rubric.
Study Guides,
Worksheets, and
Notebooks are
not up to date,
neat, and
accurate.
Information can be
somewhat easily
accessed.
It is difficult to
access
information.
If a student falls within the “P” range the following steps will be taken to complete the
outstanding unit:
1. The student will be automatically be assigned to the after-school homework tutorial for
the duration of the next unit or until mastery of the outstanding unit, whichever comes
first. In the after school homework tutorial, the following steps should be taken:
a. First, the student must complete all unfinished work for the outstanding unit.
b. Second, the student will use his/her time to study the necessary material and ask
for additional help if necessary.
c. Third, student will retest if necessary. If the student masters the subject matter
the second time around with an 86% or better and finished all past work with at
least a B according to the rubric, he/she will earn a “B.”
2. If the student doesn’t master the outstanding unit according to the rubric during
current unit, the unit will be assessed with an H, W, or D. If a W is awarded then no
credit for that unit may be obtained in the current calendar school year, but the student
still may participate in the AP exam in May.