Evolution
Ms. Eramchuk
Rotational Graffiti
 Draw
–EVOLUTION
 Write – EVOLUTION
 Draw – POPULATION
 Write – POPULATION
 What
do I already know about
population/evolution?
What is Evolution??
 https://www.youtube.com/watch?v=GhH
OjC4oxh8
Evolution of the Cellphone
1)
2)
3)
4)
Describe the characteristics that
evolved over time
Are there any traits that “disappeared”?
Describe the new traits that appeared.
Why is this a good example of evolution?
Evolution
 Evolution
refers to the permanent genetic
change (change in gene frequencies) in
population of individuals across
generations
 Evolution does not refer to changes
occurring to individuals within their own
lifetimes. Populations evolve, not
individuals.
Evolution
 Microevolution
– describes the small-scale
changes within gene pools over
generations
Evolution
 Macroevolution
–
Describes large
scale changes in
form, as viewed in
the fossil record,
involving whole
groups of species
and genera
Evidence for Evolution
(Entrance Slip)
What
are some examples that
you can think of that are
evidence that evolution has
occurred?
 Please
complete (pg.3 of your frame
notes). You may complete individually or
with a partner 
Evidence for Evolution
 Evolutionary
theory is now supported by a
wealth of observations and experiments.
 Although biologists do not always agree
on the mechanisms by which populations
evolve, the fact that evolution has taken
place is well documented
Hypothesis vs. Theory
Scientific Hypothesis:
•
Proposed
explanation for a
phenomenon
made on the
basis of limited
evidence as a
starting point for
further
investigation
Scientific Theory:


Group of verified
hypothesis that have
been substantiated
(proven) through
repeated experiments
or testing.
Theories may change
as scientists learn more
about the topic
Scientific Theory:
 Scientists
use the word ‘theory’ differently
than how it is commonly used in the
public.
 Most people use the world ‘theory’ to
mean an idea or hunch that someone
has, but in science the word ‘theory’ refers
to the way we interpret facts.
The Recycling Lab
 Science
is built on evidence that can be
observed or deduced from the natural
world
 Evidence can be confusing, seemingly
conflicting, and apparently random
 All evidence may not be available
The Recycling Lab
 You
will receive several types of “clues”
used to develop a hypothesis, scientists
use a variety of criteria to compare
explanations, selecting the better ones
Procedure
 You
will be arranged into groups (3-4)
 You will be given a bag of recycling from
a fictional group of people. Do not look at
the recycling until instructed to do so!
 Remove 4 pieces of recycling and place
them on the lab table.
Procedure
 Observe
the recycled material. Try to
formulate a tentative hypothesis that
explains the storyline represented by the
recycling.
 What kinds of questions can you be
asking while trying to develop your
theory/storyline?
 Record this theory as your original
hypothesis
Procedure
 Select
FOUR more pieces of recycling
from the bag. Incorporate this new
information into your storyline. This is your
SECOND TENTATIVE HYPOTHESIS. Record
this on your worksheet.
Procedure
 Remove
2 final pieces. Use this new
information to formulate a THIRD
TENTATIVE HYPOTHESIS. Record this on
your worksheet.
 Do not remove anymore recycling.
Scientists never have all of the data they
might need to reach the highest level of
confidence in their explanations.
Procedure
 Collaborate
with another group – share
your information
 Other groups may have different pieces
of data (scientists share data and ideas)
 When instructed, come back together
with your group to formulate a FINAL
HYPOTHESIS based on all of the available
data.
Final Hypothesis
 Attempt
to explain the events in the life of
the character(s) who recycled the
materials. Record this on your worksheet.
*Scientific explanations are tentative
because we can never be absolutely sure
that all of the information about a problem
is known and that new information may be
discovered later!
Discussion
 Collaboration
 Limited
data
 Personal bias and experience
Edmodo Post – by midnight 
please do not wait until 11:59. Go to bed. Finish it while you
eat your sandwich at lunch.
 Based
on today’s class/ lab experience,
has your understanding of a scientific
theory changed? Why or why not?
Evidence for Evolution
 Evidence
sources:

for evolution comes from many
Paleontology: The identification,
interpretation and dating of fossils gives us
some of the most direct evidence of
evolution
Evidence for Evolution
 Embryology
and evolutionary
developmental biology. The study of
embryonic development in different
organisms and its genetic control
The embryos of animals
show evidence of similar
ancestral developments.
Evidence for Evolution
 Biochemistry:
Similarities and differences
in the biochemical make-up of organisms
can closely parallel similarities and
differences in appearance.
 Molecular genetics: Sequencing of DNA
and proteins indicates the degree of
relatedness between organisms
Types of Fossils
 The
term fossil refers to any parts of
impressions of an organism that may
survive after its death
 Fossils are most commonly found in
sedimentary rock.
 What
information can we get from the
fossils found in sedimentary rock??
Strathcona
Park,
Vancouver
Island, Canada
Types of Fossils
 Mineral-rich
hard parts (bones, teeth,
shells) may remain as fossils. Sometimes
minerals dissolved in water, may seep into
tissues and replace the organic matter of
the organism.
 What
is this process known as?
Interpretation of Fossils
 The
fossil record is an orderly array in
which fossils appear in the layers, or strata
of sedimentary rocks
 When organisms are trapped in
sediments, they record that moment in
time.
 How are we able to tell the relative age
of fossils?
Interpretation of Fossils
 Because
younger sediments overly older
ones, it is possible to determine the
relative age of fossils.
 This
is different than absolute dating,
which determines how long ago an event
occurred usually through radio-isotope
dating (radioactive decay)
Based on fossil evidence
and radio-isotope dating,
the evolutionary history of
plants, fungi, bacteria,
protists, and non-chordate
animals can be compiled
Bacteria, protists and fungi
have an evolutionary history
extending back to the
Precambrian.
Some invertebrate groups
extend back to the
Cambrian Period, but land
plants only as far back as
the Devonian Period.
Similarly, the
evolutionary history
of chordates can be
traced back to the
Cambrian, but most
animal groups are
much more recent
than this.
Timeline Activity:
p. 376 Textbook
1 billion = 1000 million
1 000 000 000 = 1 billion
1 000 000 = 1 million